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Challenges of higher education institutions for the international accreditation of their IT educational programs from a social inclusion perspective
Mauricio Arturo Ibarra Corona. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
Martín Muñoz-Mandujano. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
Rafael Duarte Pérez. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
Diego Octavio Ibarra Corona. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
José Alejandro Vargas Díaz. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
Francisco Javier Paulín Martínez. Facultad de Informática, Universidad Autónoma de Querétaro, Querétaro, México.
Resumen/Abstract
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Resumen / Abstract
This article addresses the challenges and opportunities that higher education institutions in Mexico face when seeking international accreditation of their programs. educational programs in Information Technology (IT). Using an inclusive approach and considering the integration of artificial intelligence (AI) tools, the study is based on a qualitative synthesis and quantitative analysis of the responses obtained from a form addressed to various educational institutions. The results highlight the importance of social inclusion in the internationalization of educational programs, the challenges anticipated by institutions, and the best practices to ensure compliance with the quality criteria required by international accreditation bodies. Additionally, the ethical and practical implications of using AI in the educational process are explored. The findings underscore the need for inclusive policies and the potential of AI to transform higher education.
Palabras Clave/Keywords
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Palabras Clave / Keywords
Artificial Intelligence, Educational Quality, Higher Education, Information Technology, Social Inclusion.
Referencias/References
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Referencias / References
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2. UNESCO: Global Education Monitoring Report 2017/8: Accountability in Education: Meeting Our Commitments. UNESCO Publishing (2017).
3. Knight, J.: Internationalization: A Decade of Changes and Challenges. Int. High. Educ. 6-7 (2015).
4. Marginson, S.: Equity, Status and Freedom: A Note on Higher Education. Cambridge J. Educ. 41, 23-36 (2011).
5. CONAIC: Evaluación y Acreditación de Programas Académicos en Informática y Computación. Consejo Nacional de Acreditación en Informática y Computación (2020).
6. Creswell, J. W., Plano Clark, V. L.: Designing and Conducting Mixed Methods Research. SAGE Publications (2017).
7. OECD: Education at a Glance 2018: OECD Indicators. OECD Publishing (2018).
8. Duarte, N., Vardasca, R.: Literature Review of Accreditation Systems in Higher Education. Educ. Sci. 13, 1-19 (2023). https://doi.org/https://doi.org/ 10.3390/educsci13060582.
9. Schwab, K., Davis, N.: Shaping the Future of the Fourth Industrial Revolution. Currency (2018).
10. Altbach, P. G.: Global Perspectives on Higher Education. Johns Hopkins University Press (2020).
Cómo citar/How to cite
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Cómo citar / How to cite
Ibarra Corona, M. A., Muñoz-Mandujano, M., Duarte Pérez, R., Ibarra Corona, D. O., Vargas Díaz, J. A., y Paulín Martínez, F. J. (2024). Challenges of higher education institutions for the international accreditation of their IT educational programs from a social inclusion perspective. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos desde los campus virtuales (pp. 81-85). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000027.014
