Pedagogical diagnosis in higher education: a comprehensive approach to academic success

Abstract

In 21st century higher education, increasing student diversity in university classrooms demands personalized educational attention that addresses diverse student needs. This study aims to analyze the impact of pedagogical diagnosis in higher education, with a comprehensive approach that promotes academic success. A mixed methodology was used, with the participation of 100 students and 20 teachers, inductive, deductive, analytical, synthetic and statistical-mathematical methods were applied to analyze the data obtained. The results show that 85% of students consider the pedagogical diagnosis useful to improve their learning, and the strategies derived from its application increased academic performance by 15%. However, challenges were identified, such as the lack of teacher training and insufficient institutional resources. Despite the positive results, the effectiveness of the strategies depends on the institutional commitment to guarantee the necessary resources and continuous training of teachers. The present study contributes to the research project 'Improvement of Pedagogical Practices in the Educational Institutions of the Southern Zone of Manabí' and to the linking project: 'Directed tasks and psychopedagogical support to strengthen student learning in Public Basic Education of Jipijapa. Phase II 2024'.