<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1316-4821</journal-id>
<journal-title><![CDATA[Universidad, Ciencia y Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[uct]]></abbrev-journal-title>
<issn>1316-4821</issn>
<publisher>
<publisher-name><![CDATA[AutanaBooks S.A.S. Revista de la Universidad Experimental Politécnica Antonio José de Sucre, Vice Rectorado Puerto Ordaz, Venezuela, gestionada en Ecuador por AutanaBooks]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1316-48212025000500283</article-id>
<article-id pub-id-type="doi">10.47460/uct.v29ispecial.933</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de involucramiento estudiantil para mejorar el aprendizaje significativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Student engagement strategies to enhance meaningful learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata Carreño]]></surname>
<given-names><![CDATA[Julio Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cherre Antón]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agurto Nole]]></surname>
<given-names><![CDATA[Carmen Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>especial</numero>
<fpage>283</fpage>
<lpage>291</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1316-48212025000500283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1316-48212025000500283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1316-48212025000500283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La participación estudiantil ha sido tema de debate en las últimas décadas, donde la transformación educativa en el aula ha pasado de la representación del docente como único y principal actor, a la participación del estudiante, como eje central del proceso de enseñanza-aprendizaje. En este sentido, se ha realizado un programa educativo con actividades que involucran la participación estudiantil, donde se ha considerado su aplicación a un grupo de estudio y se ha contrastado con un grupo de control que ha recibido actividades tradicionales. Ambos grupos trabajaron en la asignatura de ciencias sociales, donde se pudo comprobar que el programa enfocado en el involucramiento estudiantil obtuvo importantes y destacados resultados por encima de las intervenciones tradicionales. Estos resultados revelan la importancia de innovar en el aula, de darle participación al estudiante para que se generen resultados más efectivos y significativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Student participation has emerged as a crucial topic in educational discourse over recent decades. The classroom paradigm has shifted from positioning the teacher as the sole authority to recognizing students as the central focus of the teaching-learning process. This study implemented an educational program featuring student-centered participatory activities with an experimental group, while a control group received traditional instruction. Both groups engaged with the social sciences curriculum. Results demonstrated that the student-involvement program yielded significantly superior outcomes compared to traditional teaching methods. These findings highlight the importance of classroom innovation and prioritizing student participation to generate more effective and meaningful educational results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[participación estudiantil]]></kwd>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[innovación en el aula]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="en"><![CDATA[student participation]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[innovation in the classroom]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
</kwd-group>
</article-meta>
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