Sustainable self-learning in asynchronous environments:
educational innovation for regional development in higher education
DOI:
https://doi.org/10.61454/dcxw8k45Keywords:
autonomous learning, educational technology, higher education, pedagogical innovation, regional developmentAbstract
The study analyzed the impact of sustainable self-learning in asynchronous environments as an educational innovation strategy aimed at regional development in higher education. The objective was to determine how asynchronous digital platforms fostered academic autonomy, educational continuity, and the development of digital competencies among university students. The methodology followed a quantitative approach with a descriptive, field-based, non-experimental, and cross-sectional design. The population consisted of 120 students from the Faculty of Informatics, Electronics and Communication at the Regional University Center of East Panama, University of Panama. Data were collected through a structured Likert-scale questionnaire that was validated by expert judgment and achieved a reliability coefficient of α = 0.87. The results revealed favorable perceptions regarding the strengthening of academic autonomy, educational flexibility, access to technological resources, and the development of digital competencies through asynchronous learning. Participants also recognized that these modalities expanded opportunities for access to and retention in higher education. The discussion indicated that educational sustainability depended on the integration of accessible technologies, appropriate pedagogical strategies, and continuous institutional support. It was concluded that sustainable self-learning in asynchronous environments represented a relevant alternative for promoting educational innovation, strengthening inclusion, and contributing to regional development through flexible and student-centered educational models.
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