Didáctica Dialógica, Comprensión Lectora y Formación Investigativa: Impacto en Contextos Universitarios: Transformational Leadership and Strategic Management: Pillars of Educational Quality in the Digital Age

Miguel Chajín Flórez

doi:10.29394/Scientific.issn.2542-2987.2026.11.e1.0.10-14

Authors

Miguel Chajín Flórez Popular University of Cesar (UPC) https://orcid.org/0000-0002-5058-0408

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.e1.0.10-14

Keywords:

dialogic didactics, reading comprehension, higher education

Abstract

This study presents an integrative review aimed at establishing the educational impact of a set of research studies and training experiences that implement dialogic didactics to strengthen reading comprehension, textual production, and research training in higher education. The analyzed corpus comprises eight sources, including scientific articles, a chapter in conference proceedings, and institutional impact reports, linked to projects developed between 2023 and 2025 at Colombian universities. The results show improvements in the critical reading of scientific texts, argumentative coherence, appropriate use of sources, and academic writing, as well as transformations in pedagogical practices oriented toward formative feedback and cognitive mediation. It is concluded that dialogic didactics constitutes a pertinent pathway for articulating reading, writing, and research, and for guiding university teaching centered on research training.

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Author Biography

Miguel Chajín Flórez, Popular University of Cesar (UPC)

Research professor in the Sociology Program at the Popular University of Cesar (UPC), Valledupar, Colombia. Sociologist with postgraduate studies in education and social sciences. His research lines focus on dialogic didactics, reading comprehension, academic text production, and research training in higher education. He has published articles in national and international indexed journals on dialogic assessment, critical thinking, and academic literacy in Colombian universities.

References

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Chajín, M., López-Villalba, S., Becerra, M. A., & Rodríguez, J. P. (2024). Evaluación dialógica de la comprensión lectora y producción textual sobre la ciencia en estudiantes de Sociología. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-1309

Chajín, M., Sanjuanelo, J. A., López-Villalba, S., & Martínez, L. S. (2025b). El pensamiento crítico en la era digital. Un estudio de caso con los estudiantes de Sociología de la Universidad Popular del Cesar (Colombia). European Public & Social Innovation Review, 10, 1–20. https://doi.org/10.31637/epsir-2025-1645

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Roman-Machado, E., & Urdaneta, E. M. (2025). Formación de investigadores en un curso doctoral en línea: Integración de la didáctica dialógica y la racionalidad científica. Revista Andina de Educación, 8(2), 1-12. https://doi.org/10.32719/26312816.5435

Transformational Leadership and Strategic Management: Pillars of Educational Quality in the Digital Age