Abstract

This research addresses the low certification rates in the course Cultura Científica y Humanística-II (CCyH-II) at the Universidad Autónoma de la Ciudad de México (UACM): between 2019 and 2023, only 58% of students certified in the immediately following academic cycle. Through a diagnosis and SWOT analysis, the root problem was identified as the contradiction between the policy of flexibility in learning pathways within UACM's educational project and the rigidity of the Escolarizado/Presencial (E/P) format of the CCyH-II syllabus. This rigidity substantially affects the target population, characterized by a high need for teaching mediation, time constraints, and low self-regulation. The En línea/Virtual option of the Mixta (M/V) modality under Acuerdo 20/10/22 was identified as an opportunity. The research defined the EcenA as a formal construct —unit of analysis and operation—, characterized by the convergence of an educational format and an explicit instructional design, materialized in a concrete environment within a conditioning framework. Based on this definition, the research developed the Metodología para el Diseño de Escenarios Tecno-Pedagógicos Progresivos (Met-ETPP). The objective was to comparatively evaluate the influence of an EcenA-MV-Met-ETPP versus an EcenA-EP-Met-ETPP on indicators linked to the certification process: access, efficacy, efficiency, and satisfaction. The design was quantitative and quasi-experimental, with two intact groups (N = 53: 24 in M/V and 29 in E/P), employing Student's t-tests and Chi-square tests (p ≤ 0.05). The results confirm the hypothesis: the EcenA-MV-Met-ETPP yields significantly more positive results in access, efficacy, and efficiency. Regarding satisfaction, no significant differences were observed across subscales, except for the willingness to recommend the course, which favored the EcenA-MV-Met-ETPP. By placing the EcenA at the center of educational action, this research contributes to overcoming the terminological ambiguity and technocentric approach identified in the literature. Its central contributions include the EcenA construct, materialized through APRIyL specifications —autónomo, programado, regulado, impacto y limitado— the Met-ETPP as a design methodology; and a replicable open-source software procedure transferable to other educational institutions.

Keywords: learning setting, technopedagogical mediation, academic flexibility, academic certification, instructional design.