ACADEMIC ENGAGEMENT IN HIGHER EDUCATION: PEDAGOGICAL PREMISES FOR THE DEVELOPMENT OF TRANSFERABLE SKILLS

ABSTRACT: In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student’s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.