University of Ciego de Ávila Máximo Gómez Báez

ISSN: 2309-8333

RNPS: 2411

|14|2026|

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:

Roba Iviricu, L. R., Breijo

Worozs, T., Páez Paredes, M., & Trujillo

Sainz, J. A. (2026). Teaching and learning

process of the subject Fundamentals of

Television: didactic strategy.

Estrategia y

Gestión Universitaria

, 14, e9087.

https://doi.org/10.5281/zenodo.18486165

Received: 11/01/2026

Accepted: 02/02/2026

Published: 06/02/2026

Corresponding author:

luis.roba@upr.edu.cu

Conflict of interest:

the authors declare

that they have no conflict of interest,

which may have influenced the results

obtained or the proposed interpretations

Teaching and learning process of the

subject Fundamentals of Television:

didactic strategy

Proceso de enseñanza aprendizaje de la

asignatura Fundamentos de Televisión:

estrategia didáctica

Processo de ensino e aprendizagem da

disciplina de Fundamentos da Televisão:

estratégia didáctica

Abstract

Introduction: the training of engineers in Cuba requires a

broad profile that integrates theoretical knowledge and

practical skills, particularly in the dynamic field of emerging

technologies. Objective: to provide a pedagogical strategy for

the course Fundamentals of Television within the

Telecommunications and Electronics Engineering program at

the University of Pinar del Río.

Method: a descriptive study

with a qualitative‑quantitative approach was conducted.

Theoretical methods included historical‑logical analysis,

modeling, and systemic‑structural analysis. Empirical methods

comprised documentary analysis, interviews, surveys, and

analysis and synthesis, applied to the entire population of

administrators, faculty, and students for the 2024–2025

academic year. Results: curriculum updating aligned with

international standards and active methodologies improved

the teaching–learning process. General and specific

technologies were integrated, 87% of students achieved key

competencies, and assessment using rubrics enabled more

objective evaluation. Conclusion: scientifically grounding the

instructional design is essential for quality training,

emphasizing linkage to real problems, the use of adapted

tools, and continuous faculty development.

Keywords: didactics, television, engineering, pedagogy,

university

Resumen

Introducción: la formación de ingenieros en Cuba demanda un

perfil amplio que integre conocimientos teóricos y habilidades

prácticas, especialmente en el dinámico campo de las nuevas

tecnologías.

Luis Rolando Roba Iviricu

Universidad de Pinar del Río "Hermanos Saíz

Montes de Oca"

https://orcid.org/0000-0003-2339-1254

luis.roba@upr.edu.cu

Cuba

Taymí Breijo Worozs

Universidad de Pinar del Río "Hermanos Saíz

Montes de Oca"

https://orcid.org/0000-0002-9424-3278

taimi.breijo@upr.edu.cu

Cuba

Meivys Páez Paredes

Universidad de Pinar del Río "Hermanos Saíz

Montes de Oca"

https://orcid.org/0000-0001-5325-1004

meivys@upr.edu.cu

Cuba

José Alexis Trujillo Sainz

Universidad de Pinar del Río "Hermanos Saíz

Montes de Oca"

https://orcid.org/0000-0002-1965-2063

alexis.trujillo@upr.edu.cu

Cuba

Estrategia y Gestión Universitaria

ISSN

: 2309-8333

RNPS:

2411

| Vol. 14|2026|

Objetivo:

fundamentar una estrategia didáctica para la asignatura Fundamentos

de Televisión en la carrera de Ingeniería en Telecomunicaciones y Electrónica de

la Universidad de Pinar del Río.

Método:

se empleó una investigación descriptiva

con enfoque cuali-cuantitativo. Los métodos teóricos incluyeron el histórico-

lógico, la modelación y el sistémico-estructural. Los métodos empíricos

comprendieron análisis documental, entrevistas, encuestas y análisis y síntesis,

aplicados a la población completa de directivos, profesores y estudiantes del

curso 2024-2025.

Resultados:

la actualización curricular con estándares

internacionales y metodologías activas mejoró el proceso. Se integraron

tecnologías generales y específicas, el 87% de los estudiantes alcanzó

competencias clave y la evaluación con rúbricas permitió una valoración más

objetiva.

Conclusión:

fundamentar científicamente el diseño didáctico es

esencial para una formación de calidad, destacando la vinculación con problemas

reales, el uso de herramientas adaptadas y la actualización docente permanente.

Palabras clave:

didáctica, televisión, ingeniería, pedagogía, universidad

Resumo

Introdução: a formação de engenheiros em Cuba exige um perfil amplo que

integre conhecimentos teóricos e habilidades práticas, especialmente no dinâmico

campo das novas tecnologias. Objetivo: fundamentar uma estratégia didática para

a disciplina Fundamentos de Televisão no curso de Engenharia em

Telecomunicações e Eletrônica da Universidade de Pinar del Río. Método:

empregou‑se uma pesquisa descritiva com abordagem quali‑quantitativa. Os

métodos teóricos incluíram o histórico‑lógico, a modelagem e o

sistêmico‑estrutural. Os métodos empíricos compreenderam análise documental,

entrevistas, questionários e análise e síntese, aplicados à população completa de

dirigentes, docentes e estudantes do ano letivo 2024–2025. Resultados: a

atualização curricular com padrões internacionais e metodologias ativas melhorou

o processo. Integraram‑se tecnologias gerais e específicas, 87% dos estudantes

alcançaram competências-chave e a avaliação por meio de rubricas permitiu uma

valoração mais objetiva. Conclusão: fundamentar cientificamente o desenho

didático é essencial para uma formação de qualidade, destacando a vinculação

com problemas reais, o uso de ferramentas adaptadas e a atualização permanente

do corpo docente.

Palavras-chave:

didática, televisão, engenharia, pedagogía, universidade

e9087

Introduction

In the context of higher education in Cuba, the Ministry of Higher Education

(MES) promotes the training of engineers with a broad profile, capable of responding

to the demands posed by technological development and the management of

telecommunications and electronic systems. This approach necessitates not only

solid theoretical knowledge but also practical and innovative skills that enable future

professionals to adapt to the disruptive changes within the sector, particularly in

fields such as Information and Communication Technologies (ICT), where

technological convergence is a constant factor (Mishra & Koehler, 2006).

The course Fundamentals of Television, part of the curriculum E for the

Telecommunications and Electronics Engineering program at the University of Pinar

del Río (UPR), plays a crucial role in preparing competent professionals for the

design, operation, and maintenance of technologies related to television systems.

However, an assessment revealed limitations in its teaching-learning process (TLP),

characterized by the following:

• An excessively theoretical approach with limited practical application.

• Traditional teaching methods that restrict student autonomy.

• Outdated content or insufficiently contextualized material related to the

needs of the labor market.

• Inadequate utilization of technological tools and virtual learning

environments (Castellanos, 2001; Bebell et al., 2023).

These weaknesses affect the holistic development of students, who graduate

without mastering essential competencies necessary for innovation and adaptation

to advancements in this specialty within the program.

Given this scenario, it is imperative to redesign the TLP of the course through

a developmental didactic strategy that integrates:

• Active pedagogical approaches utilizing project-based learning or the study

of real cases (Aparicio-Gomez & Ostos-Ortiz, 2020).

• Collaboration with the business sector to contextualize content.

• Strategic use of educational technologies such as simulators, virtual

laboratories, and, currently, the opportunities provided by artificial

intelligence (Baş & Baştuğ, 2020).

• Formative evaluation that measures both theoretical knowledge and

practical skills (Fitzpatrick et al., 2024).

The primary objective of this article is to substantiate an innovative didactic

strategy for the TLP of Fundamentals of Television, ensuring professional training

aligned with the demands of digital transformation and the needs of the labor market

in telecommunications.

This proposal is based on a critical analysis of theoretical frameworks

concerning engineering didactics, the educational policies of the Ministry of Higher

e9087

Education (MES, 2007), and the results of diagnostics applied to students and

teachers at UPR. Its implementation will help bridge the gap between academic

training and the competencies required for professional practice, thereby enhancing

the social impact of future engineers on the technological development of the

country.

Methods and materials

The study was grounded in a qualitative approach, as the primary objective

was to gain an in-depth understanding of the dynamics within the teaching-learning

process (TLP) from the perspectives of the involved stakeholders in a specific

educational context. It incorporated quantitative elements to quantify and

generalize certain findings regarding the studied population. This integration

facilitated a triangulation of data that enriched the analysis.

The research was designed as descriptive and case-based, aiming to

characterize the current state of the TLP in a specific course and program,

diagnosing its particularities to substantiate a proposal for didactic improvement.

The population comprised all stakeholders involved in the course

"Fundamentals of Television" within the Telecommunications and Electronics

Engineering program at the University of Pinar del Río during the 2024-2025

academic year. This included:

• Administrators: department head, year head, and discipline head (3

individuals).

• Instructors: 7 professors from the discipline.

• Students: 48 third- and fifth-year students from both regular and semi-

attendance programs.

The entire study population was included, meaning no sampling was

conducted, as the study intentionally encompassed all individuals within this specific

context to achieve a comprehensive and profound diagnosis of the case in question.

The methods and techniques were applied as follows:

Theoretical methods:

• Historical-Logical: to analyze the evolution of the TLP in the course and

determine its stages and regularities.

• Modeling: to create an abstract representation and graphic design of the

proposed didactic strategy.

• Systemic-Structural: to logically and comprehensively design the strategy,

establishing connections between didactic foundations and educational

actions.

Empirical methods and techniques:

e9087

• Document analysis: the curriculum, analytical program, and course materials

were reviewed to diagnose the predominant approaches in the TLP and their

relation to the use of ICT.

• Interviews: conducted with students and instructors to diagnose the

conditions of the current model, focusing on their opinions and practices

regarding the didactic use of ICT.

• Surveys: administered to students to assess how the TLP was unfolding,

identifying emphases on non-essential aspects and the lack of precise

methodological guidance for integrating didactic tools.

• Analysis and synthesis: employed to process and interpret the information

gathered through all the previous techniques, both qualitatively and

quantitatively.

Results and discussion

The research was conducted during the 2022-2023 academic year at the

Faculty of Telecommunications of the University of Pinar del Río, with the primary

aim of transforming and enhancing the teaching-learning process (TLP) for the course

"Fundamentals of Television" in the Telecommunications and Electronics Engineering

program. This study was theoretically grounded in the principles proposed by Mishra

and Koehler (2006), focusing on two dimensions: Didactic Management and

Technological Management.

The research team identified significant limitations in the traditional

approach to the course, including a predominance of conventional expository

methods, minimal alignment with the labor market's needs in this field, and

insufficient utilization of emerging digital technologies in television. These

deficiencies underscored the necessity to design and implement an innovative

didactic strategy that addresses the current demands of engineering education.

For the execution of the study, the specialist team established a

fundamental premise that effective integration of these dimensions would facilitate

meaningful learning and develop the professional competencies required in

contemporary television systems.

The research process was structured into five crucial stages: initial diagnosis,

curriculum design, practical implementation, evaluation of results, and

systematization of experiences. Each stage employed specific data collection

instruments and clearly defined evaluation criteria, ensuring the validity and

reliability of the results obtained.

The study population comprised all stakeholders involved in the educational

process: students, faculty, and academic administrators. This selection provided a

comprehensive view of existing challenges and validated the effectiveness of

implemented solutions from multiple perspectives.

The results indicated that the systematic application of the TPACK model in

the course "Fundamentals of Television" significantly transformed the educational

e9087

process, overcoming the initially identified limitations and achieving enhanced

quality levels in students' professional training.

Foundation of the didactic strategy for the TLP of "Fundamentals of

Television" course in the Telecommunications and Electronics Engineering program

at the University of Pinar del Río.

In support of this objective, a specific didactic proposal was developed and

grounded in the systematic integration of the dimensions of Didactic Management

and Technological Management to transform the teaching-learning process.

Theoretical foundation and justification:

Table 1

Dimensions, foundations, and components of the proposed didactic strategy

Dimension

Justification

Component

Specific Elements

Didactic

Management

Dimension

Theoretical bases:

Postulates of Mathé

and Mithalal (2025)

on curriculum

design and

relationships

between

professional

competencies

(Forcael et al.,

2022).

Justification for

inclusion:

• Surpassing

traditional

approaches.

• Ensuring

systematic

planning.

• Implementing

active learning

strategies.

• Establishing

effective control

and evaluation

mechanisms.

a) Curriculum

Planning

Redesigned thematic

structure (4

modules):

1. Technical

fundamentals of

television (analog and

digital).

2. Transmission and

reception systems.

3. Emerging

technologies (IP TV,

streaming).

4. International norms

and standards.

15 learning

outcomes aligned

with:

1. Program exit

profile.

2. Needs of the Cuban

productive sector.

3. International UIT

standards.

Fundamental types

e9087

Dimension

Justification

Component

Specific Elements

Methodological

Strategies

of activities:

1. Integrated

theoretical-practical

sessions (60% of

time).

2. Workshops on

solving real problems

(25%).

3. Applied projects in

collaboration with

companies (15%).

Continuous

formative

assessment system:

1. Competency-

based

evaluations.

2. Weekly self-

assessments.

2. Technological

Management

Dimension

Theoretical bases:

Principles of

technological

integration

(Ramírez-Montoya

et al., 2024) and

TPACK framework.

Justification for

inclusion:

• Updating

technical content.

• Developing

technological

competencies.

• Addressing the

lack of specialized

equipment.

Technological

Infrastructure

Virtual digital

television lab with:

• System simulator

for evaluating

technical parameters.

• Repository of real

signal data for

practical exercises.

• RF parameter

measurement station

using emulated tools.

Moodle platform

with:

• 20 interactive

learning objects.

• Technical video

library featuring 35

tutorials.

• Specialized forums

by topic.

Technological

Developed materials:

• 8 practical

e9087

Dimension

Justification

Component

Specific Elements

Didactic

Resources

laboratory guides

grounded in

theoretical concepts.

• 5 case studies based

on real data from

Telepinar.

• Procedures manual

for digital television

equipment aligned

with available

resources.

Source: Authors’ own elaboration.

Applied design methodology:

1. Analysis phase:

• A content matching exercise was conducted with five international

universities offering courses on specific topics related to television systems.

• Twelve key technological competencies were identified.

• The requirements of the Ministry of Communications were analyzed in

relation to undergraduate training.

2. Design phase:

• Three preliminary versions of the didactic strategy were developed.

• These versions were validated by experts using the Delphi method.

• Adjustments were made to the didactic strategy proposal based on

institutional feasibility criteria.

3. Validation phase:

• The strategy was implemented with a pilot group of 15 students.

• Observational data were collected and processed.

• Final adjustments were made based on the feedback received.

Results of the design process:

1. Normative documents:

• Updated analytical program (45 pages).

• Laboratory procedures manual.

• Competency-based evaluation guide

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2. Created technological resources:

• Fifteen interactive simulations of various processes in television systems.

• Three virtual system prototypes, based on undergraduate thesis results.

• A digital library accessible via the Moodle platform containing 120

educational resources.

Justification of the integration of dimensions:

The interrelation among the dimensions was established through:

1. Alignment maps linking:

• Learning objectives.

• Teaching methods.

• Specific technologies.

• Evaluation criteria.

2. Teacher training system including:

• Workshops for technological updates.

• Consultations on active teaching methodologies.

• Classroom support.

3. Feedback mechanisms through:

• Satisfaction surveys.

• Analysis of academic results.

• Evaluation from employer organizations.

From October to December 2022, a comprehensive didactic strategy was

designed and substantiated for the course "Fundamentals of Television" in the

Telecommunications program at the University of Pinar del Río, contextualized to

meet specific needs. The proposal was structured around two complementary

dimensions: Didactic Management, focusing on teaching-learning processes, and

Technological Management, aimed at developing professional competencies using

updated tools.

In the Didactic Management Dimension, the academic program was

completely redesigned, organizing content into four integrated modules that

spanned from technical fundamentals to emerging digital television technologies,

thus overcoming the traditional fragmentation of content (Bani, 2024). This

curricular redesign was complemented by the implementation of five didactic

sequences based on active methodologies, such as Project-Based Learning (Bracho-

Fuenmayor, 2025a; Tawil et al., 2023; Aparicio-Gomez & Ostos-Ortiz, 2020), where

students worked on real cases from the province, including the analysis of technical

failures at the local transmission plant and designing solutions for the transition to

digital systems. The evaluation system underwent radical transformation,

e9087

incorporating twelve competency-specific rubrics (García-Cortés & Hernández,

2021) that allowed for a more objective assessment of students' technical-

professional performance.

In the Technological Management Dimension, a virtual laboratory was

created with fifteen simulations in LabVIEW for Digital Television systems. This

allowed students to experiment with QAM and COFDM modulations without the need

for expensive physical equipment, utilizing principles of interactive multimedia

design (Behrendt & Smallfield, 2024; Cabezas, 2019). This platform was

complemented by an advanced implementation of Moodle, which included 35

interactive learning objects, specialized technical forums, and a repository of real

captured signals (Lee & Chang, 2024), anchored in a pedagogical approach that

integrates access, beliefs, and educational uses of technology (Baş & Baştuğ, 2020;

Bebell et al., 2023).

The results showed a significant improvement (p < .05) compared to previous

experiences: 92% of students were able to apply theoretical concepts in real

situations (versus 68% reported by Fernández-Villalobos et al., 2016), and 87%

achieved basic competencies in digital TV system design (surpassing the 72% noted

by Flores et al., 2018). Additionally, student satisfaction was reported at 4.5/5,

significantly higher than the 3.8/5 from prior studies (Garduño, 2020).

These advances are attributed to the systemic integration of three key

factors: the technological updating of content, supported by the development of

teacher competencies in ICT and the design of interactive resources (Lyublinskaya &

Du, 2022; Park et al., 2025; Sripan & Lertpongrujikorn, 2025; Bracho-Fuenmayor,

2025b); the active methodology centered on real projects (Fazilla et al., 2023; Jug

Došler et al., 2023; Safia et al., 2024; Singer et al., 2024); and the availability of

enhanced interactive digital resources and online environments (Dong et al., 2025;

Jach et al., 2023; Lam & Siew, 2024; Mäkiniemi, 2022; Puy et al., 2025; Méndez &

Jiménez, 2025; Jiménez Pérez, 2025). The research engaged critically with leading

Cuban references, such as Castellanos (2001) on developmental didactics, Rueda et

al. (2016) on vocational education, and Morris et al. (2021) on hybrid models,

surpassing their proposals by incorporating a more advanced technological focus and

more accurate and objective assessment tools (Espitia & Rojas Ramírez, 2025;

Fitzpatrick et al., 2024; Krach & Corcoran, 2023).

As a limitation, it was identified the need for an additional 40% preparation

time for teachers, linked to the ongoing requirement for technological and

pedagogical updates. As a projection, it is recommended to extend this experience

to other technical courses, establish ongoing agreements with industry companies,

and develop a continuous teacher training program to ensure the sustainability of

the model.

Conclusions

Based on the initial diagnosis that identified an excessively theoretical TLP

characterized by traditional methods, outdated content, and low technological

e9087

utilization, an innovative didactic strategy has been established, structured around

two integrated dimensions. The Didactic Management Dimension responds to the

diagnosis through a modular curricular redesign and the implementation of active

methodologies (such as Project-Based Learning linked to the productive sector) and

a formative evaluation system employing rubrics. The Technological Management

Dimension overcomes infrastructure limitations by creating a virtual environment

with simulated laboratories (e.g., fifteen simulations in LabVIEW) and interactive

resources on Moodle. This strategy proves effective, with 92% of students applying

theoretical concepts in real situations and 87% achieving basic competencies in

digital TV system design, thereby validating its relevance for developing competent

professionals within the context of Cuban higher education.

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Estrategia y Gestión Universitaria EGU

About the main author

Luis Rolando Roba Iviricu

: h

e holds a degree in Telecommunications and Electronics

Engineering and a Master of Science in Telecommunications Systems. He currently

works as a professor in the Department of Telecommunications at the University of

Pinar del Río "Hermanos Saíz Montes de

Oca"

Declaration of author responsibility

Luis Rolando Roba Iviricu

: 1:

Conceptualization, Data curation, Formal analysis,

Research, Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization,

Writing/original draft and Writing, review and editing.

Taymí Breijo Worozs

Supervision, Validation/Verification, Visualization,

Drafting/Original Draft, and Writing, Review and Editing

Meivys Páez Paredes

3: Methodology, Resources, Software, Supervisi

on,

Validation/Verification, Visualization, Original Drafting, and Writing, Review and

Editing

José Alexis Trujillo Sainz 4:

Supervision, Validation/Verification, Visualization,

Original Drafting, and Writing, Review and Editing.

Financing:

Own resources

Special Acknowledgments: