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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Inclusión educativa e interculturalidad en la integración académica de estudiantes universitarios amazónicos

Educational inclusion and interculturality in the academic integration of Amazonian university students
Publicado
2026-10-12
Contexto: La inclusión educativa y la interculturalidad en la integración académica de estudiantes universitarios amazónicos se analizan a partir del desajuste entre políticas inclusivas y cosmovisiones indígenas en la selva central del Perú. Objetivo: Examinar cómo las estrategias de inclusión predicen la integración académica y de qué modo la interculturalidad modera dicha relación. Método: Se adoptó un diseño mixto secuencial explicativo (CUAN → CUAL). La fase cuantitativa empleó modelado de ecuaciones estructurales por mínimos cuadrados parciales (PLS-SEM) con N = 380 estudiantes, y la cualitativa, un estudio de caso múltiple (n = 12). Resultados: Las estrategias de inclusión predijeron positiva y significativamente la integración académica (β = 0.141, p = 0.003), y la interculturalidad moderó esa relación (β = 0.170, p = 0.004). El efecto solo adquirió magnitud sustantiva con altos niveles de interculturalidad (β = 0.309, p < 0.001). La evidencia cualitativa reveló que, sin reconocimiento epistémico, las estrategias operan como inclusión performativa. Conclusiones: La interculturalidad se asocia con variaciones en la relación entre inclusión e integración y sugiere que las estrategias inclusivas funcionan como puentes o barreras en la integración académica amazónica.
Context: Educational inclusion and interculturality in the academic integration of Amazonian university students are examined against the mismatch between inclusive policies and Indigenous worldviews in Peru's central Amazon region. Objective: To examine how inclusion strategies predict academic integration and how interculturality moderates this relationship. Methods: An explanatory sequential mixed-methods design (QUAN → QUAL) was adopted. The quantitative phase employed partial least squares structural equation modeling (PLS-SEM) with N = 380 students, while the qualitative phase used a multiple-case study (n = 12). Results: Inclusion strategies positively and significantly predicted academic integration (β = 0.141, p = 0.003), and interculturality moderated this relationship (β = 0.170, p = 0.004). The effect reached a substantive magnitude only at high levels of interculturality (β = 0.309, p < 0.001). Qualitative evidence revealed that, without epistemic recognition, these strategies operate as performative inclusion. Conclusions: Interculturality is associated with variations in the relationship between inclusion and integration, suggesting that inclusive strategies function as bridges or barriers to academic integration in Amazonian higher education.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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