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    Systemic analysis of the use of technological tools in the university learning process
    (International Association of Online Engineering, 2022-01-01)
    The research described in this article is based on interviews to obtain information about the use of technological tools in the university learning process, from different points of view of actors, such as students, teachers, among others. The experimentation was carried out in the University of Lima, Peru. For this purpose, the process implemented consisted of categorizing the information where the confirmed and validated activities were located. The Maltese cross was used to locate in its four quadrants the selected activities, the input, the output of the information category and the procedure of the information processes. The objective of this work is to analyze in depth the problem of the use of technological tools in higher education in Peru under the systemic approach. The methodology of flexible systems and the Wilson methodology with its Maltese cross were used; this fusion is called hybrid methodology. The research has a qualitative approach and a descriptive scope. The result obtained from the category of information and the Maltese cross is that teachers and students have developed their digital skills in the use of technological tools to improve the teaching-learning process after undergoing training. The contribution benefited the students as the teachers trained in the technological tools enabled them to be more didactic during the virtual classroom sessions.
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    Enabling women entrepreneurs through digital transformation: a business process technology perspective from emerging economies
    (Emerald Publishing Limited, 2026-01-01)
    This study examines how women entrepreneurs in emerging economies can optimize business processes through the adoption of digital technologies, using Business Process Technology (BPT) as a conceptual framework. It explores patterns of technology use, perceived barriers and opportunities that inform the design of differentiated training programs to foster inclusion and digital transformation. Design/methodology/approach A sequential exploratory mixed-method design was employed. Quantitative data were collected through a survey of 131 women entrepreneurs participating in the program Mujer, que tu negocio crezca más (Woman, Make Your Business Grow) across six regions of Peru. This phase enabled the identification of digital adoption profiles. Qualitative data from six focus groups complemented these findings by exploring how digital tools are embedded within administrative, commercial, and financial processes, as well as the contextual and gendered conditions shaping their adoption. Findings The findings reveal uneven digital maturity, characterized by (1) high adoption of social networks and digital communication channels, contrasted with limited use of financial and e-commerce platforms; (2) a higher level of digital maturity among entrepreneurs who operate a website; (3) the identification of two technology adoption profiles and (4) a comprehensive assessment of business processes that informed the design of a BPT-based training model grounded in the principles of integration, modeling and automation. Practical implications The results provide guidance for designing inclusive training programs that strengthen digital skills, promote gender equity, and contribute to achieving the Sustainable Development Goals. Originality/value The study integrates BPT theory with empirical evidence on women's entrepreneurship, proposing a process-oriented training model adaptable to similar contexts in emerging economies.
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    Artificial intelligence skills and their impact on the employability of university graduates
    (Frontiers Media, 2025-01-01)
    Artificial intelligence (AI) has emerged as a transformative technology in multiple areas, including the labor market. Its incorporation into organizations redefines professional profiles, required skills, and employability conditions. In this context, it is essential to understand how university graduates are preparing to face these changes and what role their AI skills play in their integration into the workforce. The study aimed to analyze the level of AI skills and their impact on the employability of university graduates through a quantitative and descriptive design. A survey was conducted with a sample of 148 undergraduate and graduate graduates. The data were analyzed using descriptive statistics and visualized using graphs. The results indicated that graduates who report greater knowledge and more frequent use of AI tools, especially generative ones such as ChatGPT, are more likely to be employed in areas related to their majors and to perceive higher productivity and better professional alignment. However, a generational gap in digital skills was also identified, as well as a widespread feeling of insufficient preparation for the challenges of the current labor market. The conclusion is that AI skills are consolidating as a key differentiating factor in employability and that their formal incorporation into university curricula is urgently needed. The implications of the study point to the need for an educational transformation that integrates AI as a transversal skill, promotes ongoing teacher training, and fosters policies that guarantee inclusive education aligned with the challenges of the digital age.
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