El rendimiento académico como motor del emprendimiento en la educación técnica
Academic performance as a driver of entrepreneurship in technical educationBarra lateral del artículo
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Contexto: La educación técnica enfrenta el desafío de formar profesionales con capacidad emprendedora, siendo el rendimiento académico un factor potencialmente relevante para este propósito en contextos de innovación y desarrollo productivo. Objetivo: El estudio examinó cómo el rendimiento académico, mediado por factores pedagógicos, institucionales y personales, contribuye al desarrollo del emprendimiento en estudiantes de educación técnica mediante una revisión sistemática de la literatura. Metodología: Se realizó una revisión sistemática siguiendo lineamientos PRISMA con 47 estudios empíricos de Scopus, WoS y ScienceDirect (2015-2026), analizando la evidencia mediante síntesis narrativa por categorías. Resultados: Los resultados evidencian que metodologías activas, autoeficacia como mediador psicológico y liderazgo institucional fortalecen significativamente la relación entre rendimiento académico e intención emprendedora, aunque persisten barreras sociales y contextuales. Conclusión: El rendimiento académico constituye un pilar fundamental para el emprendimiento técnico cuando se integra en ecosistemas formativos que articulan pedagogía innovadora y apoyo institucional sostenido.
Background: Technical education faces the challenge of training professionals with entrepreneurial capacity, with academic performance being a potentially relevant factor for this purpose in contexts of innovation and productive development. Objective: The study examined how academic performance, mediated by pedagogical, institutional, and personal factors, contributes to the development of entrepreneurship in technical education students through a systematic literature review. Methodology: A systematic review was conducted following PRISMA guidelines with 47 empirical studies from Scopus, WoS, and ScienceDirect (2015-2026), analyzing the evidence through narrative synthesis by categories. Results: The results show that active methodologies, self-efficacy as a psychological mediator, and institutional leadership significantly strengthen the relationship between academic performance and entrepreneurial intention, although social and contextual barriers persist. Conclusion: Academic performance constitutes a fundamental pillar for technical entrepreneurship when integrated into educational ecosystems that articulate innovative pedagogy and sustained institutional support.
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