ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
This article is part of the Research TopicReimagining Higher Education: Responding Proactively to 21st Century Global ShiftsView all 33 articles
Factors driving educational quality within the framework of SDG 4 for the 2030 Agenda: What do training professionals think the 21st century?
Provisionally accepted
- 1Universidad Peruana Union, Lima District, Peru
- 2Universidad Autonoma del Peru, Lima District, Peru
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Introduction: Achieving educational quality has always been an essential pillar for sustainable development, social equity, and the transformation of education systems globally. Educational institutions, especially those responsible for training future professionals, play a strategic role in achieving Sustainable Development Goal 4 (SDG 4) by fostering inclusive and equitable educational processes centered on meaningful learning. Therefore, the objective of this study was to analyze the influence of teachers’ effectiveness and English language acculturation on educational quality, examining the mediating role of disposition learning. Method: A cross-sectional explanatory study was conducted with the participation of 457 university students. The sample was distributed between women (57.8%) and men (42.2%), with ages ranging from 18 to 37 years (M = 21.87; SD = 3). Data were collected using an online self-report questionnaire and analyzed using PLS-SEM. Internal consistency coefficients showed adequate values and confirmed the internal robustness of each construct. Results: The hypotheses were supported, with teachers’ effectiveness and disposition learning found to influence educational quality, while teachers’ effectiveness and English language acculturation influenced disposition learning, with the latter assuming a mediating role. However, the proposed model shows that the direct effect of English language acculturation on educational quality is not statistically significant. Discussion: This new model suggests a reevaluation of existing models on the topics analyzed, given that it involves emerging variables for higher education. The validated findings of this research provide valuable information for higher education management and leadership seeking to achieve higher levels of educational quality. This model merits special attention in future research, including the exploration of other potential factors and the application of these findings to diverse contexts and cultures.
Keywords: Global education, higher education, Educational Quality, teachers´ effectiveness, disposition learning, English language acculturation, SDG 4, 2030 Agenda
Received: 15 Sep 2025; Accepted: 24 Nov 2025.
Copyright: © 2025 Sánchez-Pastor, Villar-Guevara, Fernández-Mallma and Apaza-Cáceres. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Miluska Villar-Guevara, miluskavillar@upeu.edu.pe
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