用多种方法评估墨西哥一所大学教学发展的体制背景

Introduction: This study is based on the Model for the Evaluation of Teaching Competencies (MECD), which includes four dimensions: (a) planning of the teaching-learning process; (b) execution of the teaching-learning process; (c) assessment of the impact of the teaching-learning process; and (d) institutional context for teaching development. Specifically, the study presents results related to the evaluation of the last dimension in a public organization in southeastern Mexico, from the perspective of undergraduate students in four academic programs at a public university. Method: The “Assessment of Context Variables from the Students’ Perspective” instrument was used to examine the perceptions of 970 undergraduate students from the faculties of Education, Law, Mathematics, and Nursing. Results: Students positively evaluated various aspects of the institutional context, although variations were observed across faculties. Regarding elements of the teaching-learning process, the results reflected an overall positive evaluation with an average score of 4.0. However, differences were noted between faculties: Education scored 4.3, Law 3.64, Mathematics 3.92, and Nursing 4.30. Focus group interviews provided additional perspectives not captured by the questionnaires. These emerging aspects of the context are significant for improving teaching and student learning. Conclusions: Overall, this study provides a detailed view of how university students perceive and evaluate the institutional context and elements of the teaching-learning process across different faculties, highlighting both strengths and areas requiring further attention to optimize the quality of education.