University of Ciego de Ávila Máximo Gómez Báez
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ISSN: 2309-8333
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RNPS: 2411
|13(1) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Artiles Olivera, I.,
Paz
Enrique, L. E., & Fernández Reynoso, S. E.
(2025). Disruptive strategies in the face-to-
face and blended modality of the University
of Managua, Nicaragua.
Estrategia y
Gestión Universitaria
, 13(1), e8786.
https://doi.org/
10.5281/zenodo.14957085
Received: 24/01/2025
Accepted: 19/02/2025
Published: 05/03/2025
Corresponding author:
ilianaartiles2016@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Disruptive strategies in the face-to-
face and blended modality of the
University of Managua, Nicaragua
Estrategias disruptivas en la modalidad
presencial y semipresencial de la
Universidad de Managua, Nicaragua
Estratégias disruptivas na modalidade
presencial e mista da Universidade de
Manágua, Nicaragua
Abstract
Introduction: higher education has transformed with the
integration of in-person and blended learning modalities,
necessitating innovative strategies that address student
needs. Objective: this study aims to analyze the disruptive
strategies implemented in the Methodological Guide of the
University of Managua, Nicaragua, for both in-person and
blended educational modalities. Method: a qualitative study
with a descriptive approach was conducted, based on the
analysis of the Methodological Guide updated in September
2024. The guidelines and recommendations for implementing
both modalities were examined, considering the use of
technologies, teacher-student interaction, and evaluation
strategies. Results: the Methodological Guide promotes a
socio-constructivist approach, integrating artificial
intelligence, the Google Classroom platform, and the
requirements of the National Education Strategy by the
National Council of Universities in Nicaragua, and the National
Learning Evaluation System, to enrich the teaching-learning
process in both modalities. Conclusion: the importance of
flexibility, active student participation, and continuous
evaluation is highlighted. The University of Managua
implements disruptive strategies aimed at achieving dynamic,
student-centered learning, adapting to the demands of
current education.
Keywords: higher education, disruptive strategies,
educational modality, face-to-face modality, blended
modality
Resumen
Introducción: la educación superior se ha transformado con la
integración de modalidades presenciales y semipresenciales,
exigiendo estrategias innovadoras que respondan a las
necesidades de los estudiantes. Objetivo: analizar las
estrategias disruptivas implementadas en la Guía
Metodológica de la Universidad de Managua, Nicaragua para la
modalidad educativa presencial y semipresencial.
Iliana Artiles Olivera
1
Universidad Central “Marta Abreu” de Las
Villas
https://orcid.org/0000-0001-9882-6035
ilianartiles2016@gmail.com
Cuba
Luis Ernesto Paz Enrique
2
Universidad Nacional Autónoma de México
https://orcid.org/0000-0001-9214-3057
luisernestopazenrique@gmail.com
México
Silvia Ehichel Fernández Reynoso
3
Universidad de Managua
https://orcid.org/0009-0004-3488-8762
prof.silviafernandez@udem.edu.ni
Nicaragua
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | Enero-Junio |2025|
| Iliana Artiles Olivera | Luis Ernesto Paz Enrique | Silvia Ehichel Fernández Reynoso |
Método:
se realizó un estudio cualitativo, con un enfoque descriptivo, basado en
el análisis de la Guía Metodológica, actualizada en septiembre de 2024. Se
examinaron las directrices y recomendaciones para la implementación de ambas
modalidades, considerando el uso de tecnologías, la interacción docente-
estudiante y las estrategias para la evaluación.
Resultados:
la Guía Metodológica
promueve un enfoque socioconstructivista, integrando la inteligencia artificial,
la plataforma Google Classroom y las exigencias de la Estrategia Nacional de
Educación, del Consejo Nacional de universidades en Nicaragua y lo relacionado
con el Sistema Nacional de Evaluación para los aprendizajes, para enriquecer el
proceso de enseñanza-aprendizaje en ambas modalidades.
Conclusión:
se
destaca la importancia de la flexibilidad, la participación activa del estudiante y
la evaluación continua. La Universidad de Managua implementa estrategias
disruptivas que buscan un aprendizaje dinámico y centrado en el estudiante,
adaptándose a las demandas de la educación actual.
Palabras clave:
educación superior, estrategias disruptivas, modalidad
educativa, modalidad presencial, modalidad semipresencial
Resumo
Introdução: a educação superior tem se transformado com a integração de
modalidades presenciais e semipresenciais, exigindo estratégias inovadoras que
respondam às necessidades dos estudantes. Objetivo: este estudo visa analisar as
estratégias disruptivas implementadas no Guia Metodológico da Universidade de
Manágua, Nicarágua, para as modalidades educacionais presencial e
semipresencial. Método: foi realizado um estudo qualitativo, com abordagem
descritiva, baseado na análise do Guia Metodológico atualizado em setembro de
2024. Foram examinadas as diretrizes e recomendações para a implementação de
ambas as modalidades, considerando o uso de tecnologias, a interação professor-
aluno e as estratégias de avaliação. Resultados: o Guia Metodológico promove uma
abordagem socioconstrutivista, integrando inteligência artificial, a plataforma
Google Classroom e as exigências da Estratégia Nacional de Educação, do Conselho
Nacional de Universidades na Nicarágua e do Sistema Nacional de Avaliação para
as aprendizagens, para enriquecer o processo de ensino-aprendizagem em ambas
as modalidades. Conclusão: Destaca-se a importância da flexibilidade, da
participação ativa do estudante e da avaliação contínua. A Universidade de
Manágua implementa estratégias disruptivas que buscam uma aprendizagem
dinâmica e centrada no estudante, adaptando-se às demandas da educação atual.
Palavras-chave:
ensino superior, estratégias disruptivas, modalidade
educacional, modalidade presencial, modalidade semipresencial
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Introduction
Current education is characterized by the integration and transformation of
information and communication technologies (ICT) in university teaching and
learning processes. Various authors have explored the impact of ICT on higher
education (Christensen et al., 2008; Bates, 2019; Becerra Sánchez, 2020; Margiono,
2021; Morales Romero et al., 2023), highlighting the need to adapt traditional
methodologies to innovation. Similarly, the role of the university professor still
predominantly revolves around lecture-based instruction, responding to criteria such
as didactic: content organization; pedagogical: sequence of presentation; and
communicational: attention spans and student feedback (Paredes Mallea, 2020).
The teaching strategy presented is didactic, as it facilitates the students’
assimilation process and motivates them, although its ultimate aim is to facilitate
the learning process, acknowledging that learning is an individual construct and the
institution must transition to other teaching roles that emphasize student learning
activities and diversify instructional approaches. In this sense, the traditional face-
to-face modality, historically the cornerstone of university education, has been
complemented and, in some cases, replaced by blended and virtual modalities. This
shift has generated growing interest in understanding how educational strategies,
particularly disruptive ones, impact student learning and experiences in new
university environments.
The blended learning modality is gaining traction in higher education
institutions (Zablith, 2022; Addae and Kwapong, 2023; Lévanto et al., 2024), offering
flexibility and access to digital resources. However, effective implementation
requires disruptive strategies that promote active, student-centered learning
(Bouchard, 2023; CNU, 2023a; Sistema Nacional de Evaluación, 2024). This study
focuses on analyzing the strategies implemented by the University of Managua for
both face-to-face and blended modalities, aiming to identify innovations that
contribute to the improvement of the educational process, as instructed by the
National Council of Universities (CNU, 2023b).
The aforementioned perspectives are consistent with the constructivist
approach. This psychopedagogical perspective is a learning theory positing that
individuals construct their own knowledge from prior experiences and interactions
with their environment (Jiménez Gómez and Carmona Suarez, 2023; Muñoz Lira and
Bruna Gaete, 2024). In more traditional approaches, learning is viewed as the simple
transmission of information from educator to student. In contrast, constructivism
emphasizes the importance of active student participation in the educational process
(Wyatt, 2024). Students are seen as active agents who construct their understanding
of the world through exploration, reflection, and collaboration with others.
Constructivism suggests that professors should act as facilitators of learning,
creating an environment where students feel motivated to investigate and question.
This involves using methodologies that foster critical thinking, problem-solving, and
teamwork. Moreover, the constructivist approach highlights the importance of
contextualizing learning, that is, placing knowledge in real-life situations that are
relevant to students. This is supported by two perspectives: meaningful learning and
situated teaching.
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This approach promotes more meaningful learning, as students connect new
concepts with their prior knowledge. Meaningful learning is a pedagogical approach
focused on the connection between new knowledge and the student’s previous
experiences (Wirestam, 2024). This type of learning is based on the idea that for
information to be effectively retained, it must be linked to existing concepts in the
learner’s mind. By establishing these connections, students gain understanding and
can apply what they have learned in various situations. This fosters deeper, more
lasting comprehension, facilitating the transfer of knowledge to different contexts.
Meaningful learning promotes intrinsic motivation, as students feel more
engaged in their learning process when they can relate what they are studying to
their daily lives or personal interests. Educators who implement meaningful learning
strategies, such as using practical examples, collaborative projects, and group
discussions, enable students to develop skills that will allow them to face future
challenges with greater effectiveness and creativity (Quintero Rivera, 2024).
Situated learning is a pedagogical approach that emphasizes the importance
of context in the learning process. It promotes the idea that learning is more
effective when anchored in real-world situations. This approach allows students to
connect theory with practice, fostering the application of knowledge in relevant
contexts. By involving students in activities that reflect authentic challenges and
problems, their motivation is stimulated, leading to more significant and lasting
learning.
Such an approach acknowledges the diversity of experiences and
backgrounds that each student brings to the classroom. By valuing these individual
contexts, an inclusive learning environment is created that promotes collaboration
and the exchange of ideas (Vandeyar, 2022). Educators who implement this approach
often use strategies such as project-based learning, case studies, and simulations.
This allows students to work in teams and develop critical skills such as problem-
solving and critical thinking. Ultimately, situated learning aims to cultivate citizens
capable of engaging with and contributing to the complexities of the contemporary
world.
The University of Managua, in its pursuit of academic excellence,
implements an Educational Model that integrates both face-to-face and blended
learning modalities, recognizing the importance of adapting to the needs of students
and the current technological context within the framework of a socioconstructivist
approach. This model aims to achieve better learning outcomes by integrating
educational materials, student assistance, and teaching resources, particularly the
Google Classroom Educational Platform, along with the available active learning
time (Universidad de Managua, 2024).
The Educational Model of the University of Managua promotes a
comprehensive approach that evaluates academic results and the development of
skills in students to ensure equity and inclusion in education. It emphasizes
meaningful and contextualized learning that responds to students’ needs, thereby
enhancing critical reflection and innovation in teaching methodologies. This ensures
that each student has the opportunity to reach their maximum potential in a quality
educational environment, fostering critical, creative, and socially committed
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citizens. To this end, it enhances teacher training and educational innovation to
address contemporary challenges in the educational field, ensuring holistic human
development for Nicaraguan communities (Sistema Nacional de Evaluación, 2024;
CNU, 2023c).
The previous analysis emphasizes that lessons should be developed in
accordance with the modality, focused on a dynamic and participatory learning
environment that centers on the student and aims at skill development. This
environment should promote critical thinking, collaboration, creativity, and
problem-solving, rather than merely transmitting information passively (CNU,
2023b). The study analyzes the disruptive strategies promoted in the University’s
Methodological Guide to understand how the integration of technology, student
participation, and assessment is being addressed in both modalities, as well as the
innovative practices being implemented, thus contributing to the development of a
more effective educational model adapted to the demands of the 21st century.
The University of Managua faces the challenge of adapting its teaching
methods to the new generations of students and the demands of the job market,
thereby creating an opportunity to evaluate the effectiveness of disruptive
strategies in improving learning and the student experience. This involves digital and
pedagogical transformation, contributing to the advancement of knowledge in the
field of educational innovation, while referencing research from various authors
(Posada Prieto, 2017; Alalwan, 2022; Flores González, 2022; Casimiro Perlaza y
Torres Daza, 2023; Camarillo Hinojoza, 2024).
Methods and materials
This research involved a qualitative study with a descriptive approach,
focusing on the analysis of the Methodological Guide from the University of Managua
to assess the opportunities provided by disruptive strategies. This guide is oriented
towards classes in the updated face-to-face and blended modalities as of September
2024. It includes information on guidelines and recommendations for the
implementation of both modalities. The analysis covered sections related to
methodological structure, the use of technology, teacher-student interaction, and
evaluation strategies.
This aligns with the National Learning Evaluation System (SNEPA), the
National Education Strategy (ENE), and the standards set by the CNU. Additionally,
a content analysis was conducted to identify disruptive strategies, active student
participation, flexibility in learning, and adaptation to individual needs (Chibaya,
2024). A case study approach was adopted, focusing on the University of Managua as
the specific context for analyzing the implementation and impact of disruptive
strategies in both face-to-face and blended modalities. The case study design
allowed for an understanding of the phenomena within their natural context,
considering the complexity and particularities of the institution (Almogren, 2023;
Borkowski, 2024). This approach was deemed relevant as it facilitated an in-depth
exploration of participants’ experiences and perceptions regarding disruptive
strategies.
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For data collection, focus groups were employed with students from both
modalities to interpret their perspectives on the learning experience with disruptive
strategies. Groups of five students were formed, ensuring heterogeneity in terms of
majors and years of study. Discussions were guided by questions exploring students’
perceptions of: 1) the usefulness of the strategies, 2) their impact on motivation, 3)
participation, and 4) learning, as well as suggestions for improving their
implementation. The focus group sessions were recorded for subsequent
transcription and analysis.
Results and discussion
The Methodological Guide for face-to-face and blended educational
modalities was analyzed in detail and constituted the case study for the research
context. The analysis reveals opportunities to deepen the integration of disruptive
strategies. Several observations emerged from the methodological work carried out
by the Program Coordinators, with the participation of professors and the Academic
Teaching Office. These efforts are directed by the Office of the Vice-Rector for
Academic Affairs for the continuous improvement of the teaching-learning process
and the implementation of the Educational Model.
The guide is designed for professors to support them in developing lessons
that correspond to the particularities of each educational modality (face-to-face and
blended). This is aimed at implementing disruptive strategies in various activities to
enhance meaningful learning. This integration is framed within the
socioconstructivist approach to achieve better learning outcomes. It encompasses
educational materials, student assistance, teaching resources—particularly the
Google Classroom educational platform—and the available active learning time.
It is emphasized that lessons should be conducted in accordance with the
modality, focusing on a meaningful, dynamic, and participative learning
environment centered on the student and oriented towards skill development.
Furthermore, it takes place in a context that promotes critical thinking,
collaboration, creativity, and problem-solving. This is in contrast to merely
transmitting information passively, favoring actions that enhance the application of
disruptive strategies.
The use of artificial intelligence (AI) is enhanced by providing innovative
tools that transform and enrich the teaching-learning process through disruptive
strategies. It is specified how AI will be integrated into both in-person learning
activities and the online platform, and how these integrations will transform the
learning experience. The goal is to personalize the educational experience by
adapting content and disruptive strategies to the individual needs of students.
Additionally, Google Classroom facilitates learning management, optimizing
interaction between teachers and students. Its implementation promotes a more
dynamic and participatory learning environment, enhancing feedback and the
development of critical and creative skills, thus preparing students for a constantly
evolving job market. In its application the following elements are included:
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Virtual tutors for personalized assistance to students by answering questions
and helping with the understanding of difficult concepts, thereby facilitating
self-directed learning.
Educational data analysis, as a tool for the analysis of student performance
through their interactions on the educational platform, allowing educators
to identify patterns and areas for improvement to adapt their teaching
strategies.
Personalized content tailored to each student’s level of understanding and
learning preferences, improving information retention.
Automated assessment for the automatic grading of exams and other
evaluative activities, providing immediate feedback to students, optimizing
teachers’ time, and enhancing the overall efficiency of the educational
process.
Simulations and augmented reality for the creation of immersive learning
environments where students can practice skills in realistic scenarios,
facilitating the practical application of theoretical concepts.
Resource recommendations, systems that suggest complementary materials
(articles, videos, exercises) based on student performance and interests,
enriching their learning experience.
The analyses above align with the SNEPA (2024), promoting a comprehensive
approach that evaluates academic outcomes and skill development in students. This
approach aims to ensure equity and inclusion in education, facilitating meaningful
and contextualized learning that meets students’ needs. Furthermore, it encourages
critical reflection and innovation in active teaching methodologies, ensuring that
each student has the opportunity to reach their maximum potential in an educational
environment that leverages disruptive strategies.
This perspective is consistent with the ENE by focusing on inclusion, equity,
and the transformation of educational quality, which are recommended for the
implementation of disruptive strategies. The goal is to cultivate critical, creative
citizens who are committed to their communities. Furthermore, it emphasizes the
need for a structured framework that enhances teacher training and educational
innovation to address contemporary challenges in education. This approach aims to
ensure human development for the country’s communities.
The analyzed results coincide with current trends in higher education,
emphasizing creativity and innovation in learning activities. These aim for a more
personalized, meaningful, flexible, and student-centered learning experience
(Sánchez and Reyes Rojas, 2022; CNU, 2023c). The integration of AI emerges as a
promising tool to improve the efficiency and effectiveness of the teaching-learning
process in applying disruptive strategies (Boyer, 2023).
The University of Managua, as outlined in its guide, is making progress in
implementing digital transformation (Jiménez Becerra, 2020). However, it is
important to explore other case study methods (e.g., exercise-based case,
situational case, complex case, critical incident, decision case, sequential case,
role-playing, among others), as this would enhance the informational aspect. The
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use of questionnaires in both in-person and virtual activities is prioritized with
Google Forms. Despite this, other tools such as Formative, Socrative, Plickers,
Microsoft Forms, and ThatQuiz are acknowledged. For constructing mind maps and
diagrams, tools like Lucidchart, Popplet, Mindomo, and others are proposed.
For infographic creation, the focus is limited to Canva and Genially, while
also considering tools like Creately, Easelly, Infogr.am, Venngage, and Piktochart.
For interaction in person or on the platform, not only is the use of IdeaBoards
recommended, but also Slido, Mentimeter, Ncarpod, Pear Deck, Wooclap, and Aha
Slides. In terms of creating timelines, it is suggested to explore additional tools not
mentioned in the guide, such as Timeline JS, Tiki Toki, Rememble, TimeToast, and
Preceden. For organizing teamwork, both in-person and virtual, the following tools
are recommended as essential for learning how to learn: Trello, Asana, Slack,
Ideaflip, Evernote, Symbaloo, Nozbe, Hibox, Do It Tomorrow, and Mindmeister.
Essentially, students should take ownership of processes, procedures, and strategies
to develop their skills.
Regarding digital transformation, the guide focuses on tools such as Google
Classroom, Google Forms, and Canva. While these are useful, diversifying with other
tools mentioned earlier (Formative, Socrative, Lucidchart, Trello, among others)
would enhance the learning experience. Additionally, it would facilitate the
implementation of more disruptive strategies. For instance, the use of gamification
platforms or virtual reality could boost motivation and experiential learning.
The Methodological Guide also analyzed the syllabus structure, which made
an emphasis on the detailed description of learning activities that are timely for
implementing disruptive strategies. These are classified by type (debates, case
analyses, educational games, and others) and by their application environment (in-
person or virtual via Google Classroom). Furthermore, the importance of aligning
learning activities, teaching resources, and evaluation techniques was evident. It is
recommended to update activities with examples of innovative tools and strategies
proposed in the previous analyses, as stated by Cassany (2021).
In the syllabus, the evaluation system emphasizes the need for a systematic
and continuous process that allows for gathering data on student progress. This
approach aims to motivate students through the use of disruptive strategies and the
manner in which they are assessed. Various instruments, including peer assessment,
self-assessment, and feedback, are employed in alignment with the SNEPA (2024).
An explicit recommendation regarding the use of disruptive strategies was observed
in the syllabus structure, emphasizing the establishment of a dynamic relationship
among learning activities, resources/techniques, and evaluation.
Another interesting aspect of the Methodological Guide is the importance
given to independent study and the detailed guidance for its implementation, which
constitutes an innovative element. Although the guide mentions the development of
skills, a greater specificity is needed regarding how this will be achieved through
disruptive strategies. It is suggested that methodologies such as project-based
learning, problem-based learning, or challenge-based learning be incorporated to
promote critical thinking, creativity, and collaboration.
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Moreover, while the importance of independent study is highlighted, the
guide does not provide concrete examples of how this can be enhanced with
disruptive strategies. Suggestions could include micro-learning platforms, open
educational resources, or content curation tools that allow for more autonomous and
personalized learning. Consequently, a revision of the guide is proposed to include
the following disruptive strategies:
Personalized learning with AI, implementing adaptive learning platforms to
adjust content and pace to meet the individual needs of each student.
Gamification, integrating game elements into learning activities to increase
student motivation and engagement.
Virtual and augmented reality, utilizing technologies to create immersive
and practical learning experiences.
Project-based learning, allowing students to apply their knowledge and
develop skills in real-world contexts.
Flipped classroom, inverting the traditional classroom dynamic by using in-
person time for practical and collaborative activities, while virtual time is
dedicated to knowledge acquisition.
Discussions in the focus group revealed that the University of Managua
implements disruptive strategies in both its in-person and blended modalities, aimed
at fostering active learning. However, participants also expressed a need to diversify
these strategies in learning activities. The self-study guide encourages the use of
diverse, current tools aligned with digital transformation, although it requires a
greater variety of examples. This diversification is essential for students to
appropriate knowledge, results, processes, procedures, and strategies. In this way,
they can develop skills and competencies, highlighting the importance of exploring
students’ conceptions of learning.
It is also made explicit that the integration of AI in face-to-face lessons and
the Google Classroom platform foster the creation of a more flexible, personalized
learning environment tailored to the demands of higher education, although it may
be expanded based on the evolution of knowledge. Collaborative work and the
practice of formative assessment promote autonomy, as evidenced by students’
conceptions of learning. Consequently, the University of Managua explicitly outlines
some disruptive strategies in its face-to-face and blended modalities, although these
need to be updated to ensure a dynamic, student-centered learning experience
focused on innovation and continuous improvement in the educational process.
The Methodological Guide for both educational modalities at the University
of Managua requires teachers to engage in thorough and detailed planning of their
actions concerning the application of disruptive strategies in student activities. It
necessitates addressing how to create a climate of active participation, clarifying
the objectives of the work to students, outlining its characteristics, specifying the
time allotted for its completion, detailing the steps to be followed, and establishing
criteria for evaluation, grading, and feedback. In this way, disruptive strategies can
be varied to enrich educational interventions and enhance student engagement.
While the Methodological Guide from the University of Managua for face-to-
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face and blended modalities serves as a significant document for planning and
organizing instruction, it requires revision to fully align with a framework based on
disruptive strategies. Although the document acknowledges the importance of
active, collaborative, and student-centered learning, its transformative potential is
limited by a lack of specificity in integrating these strategies. Simply mentioning
disruptive strategies is insufficient; it is crucial to move beyond rhetoric and
operationalize the integration of approaches such as personalized learning. When
effectively implemented, these can transform the learning experience and promote
the development of essential skills for the 21st century.
The guide should extend beyond traditional tools and explore the potential
of adaptive learning platforms, open educational resources, gamification tools, and
immersive virtual environments. This diversification will enrich learning activities,
allowing for greater personalization and flexibility. The success of this
transformation will depend on teacher training, which is necessary for effectively
implementing disruptive strategies. A continuous process of evaluation and feedback
will enable the adjustment of pedagogical practices and ensure meaningful learning
for all students.
The analysis of the scientific literature on disruptive strategies in higher
education reveals a growing interest in how these methodologies can transform the
teaching-learning process (Sekerci & Erdem, 2022; Palmer & Choi, 2023; Tien, 2024).
This corresponds with the analyzed guide and the view that disruptive strategies
effectively correspond with the principles of constructivism (Ang & Ng, 2022;
Almulla, 2023; Cameron, 2023). These strategies include approaches such as project-
based learning, the use of emerging technologies, and gamification (Grushow, 2022;
Hartman, 2024; Sañudo Guerra, 2022), as demonstrated by the results of the current
study. This pedagogical approach posits that students construct their own knowledge
through meaningful experiences. This supports the proposal that disruptive
strategies should not only be innovative but also relevant to the students’ context
(Molina Alfonso, 2000).
From a constructivist perspective, learning is conceived as an active process
in which students are active participants in the creation of their knowledge (Meyer,
2023; Saether, 2024). This contrasts with traditional teaching methods, which are
often more passive and instructor-centered. The literature suggests that disruptive
strategies can facilitate a more dynamic and participatory learning environment
(Nyika, 2022; Ngoc & Hercz, 2024), aligning with the analyses conducted.
Accordingly, the guide is oriented towards students with an approach that
encourages them to collaborate, discuss, and solve problems in authentic contexts.
Meaningful learning, another fundamental pillar of constructivism, refers to
the connection between new knowledge and the student’s prior knowledge
(Kobylarek, 2024). Disruptive strategies, by focusing on relevance and practical
application, enhance this connection (Amani & Fussy, 2023; Morris, 2024),
corroborating the main aspects addressed in the present study. The literature
highlights that learning experiences that include practical and collaborative
elements help students integrate new information more effectively (Houde, 2022;
Janis, 2022). Consequently, the Methodological Guide not only improves knowledge
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retention but also promotes a more holistic understanding of the subjects studied.
The implementation of disruptive strategies in higher education is not
without obstacles, despite their potential benefits. The literature highlights
resistance to change among older professors, who may feel uncomfortable
abandoning traditional methods (Martell, 2022; Doroudi, 2023). This was evidenced
at the University of Managua, which hindered the implementation of disruptive
strategies. Teacher training and access to technological resources are critical factors
that determine the success of these strategies (Corcoran, 2024). Therefore, it is
essential for the University of Managua to enhance the continuous training of
professors and the necessary infrastructure to adopt these disruptive methodologies.
Finally, the analysis of scientific literature suggests that disruptive strategies
have the potential to transform higher education, but their effectiveness depends
on careful and reflective implementation (Badal & Vandeyar, 2023). By aligning with
the principles of constructivism and meaningful learning, these strategies can create
more inclusive and motivating learning environments (Keazer, 2023; Montero, 2023).
Consequently, the analyzed guide is based on these principles and proposes
collaboration between professors and students to cultivate an educational ecosystem
that values innovation and relevance in learning.
Conclusions
The Methodological Guide for the face-to-face and blended modalities at the
University of Managua is a significant document. It facilitates the planning,
organization, and communication of content, objectives, and learning activities.
These are fundamentally based on disruptive strategies, teaching resources, and
evaluation techniques and criteria for a course, with a formative emphasis that
systematically requires feedback.
This guide serves as a clear and structured resource for educators. It
establishes expectations and the anticipated learning outcomes. It emphasizes that
current lessons move away from traditional teaching methods and focus on fostering
an active, collaborative, and student-centered learning environment. Essential skills
for the 21st century are promoted, and there is a need to update digital tools in light
of advancing knowledge.
The integration of disruptive strategies would transform the Methodological
Guide of the University of Managua, shifting from a mere description of modalities
to a concrete proposal for active, personalized, and student-centered learning. This
would enable the University of Managua to align with current trends in higher
education and prepare its students for the challenges of the 21st century.
Additionally, diversifying tools and incorporating AI would enrich the learning
experience and promote the development of essential skills. The implementation of
disruptive strategies will require adequate teacher training and continuous
evaluation to ensure effectiveness.
| Iliana Artiles Olivera | Luis Ernesto Paz Enrique | Silvia Ehichel Fernández Reynoso |
e8786
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| Iliana Artiles Olivera | Luis Ernesto Paz Enrique | Silvia Ehichel Fernández Reynoso |
About the main author
Iliana Artiles Olivera:
Doctor in Pedagogical Sciences and Master in Higher Education
Sciences from the “Marta Abreu” Central University of Las Villas, Cuba. Graduate in
Education, specialty Biology at the Félix Varela Institute of Pedagogical Sciences.
Pr
ofessional career of more than 34 years of experience in university teaching and
directing research projects, focused on improving the practice of evaluation for
learning. He publishes articles in Academic Magazines and participates in
International Congresses for educational innovation.
Declaration of author responsibility
Iliana Artiles Olivera 1:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Luis Ernesto Paz Enrique 2:
Methodology, Software, Supervision,
Validation/Verification, Visualization, Writing/original draft and Writing, review
and editing.
Silvia Ehichel Fernández
Reynoso 3: Research, Methodology, Software,
Supervision, Validation/Verification, Writing/original draft and Writing, review and
editing.
Financing:
This research was carried out using our own resources.
