<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032025000100418</article-id>
<article-id pub-id-type="doi">10.15517/aie.v25i1.60546</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza de Agronegocios en la Universidad de Costa Rica: Motivación y percepciones del estudiantado durante la COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Agribusiness at the University of Costa Rica: Student Motivation and Perceptions during COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalobos Monge]]></surname>
<given-names><![CDATA[Alexis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villatoro-Sánchez]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada Roldán]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguzzi Fallas]]></surname>
<given-names><![CDATA[Melissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loría Quirós]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>418</fpage>
<lpage>443</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032025000100418&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032025000100418&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032025000100418&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia de COVID-19 ha transformado profundamente las estrategias educativas empleadas en diversos cursos universitarios. En particular, los cursos de Agronegocios no han sido ajenos a estos cambios. El objetivo del estudio fue explorar la percepción del estudiantado de Agronomía respecto a cómo las adaptaciones pedagógicas requeridas durante la pandemia, incluida la transición entre modalidades presenciales y virtuales, afectaron su motivación y capacidad de adaptación a las nuevas tecnologías. Se llevó a cabo un estudio con 84 estudiantes de grado de la carrera de Agronomía de la Universidad de Costa Rica, Sede Rodrigo Facio, durante el mes de junio de 2022. Las personas participantes completaron un cuestionario estructurado con 30 ítems, en el que se evaluaron aspectos como el perfil demográfico, la conectividad a Internet, la disponibilidad de equipamiento informático, la aceptación de tecnologías virtuales, la percepción sobre la calidad de los contenidos impartidos, y la motivación personal del estudiantado. Los datos recopilados fueron analizados utilizando modelos de ecuaciones estructurales para examinar las relaciones causales entre las variables de interés. Se observó que la motivación personal tuvo un efecto significativo (&#946;=0.23) en la percepción del estudiantado sobre la enseñanza de Agronegocios durante la pandemia. Este estudio subraya la importancia que el estudiantado de Agronomía le otorga a la calidad de la enseñanza por parte del profesorado y a la realización de actividades prácticas como impulsoras clave de su motivación en el aprendizaje de los contenidos de Agronegocios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The COVID-19 pandemic has profoundly transformed the educational strategies employed in various university classes. Courses in Agribusiness have not been immune to these changes. The study aimed to explore Agronomy students' perceptions of how pedagogical adaptations required during the pandemic, including the transition between in-person and virtual modalities, had affected their motivation and ability to adapt to new technologies. A study was conducted with 84 undergraduate Agronomy students at the University of Costa Rica, Rodrigo Facio Campus, during June 2022. Participants completed a structured questionnaire covering 30 items, assessing aspects such as demographic profile, internet connectivity, availability of computer equipment, acceptance of virtual technologies, quality of the contents taught, and students&#8217; personal motivation. Data collected were analyzed using structural equation modeling to examine causal relationships among the variables of interest. It was observed that personal motivation had a significant effect (&#946;=0.23) on students' perceptions of Agribusiness education during the pandemic. This study underscores the importance that Agronomy students attribute to the quality of teaching by instructors and the implementation of practical activities as key drivers of their motivation in learning Agribusiness content.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[enseñanza agrícola]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[agricultural teaching]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[Jing]]></given-names>
</name>
<name>
<surname><![CDATA[Addae]]></surname>
<given-names><![CDATA[Helena M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakeman]]></surname>
<given-names><![CDATA[Melissa]]></given-names>
</name>
<name>
<surname><![CDATA[Boyraz]]></surname>
<given-names><![CDATA[Maggie]]></given-names>
</name>
<name>
<surname><![CDATA[Flaherty]]></surname>
<given-names><![CDATA[Patrick T.]]></given-names>
</name>
<name>
<surname><![CDATA[Habich]]></surname>
<given-names><![CDATA[Matthew]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[Ann]]></given-names>
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<name>
<surname><![CDATA[Phillips]]></surname>
<given-names><![CDATA[Anna]]></given-names>
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<name>
<surname><![CDATA[Schreihans]]></surname>
<given-names><![CDATA[Cynthia]]></given-names>
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<article-title xml:lang=""><![CDATA[Management Students&#8217; Perceptions of Online Teaching Quality.]]></article-title>
<source><![CDATA[E-Journal of Business Education &amp; Scholarship of Teaching]]></source>
<year>2020</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>33-52</page-range></nlm-citation>
</ref>
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</back>
</article>
