Evaluación de competencias clave para la sostenibilidad en educación superior: una revisión sistemática de instrumentos y evidencia psicométrica
DOI:
https://doi.org/10.54104/papeles.v19n37.2457Palabras clave:
Competencias clave para la sostenibilidad, educación superior, evaluación, cuestionario, desarrollo sostenibleResumen
Introducción: La evaluación de competencias clave para la sostenibilidad en educación superior presenta avances conceptuales significativos, pero también importantes vacíos metodológicos. La presente revisión sistemática examina cómo se han evaluado las competencias clave para la sostenibilidad, y qué tipo de evidencia psicométrica reportan los estudios recientes. Metodología: Siguiendo la declaración PRISMA 2020 y aplicando criterios estrictos de elegibilidad, se consultaron las bases de datos de Scopus, Dimensions, SciELO, Redalyc y ERIC. El análisis combinó un estudio bibliométrico con 294 documentos y un análisis de contenido final de 8 estudios, evaluados mediante el Cosmin Risk of Bias Checklist. La síntesis de resultados se desarrolló mediante un enfoque descriptivo y comparativo. Resultados y discusión: Los hallazgos muestran un predominio en el uso de cuestionarios y una concentración de procesos de validación, como la confiabilidad y la validez de contenido. La validez estructural se muestra heterogénea y, en algunos casos, limitada. Conclusiones: En conjunto, los resultados subrayan la necesidad de fortalecer la estandarización conceptual y diversificar las estrategias evaluativas más allá de la autopercepción. La principal limitación radica en la restricción a cinco bases de datos. Esta revisión no fue registrada en una base de datos pública de protocolos.
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Derechos de autor 2026 Hugo Pérez Maldonado, Salvador Adame-Martínez, Eva Martha Chaparro Salinas
Esta obra está bajo una licencia internacional Creative Commons Atribución-SinDerivadas 4.0.
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