Educational Innovation in Nutrition: Disruptive Strategies and Gamified Class Planning at the University of the Gulf of California

Authors

Keywords:

Disruptive education, gamification, constructivism, nutrition, educational technology, digital tools, educational artificial intelligence

Abstract

Higher education in nutrition faces the challenge of maintaining student motivation and active participation in an increasingly digitalized academic environment. This theoretical-propositional essay presents an innovative proposal to implement disruptive education strategies in the Nutrition degree classroom at the Universidad del Golfo de California (UGC). Grounded in constructivism and educational gamification, it proposes a learning ecosystem that integrates free digital tools such as TED-Ed, Kahoot, role-playing games, thematic crosswords, and artificial intelligence applications. The methodology includes the development of specific rubrics and checklists to facilitate teacher planning, thereby promoting the implementation of disruptive classes that encourage meaningful learning. The expected results include greater student engagement, improved retention of nutritional knowledge, and the development of digital competencies. This proposal aims to transform the traditional educational paradigm into a more interactive, personalized, and effective model for training nutrition professionals, while also facilitating the planning of the academic term for teachers.

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References

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Published

2025-10-01

Issue

Vol. 3 No. S3 (2025): Retos, innovaciones y perspectivas multidisciplinarias en investigación y práctica universitaria (Octubre)

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Artículos

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Copyright (c) 2025 Felisa Lebrero-Hernández

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