Innovar y transformar desde las disciplinas: experiencias claves en la educación superior en América Latina y el Caribe 2021-2022

3 5 Conclusions 1. In the HE of the students of the EPIME UNTELS , the tendency ( - ) predominates at a general level, as a consequence of the synchronous and asynchronous sessions that the students have been receiving. 2. The HE areas: CEU, CHT, CPE, CEC, QAE , are expressed predominantly in the trend category ( - ), as a result of the exams that students take virtually and asynchro- nously. 3. There is a significant positive correlation between the HE areas and the AR of the students. The correlation between the variables is direct and is expressed in the low academic performance as a consequence of the confinement by Covid - 19 and the non - face - to - face teaching - learning process. 4. It is stated that when adequate positive HE is used more frequently, then there is a higher or better AR of the students, that is, the correlation is direct. In this sense, it could be inferred that HE , according to their levels of development, are influencing the AR of students. 5. The existing correlations between the areas of the HE and the RA are considerable positive correlations, which means that, as there is a greater positive use of the areas of the HE mentioned, the RA of the students will be higher; that is, the correlation is direct. In this sense, it could be inferred that the different areas of the HE investi- gated, according to their level of development, are positively influencing to improve the AR of the students. 6 Recommendations. 1. It is important that UNTELS carry out research and workshops focused on HE , ap- plying other research designs, with the purpose of managing change and develop- ment strategies for the benefit of the improvement of the AR of the students in the process and development of training sessions. non - face - to - face teaching and learn- ing. 2. That, the students entering the EPIME participate in permanent induction evalua- tions with the objective of providing feedback, continues to identify their strengths and weaknesses of HE and, thus, improve personal, academic and professional de- velopment to meet their capacities and needs of the students, through an optimal quality of academic and professional services References Acevedo, D., Torres, JD, & Tirado, DF (2015). Analysis of Study Habits and Motivation for Distance Learning in Systems Engineering Students of the University of Cartagena (Colombia). University education, 8 (5), 59 - 66. https://doi.org/10.4067/S0718 - 50062015000500007 Alania Contreras, RD (2021). Assessment of the SISCO SV Academic Stress Inventory adapted to the context of COVID-19 in a Peruvian university population . Angélica, M., & Acevedo, MC (nd). Validity and Reliability of the Coopersmith Self-Esteem Inventory for adults, in the Mexican population. 10. 961