Abstract:

This article details the design and development of a psychoeducational strategy based on a series of workshops aimed at improving the technological skills of the academic community of the Universidad Nacional de Colombia (UNAL) in three fundamental areas: Artificial Intelligence (AI), emotional and financial intelligence. The main objective was to prepare participants for the digital world and provide them with critical tools to face current and future challenges.

The strategy was developed from three work modules, each of them made up of three workshops. The contents worked on in the modules were organized as follows: In the first, called “Digital Culture - AI: optimizing learning” explored the history of AI from its theoretical origins to its contemporary evolution, AI tools applicable to different contexts and the ethical implications in its academic and professional use were addressed. The second module, called “University without bias: Let's Speak Clearly!” It focused on emotional intelligence, exploring Plutchik's wheel of emotions, assertive communication based on Goleman's approaches, and cognitive biases according to Buster Benson's codex of biases. Finally, in the module “Social Finance: A Community Workshop”, the theory of economic decisions was discussed, concepts of behavioral economics and nudges were explored, and personal financial management was promoted through budgeting, saving, reducing debts and insurance.

Each workshop combined theoretical components with interactive educational strategies. Virtual education methodologies were implemented, such as trivia, case analysis, gamification and debates, in order to build knowledge collaboratively. In addition, Likert-type surveys were applied at the end of each session to evaluate the satisfaction and usefulness of the contents, obtaining a high average rating of 4.7 out of 5, evidencing the value perceived by the participants.

The active participation of 560 registered participants from the different UNAL headquarters stands out. Among them, there were 298 students, 152 graduates, 68 administrative staff and 42 teachers. This involvement reflects an interest and recognition of the relevance of integrating technological and human skills in the current educational and work environment.

The importance of implementing training processes in technological skills related to AI, emotional intelligence and financial intelligence lies in promoting digital transformation in university communities. This is due to recent advances in AI and digital transformation, which have changed the paradigm in how people interact with technology. Likewise, integrating AI with emotional intelligence represents a challenge for organizations as technology becomes more involved in business processes.

In conclusion, these workshops have proven to be crucial in equipping the university community with essential skills for the digital future. High attendee participation and satisfaction underscore the importance of preparing students for the ever-evolving digital landscape. These efforts reflect the institutional commitment to preparing its members to face the challenges and take advantage of the opportunities in the current and future digital world.

Keywords:

ICT training, education, digital transformation, digital skills, teaching - learning.