<?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>S2215-41322024000300011</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26iespecial.5380</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rasgos del perfil profesional del profesorado universitario influencer: voces de la población estudiantil]]></article-title>
<article-title xml:lang="en"><![CDATA[The professional profile of the university professor as an educational influencer: students&#8217; voices]]></article-title>
<article-title xml:lang="pt"><![CDATA[Traços do perfil profissional do professorado universitário influencer: vozes da população estudantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrales-Escalante]]></surname>
<given-names><![CDATA[Xinia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Chaves]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>spe1</numero>
<fpage>11</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo investigativo trata sobre las características que debe tener una persona docente universitaria para ser considerada influencer educativa desde la perspectiva del estudiantado perteneciente a la generación Z. La población de estudio la conforman estudiantes de tercer nivel de Bachillerato de las carreras Administración de Oficinas y Educación Comercial de la Escuela de Secretariado Profesional, de la Facultad de Ciencias Sociales, Universidad Nacional, Costa Rica, a quienes se les aplicó una entrevista para obtener información empírica y develar la opinión de cada participante garantizando el anonimato. El enfoque metodológico que se utiliza en este estudio es de corte cualitativo y el método utilizado fue el fenomenológico, cuyo objetivo es describir el significado que tienen las experiencias vividas por cada persona estudiante entrevistada. El principal resultado de esta investigación evidenció la naturaleza multifacética del docente influencer universitario, quien requiere tener un equilibrio entre conocimientos técnicos, habilidades blandas, un profundo compro- miso con el proceso de enseñanza-aprendizaje apoyado en las tecnologías digitales y las redes sociales, para contribuir en una formación integral del estudiantado. Se concluye que el estudiantado destaca características intrínsecas y personales del docente universitario influencer, tales como la motivación, la empatía, la paciencia y la pasión por la enseñanza, así como los conocimientos y la mediación pedagógica, aspectos que van más allá de una presencia en redes sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research project deals with the characteristics that a university professor must have in order to be considered an educational influencer from the perspective of Generation Z students. The study population consists of third year students of Office Administration and Business Education at the Professional Secretarial School of the Faculty of Social Sciences of the National University of Costa Rica. The students completed an interview to obtain empirical information and to know the opinion of each participant, guaranteeing their anonymity. The methodological approach used in this study is qualitative and the method employed was phenomenological, which aims to describe the meaning of the experiences lived by each student interviewed. The results of this research demonstrate the multifaceted nature of the university educator as an influencer, who must have a ba between technical knowledge, soft skills, a deep commitment to the teaching and learning process, supported by digital technologies and social networks, in order to contribute to the integral formation of the student body. It is concluded that the student body highlights intrinsic and personal characteristics of the university professor influencer, such as motivation, empathy, patience and passion for teaching, as well as knowledge and pedagogical mediation, aspects that go beyond a presence in social networks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho investigativo trata das características que uma pessoa docente universitária deve ter para ser considerada uma influencer educativa na perspectiva do estudantado pertencente à geração Z. A população do estudo é composta por estudantes do terceiro nível do Bacharelado das carreiras de Administração e Educação Comercial da Escola de Secretariado Profissional, da Faculdade de Ciências Sociais, Universidade Nacional, Costa Rica, aos quais foi aplicada uma entrevista para obter informações empíricas e revelar a opinião de cada participante, garantindo o anonimato. O enfoque metodológico utilizado neste estudo é qualitativo e o método utilizado foi o fenomenológico, cujo objetivo é descrever o significado das experiências vividas por cada pessoa estudante entrevistada. O principal resultado desta investigação evidenciou a natureza multifacetada do docente influencer universitário, que necessita de um equilíbrio entre conhecimentos técnicos, habilidades sociais, um profundo compromisso com o processo de ensino-aprendizagem apoiado em tecnologias digitais e redes sociais, para contribuir numa formação integral do estudantado. Concluise que o estudantado destaca características intrínsecas e pessoais do docente universitário influencer, como motivação, empatia, paciência e paixão pelo ensino, bem como conhecimento e mediação pedagógica, aspectos que vão além da presença nas redes sociais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis cualitativo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[influencia del profesor]]></kwd>
<kwd lng="es"><![CDATA[profesor de universidad.]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Analysis]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[University Student]]></kwd>
<kwd lng="en"><![CDATA[Professor Influence]]></kwd>
<kwd lng="en"><![CDATA[University Professor.]]></kwd>
<kwd lng="pt"><![CDATA[análise qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
<kwd lng="pt"><![CDATA[influência do professor]]></kwd>
<kwd lng="pt"><![CDATA[professor universitário.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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