2026-04-17T12:49:41Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/2221402025-12-05T14:43:43Zcom_2072_1057col_2072_478917col_2072_478922

00925njm 22002777a 4500 dc Vilarnau Gurrea, Judit author Rojas Chamorro, Juan Carlos author Jara Ocampos, Ángela Montserrat author Benítez Notario, Gamaliel author Miralda Flores, Carlos Alberto author 2025-07-10T12:29:25Z 2025-07-10T12:29:25Z 2025-06-16 2025-07-10T12:29:25Z The student's perspectives, their personal and professional aspirations are key factors that encourage their achievement of learning objectives during the development of the subjects of the educational programs. All this from Hermans' theory of the dialogic self, to understand how the processes of educational change are perceived, from the visions of their self-perception, using their digital narratives as border objects shared in forums, as a reflective activity as a tool for introspection. We address the students' experiences with questions related to their expectations, motivations, uncertainties and support mechanisms throughout their learning processes. The instrument was applied to two groups of Paraguayan students at critical moments of educational change, one starting a postgraduate degree and the other finishing a professional degree (n= 68). The results were analyzed from a qualitative approach, making units of significance emerge and categorizing personal narratives through Atlas.ti. The results include Cognitive Development, commitment to Knowledge Transfer, preference for Practical Experiential Learning, professional improvement, self-improvement, family, academic and expert support and accompaniment; how they self-manage the process of uncertainty, self-regulation, innovation, commitment and satisfaction. Individualisme Professors d'educació secundària Paraguai Educació permanent Individualism High school teachers Paraguay Continuing education Personal and Professional Perspectives and Aspirations of Students From Educational Communities in Paraguay