LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1741.

DOI: https://doi.org/10.56712/latam.v5i4.2371

Education with purpose: Student empowerment, an
international perspective

Educación con propósito: Empoderamiento estudiantil, una perspectiva
internacional

Erick García Serna

erickga29@gmail.com
https://orcid.org/0000-0002-5178-9676

Universidad Hipócrates
Acapulco, Guerrero – México

Edwin Yépez González

yepesgonzaleze@gmail.com
https://orcid.org/0000-0002-9282-8918

Corporación Universitaria Minuto de Dios, Cundinamarca
Bogotá – Colombia

Yulissa Calderón Ávila

yulissadcalderon@hotmail.com
https://orcid.org/0000-0002-9282-8918

Universidad Hipócrates
Acapulco, Guerrero – México

Artículo recibido: 28 de junio de 2024. Aceptado para publicación: 15 de julio de 2024.

Conflictos de Interés: Ninguno que declarar.

Abstract
This scientific essay addresses the evolution of education, emphasizing the need to view the human
being as a dynamic and multifaceted entity from birth to death. It focuses on the student as a critical
pillar of the educational process, highlighting the importance of their philosophical inclusion to
enhance the effectiveness of the educational system. The essay underscores the relevance of mobile
devices in education, promoting teaching strategies that integrate technology to foster collaboration
and interaction. The objective of the essay is to analyze the importance of purpose-driven education
that empowers students and meets contemporary needs using technology. Good educational
practices include encouraging student-faculty contact, developing reciprocity among students, using
active learning techniques, giving prompt feedback, emphasizing time on task, communicating high
expectations, and respecting diverse talents. These principles, along with contemporary educational
technologies, create dynamic and interactive learning environments. Education has undergone
significant transformations, adopting various methodologies to meet evolving needs. Empowering
students within the educational process is crucial, enhancing their self-esteem, socialization, and
sense of belonging. This empowerment fosters deeper interest and engagement in learning.
Integrating empowerment into education cultivates leaders capable of leveraging various leadership
styles, generating positive outcomes in academic, social, personal, and professional realms. Such
leaders contribute to the well-rounded development of individuals and the overall betterment of
society. By ensuring that students are empowered and well-prepared to lead and innovate, education
can address complex contemporary problems and promote a harmonious and productive society. The
essay concludes by emphasizing the necessity of empowering students in the educational process,
improving their self-esteem, socialization, and sense of belonging. This empowerment fosters a
deeper interest in learning and promotes a more engaging educational experience. Integrating
empowerment into education prepares students for leadership roles, enabling them to generate

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1742.

positive outcomes in various aspects of life, thereby contributing to a more cohesive and progressive
society.

Keywords: education, empowerment, students

Resumen
Este ensayo científico aborda la evolución de la educación, enfatizando la necesidad de ver al ser
humano como una entidad dinámica y multifacética desde el nacimiento hasta la muerte. Se centra
en el estudiante como pilar crítico del proceso educativo, destacando la importancia de su inclusión
filosófica para potenciar la eficacia del sistema educativo. El ensayo subraya la relevancia de los
dispositivos móviles en la educación, promoviendo estrategias de enseñanza que integran la
tecnología para fomentar la colaboración y la interacción. El objetivo del ensayo es analizar la
importancia de una educación impulsada por un propósito que empodere a los estudiantes y satisfaga
las necesidades contemporáneas utilizando la tecnología. Las buenas prácticas educativas incluyen
fomentar el contacto entre estudiantes y profesores, desarrollar la reciprocidad entre los estudiantes,
utilizar técnicas de aprendizaje activo, brindar retroalimentación rápida, enfatizar el tiempo dedicado
a la tarea, comunicar altas expectativas y respetar los talentos diversos. Estos principios, junto con
las tecnologías educativas contemporáneas, crean entornos de aprendizaje dinámicos e interactivos.
La educación ha experimentado transformaciones significativas, adoptando diversas metodologías
para satisfacer las necesidades cambiantes. Empoderar a los estudiantes dentro del proceso
educativo es crucial, mejorando su autoestima, socialización y sentido de pertenencia. Este
empoderamiento fomenta un interés y un compromiso más profundos en el aprendizaje. La
integración del empoderamiento en la educación cultiva líderes capaces de aprovechar diversos
estilos de liderazgo, generando resultados positivos en los ámbitos académico, social, personal y
profesional. Estos líderes contribuyen al desarrollo integral de las personas y al mejoramiento general
de la sociedad. Al garantizar que los estudiantes estén empoderados y bien preparados para liderar e
innovar, la educación puede abordar problemas contemporáneos complejos y promover una sociedad
armoniosa y productiva. El ensayo concluye enfatizando la necesidad de empoderar a los estudiantes
en el proceso educativo, mejorando su autoestima, socialización y sentido de pertenencia. Este
empoderamiento fomenta un interés más profundo en el aprendizaje y promueve una experiencia
educativa más atractiva. La integración del empoderamiento en la educación prepara a los
estudiantes para roles de liderazgo, permitiéndoles generar resultados positivos en diversos aspectos
de la vida, contribuyendo así a una sociedad más cohesiva y progresista.

Palabras clave: educación, empoderamiento, estudiantes

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicados en este sitio está disponibles bajo Licencia Creative Commons .

Cómo citar: García Serna, E., Yépez González, E., & Calderón Ávila, Y. (2024). Education with purpose:
Student empowerment, an international perspective: Educación con propósito. LATAM Revista
Latinoamericana de Ciencias Sociales y Humanidades 5 (4), 1741 – 1751.
https://doi.org/10.56712/latam.v5i4.2371

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1743.

INTRODUCTION

The landscape of education has undergone significant transformations. As emphasized by López
Calva, (2014) it is imperative to conceive of the human being as an entity that undergoes a dynamic
continuum, from birth to development, from life to death, encompassing experiences of crying, feeding,
loving, needing to be loved, thinking, acquiring knowledge, making mistakes, and finding joy. This
holistic perspective acknowledges the multifaceted nature of the human experience, which is inherently
subject to variation based on the intricacies of time and context.

In the specific context addressed within this paper, the focus is directed towards the student, a pivotal
entity in the educational milieu. It is essential to position the student not merely as a theoretical
component within the educational process but rather as a critical cornerstone. The philosophical
dimension in which the student is considered becomes paramount, emphasizing the indispensable role
they play in shaping and influencing the educational landscape. This perspective transcends the
conventional understanding of education, underscoring the profound impact that the philosophy of
student inclusion can have on the overall efficacy and transformative potential of the educational
system.

Since the onset of the Third Industrial Revolution, marked by significant advancements in informatics,
the microelectronic field, and automation, there has been a notable trend towards the delegation of
intellectual functions to machines (Lima & Colares, 2023). Whether this technological shift is harnessed
for positive or negative purposes, its influence on education is undeniable. In the realm of education,
technology serves as a facilitator, assisting students in their pursuit of academic goals. However, it is
imperative to underscore that technology should be regarded as a tool, a supplementary asset, rather
than assuming the role of the primary actor. The integral principle is to refrain from allowing technology
to assume the entirety of the educational workload. Striking a balance, where technology complements
and supports the educational process without overshadowing the crucial role of human involvement, is
fundamental. This perspective emphasizes the necessity of considering technology as an enabler
rather than a substitute for human engagement and critical thinking within the educational framework.

Dabbagh et al. (2019) emphasized the significance of mobile devices, such as laptops and
smartphones, as these were the primary means of access for students. These devices were not only
frequently used but also valued for their convenience and relevance in various contexts. The authors
highlighted the necessity of designing better teaching strategies and learning interactions that integrate
technological practices, as this fosters debate, collaboration, and interaction. This context underscores
the objective of the present scientific essay, which is to analyze the importance of purpose-driven
education that empowers students and meets contemporary needs using technology.

DEVELOPMENT

Being a "digital native" refers to individuals who have grown up with the internet, computers, and mobile
devices, and are capable of communicating in a foreign language, a profile characteristic of the 21st
century as noted by Alvarado-Barboza (2023). This perspective highlights the need for education to
evolve and be conceived in an interconnected, international, and global manner, addressing not only
local needs but also macro-level demands. Consequently, the integration of technological tools, foreign
language acquisition, situated learning, and empowering students to make decisions are essential
components in preparing them for leadership roles. This approach enables students to construct,
practice, and propose ideas effectively.

Contrasting this with John Dewey's (1938) classical theory of education, which emphasizes learning
through experience and the importance of education in fostering democratic participation, can see a
harmonious alignment. Education should not merely transmit knowledge but should engage students

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ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1744.

in active learning experiences that are relevant to their lives and future roles in society. In this context,
the use of technology, fostering of critical thinking, and promoting global awareness through language
learning can be seen as modern extensions of Dewey's principles, adapted to the digital age.

When discussing the importance of "active learning," Bernstein (2018) emphasizes that it is crucial to
teach the use of tools effectively. Rather than questioning whether active learning works, he suggests
that we should ask which methods provide significant benefits. Bernstein argues that the teaching-
learning process should go beyond merely evaluating the effectiveness of active learning and delve into
deeper questions about its impact.

Cattaneo (2017) notes that designing active learning environments is challenging due to the lack of
clear definitions and multiple perspectives on the concept. She explores five pedagogies based on
constructivist elements, which can lead to discrepancies between theory and practice.

However, Chickering and Gamson (1987) offer a framework of seven principles that can guide good
practices in the educational field. These principles are:

● Encourages contact between students and faculty.
● Develops reciprocity and cooperation among students.
● Uses active learning techniques.
● Gives prompt feedback.
● Emphasizes time on task.
● Communicates high expectations.
● Respects diverse talents and ways of learning.

Expanding on these insights, can contrast these modern perspectives with John Dewey's classical
educational theories. Dewey (1938) advocated for experiential learning, where education is deeply
connected to real-world experiences and democratic engagement. Dewey's approach aligns well with
the principles outlined by Chickering and Gamson, particularly in fostering active participation,
cooperation, and respect for diverse learning styles.

Moreover, contemporary educational technology further enriches active learning environments by
providing tools that facilitate collaboration, immediate feedback, and personalized learning
experiences. For instance, integrating digital platforms in classrooms can help implement the seven
principles effectively, ensuring that students are engaged, receive timely feedback, and have their
unique learning needs addressed.

Table 1

Summary of Key Theorists in Active Learning

Key Concepts Major Works
John Dewey Experiential learning, learning by doing,

democracy in education.
Experience and Education (1938).

Jean Piaget Constructivist theory, stages of
cognitive development.

The Psychology of Intelligence (1950).

Lev Vygotsky Social constructivism, Zone of
Proximal Development (ZPD).

Mind in Society (1978).

David Kolb Experiential learning cycle, learning
styles.

Experiential Learning: Experience as
the Source of Learning and
Development (1984).

Benjamin Bloom Bloom's Taxonomy, mastery learning. Taxonomy of Educational Objectives
(1956).

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1745.

Carl Rogers Student-centered learning, facilitation
of learning.

Freedom to Learn (1969).

Source: own elaboration based on the literature.

John Dewey: Emphasized the importance of experiential learning, where education is rooted in real-life
experiences and active participation. His work "Experience and Education" remains foundational in
understanding how active learning promotes critical thinking and democratic engagement.

Jean Piaget: Developed the constructivist theory, focusing on how learners construct knowledge
through experiences and stages of cognitive development. His work underlines the importance of
active engagement in learning processes.

Lev Vygotsky: Introduced social constructivism and the concept of the Zone of Proximal Development
(ZPD), highlighting the role of social interaction and scaffolding in learning. His theories emphasize
collaborative learning as a form of active learning.

David Kolb: Known for his experiential learning cycle and identifying different learning styles, Kolb's
work emphasizes learning through reflection and experience, which are core components of active
learning.

Benjamin Bloom: Developed Bloom's Taxonomy, which categorizes educational objectives and
promotes mastery learning. This taxonomy is often used to design active learning activities that foster
higher-order thinking skills.

Carl Rogers: Advocated for student-centered learning and the facilitation of learning, where the teacher
acts as a guide rather than a director. His ideas support the development of autonomous and active
learners.

Active learning and Project-Based Learning (PBL) are closely related educational methodologies that
emphasize student engagement and practical application of knowledge. While active learning focuses
on engaging students in activities that promote analysis, synthesis, and evaluation of class content,
PBL is a dynamic approach that extends this engagement by involving students in comprehensive
projects that address real-world problems over an extended period, introducing different innovative
approaches (Guslyakova et al., 2021). Both approaches aim to move beyond traditional lecture-based
instruction to create dynamic and interactive learning environments. By integrating the principles of
active learning with the structured framework of PBL, educators can foster deeper understanding and
skill development, preparing students for the complexities of the 21st century. Additionally, the
incorporation of situational learning and e-learning/blended learning strategies further enhances these
methodologies by providing context-rich experiences and flexible, accessible resources, thereby
enriching the overall educational experience.

Project-Based Learning (PBL)

Definition and Concept

Project-Based Learning (PBL) is an instructional methodology that encourages students to learn and
apply knowledge and skills through an engaging experience. It involves students working on a project
over an extended period of time that engages them in solving a real-world problem or answering a
complex question. The essence of PBL is that students learn by doing, which fosters deeper
understanding and retention of knowledge (Thomas, 2000).

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ISSN en línea: 2789-3855, julio, 2024, Volumen V, Número 4 p 1746.

Importance and Relevance

The significance of PBL lies in its ability to develop critical thinking, problem-solving, and collaborative
skills. By engaging in projects, students not only acquire academic knowledge but also practical skills
that are essential for their future careers. PBL helps in making learning relevant to students' lives, thus
increasing motivation and engagement. Additionally, it aligns well with the demands of the 21st century,
which require learners to be adaptable, innovative, and capable of working collaboratively in diverse
teams (Krajcik & Blumenfeld, 2006).

Integration with Situational Learning and E-Learning/Blended Learning

PBL can be effectively integrated with situational learning, where the context and environment of
learning play a crucial role. Situational learning emphasizes the importance of context in understanding
and applying knowledge, which can be naturally incorporated into PBL by designing projects that are
relevant to students' real-world experiences and local communities (Lave & Wenger, 1991).

Moreover, the integration of e-learning and blended learning with PBL can further enhance its
effectiveness. E-learning provides digital tools and resources that can support project development and
collaboration, regardless of physical location. Blended learning, which combines traditional face-to-
face instruction with online learning, allows for a flexible approach to PBL where students can benefit
from both direct teacher interaction and digital resources (Graham, 2006).

Table 2

Comparative Table

Aspect Project-Based Learning
(PBL)

Situational Learning E-Learning/Blended Learning

Definition Instructional approach
where students learn by
engaging in projects over
time to solve real-world
problems or answer
complex questions.

Learning occurs
through participation in
a community and the
context in which
learning takes place is
critical.

Combines digital tools and
online resources with
traditional face-to-face
teaching (blended), or
entirely online (e-learning).

Key
Features

Student-centered, hands-
on, collaborative, focuses
on real-world
applications.

Contextual, community-
based, experiential,
emphasizes the
environment of
learning.

Flexible, accessible,
combines digital and
physical resources, can be
self-paced.

Skills
Developed

Critical thinking, problem-
solving, collaboration,
time management, self-
directed learning.

Social interaction,
practical application of
knowledge, community
participation.

Digital literacy, self-
regulation, flexibility,
adaptability.

Advantages Enhances engagement,
practical skill
development, deepens
understanding through
active learning.

Authentic learning
experiences, integrates
knowledge with real-
world context, builds
community.

Accessibility, flexibility,
allows for personalized
learning paths, wide range of
resources.

Challenges Requires careful planning
and resources,
assessment can be
complex, may need
significant teacher
facilitation.

Dependent on the
availability and
relevance of contextual
experiences, may not
cover all curriculum
content.

Requires reliable technology,
may lack face-to-face
interaction, can lead to a
digital divide.

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Integration
Potential

Can be combined with
situational learning to
provide context-rich
projects, and with e-
learning/blended learning
to enhance flexibility and
resource availability.

Can enrich PBL by
providing real-world
context, can be
supported by e-learning
tools to document and
reflect on experiences.

Can support PBL by providing
digital tools and platforms
for project collaboration,
integrates situational
learning by offering virtual
simulations and contextual
resources.

Source: own elaboration based on the literature.

In modern education, empowering students is a crucial aspect that goes beyond the transmission of
knowledge. It involves giving students the tools, opportunities, and confidence to take control of their
learning processes, thereby fostering leadership skills, a sense of belonging, and improved self-esteem.
The concept of empowerment in education aligns with the theories of prominent educators such as
Paulo Freire and Albert Bandura.

Freire (1970) emphasized the importance of critical pedagogy and dialogical learning, where students
actively participate in their education rather than being passive recipients of knowledge. This approach
not only cultivates critical thinking and self-awareness but also empowers students to become agents
of change in their communities. Bandura's (1986) social cognitive theory highlights the role of self-
efficacy in learning, suggesting that students who believe in their abilities are more likely to engage in
challenging tasks, persist in the face of difficulties, and achieve higher levels of performance.

Empowering students can lead to significant improvements in various aspects of their development:

Cognition: Empowered students are more likely to engage deeply with content, think critically, and apply
their knowledge creatively.

Self-Esteem: When students are given autonomy and responsibility, their confidence in their abilities
increases, leading to higher self-esteem.

Participation: Empowered students are more likely to participate actively in class discussions, group
projects, and extracurricular activities.

Socialization: Empowerment fosters a collaborative learning environment where students develop
essential social skills such as communication, teamwork, and empathy.

These benefits contribute to the holistic development of students, preparing them not only for academic
success but also for their roles as future leaders.

Table 3

Comparative types of leaderships

Leadership Style Key
Characteristics

Advantages Challenges Examples in
Education

Transformational Inspires and
motivates through
vision and
charisma

High motivation,
fosters innovation,
strong team spirit

Requires highly
charismatic
leaders, risk of
burnout

Teachers
inspiring
students with a
shared vision for
success

Transactional Based on rewards
and punishments

Clear structure,
straightforward
management

May stifle
creativity,
depends heavily

Classroom
management
through clear

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on extrinsic
motivation

rules and
rewards

Servant Focuses on
serving others,
prioritizes the
needs of the team

Builds trust,
strong community,
high morale

Can be seen as
less
authoritative,
potential for
overextension

Teachers who
prioritize student
needs and
personal
development

Democratic Involves team
members in
decision-making
processes

High engagement,
diverse
perspectives,
shared
responsibility

Time-consuming,
potential for
conflict

Group projects
where students
have a say in the
process

Autocratic Centralized
decision-making
with little input
from others

Quick decision-
making, clear
direction

Low morale,
discourages
initiative

Strict classroom
management
with clear
directives

Source: own elaboration based on the literature.

CONCLUSION

Education has undergone significant transformations over the years, adapting various methodologies
to meet the evolving contexts and needs of the times. Despite these changes, the core objective
remains the same: to provide a holistic education that prepares individuals not only academically but
also psychologically and emotionally, equipping them to become capable citizens who can address
current societal needs.

Empowering students within the educational process is crucial. Allowing students to make meaningful
decisions in their learning journey enhances their self-esteem, socialization, and sense of belonging.
This empowerment fosters a deeper interest in the subject matter and promotes a more engaging
learning experience.

Empowerment in structured education regarding leadership; today in various scenarios represented by
academia, the government and the business sector; the programs, the real transformative academy and
projects depending on the scenario in which they are implemented, always seeking the diversity of
learning hand in hand with the differential active methodologies on the one hand tend towards the
impact in terms of coverage and improvement in the quality of life and educational of academic
contexts of the immersed population groups and another in terms of organizational performance
represented in results that become the products generated from the combination and interaction of the
internal and external factors of the organization always seeking to resolve processes of teaching
learning with significant effects. It should be noted that, regardless of the scenario in which the concept
of leadership is incorporated, the term Resilience must be added to it, and its connotation is conceived
as the leader's ability to adapt to situations evidenced by problems, threats, tragedies or stressful
situations that It impacts the level of relationships within groups and/or work teams of continuous
learning and towards flexibility in the learning scenario.

By integrating empowerment into education, can cultivate leaders who are not autocratic but capable
of leveraging the strengths of various leadership styles through a benchmarking approach. Such
leaders can generate positive outcomes in academic, social, personal, and professional realms,
contributing to a well-rounded development.

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