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LEARNING ANALYTICS TO THE TRANSDISCIPLINARY TECHNOLOGICAL PARADIGM
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This work proposes an epistemological, philosophical, and methodological exploration of Learning Analytics as an educational process, situated within the context of the University Digital Educational Ecosystem. Its perspective is based on a transdisciplinary rationality that integrates epistemological, ontological, axiological, and teleological dimensions oriented toward the development of connective competencies that favor new ways of thinking and learning in dynamic technological environments. An approach is revealed that privileges the construction of networks of meaning and the interconnection between students, teachers, and digital spaces as an evolutionary mechanism for the transformation of educational practice. It states: "To educate is not to transmit but to connect thoughts, experiences, and strategies to expand learning horizons." This critical gaze invites a rethinking of university education from broader philosophical frameworks, promoting learning scenarios that respond to present challenges without renouncing the depth of its formative purpose.
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