e3 — Revista de Economia, Empresas e Empreendedores na CPLP

CHALLENGE-BASED LEARNING AND LEARNING DEVELOPMENT IN HIGHER EDUCATION STUDENTS ENROLLED IN THE HIGHER TECHNOLOGY PROGRAM IN NEGOTIATION AND SALES

Laura Magali Chamba Rueda — 2026-08-28

The aim of this study was to analyze students' perceptions of the contribution of Challenge-Based Learning (CBL) to learning development in higher technological education, considering the dimensions of cognitive learning, critical thinking, academic motivation, meaningful learning, and collaborative learning. A quantitative, non-experimental, descriptive, and cross-sectional research design was adopted. The study involved 50 students enrolled in the Market Research course of the Higher Technology Program in Negotiation and Sales, who completed a market research project for a real organization as part of a challenge-based learning experience. Data was collected using a structured questionnaire consisting of 25 items measured on a five-point Likert scale. Descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to assess both the descriptive results and the psychometric properties of the instrument. The findings revealed favorable evaluations across all learning dimensions, with academic motivation (M = 4.50) and collaborative learning (M = 4.28) receiving the highest scores. The measurement instrument demonstrated satisfactory psychometric properties, with Cronbach's alpha and composite reliability values above 0.93 and Average Variance Extracted (AVE) values exceeding 0.74. Overall, the results suggest that students perceive Challenge-Based Learning as an effective pedagogical approach for promoting learning development through authentic, practice-oriented educational experiences.

RETHINKING LEARNING IN THE AGE OF ARTIFICIAL INTELLIGENCE:

Paola Palomino-Flores — 2026-07-19

This study examines the transformation of learning processes in higher education within contexts mediated by artificial intelligence (AI), focusing on how students evaluate the quality and reliability of knowledge in algorithmic environments. Using a qualitative approach, 20 semi-structured interviews were conducted with undergraduate students in the final two semesters of their program who use AI tools in their academic activities. The analysis identified differentiated patterns in verification practices, levels of cognitive autonomy, and criteria for evaluating information. The findings suggest that students combine active validation strategies with judgments based on the coherence and immediacy of responses. Uneven bias detection was also observed, revealing limitations in the critical evaluation of AI-generated content. The study concludes that the quality of learning in AI-mediated environments depends in part on situated practices of verification, evaluation, and trust regulation. In this regard, the study proposes the incorporation of “epistemic hygiene,” understood as the systematic development of competencies in critical judgment, comparison, and validation of knowledge generated by algorithmic systems.

NOVELTY-BASED LEARNING EXPERIENCES AND THEIR INFLUENCE ON STUDENT PRESENCE

KAREN STEFANY SANDOVAL MORA — 2026-08-28

This study analyses the relationship between novelty and student presence within the framework of experiential learning in higher education. A quantitative approach was adopted, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 50 students enrolled in the Business Management and Organizational Theories course in an online higher education program. Data were collected using an adaptation of the Experiencing Scale, administered on a five-point Likert scale, and analysed using partial least squares structural equation modelling (PLS-SEM) with ADANCO software. The results show a positive and statistically significant relationship between novelty and student presence (β = 0.9248; p < .001), with high explanatory power (R² = 0.8553). These findings indicate that experiences perceived as novel are associated with higher levels of attention, concentration, and cognitive involvement during learning. It is concluded that the intentional design of innovative educational experiences, such as company visits, can strengthen the connection between theory and practice and foster meaningful learning in online higher education