Diagnosis of mastery of the Graduation Modality Regulations in the Spanish and Science Teaching departments

Abstract

This article presents the results of a research process on the implementation of the Graduation Modality Regulations in competency-based programs at UNAN-Managua. The study was conducted in two of the five departments in the Education, Arts and Humanities Knowledge Area. Participating are students who enrolled in the fifth-year graduation program and professors who will tutor the research projects. The work has a qualitative approach, although statistics are used to express and quantify the results obtained and present the percentages that are interpreted. There was a strong turnout of academic staff and students, demonstrating their commitment to implementing the competency-based model. The work is based on the regulations governing the operation of the programs at the National Autonomous University of Nicaragua, Managua (UNAN-Managua). The importance of this work lies in the fact that the first cohort of students from the competency-based model, which began in 2021, will graduate in 2025. The Regulations complement the competency-based university's educational model currently in place. The results demonstrate that students and faculty must have knowledge and mastery of the Regulations to implement them now and in the future. This study aims to analyze the impact of the Graduation Method Regulations, evaluated by the main stakeholders.