AGOSTO, 2025 (224-238)Número 26
DIDACTIC STRATEGY BASED ON
EXELEARNING FOR THE DEVELOPMENT
OF PEDAGOGICAL SKILLS IN
BIOTECHNOLOGY STUDENTS
ESTRATEGIA DIDÁCTICA BASADA EN
EXELEARNING PARA EL DESARROLLO
DE HABILIDADES PEDAGÓGICAS EN
ESTUDIANTES DE BIOTECNOLOGÍA
DOI: https://doi.org/10.37135/chk.002.26.10
Research Article
Recibido: (28/11/2024)
Aceptado: (13/01/2025)
1Universidad Técnica de Manabí, Facultad de Posgrado, Maestría en Educación,
Portoviejo, Ecuador, email: jmina7139@utm.edu.ec
2Universidad Técnica de Manabí, Facultad de Posgrado, Portoviejo, Ecuador,
email: eduardo.hector@utm.edu.ec
Job Salomón Mina Corozo1,
Eduardo Fidel Héctor Ardisana2
Job Salomón Mina Corozo, Eduardo Fidel Héctor Ardisana
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722
225
In the modern university, graduates must not only be good professionals but also agents
of change capable of acquiring, processing, and communicating knowledge. Based on this
approach, a research was developed with the objective of designing a didactic strategy based
on ExeLearning to develop pedagogical skills (information processing and assimilation,
logic-critical thinking, communication) among seventh-semester Biotechnology students at
Ikiam Regional Amazonian University in Ecuador. To analyze the level of pedagogical skills
within a population of 77 students, a questionnaire (previously validated by experts with a
Cronbach’s alpha of 0.77) was administered. Responses were obtained from 30 students,
revealing weaknesses in their mastery of pedagogical skills, which would be valuable for
their comprehensive professional training, according to their self-assessments. Based on the
identied weaknesses and references from the literature, a didactic strategy was designed.
Its satisfactory evaluation by experts (Cronbach’s alpha of 0.82) supports its implementation
within the framework of the program.
KEYWORDS: Education, classroom techniques, virtual learning
En la universidad moderna, los graduados deben ser no solo buenos profesionales, sino agentes
de cambio capaces de adquirir, procesar y comunicar conocimientos. A partir de ese enfoque,
se realizó una investigación con el objetivo de diseñar de una estrategia didáctica basada en
ExeLearning para desarrollar habilidades pedagógicas (procesamiento y asimilación de la
información, lógica-pensamiento crítico, comunicación) en estudiantes de séptimo semestre
de Biotecnología de la Universidad Regional Amazónica Ikiam, de Ecuador. Para analizar
el nivel de habilidades pedagógicas existente en la población de 77 estudiantes se aplicó
un cuestionario (previamente validado por expertos con un alfa de Cronbach de 0.77). Se
obtuvieron respuestas de 30 de ellos, que permitieron identicar debilidades en el dominio
de habilidades pedagógicas que serían útiles en su formación profesional integral, según
las propias valoraciones de los participantes. A partir de las debilidades detectadas y de los
referentes de la literatura se diseñó la estrategia didáctica, cuya valoración satisfactoria por
los expertos (alfa de Cronbach de 0.82) avala su implementación en el marco de la carrera.
PALABRAS CLAVE: Educación, técnica didáctica, aprendizaje virtual
ABSTRACT
RESUMEN
DIDACTIC STRATEGY BASED ON
EXELEARNING FOR THE DEVELOPMENT OF
PEDAGOGICAL SKILLS IN BIOTECHNOLOGY
STUDENTS
ESTRATEGIA DIDÁCTICA BASADA EN
EXELEARNING PARA EL DESARROLLO
DE HABILIDADES PEDAGÓGICAS EN
ESTUDIANTES DE BIOTECNOLOGÍA
DIDACTIC STRATEGY BASED ON EXELEARNING FOR THE DEVELOPMENT OF PEDAGOGICAL SKILLS IN
BIOTECHNOLOGY STUDENTS
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226
INTRODUCTION
Pedagogical skills are a set of cognitive, practical, and creative
activities that educators use to address didactic and academic
challenges, thereby ensuring the achievement of the proposed teaching
objectives for students (Martínez et al., 2023). These skills inuence
the comprehensive development of students, particularly in fostering
academic competencies such as content assimilation and understanding,
critical analysis, ecient problem-solving, eective communication, and
more. Pedagogical skills like information processing and assimilation,
logic-critical thinking, and communication, should be incorporated into
didactic content to guide students toward the optimal fulllment of
planned educational objectives. The results of research on the subject
indicate that skill systems are components of intellectual abilities and
conditions for the development of thinking. They acquire a didactic
dimension in the teaching-learning process, and their assimilation
requires pedagogical guidance (Sixto & Márquez, 2017).
Among the challenges of the teaching-educational process in Ecuador is
ensuring that educators can adapt their pedagogical competencies to the
realities of their students to improve the quality of education (Gómez et
al., 2024). In this context, Barrera et al. (2017) highlighted that higher
education institutions need to implement a teaching-learning system
grounded in Problem-Based Learning (PBL) to develop interpretative,
critical, and proactive skills in university students, enabling them to
contribute to solving problems in their environment. Additionally,
Project-Based Learning (PjBL) is emphasized as a means to further
enhance these skills. With these approaches, graduating professionals
will be able to become transformative agents of the reality in which
they will practice their profession.
Currently, university students are skilled in the use of computer tools,
making it possible to apply computational algorithms to identify
strengths and weaknesses and address the latter through intelligent
tutoring systems (Rodríguez, 2021). Among the many tools available
today, ExeLearning stands out for its advantage as free software,
allowing the creation of educational content without requiring advanced
programming knowledge. Its eectiveness and acceptance by both
students and educators have been demonstrated in various teaching-
learning contexts (Silalahi, 2020; Vielsmeier et al., 2020; Bustos et
al., 2022). Furthermore, the modern university aims not only to train
competent professionals but also to equip them with the ability to
transmit their knowledge, a goal where digital technology can be highly
benecial (León et al., 2022).
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Based on these precedents, the need to develop pedagogical skills in
university students is identied, even if they are not being trained as
teachers. This is grounded in the importance of their ability to select
useful content from the vast amount of information available, process
it critically, and convey it within the environment where they will carry
out their professional activities after graduation. Simultaneously, given
modern trends in digital education, the skills young people acquire in
using these technologies, and their preference for them, the possibility
of employing technological tools as part of a didactic strategy for
developing these skills is recognized.
This research aimed to design a didactic strategy based on ExeLearning
to enhance pedagogical skills among students in the Biotechnology
program at Ikiam Regional Amazonian University in Ecuador.
METHODOLOGY
This is a research article developed under the emerging paradigm, that
prioritizes utility and the solution of practical problems with a mixed-
methods approach (Hernández-Sampieri & Mendoza, 2018). The study
was conducted at Ikiam Regional Amazonian University, located in the
province of Napo, Ecuador, from July to October 2024.
First, a questionnaire was developed to diagnose students’ pedagogical
skills. It consisted of 10 questions related to their knowledge of the
program, mastery of pedagogical skills, prior participation in teaching
support activities, use of computer tools for learning, and willingness
to engage in a strategy like the one intended to be designed. To validate
the questionnaire, a group of experts was selected, comprising eight
individuals (ve men and three women), seven of whom hold Ph.D.
degrees and one an MSc. All experts have at least 10 years of experience
in university teaching across Ecuador, Mexico, Cuba, and Colombia.
The experts were provided with an instrument containing questions
about the questionnaire, evaluated on an ascending Likert scale from 1
to 7, with three unfavorable responses, one neutral, and three favorable
(1 = not satised; 4 = neutral; 7 = very satised). The reliability of the
instrument was determined by calculating Cronbach’s alpha (Celina &
Campo, 2005), and it was considered the validity criterion for applying
the questionnaire to the students.
Once the instrument was validated, the diagnosis of pedagogical skills
among the students was conducted. The participants were seventh-
semester students in the Biotechnology Engineering program. The
questionnaire was sent to the entire target population for the research
(the 77 students enrolled in that semester), and 30 of them responded.
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Consent was not explicitly requested from the participants in the
research; instead, the submission of the completed questionnaire was
considered as implicit consent to participate in the study. The results
were processed while ensuring the anonymity of the participants.
Based on the diagnostic results, a strategy proposal aimed at developing
pedagogical skills in the students was designed. Once developed, the
strategy was sent to the experts for validation using the previously
described methodology.
RESULTS AND DISCUSSION
DIAGNOSIS OF PEDAGOGICAL SKILLS IN
STUDENTS
The Cronbach’s alpha coecient calculated from the experts’ responses
on the validity of the questionnaire was 0.77, which is considered a
good consistency value and supported its use in the research. Of the 30
students (38.96% of the population) who responded to the questionnaire,
18 are women (60% of the sample). Sixteen students (53.3%) are aged
between 18 and 22 years, 13 (43.3%) are aged between 23 and 27
years, and one student (3.3%) is in the age range of 28 to 32 years. The
following are the key results derived from the questionnaire responses.
Ten percent of the participants (Figure 1) stated that they have no
knowledge of teaching methodology, and 43% consider their knowledge
to be limited. Thirty-seven percent fall into a medium level (neither
much nor little), and the remaining 10% believe their knowledge of
teaching methodology is sucient.
Figure 1: Knowledge about teaching methodology as reported by the
students
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It is known that there is an important subjective component in
questionnaire responses (Li et al., 2021), so this result may include both
underestimations and overestimations of students’ self-assessments.
For example, in Spain, Pizá & Suñé (2022), in a study on university
students’ self-perception of their own knowledge about Mathematics,
demonstrated that at least one in three students is aware of their
educational weaknesses, which shows that the subjective component
does indeed play a signicant role in these evaluations. Similar results
had been obtained in Chile by Castro & Jaramillo (2018) in a study
on the self-perception of pedagogy students regarding their vocation
for teaching across various dimensions. However, the fact that more
than half perceive themselves as poorly equipped to teach suggests the
usefulness of a strategy to address this gap.
Despite this lack of knowledge, the students were able to identify four
pedagogical skills: mastery of content, teamwork, communication
skills, and innovation in learning methods (Figure 2).
Figure 2: Pedagogical skills identied by the students
All participants considered that mastery of content and communication
skills are important or very important pedagogical skills; the other two
skills (teamwork and innovation in learning methods) were considered
important or very important by 29 out of the 30 participants (96.6% of
the sample).
Mastery of content can be enhanced through the use of digital resources
that allow students to visualize study material and absorb information;
among other digital resources, gamication of classes and the review of
materials before class help students better understand the content and
can be used for these purposes (Zainuddin, 2018).
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Digital environments can also contribute to the development of
communication skills (Claro et al., 2018). In fact, in modern universities,
various resources are used to foster communication between students
and professors. For example, it has been shown that messaging apps
like WhatsApp can be conveniently used for this purpose due to
their interactive capabilities between students, between professors
and students, and through groups created for educational objectives
(Morsidi et al., 2021).
Teamwork fosters interdisciplinary and multidisciplinary relationships
between individuals specialized in dierent areas of knowledge.
Through these relationships, individuals benet from the knowledge
and skills of others and can cooperate in achieving a common goal. For
this reason, authors such as Rodríguez et al. (2021) highlight it as one
of the skills that should be developed in future professionals. As in the
previous cases, this is a skill that signicantly benets learning and can
be developed using digital tools (Lorente et al., 2024).
The use of innovative learning methods, including technological tools,
helps shift students’ thinking and capture their attention (Kalyani &
Rajasekaran, 2018). Innovative capacity is related to three fundamental
elements of the future agent of social change: the ability to perceive
failure as an opportunity for learning and new contributions to the
outcome, critical thinking as a way to analyze mistakes and correct
them, and the inherent feasibility of quick and ecient access to
existing information on a topic through technologies such as e-learning
(Rodríguez et al., 2021).
Ninety-three percent of the respondents considered the use of digital
tools for learning to be useful or very useful (Figure 3), and consequently,
80% of the participants expressed that they would agree or strongly
agree to participate in a strategy that uses ExeLearning to improve their
pedagogical skills (Figure 4).
Figure 3: Opinions of the respondents on the usefulness of digital
tools in learning
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Figure 4: Willingness of the respondents to participate in a strategy
based on ExeLearning of the development of the pedagogical skills
Today, many students prefer using virtual environments and software
for learning; they even advocate for the existence of informal digital
spaces where they can obtain various types of content. This has
motivated the development of practices more centered on the student,
their self-development, and independence in searching for and
transmitting information through platforms and other resources of this
kind (Valtonen et al., 2021). However, despite this identied need and
the fact that these digital resources are already being used in practice for
knowledge acquisition and skill development, insucient theoretical
work has been done to systematize their use (Häkkinen et al., 2016),
which supports the use of strategies like the presented below.
Innovative pedagogical approaches, including problem-based learning,
ipped classrooms and interactive teaching, enhance students’ critical
thinking. Technology-supported teaching practices signicantly improve
student performance, foster critical thinking, participation in activities,
and collaboration. Unlike traditional methods that rely on the passive
reception of knowledge by students, interactive methods through digital
technology tend to develop the construction of knowledge, enhancing
creativity and proactivity in future professionals (Bhuttah et al., 2024).
DESIGN OF THE DIDACTIC STRATEGY
Based on the results of the diagnosis, a didactic strategy supported on
ExeLearning was designed for the acquisition of pedagogical skills
by the students (Table 1). The strategy combines individual activity
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procedures, such as observing audiovisual materials, completing
questionnaires, and sharing personal opinions in forums, with group
activities such as teacher-guided discussions and collective case
analysis.
The general objective of the strategy is to develop pedagogical skills
in seventh-semester students of the Biotechnology program through
the use of the digital tool ExeLearning. It includes general and exible
activities to be carried out within the framework of the course “Plant
Biotechnology,” allowing educators to apply it within the objectives and
content specic to the subject. The strategy aims at the development of
three pedagogical skills with their corresponding specic objectives:
Search, processing, and assimilation of information/ Facilitate the
assimilation of relevant concepts.
Logic and critical thinking / Explain new concepts (ExeLearning,
logic, critical thinking).
Communication/ Promote the development of ecient
communication.
Table 1: Didactic strategy for the development of pedagogical skills
The abovementioned skills, recognized in the pedagogical eld, are also
common to contemporary university professions. Furthermore, in the
context of professional training, it has become essential that graduates
not only possess the specic competencies for their profession but also
become agents of change (Celis, 2021). In the current context, marked
by globalization and social networks, information is generated at great
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speed, knowledge quickly becomes obsolete, and fake news spreads as
easily or even more so than scientic ndings (Celis, 2021).
This is because scientic results typically appear in peer-reviewed
publications, while falsehoods can be found on numerous platforms. This
situation drives leaders to develop skills such as selective information
search and critical analysis to determine its usefulness, followed by its
appropriate dissemination.
To achieve this, it is necessary for them to develop generic skills like
those presented here. These are also referred to as “soft skills” or “21st-
century skills,” because they are not specic to the profession itself but
enable individuals to identify useful content, analyze it critically, and
transmit that information in changing environments (Rodríguez et al.,
2021).
Under this approach, teaching is not limited to that provided in
the classroom by professors dedicated specically to this role; it is
also carried out by professionals in research centers and scientic
dissemination (FUNIBER, 2020). In fact, it is common to nd university
professors who take on part-time teaching after their work in science
and production, and they do not always possess full mastery of these
skills. The improvement of these generic skills would practically mean
that every professional could become a potential teacher, providing
them with the tools for successful performance in that role.
Finally, the development of these types of skills provides graduates
with a more comprehensive education and greater opportunities for
advancement in their new jobs. Currently, employers are looking not
only for professional knowledge but also for the ability to communicate
their knowledge to others and make decisions based on critical analysis
of information.
Thus, it is even more crucial for educational institutions, especially
universities that provide professionals to society, not to focus solely on
preparing qualied graduates but also to enhance their personal skills,
which are essential for productive performance in today’s job market and
necessary for interacting with others in this ever-changing environment
(Ummatqul, 2020). These skills are sometimes underestimated by
university professors and even by the graduates themselves (Dolce et
al., 2019), which calls for greater attention.
In Ecuador, as noted by Bustos et al. (2022), more than 80% of
teaching procedures and methods are traditional, meaning they focus
on what the teacher explains and transmits, with students being passive
recipients of that knowledge. This system, which Paulo Freire referred
to as “banking education,” must change if it is to integrate properly
into the innovative models currently practiced worldwide. Although
numerous studies address the importance of education, innovation,
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and the competitiveness of graduates, all of which are included in the
United Nations 2030 Agenda, research on the relationship between
these elements is scarce (Barrichello et al., 2020). Nevertheless, there
is little doubt about the inuence education and its stakeholders can
have on developing innovative skills and enabling graduates to enter
the labor market as contributors to a new reality. One of the obstacles
to this change is precisely the training of those who are meant to lead
it: Herrera et al. (2021) conducted a survey of 1,864 teachers and
observed that approximately half of them support a teaching-learning
process based on collaborative methods for knowledge search, but the
other half clings to traditional methods of knowledge transmission from
the teachers’ perspective and criteria. The need for a transformation is
therefore very clear.
The evaluation of the proposed strategy by the experts resulted in a
Cronbach’s alpha coecient of 0.82, which is considered a good
consistency value. There is also the willingness of the students to
participate, who are both actors and beneciaries of the proposed
model, as expressed in the results of the diagnosis conducted in the rst
phase of the study. Consequently, it is feasible to implement it under the
conditions described in this research.
CONCLUSIONS
The diagnosis conducted in a group of seventh-semester students in
the Biotechnology Engineering program at Ikiam Regional Amazonian
University allowed the identication of weaknesses in the mastery
of pedagogical skills that would be useful for their comprehensive
professional training. It was also possible to establish that students
are aware of the existence of generic pedagogical skills and their
willingness to participate in a strategy supported by ExeLearning for
their development.
Based on the identied weaknesses and literature references, a
didactic strategy based on ExeLearning was developed to enhance the
pedagogical skills of the students. Its satisfactory evaluation by a group
of experts, along with the students’ disposition to participate, support
its implementation.
DECLARATION OF CONFLICT OF INTEREST: The authors
declare that they have no conicts of interest.
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STATEMENT OF AUTHOR CONTRIBUTION AND
ACKNOWLEDGEMENTS: Información disponible en la base de
datos de la revista, que no se incluye en esta versión para evitar posibles
conictos de intereses con los evaluadores
DECLARATION OF APPROVAL OF THE ETHICS
COMMITTEE: The authors declare that the research was approved
by the Ethics Committee of the responsible institution, to the extent that
it involved human beings.
DATA AVAILABILITY STATEMENT: The authors declare that
the data used in the research performed are available without access
restrictions for analysis by interested parties in the repository: https://
zenodo.org/records/14268296
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