Análisis comparativo de los modelos de gestión de la Educación Física en universidades chinas y kazajas
DOI:
https://doi.org/10.47197/retos.v78.118769Palabras clave:
Iniciativa de la franja y la ruta, educación comparada , gobernanza educativa, inteligencia artificial en la educación, gestión de la educación físicaResumen
Introducción: La gestión de la educación física en las universidades se ha expandido más allá de la impartición tradicional de cursos para incluir sistemas de monitoreo digital, aseguramiento de la calidad y estrategias de internacionalización. China y Kazajistán, a pesar de su proximidad geográfica y cooperación en el marco de la Iniciativa de la Franja y la Ruta, exhiben estructuras de gobernanza distintas en sus sistemas de educación física.
Objetivo: El estudio tuvo como objetivo desarrollar y aplicar un modelo de Gobernanza-Tecnología-Pedagogía para comparar sistemáticamente la gestión de la enseñanza y el entrenamiento de la educación física en universidades chinas y kazajas en las dimensiones de gobernanza, integración curricular-tecnológica, sistemas de evaluación y estrategias de internacionalización.
Metodología: Se realizó un estudio de caso comparativo cualitativo en doce universidades, con seis instituciones seleccionadas de cada país. Se analizaron documentos de política nacional, planes de estudio institucionales y acuerdos de cooperación bilateral desde 2020 hasta 2025 mediante análisis temático comparativo guiado por la teoría de localización de normas.
Resultados: Los hallazgos indicaron que China implementó un sistema centralizado basado en inteligencia artificial con una precisión algorítmica superior al 97.5%, un marco obligatorio de examen nacional de aptitud física y una movilidad entrante que supera los 18,000 estudiantes de Asia Central. En contraste, Kazajistán adoptó un modelo híbrido-adaptativo caracterizado por políticas de educación trilingüe, marcos basados en competencias alineados con el Sistema Europeo de Transferencia de Créditos, evaluaciones basadas en portafolios y estrategias de movilidad saliente diversificadas.
Discusión: Estos modelos reflejaron adaptaciones localizadas de las tendencias educativas globales. La fuerte alineación entre gobernanza y tecnología en China permitió una estandarización eficiente pero limitó la flexibilidad pedagógica, mientras que el modelo de Kazajistán mejoró la capacidad de respuesta cultural pero enfrentó desafíos de coordinación debido a su estructura híbrida.
Conclusiones: El estudio concluye que ambos sistemas representan adaptaciones contextuales específicas de la gobernanza global de la educación física, y el marco de Gobernanza-Tecnología-Pedagogía ofrece una base sólida para la cooperación educativa basada en evidencia en el contexto de la Iniciativa de la Franja y la Ruta.
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