The temporary lockdown of Educational Institutions provoked scenarios of emergency against the Global Crisis of the COVID-19. Which global macrotrends can be applied in the context of a Post COVID-19 pedagogical practices? Three categories were identified: I) Global macrotrends related to the Education Sector; II) The Post COVID-19 pedagogical practice, as a role assumed by the professor involved in the different education spaces (academicist, technological, cultural interpretative, socio-critical and socio-formative); and III) Student Outcomes (SOs), the accreditation model. Global macrotrends were selected to be applied in the post COVID-19 pedagogical practice that contribute to accomplishment of SOs and were consequently classified into three areas: i) Crosscutting Macrotrend (public awareness), ii) the Macrotrend of Post COVID-19 pedagogical practices (Disrupting Education: the assessment of progress, harnessing innovation, multiple senses, co-creation, instant entrepreneurship, the User Experience business-focused model approach for education, and gamification), and iii) the Macrotrend of Support (Networking & Technology).
Currently, Perú faces one of the biggest educational crisis as a result of the pandemic
produced by the Coronavirus Disease 2019 (COVID-19), transforming the on-site
educational system into e-learning or remote one as a result of the state of emergency. In
2019, the Organization for Economic Cooperation and Development (OECD) claimed
that an answer to this current educational crisis will require smart strategic systems that
can be adapted to face dynamic challenges; plus, OECD pointed out the relevance of
supporting solid investigation systems as well as the development in education,
re-designing both the learning and teaching processes. In accordance with the current
context, current global macrotrends from the education system – that can be employed in
the Post COVID-19 pedagogical practice in order to achieve Student Outcomes (SOs)
accreditation model – were chosen [
This has implied the consideration of certain aspects within the agenda of education policies, such as the design of strategies that address the complexity of the current educational situation in relation to the adequacy of curricular plans, evaluation systems, teaching methodologies, and student’s and professor’s overall wellbeing; just like the reduction of gaps: digital competencies, connectivity and access to informatics and technological equipment usage, among others. Furthermore, the preparation and the differentiation of specific labor are acquired in the exercise of teamwork and communicative skills within multidisciplinary teams, because a person on his/her own can’t have all the necessary skills and competencies to solve new tasks. Therefore, the importance of communicative and socio-psychological of Engineering education is growing. For this reason, it is important to consolidate integrated education systems; that is to say, there should be a collaboration between universities and the aforementioned industry, where Engineering students can combine both the academic learning experience and the acquisition of a part-time job. In other words, an en-bloc modular education system.
The current trend consists of multilevel teaching that is student-oriented and
competency-based – with engineers that are ready to continue – which highlights the need for
a change in the educational/professional paradigm, urged by globalization, the fast
development of innovative technologies, the social development, the instability and the
variability of the contemporary world [
Also, because education actors believe that the development of competencies can’t
be achieved through digital tools or videos, taking into account that the COVID-19
pandemic affected roughly 1570 million students in 191 countries, being 23,4 million
higher education students, and 1,4 million professors from Latin America and the
Caribbean [
In light of this, in the middle of the 1st semester of 2020, Trends Shapping Education
Spotlight 21 and Ipsos Macrotrends have pointed out that education should analyze and
adopt certain Global Macrotrends (GMTs), such as [
GMT.3) Co-creation: it’s a strategy meant for the consolidation of professional networks for professors or the collective knowledge of the teaching practice. GMT.4) UXfocused teaching: the User Experience-focused model approach for education (UX) is an approach that prioritizes a student’s needs, in accordance with the experience of every professor, making interaction and communication simple and easy by helping to overcome challenges. GMT.5) Gamification: it’s important to consider this in terms of educational transformation, as an opportunity to motivate and improve group dynamics, as well as a critical, reflective focus by students, in order for the aforementioned strategies to attain greater significance in both an attractive and competitive world.
GMT.6) Harnessing innovation: a process that allows making the best decisions regarding technology usage, creating a balance between what has and hasn’t worked out. And, to whom this was useful. GMT.7) Instant entrepreneurship: mainly defined in entrepreneurship and self-employment. GMT.8) Networking & Technology: fundamental for the creation of new environments (both artificial and human) of communication, establishing those tools as new ways of interaction, based on innovative digital solutions for education. 2.2
In 2020, OECD targeted three aspects that professors should consider in order to ensure
the continuity of a high-quality educational service: (a) Cognitive skills, in reference to
cognitive skills, processing, creativity, and knowledge; (b) Interpersonal skills that
include teamwork skills and leadership, and (c) Intrapersonal skills, oriented to
intellectual openness, work ethic, responsibility and self-efficacy [
In this regard, it becomes necessary to focus the professor’s role in aspects such as:
the promotion of democracy and social justice from democratic participation in the
context of equal opportunity, recognizing cultural values in accordance with cultural
diversity, with inclusion and respect of the different lifestyles, with inherent
co-responsibility to new scenarios, pondering the development of critical and participatory
thinking based on the appreciation of experiences and knowledge possessed by local
communities, and adopting a democratic culture for learning achievement [
For the GMT.6) Harnessing innovation, as well as GMT.8) Networking & Technology, it’s fundamental to develop the field, known as The Learning Analytics (LA), which allows obtaining information regarding the interaction between professors and students with virtual learning environments and the use of technology tools that support the teaching-learning process. Furthermore, in the context of Information and Communications Technology (ICTs), the use of tools for Learning Analytics should be considered for the purpose of helping the teaching practice in the evaluation of educational resources that are meant to be inclusive, available and valuable, and focused on digital competencies as a tool that contributes to the creation and assessment of meaningful learning experiences.
On the other hand, the development of the GMT.3) Co-creation should be focused
to highlight the co-creation of adaptive components for a virtual learning platform that
these new Post COVID-19 scenarios require, through the innovation, adaptability and
identification of expectations from the people concerned with no inhibitions
whatsoever, in trusted environments with ideas generated and arisen from an innovative,
proactive and creative environment [
When talking about the GMT.2) Progress assessment; just as the GMT.4) UXfocused teaching; it has to be taken into account that teaching practice increases in quality when there’s a proposal of continuous improvement that fosters the systematization and communication of experiences from the university professor, based on the following strategies: an ongoing. Definitely, it’s important to take into account the different factors that might influence the teaching practice, just as its improvement. For this reason, the direct experience contributes significantly and it’s truly efficient in student learning.
Finally, the GMT.5) Gamification, which is significantly supported on the use of
ICTs, is important in regard to the educational transformation as a learning strategy,
since the student is able to make knowledge his/her own (besides the use of mobile
devices or informatic equipment), which increases the motivation and leads to a better
understanding, as well as their focus, through the promotion of critical thinking and
creativity, this being quite a very versatile strategy for professors while teaching [
The student results are related to skills, knowledge, and behavior acquired by students
throughout their process during the program”, which promotes innovation in higher
education. “Fig.1.” presents the SOs, grouped in such a way that they can be considered
as the 4 pilars of education according to The Delors Report [
Results for learning to know (a) Engineering Knowledge (b) Research
Results for learning to be (d) Individual and Team Work
Results for learning to do
(e) Problem Analysis (f) Ethics (g) Communications (i) Lifelong Learning (j) Engineering and Society (k) Use of Modern Tools Results for learning to live together or cross-cutting results (h) Sustainability and Environment (c) Design and Solution Devel
opment (l) Project Management
In the socio-formative model and the competency-based approach, the SOs can also be classified by general competencies that articulate SOs (d), (f), (g) and (i). Crosscutting competencies are oriented to achieve SOs (h), (j), (k) and (l), as well as, technic competencies group SOs (a), (b), (c) and (e). To that effect, the 4 pillars of education and the 3 competencies that cover the SOs, should be taken into account while developing the pedagogical practice in the current scenario, articulating said actions with Post COVID-19 education macrotrends. 3
The present investigation inquired: Which global macrotrends can be used in the Post COVID-19 pedagogical practice? For that purpose, the General Goal (GG) establishes general macrotrends that can be employed in the Post COVID-19 pedagogical practice to achieve the SOs. Besides, the following Specific Goals (SG): SG1. Identify global macrotrends related to the pedagogical practice; SG2. Identify the Post COVID-19 pedagogical practice that contributes to the achievement of SOs from accreditation model; and, SG3. Determine the level that exists between global macrotrends that could be used in the Post COVID-19 pedagogical practice. Likewise, the research addressed qualitative and quantitative methods through the matrix of documentary analysis and the matrix generated from a rating scale that considered the socio-formal levels of Tobon; we worked with categories and subcategories identified according to documentary analysis, as well as the design and processing of information detailed below: 3.1
If we take the current literature – regarding global macrotrends linked to the education system – into account, three categories can be identified: I) Global macrotrends, that consider global trends related to the education sector. II) Post COVID-19 pedagogical practice, understood as the role assumed by the professor in the different education spaces aligned with the didactic approaches (academicist, technology, cultural interpretative, sociocritical and socio-formative). III) Student Outcomes (SOs) comprehends 12 subcategories: a) Engineering Knowledge, b) Research, c) Design and Solution Development, d) Individual and Team Work, e) Problem Analysis, f) Ethics, g) Communications, h) Sustainability and Environment, i) Lifelong Learning, j) Engineering and Society, k) Use of Modern Tools and l) Project Management. Likewise, from a qualitative approach we worked with categories and subcategories, as well as the design and processing of information detailed below: 3.2
The instruments to gather information were developed according to the Specific Goals.
In that regard, it is shown that to get the SG1 a documentary analysis technique was
utilized through a matrix of documents, which contains specialized information of
current global macrotrends. The latter was reduced by selecting education sector-only
trends. In order to identify global macrotrends that could be applied in the Post
COVID19 teaching practice, OECD’s 2020 Methodology was taken into consideration [
The aforementioned examines four (4) indicators to create awareness about the
influence of macrotrends in the education sector. These are: a) Tools for rigorous
thinking, b) Education sector scope, c) Lines of educational research, and d) Teaching
practice. In relation to this, macrotrends that contribute to the last indicator were analyzed.
For developing the SG2, a matrix of documents – that contains curricular approaches
and different roles assumed by professors who relate to these – was designed. A
reduction of the said matrix was done, considering the Post COVID-19 pedagogical practice.
51 criteria were elaborated in accordance with the Student Outcome (SOs), which were
related to global macrotrends to determine their level of contribution, in a quantitative
manner, through a value scale that considered Tobon’s definition of levels of the
socioformative approach by competencies (developed in 2017), levels for the assessment
scale of Tobon's socio-formative competence approach (2017). Very Low (0-25%) it
does not relate to the criteria; Low (26%-50%) it relates to some elements of the
criterion; Middle (51%-75%) it relates to essential and basic elements of the criterion and
High (76%-100%) it is related to essential elements of the criterion, achieving quality
impact. Furthermore, the triangulation technique was utilized in order to describe this
relationship in a quantitative manner, and it was used through a matrix of triangulation
by Stake and Forbes [
In accordance with 4 indicators by OECD (tools for rigorous thinking, educational
sector scope, lines of educational research, and teaching practice), 10 macrotrends related
to the education sector were obtained [
Macrotrend in the pedagogical practice
Disrupting education
Cross-cutting macrotrends: Public awareness - Assessment of progress - Co-creation - UX-focused education (Multiple senses) - Gamification - Harness innovation - Instantaneous entrepreneurship
Macrotrend of Support: Networking and technology It was evident that teaching roles generated by curriculum approaches (such as the academicist and the technology one) don’t contribute to the development of SOs. Whereas, roles promoted by the cultural interpretative, sociocritical and socio-formative curriculum approaches, contribute significantly to the achievement of SOs. In that sense, it is shown that the professor’s role: “Foster democracy and social justice” is related to the SO to learning to be, which comprehends:
Team and Individual Work, Ethics, Communications, Lifelong Learning. Likewise, as a result of the analysis it is shown that all the OSs to learning to know (Engineering knowledge and Research) and learning to do (Problem Analysis, Design and Solution Development, and Project Management) develop with the professor’s roles themselves, which are: Foster autoregulated and autonomous learning strategies, Foster analysis of research and information, Harness ICTs, evaluate learning and Create innovative methodologies. Finally, the SOs to learning to live together (Sustainability and Environment, Engineering and Society, and Use of Modern Tools) are fostered with the aforementioned (6) professor’s roles. 4.3
To respond to SE3, it has been necessary, on the one hand, to identify the level of incidence of macro-trends in the development and acquisition of the Student Outcomes; and on the other, mention what roles the engineering professor should assume in pedagogical practice according to the macro trends that contribute to the achievement of these Student Outcomes. 51 criteria have been established, where essential elements of the SOs are extracted to analyze them in the light of pedagogical macro trends. For this, a four (4) level assessment scale has been made: very low, low, medium and high. (See Table II). From this, it was obtained that: - The macro trends of Co-creation and instant Entrepreneurship achieve a high level of relationship, since they include essential elements (criteria) of the SOs, achieving quality impact; -Teaching macrotendencies UX focued education, taking advantage of innovation and technologies and interconnection, manage to relate to essential and basic elements (criteria) of the SOs. This places them at a medium level; - The macrotrends of public awareness and Gamification are located at the low level, since it manages to relate to some elements of the SOs; - The progress assessment macro trend has achieved a very low level of relationship. It is worth mentioning that the analysis described has been carried out in a general way, the level of macrotrend relation varies according to the SOs; therefore, this study shows that the professor must orient his pedagogical practice according to the SOs that he intends to develop.
The macrotrend in the pedagogical practice: “Disrupting Education”, takes five
aspects into account: (a) The assessment of progress refers to the design of pedagogical
measures to guarantee formal education that allows ongoing feedback, without
considering neither space or time as obstacles. Also, it values the importance of learning from
mistakes and failures. This is related to the role “evaluate learning” and “create
innovative methodologies”, since it brings up the importance of documenting and
systematizing pedagogical changes translated from evaluation and its impact at the same time.
These roles are associated to the SOs “learning to know”, “learning to do” and “learning
to live together” [
The macrotrends constitute a global perspective of the education sector that contributes to the rethinking of pedagogic practice, and with this, to the configuration for the development of knowledge, in such a way that innovation can be seized, with the support of networking and technology. Likewise, it weights co-creation and instantaneous entrepreneurship, considering both harnessing innovation and the application of the design process of UX-focused education. The professor is conceived as an agent that encourages students, designing meaningful learning experiences. It is projected that he/she deconstructs the term “evaluation” to structure it as part of the ongoing improvement of learning, leading to the development of the main purpose of education: transform society through a change of attitude and the practice of values that guarantee an integral high-quality education. On the other hand, lesson planning based on rote learning is expected to be avoided; in other words, from the conceptual content from syllabi, because students can check documents about each topic before the lesson, which will be dedicated to reinforce autonomy, talent, soft skills, digital coexistence and the resolution of problems-in context. Finally, global macrotrends to be used in the Post COVID-19 pedagogic practice, can be classified into three areas: Cross-cutting macrotrend (public awareness), pedagogic practice (Disrupting Education: assessment of progress, harness innovation, multiple senses, co-creation, instantaneous entrepreneurship, and education focused on the User Experience business, and gamification), and the Macrotrend of Support (Networking and Technology). In that sense, it is claimed that global macrotrends set Post COVID-19 pedagogical practices in such a way that they can enhance the teaching and learning strategies designed and planned.