How University Teachers and Students Understand the «Learning to Learn» Competence: An Exploratory Study Through Text Mining Techniques

• Fran-J. García-García ^[1] ; Inmaculada López-Francés ^[1] ; Cristian Molla-Esparza ^[1] ; Evelyn-E. Moctezuma-Ramírez ^[2] ; Bernardo Gargallo-López ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
  2. [2] Department of Educational Theory, University of Valencia, Avda. Blasco Ibáñez 30, 46021, Valencia (España) / Institute of Science of Education, University Autonomous of the State of Morelos (México)
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 48, 2025, págs. 73-92
• Idioma: inglés
• DOI: 10.15581/004.48.004
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio tuvo como objetivo examinar cómo los profesores y estudiantes universitarios del área educativa, de la salud y de la ingeniería entienden la competencia 'aprender a aprender' mediante minería de textos. Se examinaron los corpus de texto de los profesores (16.317 palabras clave de 160 intervenciones) y estudiantes (15.394 palabras clave de 243 intervenciones). Los estudiantes enfatizaban la mentoría y las habilidades adaptativas, mientras que los profesores se centraban en la autonomía y el aprendizaje significativo. Los estudiantes también resaltaron el papel de los profesores para facilitar un aprendizaje exitoso, mientras que los profesores hicieron hincapié en la gestión de la información y el trabajo en equipo con los compañeros. Se discutieron diversas implicaciones para la práctica educativa, teniendo en cuenta los supuestos teóricos involucrados.

  • English

    This study aimed to investigate how university teachers and students in Education, Health Sciences, and Engineering understand the ‘learning to learn’ competence, using text mining. Analyses covered 160 interventions from teachers (16,317 token-words) and 243 interventions from students (15,394 token-words). Students emphasized mentoring and adaptive skills, while teachers focused on autonomy and significant learning. Students highlighted the role of teachers in facilitating successful learning, while teachers prioritised information management and teamwork with classmates. Implications for educational practice were discussed, considering the theoretical assumptions.

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