Conhecimento e valorização das microcredenciais em estudantes universitários em linha: evidência preditiva a partir do Equador
DOI:
https://doi.org/10.35362/rie10117365Palavras-chave:
microcredenciais, empregabilidad, ensino superior, educação a distância, desempenho do estudanteResumo
A expansão das microcredenciais contrasta com o escasso conhecimento empírico sobre os factores que determinam a sua valorização no ensino superior. Este estudo examinou, em 129 estudantes do nono ciclo de Educação Básica em linha da UNEMI (Equador), em que medida o conhecimento conceptual (X₁) e a empregabilidade percecionada (X₃) predizem a valorização destas certificações mediante desenho quantitativo não experimental transversal. O instrumento ECVM-26 foi validado com V de Aiken = .926 e α = .990. A valorização global revelou-se favorável (M = 3.93/5), sendo a utilidade académica a dimensão mais elevada (M = 4.04). A empregabilidade percecionada constituiu o único preditor significativo (r = .944, p < .001; β = 1.429, p < .001; R² = .892). A análise de mediação com bootstrap de Monte Carlo (50 000 iterações) confirmou que o conhecimento opera exclusivamente através da empregabilidade percecionada (efeito indirecto = 0.289, IC 95 % [0.215; 0.363]; Sobel z = 7.71, p < .001), sem via directa significativa (β = −0.006, p = .757). Género e situação laboral não exerceram qualquer efeito. Os resultados sustentam a teoria da sinalização educativa e implicam que a adopção de microcredenciais requer articulação explícita com competências laborais reconhecíveis.
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