<?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>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602023000400043</article-id>
<article-id pub-id-type="doi">10.36857/resu.2023.208.2654</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La educación disruptiva socioformativa y el uso de la tecnología para la formación integral y humanista de estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of socio-formative disruptive education and technology to achieve humanistic and integrative formation in undergraduate students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valles Baca]]></surname>
<given-names><![CDATA[Herik Germán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra Acosta]]></surname>
<given-names><![CDATA[Haydeé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fierro Ramírez]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>52</volume>
<numero>208</numero>
<fpage>43</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602023000400043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602023000400043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602023000400043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del estudio es identificar aspectos de la educación disruptiva que promueven la formación integral y humanística del estudiantado universitario. Se realizó un estudio cuantitativo con diseño transversal, aplicándose un cuestionario validado a una muestra de 2,223 estudiantes. El análisis de información se realizó utilizando estadística descriptiva e inferencial. El resultado demuestra que el mejor modelo de educación disruptiva es el socioformativo, que predice la formación humanística en un 80%, promueve la formación integral del estudiante y el desarrollo de sus potencialidades desde su condición humana con ambientes educativos inclusivos que utilizan las Tecnologías del Aprendizaje y Conocimiento (TAC).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this research is to identify the aspects of socio-formative disruptive education that best lead to a comprehensive and humanistic formation of university students. A quantitative study with cross-sectional design was carried out. A previously validated questionnaire was applied to a sample of 2,223 university students. The data collected shows that the best model for disruptive education is socio-formative, which predicts humanistic training by 80% and promotes the comprehensive training of students, and the development of their potential from their human condition; with inclusive educational environments that use Learning and Knowledge Technologies (LKT).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Formación integral]]></kwd>
<kwd lng="es"><![CDATA[Humanismo]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de Información y Comunicación (TIC)]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Integral formation]]></kwd>
<kwd lng="en"><![CDATA[Humanism]]></kwd>
<kwd lng="en"><![CDATA[Information and Communications Technology (ICT)]]></kwd>
</kwd-group>
</article-meta>
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