Methodological and Communicational Guidelines for the VirtualTraining of Professional Drivers in la Joya de los Sachas

Abstract

Professional driver training at the Professional Training School of the “La Joya de los Sachas” Drivers’ Union faces significant challenges characterized by methodological heterogeneity and communicative dispersion, both of which hinder andragogical learning. In response to this situation, this research aimed to develop methodological and communicational guidelines based on Problem-Based Learning (PBL) to improve training in the Type C license course. The study followed a quantitative approach with a descriptive scope and a cross-sectional design. From a defined population of 197 Type C students (within an institutional universe of 407 students across Type C, Type D, and Type E courses), a probability sample of 96 individuals was selected. Data collection utilized
a questionnaire validated by experts in virtual education, achieving internal consistency with a Cronbach’s Alpha coefficient of 0.82. The results revealed that 42% of students perceive low consistency in teaching strategies, while 92% of academic interaction occurs through informal channels such as WhatsApp, indicating an underutilization of the official platform. It is determined that pedagogical standardization and the formalization of communication protocols are essential to ensure traceability and the professionalization of driver education in virtual environments.