Conocimiento y valoración de las microcredenciales en el alumnado universitario en línea: evidencia predictiva desde Ecuador
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https://doi.org/10.35362/rie10117365Palabras clave:
microcredenciales, empleabilidad, enseñanza superior, educación a distancia, rendimiento del estudianteResumen
La expansión de las microcredenciales contrasta con el escaso conocimiento empírico sobre los factores que determinan su valoración en educación superior. Este estudio examinó, en 129 estudiantes del noveno ciclo de Educación Básica en Línea de la UNEMI (Ecuador), en qué medida el conocimiento conceptual (X₁) y la empleabilidad percibida (X₃) predicen la valoración de estas certificaciones mediante diseño cuantitativo no experimental transversal. El instrumento ECVM-26 fue validado con V de Aiken = .926 y α = .990. La valoración global resultó favorable (M = 3.93/5), con la utilidad académica como dimensión más alta (M = 4.04). La empleabilidad percibida constituyó el único predictor significativo (r = .944, p < .001; β = 1.429, p < .001; R² = .892). El análisis de mediación con bootstrap de Monte Carlo (50 000 iteraciones) confirmó que el conocimiento opera exclusivamente a través de la empleabilidad percibida (efecto indirecto = 0.289, IC 95 % [0.215, 0.363]; Sobel z = 7.71, p < .001), sin vía directa significativa (β = −0.006, p = .757). Género y situación laboral carecieron de efecto. Los hallazgos respaldan la teoría de la señalización educativa e implican que la adopción de microcredenciales requiere articulación explícita con competencias laborales reconocibles.
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