Relationship between contemporary pedagogical models and teacher curriculum planning at the Tsa'chila Higher Technological Institute

Abstract

Curriculum planning in technological higher education constitutes the starting point for integrating contemporary pedagogical models that respond to current educational demands and promote student-centered teaching and learning processes. The aim of this study was to analyze the relationship between contemporary pedagogical models and curriculum planning in the Higher Technology Program in Accounting at the Tsa’chila Higher Technological Institute. The research adopted a mixed-methods approach with a descriptive-correlational scope, a non-experimental design, and a cross-sectional framework. The study population consisted of 25 faculty members, who completed a checklist designed to assess the incorporation of characteristics of contemporary pedagogical models into curriculum planning, as well as a structured questionnaire to examine their perceptions of these variables. Data were analyzed using Microsoft Excel and Jamovi through descriptive statistics and Spearman’s rank correlation coefficient. The results revealed a positive, moderate, and statistically significant relationship between contemporary pedagogical models and curriculum planning.