Criminological didactics as an educational innovation in the training of criminology professionals
DOI:
https://doi.org/10.56880/experior51.4Keywords:
criminological didactics, educational innovation, professional training, critical pedagogy, competenciesAbstract
This article aims to analyze educational innovations applied in criminological didactics to strengthen the training of criminology professionals, highlighting active and contextual pedagogical strategies that respond to the discipline's contemporary challenges. The study is based on theoretical frameworks such as Paulo Freire's critical pedagogy, Vygotsky's social constructivism, and the principles of competency-based education, employing a qualitative documentary analysis methodology. Among the main findings is the identification of the need to rethink traditional teaching approaches and promote collaborative, reflective learning environments oriented towards solving real-world problems. The most relevant conclusion indicates that didactic innovation in criminology improves the quality of the educational process while contributing to the training of critical, ethical professionals committed to social transformation.
Downloads
References
Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1(1-10), 1-10. https://n9.cl/84jr6
Delgado López, J. E. (2024). La Enseñanza de la Criminología desde la hibridualidad. Revista de Investigación Educativa, Intervención Pedagógica y Docencia, 2(1), 37-53. https://doi.org/10.71770/rieipd.v2i1.2204
Engel, A., & Coll, C. (2022). Entornos híbridos de enseñanza y aprendizaje para promover la personalización del aprendizaje. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 225-242. https://www.redalyc.org/journal/3314/331469022014/331469022014.pdf
Freire, P. (2005). Pedagogía del oprimido. Siglo XXI Editores. https://www.servicioskoinonia.org/biblioteca/general/FreirePedagogiadelOprimido.pdf
Gualán Minga, L. J., Sandoval Jarro, B. D., León Ochoa, J. M., Chamba Gomes, A. M., Zapata Valverde, Y. F. & Hernández Centeno, J. A. (2025). Innovación pedagógica en el aula: estrategias para el siglo XXI. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 3434-3453. https://doi.org/10.37811/cl_rcm.v9i1.16092
Kolb, D. A. [1984] (2014). Experiential learning: Experience as the source of learning and development. FT Press.
Martínez Almanza, R., Botía López, R., Pérez Domínguez, S., Castro Toledo, F. J. & Sampayo Sande, S. (2025). Identificación de necesidades formativas criminológicas en operadores del sistema de justicia penal sudamericano. REC. Revista Electrónica de Criminología, 10, 1-14. https://revistaseug.ugr.es/index.php/REC/article/view/34165/29474
Monteagudo, J. G. (2007). La pedagogía crítica de Paulo Freire: contexto histórico y biográfico. Anuario Pedagógico, (11), 53-64. https://n9.cl/lhltp3
OEI. (2023). Innovación educativa. https://oei.int/oficinas/secretaria-general/programas/innovacion-educativa/
Patiño, A., Ramírez-Montoya, M. S., & Buenestado-Fernández, M. (2023). Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education. Smart Learning Environments, 10(1), 8. https://doi.org/10.1186/s40561-023-00229-x
Rivas Robleto, M. E. & Lorenzo Curbelo, T. M. (2025). Impacto de la innovación pedagógica en la formación docente universitaria en América Latina (2022–2024). International social research journal, 2(1), 39-62. https://socialresearchco.com/ojs-3.4.0-7/index.php/ISRJ/article/view/9/11
Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411-424. https://doi.org/10.1080/00131880903354741
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of research in innovative teaching & learning, 10(1), 4-33. https://doi.org/10.1108/JRIT-10-2016-0007
Biggs, J., Tang, C. & Kennedy, G. (2022). Teaching for Quality Learning at University. Open University Press. https://books.google.com.pa/books?hl=es&lr=&id=pseVEAAAQBAJ&oi=fnd&pg=PR13&dq=Tang,+J.+B.+(2020).+Teaching+for+Quality+Learning+at+University.+Open+University+Press.&ots=nH0uGCuvqe&sig=ygibbNa2mVhC-d4j5X26JXQbmYM#v=onepage&q=Tang%2C%20J.%20B.%20(2020).%20
Tobón, S. T. (2013). Formación basada en competencias: pensamiento complejo, currículo, didáctica y evaluación. Ecoe Ediciones. https://books.google.com.pa/books?hl=es&lr=&id=SEaGEQAAQBAJ&oi=fnd&pg=PA1&dq=Tob%C3%B3n,+S.+(2013).+Formaci%C3%B3n+basada+en+competencias:+Pensamiento+complejo,+curr%C3%ADculo,+did%C3%A1ctica+y+evaluaci%C3%B3n.+Ecoe+Ediciones.&ots=TGs6GI3Bul&sig=dy62DjFwr
Umaña-Mata, A. C. (2020). Educación superior en tiempos de COVID-19: oportunidades y retos de la educación a distancia. Revista Innovaciones Educativas, 22, 36-49. http://dx.doi.org/10.22458/ie.v22iespecial.3199
UNESCO. (2022). Reimaginar nuestros futuros juntos: Un nuevo contrato social para la educación. https://www.unesco.org/es/articles/reimaginar-juntos-nuestros-futuros-un-nuevo-contrato-social-para-la-educacion
Xu, X., Shen, W., Islam, A. Y. M., & Zhou, Y. (2023). A whole learning process-oriented formative assessment framework to cultivate complex skills. Humanities and Social Sciences Communications, 10(1), 1-15. https://doi.org/10.1057/s41599-023-02200-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Melany Johana González Madrid (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
