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All Journal International Journal of Evaluation and Research in Education (IJERE)
Maraza-Quispe, Benjamín
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Education

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Impact of immersive learning environments on the development of technological competencies in students Mamani-Choque, Marily Yenifer; Machaca-Casani, Javier Ignacio; Maraza-Quispe, Benjamín
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33034

Abstract

This research identifies the need to enhance students’ technological competencies in designing and building technological solutions through immersive learning environments. The study proposes the use of immersive technologies, such as virtual and augmented reality (AR), to foster creativity and improve students’ ability to develop effective solutions. The aim was to evaluate the impact of immersive learning on the competence of “designing and building technological solutions” in higher education students, focusing on four specific capacities: determining, designing, implementing, and validating solutions, as well as promoting innovation. Using a quantitative, descriptive cross-sectional experimental design, structured questionnaires were administered to 35 students engaged in an immersive technology program. Data were analyzed using descriptive and comparative techniques, revealing a significant positive impact on technological competencies. Students found these experiences to be relevant, engaging, and conducive to creativity, improving their ability to design and test solutions. However, challenges such as resource availability and the need for continuous teacher training were noted. The study concludes that immersive technologies are effective in enhancing academic performance and practical skills, emphasizing their integration in various educational contexts to strengthen key competencies essential for the 21st century.
Emotional intelligence in teaching: a key to performance and institutional climate in basic education Maraza-Quispe, Benjamin; Rosas-Iman, Victor Hugo; Feliciano-Yucra, Giuliana; Martinez-Lopez, Atilio Cesar; Ortiz-Corimaya, Elizabeth Katherine; Choquehuanca-Quispe, Walter; Coasaca-Hancco, Frida Karina; Nuñez-Saavedra, Luis Elfer
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34924

Abstract

This study addresses the lack of understanding regarding the relationship between emotional intelligence (EI), teaching performance, and institutional climate (IC) in basic education. As a solution, the study proposes evaluating and strengthening teachers’ EI to enhance both their performance and the school environment. Using a quantitative, non-experimental, correlational design, the research analyzed a randomly selected sample of 145 teachers. Validated questionnaires measured dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills, as well as teaching preparation and IC. The results reveal significant positive correlations between EI and IC (r=0.85) and between teaching performance and IC (r=0.78). This suggests that higher EI not only improves teaching effectiveness but also fosters a positive institutional environment. The study concludes that enhancing teachers’ EI can optimize both their performance and institutional dynamics, contributing to higher-quality education. The findings support the implementation of EI training programs as a key strategy to improve teaching performance and the school climate (SC).
Co-Authors Choquehuanca-Quispe, Walter Coasaca-Hancco, Frida Karina Feliciano-Yucra, Giuliana Machaca-Casani, Javier Ignacio Mamani-Choque, Marily Yenifer Martinez-Lopez, Atilio Cesar Nuñez-Saavedra, Luis Elfer Ortiz-Corimaya, Elizabeth Katherine Rosas-Iman, Victor Hugo