Educational innovation and evaluation in higher education institutions: peer learning as a method for consolidation in academic research
DOI:
https://doi.org/10.71112/jgyqxz76Keywords:
Educational innovation, gamification, peer learning, teacher well-being, research management.Abstract
This study aims to analyze the impact of a collaborative and horizontal pedagogical intervention referred to as a "Research Slumber Party" on mitigating technostress and administrative mental load associated with data capture for the National System of Researchers (SNI) on institutional platforms. Methodologically, a mixed, descriptive, and cross-sectional study with a non-experimental design was developed, evaluating a sample of seven teacher-researchers through a post-intervention questionnaire based on Likert scales and open-ended questions. The results show that 100% of the participants increased their productivity and significantly reduced bureaucratic anxiety, validating that the absence of hierarchies and the promotion of peer learning generate a safe space to overcome technical barriers. Likewise, the entire faculty supported the institutional integration of these playful dynamics. It is concluded that pedagogical disruption is an effective management strategy to dismantle isolation and enhance academic well-being in higher education.
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Copyright (c) 2026 Iván Ramón Rivera Rocha (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
