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Item type:Publication, McEvoy, C. (ed.). Funerales republicanos en las Américas. Tradición, ritual y nación, 1832–1896(2024-12-28)Esta versión actualizada del libro publicado inicialmente en el 2006 incluye nuevos casos de estudio para pensar en la forma en que los funerales fundacionales son instancias claves para una lectura a contrapelo de nuestras historias republicanas. Además, es especialmente relevante su reedición en un contexto post-pandemia, tanto por la forma en que los estragos ocasionaos por el Covid-19 aceleraron las crisis políticas y sociales en el país, como por el agudo contraste que tiene lugar entre la grandilocuencia de los funerales fundacionales y la soledad estremecedora que caracterizó la experiencia de la muerte en tiempos de aislamiento. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, One size does not fit all: customizing teaching and learning strategies with Generative AI(Frontiers Media, 2026-01-01)Introduction Higher education institutions implementing Generative Artificial Intelligence (GenAI) often assume uniform student adoption; however, evidence shows substantial variation in how learners engage with AI technologies. To address this heterogeneity, this study develops and validates a student typology framework integrating Technological Pedagogical Content Knowledge (TPACK) and the Unified Theory of Acceptance and Use of Technology (UTAUT), moving beyond generic implementation toward targeted educational interventions in business education. Methods Using a hybrid theoretical–empirical approach, we analyzed data from 252 MBA students. The integrated TPACK–UTAUT framework was applied to identify distinct patterns of GenAI engagement and adoption, enabling the empirical derivation and validation of stable student profiles. Results Three profiles emerged: Explorers (11%), younger students who actively experiment with GenAI despite limited formal training; Moderates (68%), systematic learners who favor structured approaches; and Skeptics (21%), experienced professionals who require clear educational value prior to adoption. Significant differences were observed across performance expectancy ( p < 0.001), age ( p < 0.001), and TPACK integration ( p < 0.001), with strong theoretical alignment (Cramer's V = 0.276, p < 0.001). Discussion Rather than treating students as a homogeneous group, we propose a differentiated instructional framework comprising project-based exploration for Explorers, scaffolded training sequences for Moderates, and evidence-based case studies for Skeptics. This framework addresses the practical challenge of supporting diverse learners in GenAI-enabled business education. The typology provides a practical segmentation tool for institutional decision-making, including resource allocation and faculty development. By leveraging learning analytics, institutions may approximate student profiles to inform differentiated support strategies. The study advances theoretical understanding of GenAI adoption heterogeneity while offering a practical framework for designing differentiated educational interventions.