Aulas espejo en tiempos de la educación 5.0: retos, oportunidades y prácticas pedagógicas

Wilter Leonel  Solórzano Álava; Alberto  Rodríguez Rodríguez; Ronny Antonio  Avila Parrales; Juan José  Toala Suárez

doi:10.59169/pentaciencias.v8i2.1833

Authors

Wilter Leonel Solórzano Álava Universidad Estatal del Sur de Manabí https://orcid.org/0000-0002-3146-0312
Alberto Rodríguez Rodríguez Universidad Estatal del Sur de Manabí. https://orcid.org/0000-0002-1238-0106
Ronny Antonio Avila Parrales Universidad Estatal del Sur de Manabí https://orcid.org/0000-0002-1459-0166
Juan José Toala Suárez Universidad Estatal del Sur de Manabí https://orcid.org/0009-0005-9744-3784

DOI:

https://doi.org/10.59169/pentaciencias.v8i2.1833

Keywords:

mirror classrooms; Education 5.0; international collaborative learning; curriculum internationalization; emerging technologies

Abstract

The objective of this study was to analyze mirror classrooms as a pedagogical strategy within the Education 5.0 paradigm, with the aim of identifying their challenges, opportunities, and most representative pedagogical practices in higher education. A qualitative approach was adopted, featuring an exploratory literature review design, complemented by a quantitative synthesis of the corpus; scientific publications from the 2021–2026 period retrieved from Scopus, SciELO, and other recognized databases were systematically examined, applying explicit inclusion criteria and a thematic analysis matrix. The results showed that mirror classrooms—defined as synchronous international classes connected across institutions—promoted the development of intercultural competencies, collaborative learning, and the adoption of emerging technologies, while also facing challenges related to planning, scheduling coordination, the digital divide, and curricular integration. An emerging connection with AI-mediated personalization was also observed. The research was conducted as a contribution to the following institutional research projects: “Strengthening the Didactic–Pedagogical Skills of Teachers in Educational Institutions in the Jipijapa Canton”; and the outreach project: “Literacy and Integration of ICT into Pedagogical Practices in Educational Institutions and Communities in Southern Manabí.” Phase II 2026. It is concluded that model classrooms are a relevant practice for humanizing and internationalizing the curriculum in the digital age.

Downloads

Download data is not yet available.

References

Baldeón De La Cruz, M. D., Vasquez Tomás, M. R., Yangali Vicente, J. S., y Holguin-Alvarez, J. (2023). Mathematical competencies with applications of mirror classes in regular basic education. International Journal of Evaluation and Research in Education (IJERE), 12(4), 2230-2245. https://doi.org/10.11591/ijere.v12i4.25577

Bond, M., Khosravi, H., De Laat, M. et al. A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. Int J Educ Technol High Educ 21, 4 (2024). https://doi.org/10.1186/s41239-023-00436-z

Cardoso, C., Duarte, C. C., Silva, E. J. R., y Fardilha, M. (2024). Collaborative online international learning (COIL): an engaging strategy for narrowing learning distances between two continents. Turkish Journal of Biochemistry, 49(6), 825-832. https://doi.org/10.1515/tjb-2023-0039

George, A. S., Baskar, T., y Siranchuk, N. (2025). The Evolution of Education 5.0 in the Innovation Era: A Review of the Progression from Teacher-Centered Learning to Student-Driven Models. Partners Universal International Innovation Journal, 3(1), 19-28. https://doi.org/10.5281/zenodo.14944042

Hackett, S., Janssen, J., Beach, P., Perreault, M., Beelen, J., y van Tartwijk, J. (2023). The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education. International Journal of Educational Technology in Higher Education, 20(1), 5. https://doi.org/10.1186/s41239-022-00373-3

Huertas-Abril, C. A., y Palacios-Hidalgo, F. J. (2024). Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers. Journal for Multicultural Education, 18(1-2), 67-80. https://doi.org/10.1108/JME-09-2023-0093

Leguízamo-Suárez, M. A., Pasito-Garzón, M. A., Moreno-Cely, C. P., Sánchez-Cuervo, R., y Márquez-Vásquez, F. (2025). Clases espejo como estrategia de internacionalización curricular y aprendizaje colaborativo: una revisión documental. Pedagogía y Saberes, (62). https://doi.org/10.17227/pys.num62-20721

Menacho Ángeles, M. R., Pizarro Arancibia, L. M., Osorio Menacho, J. A., Osorio Menacho, J. A., & León Pizarro, B. L. (2024). Inteligencia artificial como herramienta en el aprendizaje autónomo de los estudiantes de educación superior. Zenodo. https://doi.org/10.5281/zenodo.10693945

Pulido-Joo, L. A., Cardoza-Sernaqué, M. A., Gutiérrez-Ulloa, C. R., García-Salirrosas, L. M., Pongo-Aguila, O. E., Zapata-Ancajima, J. C., Jiménez-Chumacero, R. V., Sotomayor Nunura, G., Alarcón-Díaz, D. S., y Márquez-Galarza, I. D. D. (2023). Mirror Classes as International Teaching Experiences Mediated by Technologies in Universities: A Bibliographical Review. Artseduca, (36), 99-110. https://artseduca.com/article-detail/?id=101

Roqueta-Vall-llosera, M., Malagón-Aguilera, M. C., Reig-Garcia, G., Masià-Plana, A., Serrat-Graboleda, E., y Bonmatí-Tomàs, A. (2024). Collaborative Online International Learning (COIL): A Teaching and Learning Experience in Nursing. Nursing Reports, 14(3), 2300-2312. https://doi.org/10.3390/nursrep14030175