Horizonte: Perspectivas globales sobre educación superior

Capítulo 1

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Alfredo, R., Echeverria, V., Zhao, L., Lawrence, L., Fan, J. X., Yan, L., & Martinez-Maldonado, R. (2024). Designing a human-centred learning analytics dashboard in use. Journal of Learning Analytics, 11(3), 62–81.

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Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. En Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 267–270). Association for Computing Machinery.

Baker, R. S. (2025). Big data and education (9.a ed.). University of Pennsylvania.

Baker, R. S., & Ocumpaugh, J. (2014). Interaction-based affect detection in educational software. En R. A. Calvo, S. K. D’Mello, J. Gratch, & A. Kappas (Eds.), The Oxford handbook of affective computing (pp. 233–245). Oxford University Press.

Baker, R. S., & Siemens, G. (2013). Learning analytics and educational data mining: Towards communication and collaboration. En Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 252–254). Association for Computing Machinery.

Baker, R. S., & Yacef, K. (2009). The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining, 1(1), 3–17.

Baker, R. S., Gowda, S. M., & Salamin, E. (2018). Modeling the learning that takes place between online assessments. En Proceedings of the 26th International Conference on Computers in Education (pp. 21–28).

Baker, R. S., Lindrum, D., Lindrum, M. J., & Perkowski, D. (2015). Analyzing early at-risk factors in higher education e-learning courses. En Proceedings of the 8th International Conference on Educational Data Mining (pp. 150–155).

Baker, R. S., Liu, X., Shah, M., Pankiewicz, M., Kim, Y. J., Lee, Y., & Porter, C. (en prensa). Generative AI as a teaching assistant. En O. Vincent-Lancrin (Ed.), OECD digital education outlook 2026. OECD.

Baker, R. S., Wagner, A. Z., Corbett, A. T., & Koedinger, K. R. (2004). The social role of technical personnel in the deployment of intelligent tutoring systems [Reporte técnico CMU-HCII-04-100). Carnegie Mellon University.

Bodily, R., Kay, J., Aleven, V., Jivet, I., Davis, D., Xhakaj, F., & Verbert, K. (2018). Open learner models and learning analytics dashboards: A systematic review. En Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 41–50). Association for Computing Machinery.

Bradberry, C., Ray, A., Wayman, M., Dhami, J., Charnock, J., & Pittges, J. (2017). Explaining and predicting first-year student retention via card swipe systems. En Proceedings of the International Conference on Semantics, Ontologies, Intelligence and Intelligent Systems.

Brown, A., Basson, M., Axelsen, M., Redmond, P., & Lawrence, J. (2023). Empirical evidence to support a nudge intervention for increasing online engagement in higher education. Education Sciences, 13(2), 145. https://doi.org/10.3390/educsci13020145

Buckingham Shum, S., & Shibani, A. (2019). Learning analytics growing pains: Socio-technical infrastructure changes as LA tools mature. Australian Learning Analytics Summer Institute.

Campbell, J. P., DeBlois, P. B., & Oblinger, D. G. (2007). Academic analytics: A new tool for a new era. EDUCAUSE Review, 42(4), 40–57.

Cosyn, E., Uzun, H., Doble, C., & Matayoshi, J. (2021). A practical perspective on knowledge space theory: ALEKS and its data. Journal of Mathematical Psychology, 101, 102512. https://doi.org/10.1016/j.jmp.2020.102512

Esbenshade, L., Baker, R. S., & Vitale, J. (2023). From a prediction model to meaningful reports in school. En Proceedings of the Education Leadership Data Analytics (ELDA) Conference.

Feng, M., & Heffernan, N. T. (2006). Informing teachers live about student learning: Reporting in the ASSISTments system. Technology, Instruction, Cognition and Learning, 3(1–2), 63–77.

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x

Google. (2025). AI tutoring can safely and effectively support students: An exploratory randomized controlled trial in UK classrooms. https://storage.googleapis.com/deepmind-media/LearnLM/learnLM_nov25.pdf

Hooshyar, D., Tammets, K., Ley, T., Aus, K., & Kollom, K. (2023). Learning analytics in supporting student agency: A systematic review. Sustainability, 15(18), 13662. https://doi.org/10.3390/su151813662

Iraj, H., Fudge, A., Khan, H., Faulkner, M., Pardo, A., & Kovanovic, V. (2021). Narrowing the feedback gap: Examining student engagement with personalized and actionable feedback messages. Journal of Learning Analytics, 8(3), 101–116.

Jayaprakash, S. M., Moody, E. W., Lauría, E. J. M., Regan, J. R., & Baron, J. D. (2014). Early alert of academically at-risk students: An open source analytics initiative. Journal of Learning Analytics, 1(1), 6–47.

Ju, S., Zhou, G., Barnes, T., & Chi, M. (2020). Pick the moment: Identifying critical pedagogical decisions using long-short term rewards. En Proceedings of the International Conference on Educational Data Mining.

Khalil, M., & Ebner, M. (2016). De-identification in learning analytics. Journal of Learning Analytics, 3(1), 129–138.

Khachatryan, G. A. (2020). Instruction modeling: Developing and implementing blended learning programs. Oxford University Press.

Khosravi, H., Shabaninejad, S., Bakharia, A., Sadiq, S., Indulska, M., & Gašević, D. (2021). Intelligent learning analytics dashboards: Automated drill-down recommendations to support teacher data exploration. Journal of Learning Analytics, 8(3), 133–154.

Khosravi, H., Shum, S. B., Chen, G., Conati, C., Tsai, Y. S., Kay, J., & Gašević, D. (2022). Explainable artificial intelligence in education. Computers and Education: Artificial Intelligence, 3, 100074. https://doi.org/10.1016/j.caeai.2022.100074

Koedel, C., & Rockoff, J. E. (2015). Value-added modeling: A review. Economics of Education Review, 47, 180–195. https://doi.org/10.1016/j.econedurev.2015.01.006

Krumm, A., Means, B., & Bienkowski, M. (2018). Learning analytics goes to school: A collaborative approach to improving education. Routledge.

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42–78. https://doi.org/10.3102/0034654315581420

Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., & Palmer, E. (2024). The impact of generative AI on higher education learning and teaching: Educators’ perspectives. Computers and Education: Artificial Intelligence, 6, 100221.

Lin, J., Rao, J., Zhao, Y., Wang, Y., Gurung, A., Barany, A., Ocumpaugh, J., Baker, R. S., & Koedinger, K. R. (2025). Automatic large language model creation of interactive learning lessons. En Proceedings of the European Conference on Technology Enhanced Learning.

Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439–1459. https://doi.org/10.1177/0002764213479367

Long, P., & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 31–40.

Malcolm, L., Milliron, M. D., & Kil, D. (2014). Insight and action analytics: Three case studies to consider. Research & Practice in Assessment, 9, 70–89.

Molenaar, I., Horvers, A., Dijkstra, R., & Baker, R. S. (2019). Designing dashboards to support learners’ self-regulated learning. En Companion Proceedings of the 9th International Learning Analytics and Knowledge Conference.

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Outerbridge, S., & Taub, M. (2025). Towards a teacher- and student-facing dashboard to scaffold self-regulated learning and motivation. En Proceedings of the Society for Information Technology & Teacher Education Conference (pp. 2864–2870).

Pankiewicz, M., & Baker, R. S. (2023). Large language models for automating feedback on programming assignments. En Proceedings of the 31st International Conference on Computers in Education.

Pelánek, R. (2017). Bayesian knowledge tracing, logistic models, and beyond. User Modeling and User-Adapted Interaction, 27(3), 313–350.

Poquet, O., Kitto, K., Jovanovic, J., Dawson, S., Siemens, G., & Markauskaite, L. (2021). Transitions through lifelong learning: Implications for learning analytics. Computers and Education: Artificial Intelligence, 2, 100039.

Queiroga, E. M., Batista Machado, M. F., Paragarino, V. R., Primo, T. T., & Cechinel, C. (2022). Early prediction of at-risk students in secondary education. Information, 13(9), 401.

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Rust, M. M., & Motz, B. A. (2025). Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment. The Internet and Higher Education, 101057.

Saqr, M., & López-Pernas, S. (2024). Learning analytics methods and tutorials: A practical guide using R. Springer Nature.

Sclater, N., Peasgood, A., & Mullan, J. (2016). Learning analytics in higher education: A review of UK and international practice. Jisc.

Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510–1529.

Smolansky, A., Cram, A., Raduescu, C., Zeivots, S., Huber, E., & Kizilcec, R. F. (2023). Educator and student perspectives on the impact of generative AI on assessments in higher education. En Proceedings of the 10th ACM Conference on Learning@ Scale (pp. 378–382).

Stahl, M., Biermann, L., Nehring, A., & Wachsmuth, H. (2024). Exploring LLM prompting strategies for joint essay scoring and feedback generation. En Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (pp. 283–298).

Stavrinides, P., & Zuev, K. M. (2023). Course-prerequisite networks for analyzing and understanding academic curricula. Applied Network Science, 8(1), 19.

Susnjak, T. (2024). Beyond predictive learning analytics modelling and onto explainable artificial intelligence with prescriptive analytics and ChatGPT. International Journal of Artificial Intelligence in Education, 34(2), 452–482.

Verbert, K., Ochoa, X., De Croon, R., Dourado, R. A., & De Laet, T. (2020). Learning analytics dashboards: The past, the present and the future. En Proceedings of the 10th International Conference on Learning Analytics and Knowledge (pp. 35–40).

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Capítulo 2

Alstete, J. W. (2020). Revenue generation in higher education institutions. En P. N. Teixeira & J. C. Shin (Eds.), The international encyclopedia of higher education systems and institutions. Springer. https://doi.org/10.1007/978-94-017-8905-9_536

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Barr, N., & Crawford, I. (2005). Financing higher education: Answers from the UK. Routledge.

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Levy, D. C. (2006). An introductory global overview. PROPHE Working Paper No. 7.

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Teixeira, P. (2016). Private higher education. En: Rethinking the public-private mix in higher education (pp. 3–19). Sense.

Teixeira, P. (2009). Economic imperialism and the ivory tower. In J. Huisman, B. Stensaker, & B. M. Kehm (Eds.), The European higher education area (pp. 43–60). Sense.

Teixeira, P., & Koryakina, T. (2013). Funding reforms and revenue diversification. Studies in Higher Education, 38(2), 174–191.

Teixeira, P., Biscaia, R., Rocha, V., & Cardoso, M. F. (2016a). What role for private higher education in Europe. En M. Shah & C. S. Nair (Eds.), A global perspective on private higher education. Elsevier.

Teixeira, P., Rocha, V., Biscaia, R., & Cardoso, M. F. (2014). Policy changes. Cambridge Journal of Regions, Economy and Society, 7, 271–288.

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Capítulo 3

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Chandler, K., & Perryman, L. A. (2023). "People have started calling me an expert" The impact of Open University Microcredential Courses. Journal of Interactive Media in Education, 2023(1). https://doi.org/10.5334/jime.804

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Universitat Oberta de Catalunya (UOC). (2025, 14 de enero). OpenEU da sus primeros pasos hacia la primera universidad abierta de Europa. https://www.uoc.edu/es/news/2025/primeros-pasos-openeu

Universitat Oberta de Catalunya (UOC). (2025, 14 de mayo). SofIA, la apuesta de la UOC por integrar la inteligencia artificial humanista, ética y disruptiva. https://www.uoc.edu/es/news/2025/sofia-uoc-inteligencia-artificial

Universitat Oberta de Catalunya (UOC). (2025, 15 de mayo). El aprendizaje con IA y los avances en tecnología educativa. https://www.uoc.edu/es/news/2025/uoc-edmedia-aprendizaje-ia-avances-tecnologia-educativa

Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995

Zabala, A., & Arnau, L. (2014). Metodología didáctica en educación por competencias: Bases para un aprendizaje significativo. Grao.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39), 1–27. https://doi.org/10.1186/s41239-019-0171-0

Capítulo 4

Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. MIT Press.

Appiah, K. A. (2007). Cosmopolitanism: Ethics in a world of strangers. W. W. Norton.

Arney, J., Dale, T., Davis, G., & Kinzie, J. (Eds.). (2023). Radical reimagining for student success in higher education. Routledge.

Artze-Vega, I., Darby, F., Dewsbury, B., & Imad, M. (2023). The Norton guide to equity-minded teaching. W. W. Norton. https://seagull.wwnorton.com/equityguide

Austin, A. E., Finkelstein, N. D., Follmer Greenhoot, A., Ward, D., & Cornejo Weaver, G. (2025). Transforming college teaching evaluation: A framework for advancing instructional excellence. Harvard Education Press.

Astin, A. W. (1997). What matters in college? Jossey-Bass.

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596

Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746

Bovill, C., Croft, A., Glover, C. D., & Felten, P. (2023). Is discussing identity more important than shared identity to student–staff relationship building? Teaching and Learning Inquiry, 11, Article 17. https://doi.org/10.20343/teachlearninqu.11.17

Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-centred learning analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.

Felten, P., & Forsyth, R. (2025). Learning and teaching with AI. Change. https://doi.org/10.1080/00091383.2025.2496117

Felten, P., Gardner, J. N., Schroeder, C. C., Lambert, L. M., & Barefoot, B. O. (2016). The undergraduate experience: Focusing institutions on what matters most. Jossey-Bass.

Felten, P., & Lambert, L. (2020). Relationship-rich education: How human connections drive success in college. Johns Hopkins University Press.

Felten, P., Lambert, L. M., Artze-Vega, I., Miranda Tapia, O. R., & Harper, S. R. (2023). Connections are everything: A college student’s guide to relationship-rich education. Johns Hopkins University Press.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Gavassa, S., Benabentos, R., Kravec, M., Collins, T., & Eddy, S. (2019). Closing the achievement gap in a large introductory course by balancing reduced in-person contact with increased course structure. CBE—Life Sciences Education, 18(1), ar8. https://doi.org/10.1187/cbe.18-08-0153

Glazier, R. A. (2021). Connecting in the online classroom: Building rapport between teachers and students. Johns Hopkins University Press.

Haidt, J., & Lukianoff, G. (2018). The coddling of the American mind. Penguin.

Hallett, R. E., Kezar, A., Kitchen, J. A., & Pérez, R. J. (2023). Creating a campus-wide culture of student success. Routledge.

Hefner, J., & Eisenberg, D. (2009). Social support and mental health among college students. American Journal of Orthopsychiatry, 79(4), 491–499. https://doi.org/10.1037/a0016918

Higher Education Authority of Ireland. (2025). Review of the Irish national framework for student success in higher education. Author.

Hogan, K. A., & Sathy, V. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.

Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71. https://doi.org/10.1080/07294360.2017.1344197

Kuh, G. D. (2008). High-impact educational practices. Association of American Colleges and Universities.

Lim, L.-A., Buckingham Shum, S., Felten, P., & Uno, J. (2023). “Belonging analytics”: A proposal. Learning Letters, 1, Article 4. https://doi.org/10.59453/EAXA8005

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., & Wolniak, G. C. (2016). How college affects students: 21st century evidence that higher education works. Jossey-Bass.

McClure, K. R. (2025). The caring university: Reimagining the higher education workplace after the Great Resignation. Johns Hopkins University Press.

Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling interest: Examining the evidence on racial dynamics in higher education (pp. 126–169). Stanford University Press.

Nieminen, J. H., & Yang, L. (2023). Assessment as a matter of being and becoming: Theorising student formation in assessment. Studies in Higher Education, 48(13), 1–14. https://doi.org/10.1080/03075079.2023.2257740

Nunn, L. M. (2021). College belonging: How first-year and first-generation students navigate campus life. Rutgers University Press.

Parker, E. T., III, Trolian, T. L., & Stolzenberg, E. B. (2021). Student–faculty interaction and academic self-concept: The intersection of race and gender. Higher Education Research & Development, 41(7). https://doi.org/10.1080/07294360.2021.2010666

Peseta, T., Pizzica, J., Beathe, A., Jose, C., Lynch, R., Manthos, M., Nguyen, K., & Raza, H. (2020). A partnership mindset: Students as partners in and beyond the academy. In The power of partnership: Students, staff, and faculty revolutionizing higher education (pp. 107–117). Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa2.6

Pleschová, G., Roxå, T., Thomson, K. E., & Felten, P. (2021). Conversations that make meaningful change in teaching, teachers, and academic development. International Journal for Academic Development, 26(3), 201–209. https://doi.org/10.1080/1360144X.2021.1958446

Pope-Ruark, R. (2022). Unraveling faculty burnout: Pathways to reckoning and renewal. Johns Hopkins University Press.

Rainie, L., & Anderson, J. (2025). Many Americans expect AI to have significant negative impact on human capacities and behaviors such as social and emotional intelligence, analytical thinking and agency by 2035. Elon University’s Imagining the Digital Future Center.

Strayhorn, T. (2012). College students’ sense of belonging. Routledge.

Sutherland, K. A. (2018). Holistic academic development: Is it time to think more broadly about the academic development project? International Journal for Academic Development, 23(4), 261–273. https://doi.org/10.1080/1360144X.2018.1524571

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Freeman, S., Gasiewski, J. A., Martin, J. M., Matz, R. L., McKay, T. A., Okoroafor, N., Posey, L. A., Puckett, A. L., Rochford, C., Rosenberg, J. L., & Wenderoth, M. P. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117

UNESCO. (2025). Artificial intelligence in education. https://www.unesco.org/en/digital-education/artificial-intelligence

Waldinger, R., & Schulz, M. (2023). The good life: Lessons from the world’s longest scientific study of happiness. Simon & Schuster.

Warner, J. (2018). Why they can’t write: Killing the five-paragraph essay and other necessities. Johns Hopkins University Press.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Capítulo 5

Academy of Finland. (2022). Instructions for reviewing societal interaction plans. Strategic Research Council. Material técnico no publicado.

Carayannis, E. G., & Campbell, D. F. J. (2009). Mode 3 and Quadruple Helix: Toward a 21st century fractal innovation ecosystem. International Journal of Technology Management, 46(3–4), 201–234. https://doi.org/10.1504/IJTM.2009.023374

Catalá-Pérez, D., Rask, M., & de-Miguel-Molina, M. (2020). The Demola model as a public policy tool boosting collaboration in innovation: A comparative study between Finland and Spain. Technology in Society, 63, Article 101358. https://doi.org/10.1016/j.techsoc.2020.101358

Hyysalo, S., Lukkarinen, J., Kivimaa, P., Lovio, R., Temmes, A., & Hildén, M. (2019). Developing policy pathways: Redesigning transition arenas for mid-range planning. Sustainability, 11(3), Article 603. https://doi.org/10.3390/su11030603

Matschoss, K., Pietilä, M., Rask, M., & Suni, T. (2020). Co-creating transdisciplinary global change research agendas in Finland. European Journal of Futures Research, 8(1), Article 2. https://doi.org/10.1186/s40309-020-0162-3

Mulder, H. A., Jørgensen, M. S., Pricope, L., Steinhaus, N., & Valentin, A. (2017). Science shops as science-society interfaces. En Interfaces between science and society (pp. 278–296). Routledge.

Nwafor, C., Jarmai, K., Stacherl, B., & Montevecchi, F. (2019). Benchmark report: Integration of the RRI approach into collaborative R&D&I and SME participation in European research (Deliverable 1.4). COMPASS Project, Horizon 2020.

Peach, K., Berditchevskaia, A., & Bass, T. (2019). The collective intelligence design playbook. Nesta’s Centre for Collective Intelligence Design.

Pulkkinen, K., Aarrevaara, T., Rask, M., & Mattila, M. (2024). Societal interaction plans—A tool for enhancing societal engagement of strategic research in Finland. Research Evaluation, 33, rvae002. https://doi.org/10.1093/reseval/rvae002

Rask, M., Mačiukaitė-Žvinienė, S., Tauginienė, L., Dikčius, V., Matschoss, K., Aarrevaara, T., & d’Andrea, L. (2018). Public participation, science and society: Tools for dynamic and responsible governance of research and innovation. Taylor & Francis.

Rask, M., & Shin, B. (2024). Integrating paths: Enhancing deliberative democracy through collective intelligence insights. Societies, 14(12), Article 270. https://doi.org/10.3390/soc14120270

Rask, M., & Shin, B. (2025). Väki readiness methodology: An organisational framework for participatory readiness and strategic development. https://www.vakiinsigh.com

Shin, B., Floch, J., Rask, M., Baeck, P., Edgar, C., Berditchevskaia, A., Mesure, P., & Branlat, M. (2024). A systematic analysis of digital tools for citizen participation. Government Information Quarterly, 41(3), Article 101954. https://doi.org/10.1016/j.giq.2024.101954

Stahl, B. C., & Bitsch, L. (2023). Building a responsible innovation toolkit as project legacy. Frontiers in Research Metrics and Analytics, 8, Article 1112106. https://doi.org/10.3389/frma.2023.1112106

Stilgoe, J., Owen, R., & Macnaghten, P. (2020). Developing a framework for responsible innovation. En The ethics of nanotechnology, geoengineering, and clean energy (pp. 347–359). Routledge.

Torfing, J., Sørensen, E., & Røiseland, A. (2019). Transforming the public sector into an arena for co-creation: Barriers, drivers, benefits, and ways forward. Administration & Society, 51(5), 795–825. https://doi.org/10.1177/00953997166800

von Schomberg, L. (2024). Responsible research and innovation. En Elgar encyclopedia of innovation management (pp. 266–267). Edward Elgar Publishing.

Capítulo 6

Alkhaledi, N. G., Alabdalhai, S. A., Awaji, N. Y., Baker, O. G., Alyasin, A. M., Al Hnaidi, B. J., Alayed, A. S., & Ashour, Y. O. (2024). Utilizing competency-based education to evaluate the research skills of nursing students: A systematic review and meta-analysis. Cureus, 16(6), e62549. https://doi.org/10.7759/cureus.62549

Aquino, M. (2025, 12 de febrero). Unemployment dips in Latin America in 2024, but inequality gap grows, ILO says. Reuters. https://www.reuters.com/world/americas/unemployment-dips-latin-america-2024-inequality-gap-grows-ilo-says-2025-02-12/

Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. En Proceedings of the 2nd International Conference on Learning Analytics & Knowledge. ACM. https://doi.org/10.1145/2330601.2330666

Banco Mundial. (2025, 23 de abril). Latin America and Caribbean overview. World Bank. https://www.worldbank.org/en/region/lac/overview

Baethge, M., & Wolter, A. (2015). The German skill formation model in transition: From dual system of VET to higher education? Journal for Labour Market Research, 48(2), 97–112. https://doi.org/10.1007/s12651-015-0181-x

Bergdahl, N., Bond, M., Sjöberg, J., Dougherty, M., & Oxley, E. (2024). Unpacking student engagement in higher education learning analytics: A systematic review. International Journal of Educational Technology in Higher Education, 21(63). https://doi.org/10.1186/s41239-024-00493-y

Chen, F., & Chen, G. (2025). Learning analytics in inquiry-based learning: A systematic review. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10507-9

Climent-Ferrando, V., Altuna, J., Galarza, J., & Urquia, I. (2024). Dual university education in Spain: State of affairs. Fundación Bertelsmann. https://www.fundacionbertelsmann.org/wp-content/uploads/2025/04/An-overview-of-Dual-University-Education-in-Spain_V3.pdf

Colorado State University, Assessment. (2024, 4 de septiembre). Align program learning experiences with the PLOs via a curriculum map. https://assessment.colostate.edu/2024/09/04/align-program-learning-experiences-with-the-slos-curriculum-map/

Cukier, K., Mayer-Schönberger, V., & de Véricourt, F. (2021). Framers: Human advantage in an age of technology and turmoil. Dutton.

Davison, M., Kheiri, A., & Zografos, K. G. (2025). Modelling and solving the university course timetabling problem with hybrid teaching considerations. Journal of Scheduling, 28, 195–215. https://doi.org/10.1007/s10951-024-00817-w

Diallo, F. P., & Tudose, C. (2024). Optimizing the scheduling of teaching activities in a faculty. Applied Sciences, 14(20), 9554. https://doi.org/10.3390/app14209554

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Educause. (2024b, 23 de octubre). 2025 Educause Top 10: Restoring trust (incluye #9 Taming the Digital Jungle). https://er.educause.edu/articles/2024/10/2025-educause-top-10-restoring-trust

Educause. (2025). 2025 Educause horizon report: Teaching and learning edition. https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition

Epstein, D. (2019). Range: Why generalists triumph in a specialized world. Riverhead Books.

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Ferns, S. J., Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2024). Defining and designing work-integrated learning curriculum. Higher Education Research & Development, 44(3), 371–395. https://doi.org/10.1080/07294360.2024.2399072

Fitó, A., & Pagés, C. (2023). Universities and the challenge of employability: Leveraging labor market data for relevant lifelong education. Ubiquity Proceedings, 3(1), 110–117. https://doi.org/10.5334/uproc.76

Freeman, J. (2025, 26 de febrero). Student generative AI survey 2025. Higher Education Policy Institute. https://www.hepi.ac.uk/reports/student-generative-ai-survey-2025/

Fundación Bertelsmann. (2025, 8 de septiembre). Fundación Bertelsmann. https://www.fundacionbertelsmann.org/

Gamage, K. A. A., & Dehideniya, S. C. P. (2025). Unlocking career potential: How micro-credentials are revolutionising higher education and lifelong learning. Education Sciences, 15(5), 525. https://doi.org/10.3390/educsci15050525

Guanlao, R., Pax, J., Wei, Y., & Zhang, W. (2025). A meta-analysis of community engaged learning and thriving in higher education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1525176

Hemmler, Y. M., Mödinger, P., & Mörtl, K. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Journal of Hospitality, Leisure, Sport & Tourism Education, 34, 100497. https://www.sciencedirect.com/science/article/pii/S1747938X24000381

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International Labour Organization. (2024). Global employment trends for youth 2024. https://www.ilo.org/sites/default/files/2024-09/get_2024_en%20web.pdf

Jackson, D. (2025). Work-integrated learning in Business and Management: Gauging impact and opportunities for growth. International Journal of Management, 23(2), 101132. https://doi.org/10.1016/j.ijme.2025.101132

Marshak, D. (2010, 19 de febrero). Why did the Gates small-high-schools program fail? [opinion]. Education Week. https://www.edweek.org/policy-politics/opinion-why-did-the-gates-small-high-schools-program-fail/2010/02

McCabe, M., Byrne, M., Gullifer, J., & Cornish, K. (2024). The relationship between university student help-seeking intentions and well-being outcomes. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1407689

Mondragon Unibertsitatea. (2024, 14 de octubre). Presentation of the report on dual university training in Spain. https://www.mondragon.edu/en/-/presentacion-informe-formacion-dual-universitaria-espana

New England Commission of Higher Education (NECHE). (s. f.). E-Series forms: Making assessment more explicit. https://neche.org/assurance-of-learning/e-series/

Organisation for Economic Co-operation and Development (OECD). (2025a). Education at a glance 2025: OECD indicators. OECD Publishing. https://www.oecd.org/en/publications/education-at-a-glance-2025_1c0d9c79-en.html

Organisation for Economic Co-operation and Development (OECD). (2025b). Trends shaping education 2025. OECD Publishing. https://www.oecd.org/education/trends-shaping-education-2025

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Oklahoma State University. (2025, 13 de febrero). Early warnings, lasting impact: How OSU’s academic alerts support student success. https://news.okstate.edu/articles/communications/2025/how_osus_academic_alerts_support_student_success.html

Oulu University. (2024). Teacher training for transversal competencies. University of Oulu Reports.

Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review. Educational Psychology Review, 35(4). https://ernestopanadero.es/index.php/all-publications-by-topic/

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Quality Assurance Agency for Higher Education. (2025b). Transnational perspectives on ethical uses of generative AI in assessment (framework & flowchart). https://www.qaa.ac.uk/membership/benefits-of-qaa-membership/collaborative-enhancement-projects/generative-ai/transnational-perspectives-on-ethical-uses-of-gen-ai-in-assessment

Renick, T. (2024). The power of predictive analytics at Georgia State. Inside Higher Ed.

Ruihua, L., Che Hassan, N., & Saharuddin, N. (2025). Understanding academic help-seeking among first-generation college students: A phenomenological approach. Humanities & Social Sciences Communications, 12, 283. https://www.nature.com/articles/s41599-024-04165-0

Sankey, M., Marshall, S., McCarthy, S., Leichtweis, S., Selvaratnam, R., Adams, N., Joubert, L., & Ames, K. (2024). The ACode benchmarks for technology enhanced learning (2.ª ed.). The Australasian Council on Open and Digital Education. https://acode.edu.au/wp-content/uploads/2024/01/acode-tel-Benchmarks-2024-1.pdf

Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466

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Somuah, B. A., Akossah, J., Atinga, R. A., & Kaledzi, A. (2024). Antecedents of academic actual help-seeking behaviour among distance learners. Frontiers in Psychology, 15, 1453321. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1453321/full

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Unigarro Gutiérrez, M. A. (2017). Un modelo educativo crítico con enfoque de competencias. Universidad Cooperativa de Colombia. https://doi.org/10.16925/greylit.1833

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