Evaluating Strategies of Continuing Education for Academics Supported in the Pedagogical Model and Based on Plithogenic Sets

Abstract

The preparation with which students graduate in the global environment and become university teachers, reveals that little time is devoted to the content of some disciplines related to the educational act. Therefore, they graduate with the contents that they poorly learned. Throughout their schooling, there is no adequate program on how to develop a teaching that guarantees the learning of university students. That is why continuous training programs are needed to pledge the training of these teaching professionals to confront the new challenges of Ecuadorian higher education. The purpose of this research is to determine and rank the strategies of continuous training for university teachers, proposed and evaluated by four experts. For this purpose, we use Vlsekriterijumska Optimizacija I Kompromisno Resenje (VIKOR) method, in the Plithogenic framework. Plithogenic sets generalize crisp, fuzzy, intuitionistic fuzzy, and neutrosophic sets, and have been applied successfully in decision-making problems. For the first time this method is applied in the pedagogical area.