University Academic Colloquiums: An Analysis Of The Strategic Practices And Communicative Competences Involved In The Training Of Students

Abstract

This qualitative study explores how the strategic practices that students demonstrate in the preparation, delivery, and reflection of their research or intervention project presentations during academic colloquia influence communicative effectiveness and their formative impact. To this end, the study analyzed experiences across three stages—preparation, execution, and evaluation—where categories such as strategic thinking, effective communication, metacognition, collaborative feedback, and situated learning were identified.

The results reveal that early planning, clear and concise organization of information, and the appropriate use of visual resources are essential for capturing and maintaining the audience’s attention. Likewise, active interaction during the presentation and openness to integrating feedback enrich the learning process and strengthen transversal competencies such as critical thinking and self-regulated learning.

Metacognition, manifested through subsequent reflection and self-evaluation, facilitates continuous adjustments and improvements. In addition, collaboration with advisors and peers contributes to the creation of an authentic and motivating environment that fosters situated learning, that is, the practical and contextualized application of knowledge.

This research provides evidence of the formative value of academic colloquia as spaces for the holistic development of communicative, cognitive, and social skills, highlighting the importance of integrating communicative strategies with strategic thinking to optimize students’ future academic and professional impact.