Innovación y cambio en la enseñanza en las universidades que aprenden

Lorenza Ríos

doi:10.56880/experior52.5

Authors

Lorenza Ríos Universidad de Panamá Autor/a https://orcid.org/0009-0003-2729-9436

DOI:

https://doi.org/10.56880/experior52.5

Keywords:

organizational learning, learning university, educational innovation, university teaching, Third Mission

Abstract

This study analyzes innovation in university teaching from the perspective of learning organizations, identifying the institutional conditions that foster sustainable change processes. Using qualitative documentary research, 24 sources published between 1992 and 2026 were reviewed and analyzed. The unit of analysis draws from three different disciplinary fields, which were integrated through conceptual development, content analysis, and interpretive synthesis. The results show that universities have their own unique characteristics that shape their organizational learning processes. Based on this analysis, an integrative model of six interdependent dimensions is proposed: strategic, cultural, structural, relational, operational, and dynamic capabilities. This model allows for an understanding of innovation in teaching as a systemic phenomenon. The study concludes that the institutional capacity to innovate depends on the coherent integration of these dimensions, where connection with the environment becomes a factor for social relevance and the sustainability of change.

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