Adaptación académica y estilos de aprendizaje: estudio de caso en un programa de Ingeniería Civil

Yeismy Amanda Castiblanco Venegas; Johanna Marina Vargas Collante; Yessica Lorena Góngora Casilimas; Viviana Sepúlveda Gálvez

doi:10.31637/epsir-2026-2419

Authors

Yeismy Amanda Castiblanco Venegas Universidad Cooperativa de Colombia https://orcid.org/0000-0002-7671-2819
Johanna Marina Vargas Collante Universidad Cooperativa de Colombia
Yessica Lorena Góngora Casilimas Universidad Cooperativa de Colombia
Viviana Sepúlveda Gálvez Universidad Cooperativa de Colombia

DOI:

https://doi.org/10.31637/epsir-2026-2419

Keywords:

Learning Styles, University Dropout, University Learning Strategies, Information Processing, Kolb’s Learning Style Inventory, Teacher Training, Inclusive Teaching

Abstract

Introduction: The transition from school to university requires greater autonomy and may reduce university teachers’ attention to students’ personal differences, perceptions, and learning styles (LS). Methodology: This study proposes guiding the identification of individual profiles through perception, representation, understanding, and analysis to determine LS among first-semester Civil Engineering students and to propose strategies tailored to each profile, strengthening teachers’ support role. Results: Students showed a preference for logical and abstract information processing within practical learning scenarios, supported by high mean scores in Reflective Observation (RO) (mode of 25 with significant recurrence), Abstract Conceptualization (AC), and Active Experimentation (AE), with values close to 33 points. In contrast, Concrete Experience (CE), linked to life experience, showed values around 22 points. Discussion: The findings indicate the value of adapting teaching strategies to identified profiles, considering the link between LS and information processing shaped by individual perception. Conclusions: Profiling and LS identification enable targeted strategies that enhance learning and teacher guidance during the first university semester.

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Author Biographies

Yeismy Amanda Castiblanco Venegas, Universidad Cooperativa de Colombia

PhD in Communication, Languages, and Information from the Pontificia Universidad Javeriana, Master's Degree in Communication-Education from the Universidad Distrital, and Bachelor's Degree in Humanities and Languages from the Universidad Libre. Her professional career has developed in the field of higher and postgraduate education, with experience in research on pedagogy, communication, indigenous communities, and historical memory. She has participated as a co-researcher in medium-sized projects and initiatives financed with national funds, including royalties. Her publications include books, chapters, articles, and academic notes that address experiences of memory, pedagogical practices, as well as critical reflections on technological and gender inclusion.

Johanna Marina Vargas Collante, Universidad Cooperativa de Colombia

Psychologist graduated from the University of San Buenaventura, with specializations in Human Management and Labor Law and Social Security from Sergio Arboleda University. She is currently pursuing a Master's Degree in Education, strengthening her interdisciplinary approach to promoting human development and social welfare.

She has more than 12 years of experience, especially in educational contexts, leading work teams, coordinating institutional processes, and efficiently managing financial resources. Her professional career has focused on the design, implementation, and evaluation of programs aimed at strengthening well-being, comprehensive development, and the inclusion of diverse population groups.

Yessica Lorena Góngora Casilimas, Universidad Cooperativa de Colombia

Psychologist and Master's candidate in Education at the Cooperative University of Colombia, with more than five years of experience in educational contexts.

She has a solid track record in administrative management, promoting psychological well-being, and teaching in higher education. She has actively participated in the formulation, implementation, and evaluation of educational and community projects aimed at strengthening students' academic, personal, and social-emotional development.

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Viviana Sepúlveda Gálvez, Universidad Cooperativa de Colombia

Psychologist, Specialist in Human Rights and Civic Competencies, Professional in Cultural and Communication Management, Master's Candidate in Education at the Cooperative University of Colombia, and Specialist in University Teaching. Her professional career has developed in the educational, social, and community spheres, with experience in civic training processes, cultural management, and pedagogical support. She has participated in academic and social projects aimed at defending human rights, promoting memory, building peace, and educational innovation in university and territorial contexts.

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