Changes in entrepreneurship and leadership skills after mentoring, collaborative networks and EdTech tools in Bogota secondary education
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Abstract
Introduction. Secondary education requires strategies that articulate entrepreneurial competencies, leadership, and pedagogical use of technologies. Objective. The objective was to analyze the pretest postest changes in entrepreneurship and leadership competencies of secondary education students associated with a pedagogical strategy based on mentoring, collaborative networks, and EdTech tools. Methodology. A pre-experimental quantitative study of a particular group was conducted with 33 students aged 16 and 17 years. A 24-item Likert scale (1–5) organized into entrepreneurship, leadership, and use of digital tools/networks was applied. Results. Global internal consistency was high (αpre=.917; αpost=.868). The total score increased from M=88.24 (SD=12.79) to M=109.39 (SD=7.73); the mean difference was 21.15 points, 95% CI [15.97, 26.33], t(32)=8.32, p<.001, with a large effect size (d_z=1.45). Wilcoxon confirmed the difference (W=6, p<.001). Significant increases were also observed in entrepreneurship, leadership, and digital tools/networks. Conclusion. The findings show a large-scale pre-post change and support the formative potential of integrating accompaniment, collaboration, and digital resources. The absence of a control group, the post-test ceiling effect, and the limitations of instrumental validation restrict causal inference. General Area of Study: Education. Specific area of study: Master’s degree in educational leadership and Entrepreneurship. Type of study: Original articles.
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