<?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>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100260</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4914</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El seminario: una vía para potenciar el aprendizaje autónomo en los estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[The seminar: a way to promote autonomous learning in college students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Infante]]></surname>
<given-names><![CDATA[Rafael Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Infante-Miranda]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pupo-Pupo]]></surname>
<given-names><![CDATA[Yudith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Iberoamericano de Investigación y Formación Docente  ]]></institution>
<addr-line><![CDATA[Oaxaca de Juarez Oaxaca]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Regional Autónoma de los Andes  ]]></institution>
<addr-line><![CDATA[Ibarra Imbabura]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Holguín  ]]></institution>
<addr-line><![CDATA[Holguín Holguín]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>260</fpage>
<lpage>280</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100260&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El sistema educativo universitario debe potenciar el aprendizaje autónomo en los estudiantes, favoreciendo su formación como capaces de aprender a planificar, controlar y evaluar su aprendizaje, asumiendo una actitud activa-transformadora en el proceso de enseñanza-aprendizaje; sin embargo, la práctica pedagógica revela limitaciones para favorecer este aprendizaje, a través de distintos tipos de clase a desarrollarse en la enseñanza superior. El objetivo fue: analizar consideraciones didácticas que permitan potenciar el aprendizaje autónomo en los estudiantes universitarios mediante el seminario. Se emplearon métodos de investigación teóricos y empíricos que permitieron la caracterización del objeto y la determinación de sus fundamentos teórico-metodológicos. Los resultados indicaron insuficiencias en la búsqueda independiente del conocimiento para profundizar en el contenido tratado. Se concluyó que es idónea la utilización del seminario para potenciar el aprendizaje autónomo al garantizar que los estudiantes busquen de manera independiente el conocimiento, lo que repercute en su formación integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The university education system must strengthen autonomous learning in students, fostering their development as capable of planning, controlling, and evaluating their own learning, while assuming a transformative attitude in the teaching-learning process. However, pedagogical practice reveals limitations in promoting this type of learning through the different kinds of classes that can be developed in higher education. The objective was to analyze didactic considerations that allow the enhancement of autonomous learning in university students through the seminar. Theoretical and empirical research methods were employed, which enabled the characterization of the object and the determination of its theoretical-methodological foundations. The results indicated shortcomings in the independent search for knowledge to deepen the content addressed. It was concluded that the use of the seminar is suitable for promoting autonomous learning, as it ensures that students independently seek knowledge, which has a positive impact on their comprehensive education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Seminario]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios.]]></kwd>
<kwd lng="en"><![CDATA[Seminar]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[university students.]]></kwd>
</kwd-group>
</article-meta>
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