Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century?
Introduction Achieving educational quality has always been an essential pillar for sustainable development, social equity, and the transformation of education systems globally. Educational institutions, especially those responsible for training future professionals, play a strategic role in achievin...
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2025
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| author | Sanchez-Pastor, Valeria Villar Guevara, Miluska Maria del Carmen Fernandez Mallma, Israel Joselito Apaza-Cáceres, Jesús Alfredo |
| author_browse | Apaza-Cáceres, Jesús Alfredo Fernandez Mallma, Israel Joselito Sanchez-Pastor, Valeria Villar Guevara, Miluska Maria del Carmen |
| author_facet | Sanchez-Pastor, Valeria Villar Guevara, Miluska Maria del Carmen Fernandez Mallma, Israel Joselito Apaza-Cáceres, Jesús Alfredo |
| author_sort | Sanchez-Pastor, Valeria |
| collection | Producción científica |
| description | Introduction Achieving educational quality has always been an essential pillar for sustainable development, social equity, and the transformation of education systems globally. Educational institutions, especially those responsible for training future professionals, play a strategic role in achieving Sustainable Development Goal 4 (SDG 4) by fostering inclusive and equitable educational processes centered on meaningful learning. Therefore, the objective of this study was to analyze the influence of teachers’ effectiveness and English language acculturation on educational quality, examining the mediating role of disposition learning. Methods A cross-sectional explanatory study was conducted with the participation of 457 university students. The sample was distributed between women (57.8%) and men (42.2%), with ages ranging from 18 to 37 years ( M = 21.87; SD = 3). Data were collected using an online self-report questionnaire and analyzed using PLS-SEM. Internal consistency coefficients showed adequate values and confirmed the internal robustness of each construct. Results The hypotheses were supported, with teachers’ effectiveness and disposition learning found to influence educational quality, while teachers’ effectiveness and English language acculturation influenced disposition learning, with the latter assuming a mediating role. However, the proposed model shows that the direct effect of English language acculturation on educational quality is not statistically significant. Discussion This new model suggests a reevaluation of existing models on the topics analyzed, given that it involves emerging variables for higher education. The validated findings of this research provide valuable information for higher education management and leadership seeking to achieve higher levels of educational quality. This model merits special attention in future research, including the exploration of other potential factors and the application of these findings to diverse contexts and cultures. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/1221 |
| institution | UPeU |
| language | English |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/12212026-10-30T16:15:23ZFactors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century?Sanchez-Pastor, ValeriaVillar Guevara, Miluska Maria del CarmenFernandez Mallma, Israel JoselitoApaza-Cáceres, Jesús Alfredoglobal educationhigher educationeducational qualityteachers’ effectivenessdisposition learningEnglish language acculturationIntroduction Achieving educational quality has always been an essential pillar for sustainable development, social equity, and the transformation of education systems globally. Educational institutions, especially those responsible for training future professionals, play a strategic role in achieving Sustainable Development Goal 4 (SDG 4) by fostering inclusive and equitable educational processes centered on meaningful learning. Therefore, the objective of this study was to analyze the influence of teachers’ effectiveness and English language acculturation on educational quality, examining the mediating role of disposition learning. Methods A cross-sectional explanatory study was conducted with the participation of 457 university students. The sample was distributed between women (57.8%) and men (42.2%), with ages ranging from 18 to 37 years ( M = 21.87; SD = 3). Data were collected using an online self-report questionnaire and analyzed using PLS-SEM. Internal consistency coefficients showed adequate values and confirmed the internal robustness of each construct. Results The hypotheses were supported, with teachers’ effectiveness and disposition learning found to influence educational quality, while teachers’ effectiveness and English language acculturation influenced disposition learning, with the latter assuming a mediating role. However, the proposed model shows that the direct effect of English language acculturation on educational quality is not statistically significant. Discussion This new model suggests a reevaluation of existing models on the topics analyzed, given that it involves emerging variables for higher education. The validated findings of this research provide valuable information for higher education management and leadership seeking to achieve higher levels of educational quality. This model merits special attention in future research, including the exploration of other potential factors and the application of these findings to diverse contexts and cultures.Articlehttps://public-pages-files-2025.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1706135/pdfhttps://doi.org/10.3389/feduc.2025.170613510.3389/feduc.2025.1706135https://hdl.handle.net/20.500.15037/1221W4417182296enFrontiers in Education2504-284X2025-12-102026-06-13T09:50:29Z2026-06-13T09:50:29Z |
| spellingShingle | global education higher education educational quality teachers’ effectiveness disposition learning English language acculturation Sanchez-Pastor, Valeria Villar Guevara, Miluska Maria del Carmen Fernandez Mallma, Israel Joselito Apaza-Cáceres, Jesús Alfredo Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title | Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title_full | Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title_fullStr | Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title_full_unstemmed | Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title_short | Factors driving educational quality within the framework of SDG 4 for the 2030 agenda: what do training professionals think the 21st century? |
| title_sort | factors driving educational quality within the framework of sdg 4 for the 2030 agenda what do training professionals think the 21st century |
| topic | global education higher education educational quality teachers’ effectiveness disposition learning English language acculturation |
| topic_facet | global education higher education educational quality teachers’ effectiveness disposition learning English language acculturation |
| url | https://public-pages-files-2025.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1706135/pdf https://doi.org/10.3389/feduc.2025.1706135 https://hdl.handle.net/20.500.15037/1221 |
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