The Use of socio-formative disruptive education and technology to achieve humanistic and integrative formation in undergraduate students

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).