Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

Angel Deroncele-Acosta (), Rosa Victoria Jiménez-Chumacero, Sofía Gamarra-Mendoza, José Gregorio Brito-Garcías, Hernán Gerardo Flores-Valdivieso, Miriam Encarnación Velázquez-Tejeda and Félix Fernando Goñi-Cruz
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Angel Deroncele-Acosta: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
Rosa Victoria Jiménez-Chumacero: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
Sofía Gamarra-Mendoza: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
José Gregorio Brito-Garcías: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
Hernán Gerardo Flores-Valdivieso: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
Miriam Encarnación Velázquez-Tejeda: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru
Félix Fernando Goñi-Cruz: Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru

Sustainability, 2023, vol. 15, issue 6, 1-20

Abstract: The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master’s and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development.

Keywords: 2030 agenda; didactics; educational innovation; health and wellness; ICT; postgraduate studies; quality education; sustainable development; sustainable higher education; sustainable research (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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