Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Organizational and Human Resource Development Strategies Journal of Educational Technology Innovation and Applications
Cordova, Nancy V. Quispe
Unknown Affiliation
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Human Resource Development, Education, and Human Development Index Disparities in Peru Cordova, Nancy V. Quispe; Estrada, Betzabeth B. Huamán; Condori, Cledi Puma; Choque, Yuli P. Mamani; Areche, Franklin Ore
Journal of Organizational and Human Resource Development Strategies Vol. 3 No. 02 (2026): Articles in Press - Journal of Organizational and Human Resource Development S
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ohds.002175

Abstract

Human Resource Development (HRD) plays a fundamental role in shaping national competitiveness, social equity, and sustainable development, particularly in developing countries. In Peru, disparities in the Human Development Index (HDI) across regions highlight persistent structural inequalities in education, skills development, and institutional capacity. This opinion-based article argues that education-centered HRD represents the most strategic lever for reducing HDI disparities and strengthening national development. Drawing on global and regional literature, the article proposes a conceptual framework linking education quality, HRD investment, human capital formation, and regional HDI outcomes. The analysis identifies three core challenges: unequal education access and quality, structural inequalities in HRD policy implementation, and regional economic disparities affecting human capital outcomes. The article also situates Peru within the broader Latin American context, demonstrating similarities in structural constraints and policy opportunities. The findings suggest that transformative HRD strategies must integrate educational reform, institutional strengthening, and equitable regional investment. Without a systemic HRD approach grounded in education equity, Peru risks reinforcing regional disparities and limiting its global competitiveness. This article contributes to policy discourse by proposing education-driven HRD as the foundation for equitable human development and long-term national resilience.
Scoping Review of AI-Enabled Predictive Analytics and Decision Support in Agricultural Education: Current Trends, Tools, and Pedagogical Implications Laura, Daniela; Cordova, Nancy V. Quispe; Areche, Franklin Ore
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.001994

Abstract

Artificial Intelligence (AI) and predictive analytics are increasingly reshaping contemporary agricultural systems by enabling data-driven decision support, early pest and disease detection, and optimized crop management. As these technologies become embedded in agricultural practice, agricultural education faces growing pressure to prepare learners with analytical reasoning and decision-making competencies aligned with AI-enabled environments. This scoping review maps peer-reviewed literature published between 2020 and 2025 on AI-enabled predictive analytics, crop advisory systems, and pest and disease detection technologies, with a specific focus on their educational implications. Following PRISMA-ScR guidelines, 18 studies were systematically identified and synthesized through thematic analysis. The results indicate rapid growth in technically oriented AI applications for precision agriculture, contrasted with limited empirical research on curriculum integration and competency-based learning outcomes. While project-based learning, simulations, and decision support tools are frequently proposed as pedagogical strategies, explicit assessment of learners’ analytical and decision-making competencies remains scarce. This review highlights critical gaps between AI innovation and educational research, and underscores the need for interdisciplinary approaches, curriculum redesign, and competency frameworks that support responsible and effective AI use in agricultural education.
Co-Authors Areche, Franklin Ore Choque, Yuli P. Mamani Condori, Cledi Puma Estrada, Betzabeth B. Huamán Laura, Daniela