Active learning environments and management skills: Empirical evidence in higher education students

Abstract

The objective of this study was to analyze the relationship between Technology-Enabled active learning environments and management skills for employability in university students enrolled in management programs at a public university in Junín. A quantitative approach was used, with a basic, correlational-level, non-experimental cross-sectional design. The sample consisted of 254 students, selected through non-probabilistic sampling. Two questionnaires were applied: one on technology-based active learning (20 items, four dimensions), with a content validity coefficient of 0.95 and McDonald’s Omega of 0.945; and another on management skills for employability, adapted from Employability Skills 2000+ (55 items, three dimensions), with a content validity coefficient of 0.97 and Omega of 0.957. Scores were categorized into three levels: inadequate, fair, and adequate. The results showed a low presence of Technology-Enabled active learning, with a predominance of the inadequate level in all its dimensions, in contrast to a management skills profile that was mostly fair–adequate. Analysis using Kendall’s Tau-b revealed moderate-to-high, positive, and significant correlations (p < .001) among all dimensions, with problem solving and feedback standing out. It is concluded that strengthening Technology-Enabled active learning environments is key to enhancing management skills and, consequently, students’ employability