Epistemological foundations of blended learning in polytechnic universities [Fundamentación epistémica de la educación semipresencial en universidades politécnicas]
DOI:
https://doi.org/10.62574/17z8gm21Keywords:
higher education institutions, universities, career developmentAbstract
The purpose of this article is to reveal the hermeneutic categories as the epistemic foundation of blended learning in the creation of new polytechnic universities as an academic offering in Venezuela. Through a hermeneutic analysis of 26 scientific articles, categories were identified that integrate constructivist philosophical-pedagogical approaches, flexible technologies, dynamic institutional management, continuous teacher training, and the promotion of student autonomy. From the hermeneutic analysis, it is conceived that the epistemic foundation of blended learning in Venezuelan polytechnic universities must be articulated from a holistic approach that integrates constructivist philosophical-pedagogical frameworks, flexible-adaptive technologies, assertive institutional management, continuous teacher training, and the promotion of student autonomy, all contextualised within the socio-economic and productive reality of the country. This will enable the design of relevant, resilient and empathetic blended learning models capable of responding to emerging challenges.
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