Educación cultural y artística y desarrollo de la creatividad en estudiantes universitarios
DOI:
https://doi.org/10.70577/cnqv1444Palabras clave:
Creatividad, educación artística, educación cultural, estudiantes universitarios, flexibilidad cognitiva.Resumen
La creatividad es una competencia estratégica para la innovación, la adaptación profesional y la resolución de problemas complejos en la educación superior, especialmente en escenarios donde las tecnologías digitales amplían las posibilidades de creación, comunicación y aprendizaje. En este contexto, el estudio se articula con el proyecto “Alfabetización e Integración de TIC en prácticas pedagógicas de unidades educativas y comunidades del sur de Manabí”, al aportar evidencia sobre la importancia de integrar experiencias culturales, artísticas y tecnológicas en los procesos formativos. El objetivo fue analizar la relación entre la educación cultural y artística y el desarrollo de la creatividad en estudiantes universitarios. Se aplicó un enfoque cuantitativo, no experimental, documental y retrospectivo, mediante el análisis secundario de investigaciones publicadas entre 2020 y 2025, con evidencia correspondiente a 726 estudiantes universitarios. El procesamiento incluyó estadística descriptiva, alfa de Cronbach, correlación de Pearson, transformación z de Fisher, regresión múltiple y mediación robusta con 500 remuestreos bootstrap. Los instrumentos mostraron elevada confiabilidad, con coeficientes entre .885 y .923. La educación artística presentó una relación positiva muy alta con la creatividad (r = .860; p < .01) y asociaciones significativas con bienestar y autoeficacia. La flexibilidad cognitiva influyó sobre la personalidad creadora (β = .928; p < .001), mientras que el efecto indirecto sobre el rendimiento fue significativo (β = .088; p = .016), confirmándose una mediación parcial; además, la ejecución artística explicó el 13% del compromiso académico. Los hallazgos evidencian que la articulación de prácticas artísticas, creatividad y TIC puede fortalecer experiencias pedagógicas innovadoras basadas en producción, experimentación, autonomía y retroalimentación docente, aunque la heterogeneidad de los estudios limita las inferencias causales y plantea la necesidad de investigaciones longitudinales en América Latina.
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Derechos de autor 2026 Armando Fabián Quimis Castillo, Fernanda Stefanía Quijije Véliz, Gema Roxana Zambrano Alcívar, Melissa Iveth Cañarte Cañarte (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
