La resiliencia como atributo de la formación integral del estudiante universitario J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 https://doi.org/10.5281/zenodo.14868646 ISSN: XXXX-XXXX ORIGINAL ARTICLE Resilience is an attribute of the integral education of the university student  Aurelia Massip yiya@uniss.edu.cu Universidad de Sancti Spíritus “José Martí Pérez”, Cuba. Received: 18 October 2023 / Accepted: 30 December 2023 / Published online: 10 January 2024 © The Author(s) 2024 Aurelia Massip 1 · Yanelis C. Hernández 1 · Óscar Ramón Martínez 2 · Madanys I. Rodríguez 1 Abstract The work aimed to propose educational actions from the methodological conception of Popular Education, which stimulated resilience as an attribute of the integral for- mation of the student. It was derived from the research proj- ect of the University of Sancti Spíritus “José Martí Pérez” Scientiﬁc methodological conception for the improvement of the integral formation process of the student. The scientiﬁc methods used were adapted to the methodological approach of participatory action research (observation, analysis of documents, Technique of the ten wishes, Technique of the Positive, Negative, and Recommendations). The actions were based on a self-triple and participatory diagnosis that oﬀered the opportunity to design, implement, and evaluate them with the students, as they became the main protago- nists. The results pointed to a more dialogic communica- tion style, a collaborative, joyful, optimistic, autonomous, and creative behavior of the students when reﬂecting on or addressing situations in the socio-educational environment where they interacted, as expressions of a resilient attitude. Keywords resilience, university student, comprehensive training, popular education. Resumen El trabajo tuvo el objetivo de proponer acciones educativas, desde la concepción metodológica de la Educa- ción Popular, que estimularon la resiliencia como atributo de la formación integral del estudiante. Se derivó del pro- yecto de investigación, de la Universidad de Sancti Spíritus “José Martí Pérez” Concepción cientíﬁco metodológica para el mejoramiento del proceso de formación integral del estu- diante. Los métodos cientíﬁcos empleados se adecuaron al enfoque metodológico de investigación acción participativa (observación, análisis de documentos, Técnica de los diez deseos, Técnica de lo Postivo, Negativo y Recomendacio- nes). Las acciones partieron de un diagnóstico auto triple y participativo que ofreció la oportunidad de diseñarlas, im- plementarlas y evaluarlas, en conjunto con los estudiantes, al convertirse estos en los principales protagonistas. Los re- sultados apuntaron a un estilo de comunicación, más, dialó- gico, un comportamiento colaborativo, alegre, optimista, au- tónomo y creativo de los estudiantes al reﬂexionar o abordar situaciones del entorno socioeducativo donde interactuaron, como expresiones de una actitud resiliente. Palabras clave resiliencia, estudiante universitario, forma- ción integral, educación popular. How to cite Massip, A., Hernández, Y. C., Martínez, O. R., & Rodríguez, M. I. (2024).Resilience is an attribute of the integral education of the university student. Journal of Law and Epistemic Studies, 2(1), 1-7. https://doi.org/10.5281/zenodo.14868646 1 Universidad de Sancti Spíritus “José Martí Pérez”, Cuba. 2 Dirección Provincial de Educación, Cuba.

J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 2 Introduction Transforming our world: The 2030 Agenda for Sustainable Development constitutes “… an action plan for people, the planet and prosperity” (United Nations, 2015, p. 2), which states with great determination that: “We are determined to take the bold and transformative measures that are urgently needed to put the world back on the path of sustainability and resilience. As we embark on this journey together, we promise no one will be left behind” (United Nations, 2015, p. 2). Aspirations are still far from being fulﬁlled and must be worked on jointly at the personal, family, institutional, and community levels. In the body of the Sustainable Development Goals (SDG) outlined in this document, the need to promote and strength- en resilience in the sense of human habitats, application of technologies, infrastructure, communities, agricultural prac- tices, and people who are in vulnerable situations related to the possibility or existence of natural disasters, economic, social, and health crises, among other phenomena, is repeat- edly mentioned (United Nations, 2015). Aligning with these purposes implies, above all, knowing how to interpret and adjust them to each country’s diﬀerent realities, possibilities, and levels of development concerning its policies and pri- orities. Thus, the term resilience is presented in this Agenda as closely linked to the security and eﬃcient use of material and human resources to the growth of inclusion, equitable and aﬀordable access for all to the capacity for adaptation, to the promotion of a culture of peace; to sustainable develop- ment; to the use of science and innovation; to the quality of processes and services; to the adoption and implementation of policies and plans integrated by States that must be ma- terialized in each territory, municipality, community, institu- tion and, in the case of the university, at the level of degree, academic years, disciplines and subjects. “The concept of resilience enjoys great diﬀusion and pres- tige today in multiple areas of social life” (Pérez, 2022, p. 173). Its rise and the multipurpose approach that resilience has shown in recent decades are undeniable, originating from the accelerated increase in scientiﬁc research in diﬀerent ar- eas of knowledge, given the demand and importance of hu- manity becoming aware, preparing, and acting quickly when facing the pressing problems it is experiencing and which require a dynamic, bold, optimistic, self-controlled, support- ive and creative spirit to help it resist, preserve itself and, at the same time, recover from the harmful eﬀects (Páez, 2020; Castañeda et al., 2022). However, this notion of resilience has not yet reached, in reality, all the expressions that the concept encompasses. To achieve this, Education is essential as a sector responsible for promoting and providing inclusive, equitable, and quality learning opportunities throughout life in order to guarantee the comprehensive training of people so that they can fully develop all their potential: biological, psychic, and social, based on a viable combination between the possibilities and resources that they have for self-transformation, with all those external inﬂuences, human and material, that they re- ceive in the diﬀerent contexts where they interact (Hernán- dez et al., 2021; Torres, et al., 2021). For Freire (2004), the educational process is decisive as an instrument that facilitates the integration of the younger gen- eration into the logic of the social system and the practice of freedom; in his opinion, Education is how men and women deal, in a reﬂective, critical and creative way, with reality, to the same extent that they discover how to participate in the transformation of their world (National Commission for the Continuous Improvement of Education, 2024). Hence, the value that his methodological conception of Popular Edu- cation currently acquires is to energize the management of the comprehensive training process from a more democratic perspective that overcomes authoritarianism and the banking style in instructing and educating. In the speciﬁc case of Cuban universities, the Ministry of Higher Education (MES) recognizes that the training of higher-level professionals is the process that, consciously and on a scientiﬁc basis, is developed in higher education institutions to guarantee the comprehensive preparation of students for university careers, which is reﬂected in solid scientiﬁc-technical, humanistic training and high ideolog- ical, political, and ethical and aesthetic values; in order to achieve revolutionary, cultured, competent, independent and creative professionals so that they can perform successfully in the various sectors of the economy and society in general (MES, 2022, p. 2). It is a deﬁnition that oﬀers broad possibilities for educat- ing resilience as part of this professional training, taking into account the characteristics of the student, the proﬁle of the career they are studying, and the demands and challenges imposed by the current context. That is why the objective of this presentation is to propose educational actions, from the methodological conception of Popular Education, that stim- ulate a resilient attitude as an attribute of the comprehensive training of the university student. It is derived from the re- search project of the Universidad de Sancti Spíritus “José Martí Pérez”: Scientiﬁc-methodological conception to con- tribute to the improvement of the student’s comprehensive training process, which has been implemented since 2022 in collaboration with other sociocultural institutions. Methodology The Participant Action Research methodological strategy to be followed in the ﬁeldwork was designed, coordinated,

J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 3 organized, and executed with the team of authors, teachers, students, and other subjects who collaborated, depending on the educational settings where they interacted. The sample consisted of students and teachers from diﬀerent careers where the authors taught: Bachelor of Foreign Languages (2nd year, 21 students), Bachelor of Accounting and Finance (4th year, nine students), and Bachelor of Law (4th year, 21 students), from the University of Sancti Spíritus “José Martí Pérez” (UNISS). Develop a natural environment encompassing all those spaces where the student’s comprehensive training process occurred. Use a dynamic, interactive, and open style among researchers, research subjects, and collaborators, which fos- tered a sustained feedback process through diﬀerent commu- nication channels: personal (individual and group), telepho- ne and digital. A high level of involvement and commitment from resear- chers, as participating subjects, within the training process of professionals in their careers and the institution. To penetrate the reality being investigated with a high degree of self-awa- reness systematically and directly. The resilience indicators identiﬁed in the literature and readjusted based on the practical perception of the authors and participants in this research, considering resilience as a dimension of comprehensive training, include various as- pects. These encompass presence in actions, reﬂected in at- tendance and punctuality, and a sense of purpose, demonstra- ted through disposition, permanence, discipline, mood, and expression of criteria. Social interaction plays a crucial role, involving empathy, adaptive behavior in formal and infor- mal groups, personal relationships, roles within the group, leadership, and teamwork behavior. Academic performance is another key factor, assessed through results in systematic, partial, and ﬁnal evaluations, grade improvement, and per- formance in award exams. Additionally, insertion into work practice is considered, focusing on socio-cognitive skills and results in integrative exercises. An investigative attitude is highlighted by self-ma- nagement of scientiﬁc information, participation in student scientiﬁc groups, projects, and events, and involvement in honorary chairs. Extension activism includes both active and passive participation in cultural, recreational, sports, social, patriotic, and political activities. Furthermore, resilience is reﬂected in conﬂict resolution skills in educational settings, the ability to self-assess with a critical and self-critical spirit, and a positive level of self-esteem. Other essential aspects include self-control, independence, initiative, the manifesta- tion of human values such as responsibility, collaboration, solidarity, honesty, patriotism, and a spirit of gratiﬁcation. Direct and covert participant observation is needed to appreciate the external manifestations of students associa- ted with behavior. It was used in the diﬀerent educational settings where the subjects interacted in diﬀerent activities that made it possible to apply the proposed actions (morning or afternoon classes, sports games, community social work, celebration of anniversaries, festivals or other cultural activi- ties, assembly for the evaluation of the integrality, scientiﬁc events, work practice, to name a few). Analysis of oﬃcial documents with cyclical information on the reality of the comprehensive training process, such as the Student Academic Record (EAE), in order to collect important data on the student’s career with documents that accredited the teaching results and others that showed par- ticipation in scientiﬁc, labor, sports, cultural, political, so- cially valuable activities; as well as awards and recognitions in some regions of their training. Included in this ﬁle was the Comprehensive Student Evaluation Form derived from the Comprehensiveness Evaluation Assemblies, where the negative and positive signs of the student’s comprehensive training were speciﬁed. Also, Self-Evaluation Reports of the careers were analyzed to identify weaknesses and strengths of the ﬁve variables that were evaluated to award the grade to the career ( relevance and social impact of the career in the territory; the faculty and teaching support staﬀ; the students; the infrastructure and the curriculum) that deepens and com- plements the previous information. The ten wishes technique was used to understand the fun- damental aspirations associated with vocational training and deduce those favorable or unfavorable aspects of resilient behavior from them. During the application, gestural and verbal expressions, concentration, active or passive posi- tion in the execution, eﬀort, and interest when responding, and other manifestations accompanying the writing exercise were observed. Positive-Negative-Interesting (PNI) technique. This Tech- nique was adapted and changed in the last element, to call it Positive-Negative-Recommendations (PNR), so that the students could freely express in writing the most signiﬁcant number of ideas, without fear of being questioned for their criteria, about those aspects that they considered positive, negative and the possible viable recommendations that can help them to have resilient behavior. In the end, they were subsequently called to the analysis group that was develo- ped, with the generating theme: “Importance of a resilient attitude to improve comprehensive training.” Data triangulation is intended to show the level of interde- pendence in the information obtained by the diﬀerent sub- jects and methods. Results and discussion The actions were structured taking into account the stag- es of the methodological conception of Popular Education (approach, diagnosis, elaboration and execution of actions,

J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 4 evaluation, and systematization) (Haddad, 2021), intended, fundamentally, to stimulate those protection factors associ- ated with resilience reﬂected in the deﬁned indicators so that students understood that they are not only part of that train- ing but that they must act on it, so that they can help improve it from their possibilities and resources, together with those of the institutions, families, and society in general (Perero et al., 2023). The methodology did not constitute a rigid scheme since, in reality, they were closely related; for example, from the approach stage, information was taken for the diagnosis, and in the diagnosis stage, activities were carried out, to a lesser extent, that contributed to the awareness and preparation of the students, to face and transform with resilient behavior the situations that arose in each context where it was operated. Implementing participatory techniques and other pedagog- ical resources in the actions, adjusted to the purposes, sub- jects, and educational scenarios, was very eﬀective (Hernán- dez et al., 2021). Among the educational actions carried out are: • Joint educational strategy development with the speciﬁc actions implemented based on the aforementioned stages. • Read and discuss the objectives of the Professional Mod- el of the careers involved and how to achieve them from an emphatic perception of the concept of resilience. • Discussions, dramatizations, and animation techniques brought students closer to resilience, its concept and man- ifestations, and the importance of adopting it as an attitude to achieve a higher-quality comprehensive education as re- quired by the Professional Model. • Student approach to the contexts of action of the career: institutional, community, and local. • Workshops with a triple and participatory character using the methods stated above. • Participatory activities emerged from frameworks and spaces for discussion and reﬂection, of the year group, on a group and individual , among teachers, students and, repre- sentatives of the teaching units, with the guidance and orien- tation of the Head Teacher of the Year and the teachers in the classes themselves. • Participatory and group work techniques led to more dy- namic, attractive classes with greater student involvement. • In most subjects, virtual classrooms within the Moodle Virtual Platform enable self-management and autonomy in carrying out tasks and independent studies in an interactive digital environment. • The creation of WhatsApp groups at the level of groups of years, subjects, or other interests (by municipalities, be- tween teams of students, to address diﬀerent levels of learn- ing) fostered an increase in relationships for the exchange of knowledge and aﬀection between members of the groups in which families and community agents were included. • Students were encouraged to improve their grades, take award exams, and join the Student Helpers Movement. • Strengthen professional practices and train representa- tives of labor institutions so that they can better tutor stu- dents and establish mutual relationships of exchange and feedback of practical knowledge about the theory received. • Reading and audiovisual discussions helped prepare students for a resilient attitude toward situations that reﬂect social vulnerability, inequality, equity, exclusion, natural di- sasters or other environmental problems, poverty, malnutri- tion, migration, and epidemics, among other ills that aﬀect humanity. • Social transformation activities with students and resi- dents as protagonists in the communities. • Incorporation of students into the project research as members of student scientiﬁc groups and their participation in scientiﬁc events. • Exchange through social networks with graduates to delve into problems they must face in the professions that represent the diﬀerent careers involved. • Student involvement in fairs and events was developed with an institutional, community, municipal, provincial, na- tional, and international character by the diﬀerent social sec- tors linked to the races. • Establishment of inter-institutional and inter-sectoral re- lations based on student scientiﬁc works’ presentation and collective reﬂection. • Students are grouped as members of the Honorary Chairs created in the courses and participate in the scientiﬁc, exten- sion, and academic activities developed by these chairs. • Day trips to communities to accompany their leaders and residents in general environmental activities and as part of the Life Task. • Create the Health Promoters Movement to carry out hy- giene, education, and health prevention activities at the insti- tutional, community, and municipal levels. • Collaboration in tasks with economic and social impact to help people, families, and communities with vulnerabili- ties. • Participation in sports and recreational activities at group, year, faculty, and university level. • Incorporation into extension projects or artistic brigades that encourage participation in amateur festivals, cultural events, and Summer Plans (projects, courses, camps). • Participation in political, patriotic, and military events at institutional, municipal, provincial, and national levels.

J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 5 • Subscription as a member of social networks or academic and scientiﬁc associations (national or international) to share and discuss experiences, opinions, ideas, and knowledge. • Participatory student evaluation workshops to identify levels of commitment and consolidation of values, as well as recommendations. • Systemization workshops will be used to extract lessons learned about the actions developed in each of the stages. The main eﬀects that were observed derived from the diag- nostic stage and, later, the changes that occurred in the sub- jects involved from the evaluation of these actions revealed expressions that resilience constitutes a way of understand- ing the capacity of some people to overcome and develop in contexts framed by adverse situations from their positive adaptation, to personal factors and social coexistence that are associated such as self-esteem, autonomy, creativity, empa- thy, and humor, as stated by Meza et al. (2022) in a study car- ried out to establish the relationship between personal factors of resilience and academic performance. Currently, the socioeconomic conditions that are expe- rienced in Cuba place students in very complex situations that they must face, both in the institutional and family and community environment; however, the actions carried out and the dynamism imbued by the teachers and the students themselves, did help them to see resilience as “... coping, responding to change and showing good adaptation, return- ing to a degree of normal functioning” after a crisis (Pérez, 2022), and above all “…as the competence of people to face diﬃcult situations, to seek to overcome them and look to the future” (Lozano & Maldonado, 2023, p. 5). In the case of students of the Law and Foreign Languag- es career, more feelings emerged to overcome the challeng- es that were presented, as well as to encourage and help strengthen each other to channel, in an appropriate way, the situations that arose, to excel and be optimistic, despite tense realities (Lozano & Maldonado, 2023); on the other hand, in those of the Accounting and Finance career, a more ma- terialistic spirit of proposing and ﬁnding concrete solutions to some of the existing problems prevailed, but somewhat far from the capacity for self-management and, above all, from the available resources; Although they did not stop being creative and hopeful, the most important thing is that they recognized that creativity, “Also includes the ability to think ﬂexibly, making it possible to provide new solutions to problems of diﬀerent kinds and hopelessness...” (Meza et al., 2020, p. 4). At all times, the actions were intended to promote pos- itive experiences lived and maintained in the country as a result of the enormous eﬀorts of the State and its economic, social, cultural, and educational institutions, particularly the university, so that students at all levels can live in controlled environments, with good relationships, happy, free of vio- lence and much solidarity. Aspects that, while being so fa- miliar to them, are not widely recognized, nor are they given the signiﬁcance they have for “... the quality of life and the achievement of comprehensive well-being, both physically and psychologically, amid adversity”. (Páez, 2020, p. 3) In this sense, the use of open dialogue, based on self-re- ﬂection and the encounter between the experiences, feelings, and opinions that students have and that new knowledge or explanations that teachers, directors and other subjects in- volved provide them, was beneﬁcial as a fundamental meth- od, typical of Popular Education (Haddad, 2021) to contrib- ute to raising awareness of ideas and moving forms of action that are more consistent with the reality in which they live, in light of the relevance and correspondence with the problems they must face in their training and assume responsibility and implications of them, concerning the direct action they must carry out (Farías et al., 2022; Freire, 2004). The methodological triangulation of the data collected in the evaluation carried out, in its qualitative perspective, re- vealed these general achievements: • Increased motivation of students and other representa- tives of the institutions involved towards resilience, compre- hensive training, and Popular Education with its most repre- sentative ﬁgures, especially Paulo Freire. • Cooperative relationships between academic year groups at universities where the actions are carried out. • Resilient practices promote a more outstanding commit- ment to using human and material resources to achieve ethi- cal and aesthetic values in students. • Enrichment of scientiﬁc knowledge that supports, from a theoretical and methodological point of view, the promotion and strengthening of a resilient attitude as a dimension of the comprehensive training process of students. • More pertinent and objective projection of resilience as a dimension of comprehensive training supported by the work of academic year groups. • The environmental curricular strategy needs more col- laborative design and appropriate adjustment of Life Task activities according to the careers, the academic year, and the environments where the students interact. • A relaxing environment, with sound and cooperative re- lationships between students and between them and teachers and other people involved, undoubtedly increases self-es- teem, levels of empathy, autonomy, humor, and creativity in students. • Improving the quality of comprehensive training for university students, considering the diﬀerent aspects of per- sonality, emphasizing self-perception and perception of an attitude of resilience.

J. Law Epistemic Stud. (January - June 2024) 2(1): 1-7 6 Conclusions The validity and richness of the data obtained from reality could be veriﬁed through the instruments, techniques, and group dynamics according to analysis criteria constructed with the direct and collaborative participation of the subjects involved. This allowed us to diagnose and evaluate the State of resilience as a dimension of the student’s comprehensive training at the time and in the context investigated. The re- sults demonstrated the eﬀectiveness of the proposed actions, which were distinguished by a dialogic communication style and a more collaborative, joyful, optimistic, autonomous, and creative behavior when facing problems in the environ- ment where they interact, as expressions of a resilient attitu- de, favorable to the harmonious development of the student, especially when becoming aware and understanding their training from the problematization of the scenarios where it takes place. 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Rodríguez: Conceptualization, data curation, formal analysis, investigation, methodology, supervision, validation, visualization, drafting the original manuscript and writing, review, and editing. Data availability statement The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Statement on the use of AI The authors acknowledge the use of generative AI and

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