This article explores how engagement and agency emerge in higher education students through meaningful learning experiences. The study aims to understand, from students’ perspectives, which formative moments fostered these practices throughout their educational trajectories. Methodologically, it is a qualitative study based on narratives collected from 65 students attending higher education institutions in southern Córdoba, Argentina. The results are organized into three key categories: (1) situated and progressive moments of agency and engagement; (2) transformation of the learning environment through teacher and student action; and (3) perceived opportunities for action (affordances). The main findings suggest that engagement and agency are not fixed individual traits, but rather situated practices that arise within educational contexts offering meaningful pedagogical relationships,...

The research aimed to understand how students, future teachers in the Teaching and Bachelor's programs in Early Education, perceived themselves in relation to digital agency, i.e., the ability to adapt to a digital world, after participating in an educational experience mediated by the use of Empowerment and Participation Technologies, specifically quick response codes. A qualitative study was conducted, involving university students from Argentina (n=22), selected through convenience sampling, using a questionnaire as a data collection instrument. The results show that students value the importance of creating agential contexts for the development of digital competence, responsibility, and confidence, which, in turn, can promote reflections on constructed professional identities, as well as rethink ideas and beliefs regarding technologies, empowering and innovating their future teaching...

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection,  four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes;  Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df...

The study presented aims to promote and understand the agent commitment of students, future educators, in initial education through an expanded educational experience in order to proactively rethink their professional role. Participated 41 students from the Faculty and the Bachelor of Initial Education, who were studying the third year of the career at the National University of Río Cuarto, Argentina. Under an interpretive qualitative design, an expansive educational experience was designed so that students could proactively rethink their professional role from their agencies, based on an activity that proposed going to the territory, specifically, walking the city, in search of art to teach. Data were collected in three moments, during the investigation almost finished and already concluded. The results show that students develop proactive actions and emotions that motivate rethinking ...

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection,  four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes;  Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df...

The COVID-19 pandemic prompted students and other educational agents to suddenly switch from traditional and familiar formats to largely improvised distance learning formats. In this framework, the study presented explored the academic commitment linked to the adaptation process that students developed throughout the COVID-19 pandemic, in terms of cognitive, affective, behavioral and agentic resources that they deployed in the face of learning in virtual and unprecedented educational contexts. Methodologically, it was exploratory-descriptive of a qualitative nature to investigate, based on brief narratives requested from 61 university students from Argentina, about their perceptions of academic commitment linked to adaptability during the two years of virtual study -2020 and 2021-. The results show that students deploy an interesting variety of digital resources to adapt to new and uncer...

The research that is presented aimed to study the perceptions about the development of the agency of a group of university students, throughout an educational experience mediated by Information and Communication Technologies in the context of a teacher training program. The study was framed in an interpretative qualitative design, in which 44 subjects enrolled in various professorships of the UNRC, Argentina participated. For data collection, group interviews were used, analyzed with ATLAS.ti. The emerging categories account for an agency that is defined as interactive and contextual that is built, together with others, in the face of the challenges that arise in real and uncertain educational situations. Thus, experiences traversed by digital technologies allow students to display diverse actions and behaviors. The results allow us to rethink the educational practices that are framed wi...