<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000100170</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26i40.4845</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué significa innovar en educación superior? Una aproximación conceptual]]></article-title>
<article-title xml:lang="en"><![CDATA[What is innovation in higher education? A conceptual approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[O que significa inovar no ensino superior? Uma abordagem conceitual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Rodríguez]]></surname>
<given-names><![CDATA[Elsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[Guadalajara ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>40</numero>
<fpage>170</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000100170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el ámbito de la educación superior, se ha generalizado el discurso de la innovación educativa como factor clave para el logro de la calidad de la educación, además, como respuesta ante los fenómenos y tendencias educativas provocados por la globalización y el desarrollo de las tecnologías de la información y la comunicación (TIC), así como la digitalización. A pesar del incremento y relevancia que se le ha otorgado, su noción es ambigua y polisémica sin la existencia clara de un consenso social y académico sobre su significado. Por ello, este ensayo pretende brindar una aproximación al concepto innovación y diferenciarla entre su acepción general en el ámbito económico, así como su noción y posible aplicación en la educación superior mediante la presentación de un marco conceptual que finaliza con una discusión que pretende responder a la pregunta: ¿qué significa innovar en la educación superior? Para lograrlo, se recorren los niveles de profundización, dimensiones de abordaje e implicaciones de su aplicación en las instituciones de educación superior (IES) y se concluye con una reflexión que se enfoca en considerar a la innovación educativa en las IES como un elemento que interviene en la cultura, pues emerge del campo simbólico en un proceso de transformación de las creencias, valores y conocimientos de los distintos miembros de la comunidad educativa, que tiene implicaciones más allá de solo introducir TIC en las prácticas educativas y con requerimientos como una visión institucional que solicita una participación integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In higher education, educational innovation has become a widespread discourse as a key factor for quality education and as a response to the educational phenomena and trends brought about by globalization and the development of information and communication technologies (ICT) and digitalization. Despite the relevance attributed to it, the concept is ambiguous and polysemic, as there is no clear social and academic consensus on its meaning. This paper aims to provide an insight into the concept of innovation, distinguishing between its general economic meaning and its notion and possible application in higher education, based on a conceptual framework that concludes with a discussion that seeks to answer the question: what does it mean to innovate in higher education? To achieve this, the levels of deepening, the dimensions of the approach and the implications of its application in Higher Education Institutions (HEI) are analyzed. The analysis concludes with a reflection on educational innovation in HEIs as an element that intervenes culturally, as it emerges from the symbolic field in a process that transforms the beliefs, values, and knowledge of the different members of the educational community. This goes beyond the introduction of ICT in educational practice since this requires an institutional vision with integral involvement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No âmbito do ensino superior, o discurso da inovação educativa tem-se difundido como fator chave da qualidade na educação e como resposta aos fenómenos e tendências educativas provocados pela globalização e pelo desenvolvimento das Tecnologias de Informação (TICs) e de digitalização. Apesar do aumento e da relevância que tem sido dada à noção ela ainda é ambígua e polissémica sem a existência clara de um consenso social e acadêmico sobre o seu significado. Portanto, este ensaio pretende fornecer uma abordagem ao conceito de inovação e diferenciá-lo entre o seu significado geral no campo económico e a sua noção e possível aplicação no ensino superior, apresentando um quadro conceitual que termina com uma discussão que visa responder à questão: o que significa inovar no ensino superior? Para tal, são revistos os níveis de profundidade, dimensões de abordagem e implicações da sua aplicação nas Instituições de Ensino Superior (IES) e concluise com uma reflexão que se centra em considerar a inovação educativa nas IES como um elemento que intervém na cultura, uma vez que emerge do campo simbólico num processo de transformação das crenças, valores e conhecimentos dos diferentes membros da comunidade educativa, o que tem implicações que vão além da simples introdução das TIC nas práticas educativas e com exigências como uma visão institucional que requer de uma participação abrangente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comportamiento innovador]]></kwd>
<kwd lng="es"><![CDATA[Cambio educativo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Innovación educacional]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[Innovative Behavior]]></kwd>
<kwd lng="en"><![CDATA[Educational Change]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Innovation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Innovation.]]></kwd>
<kwd lng="pt"><![CDATA[Comportamento inovador]]></kwd>
<kwd lng="pt"><![CDATA[Mudança educacional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Inovação pedagógica.]]></kwd>
</kwd-group>
</article-meta>
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