Estudiantes No Tradicionales y Educación Superior: Un Modelo para la Inclusión y el Éxito Académico

José González-Campos; Juan Elías Aspee; Jessica Medina; Catherine Araya-Pérez; Cristián Carvajal Muquillaza; Karen Núñez-Valdés; Francisco Sotomayor López

doi:10.31637/epsir-2026-2235

Authors

José González-Campos Catholic University of the Maule https://orcid.org/0000-0003-4610-6874
Juan Elías Aspee Viña del Mar University https://orcid.org/0000-0003-3456-8414
Jessica Medina Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0003-2721-9929
Catherine Araya-Pérez Servicio Local de Educación Pública de Valparaíso-Juan Fernández https://orcid.org/0000-0003-2886-9421
Cristián Carvajal Muquillaza Universidad de Playa Ancha de Ciencias de la Educación https://orcid.org/0000-0001-5561-2416
Karen Núñez-Valdés Universidad de las Américas https://orcid.org/0000-0002-6641-6581
Francisco Sotomayor López Valparaiso University https://orcid.org/0000-0001-8295-1130

DOI:

https://doi.org/10.31637/epsir-2026-2235

Keywords:

implicit theories, learning approaches, non-traditional students, higher education

Abstract

Introduction: There is a little-explored interrelationship between Implicit Theories of Teaching, Approaches to Learning, and the characteristics of Non-Traditional Learners (NTLs) in higher education, who face challenges that require adapted pedagogical approaches. Methodology: This paper theoretically examines how teachers' beliefs influence student learning, highlighting their impact on NTLs. Results: The analysis reveals that teachers' pedagogical beliefs affect students' approaches to learning. NTLs tend to adopt superficial approaches to educational practices that ignore their needs, while inclusive environments foster deep and strategic approaches that favor their academic performance. This is synthesized in a conceptual model and a hypothetical mathematical model. Conclusion: This study contributes to filling a theoretical gap by integrating these three elements into a unified model, providing a basis for future research and promoting equity and student retention through inclusive pedagogical strategies.

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Author Biographies

José González-Campos, Catholic University of the Maule

Postdoctoral Fellow in Quality in Higher Education, IESED
PhD in Statistics from the State University of Campinas, São Paulo, Brazil. Master's in Statistics from the Pontifical Catholic University of Valparaíso.
Professor of Mathematics and Computer Science
Bachelor's in Education from the University of Playa Ancha, Valparaíso, Chile.
Faculty Member, Faculty of Basic Sciences, Catholic University of Maule, Chile.

Juan Elías Aspee, Viña del Mar University

PhD in Educational Policy and Management from the University of Playa Ancha of Educational Sciences, Chile. Master's degree in Social Work from the Pontifical Catholic University of Valparaíso, Chile, and Master's degree in Data Science, Big Data & Business Analytics from the Complutense University of Madrid, Spain. He holds a Bachelor's degree in Information and Management Control Engineering from Andrés Bello University, Chile, and a Bachelor's degree in Social Work from the University of Valparaíso, Chile.

He is a researcher specializing in higher education, with an interdisciplinary background encompassing the social sciences and engineering. He focuses on research, management control, and data analysis applied to education and public policy. His training in data science integrates advanced analytical tools for understanding social and educational dynamics, providing an evidence-based perspective. He currently works as a professional at the Federico Santa María Technical University and as a researcher at the University of Viña del Mar.

Jessica Medina, Pontificia Universidad Católica de Valparaíso

A primary school teacher with a Master's degree in Education specializing in Curriculum and Evaluation and a PhD in Educational Policy and Management, she has extensive experience at various educational levels. Since 2018, she has coordinated the assessment and leveling area for teacher training programs at the Initial Teacher Training Unit of the Pontifical Catholic University of Valparaíso, implementing monitoring systems to ensure competency achievement and, consequently, the graduate profile. Currently, she teaches at the School of Education and heads the Secondary Education Pedagogy program at the same institution. She is also part of the management team for pedagogical mentoring programs conducted in conjunction with the Ministry of Education.

Catherine Araya-Pérez, Servicio Local de Educación Pública de Valparaíso-Juan Fernández

International Specialist in Policies for Equality in Latin America and the Caribbean at CLACSO-FLACSO; PhD in Educational Policy and Management from the University of Playa Ancha. Master's degree in Educational Management and Leadership from Andrés Bello University. Her initial training includes a teaching degree in Spanish and a Bachelor's degree in Education from the University of Playa Ancha. She has experience in teaching, administrative management, and pedagogical support in public schools and academic high schools (both academic and vocational). She has served as a visiting professor in the Master's Program in Data Science at the Catholic University of Maule, Chile. Currently, she is a co-investigator in the Fondecyt Regular 2024 Project No. 1240016, funded by the National Research and Development Agency (ANID). Her research interests include school and university management, academic management, learning, non-traditional students, and educational policies for equality.

Cristián Carvajal Muquillaza, Universidad de Playa Ancha de Ciencias de la Educación

He holds a PhD in Educational Policy and Management from the University of Playa Ancha; a Master's degree in Statistics from the University of Valparaíso; a teaching degree in Mathematics and Computer Science from the University of Playa Ancha; and a diploma in University Teaching from the same institution. His academic work focuses on higher education policies, with an emphasis on the creation of statistical models for analyzing dropout rates and over-duration in university education, as well as the study of sociodemographic and academic variables that explain student dropout in the Faculty of Natural Sciences at the University of Playa Ancha. He has also conducted research and published in the areas of mathematics and statistics, addressing topics such as probability distributions, fuzzy geometry, and fractional fuzzy transforms.

Karen Núñez-Valdés, Universidad de las Américas

Professor of History, Geography, and Social Sciences. She holds a Bachelor's degree in Education and a Bachelor's degree in History with a specialization in Political Science from the Pontifical Catholic University of Valparaíso. She also holds a Master's degree in Education with a specialization in Educational Assessment from the Pontifical Catholic University of Valparaíso, and a Doctorate in Educational Policy and Management from the University of Playa Ancha. She has completed diplomas in University Teaching, Syllabus Design, and Social Responsibility Training at the Pontifical Catholic University of Valparaíso, as well as in Gender and Intercultural Approaches for Higher Education at the University of the Americas. She has experience in the school system as a teacher in public and private schools at the upper elementary and secondary levels. Her higher education experience includes undergraduate and graduate teaching, management positions related to learning assessment, and participation in national and international research groups. She is currently a research professor at the Institute of Education and Language at the University of the Americas and Director of the Master's Program in University Teaching at the same institution.

Francisco Sotomayor López, Valparaiso University

Social Worker and Bachelor of Social Work, University of Valparaíso. Master's in Social Psychology with a specialization in Psychosocial Intervention, Alberto Hurtado University, and PhD in Latin American Social Studies, National University of Córdoba. Diploma in University Teaching and University Management. Full-time academic and researcher at the University of Valparaíso, with experience in undergraduate and graduate teaching, academic management, and coordination of certification and postgraduate programs. Researcher in social exclusion, critical discourse analysis, child violence, and implicit theories of inclusion in higher education.

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