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Drawing on Hermans’ dialogic self theory, it explores educational change as perceived through students’ self-perceptions and digital narratives used as shared border objects in virtual forums. Two Paraguayan student groups were assessed at critical transitions. Qualitative analysis using Atlas.ti identified cognitive development, motivation, self-regulation, support systems, knowledge transfer commitment, and satisfaction outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/personal-and-professional-perspectives-and-aspirations-of-students-from-educational-communities-in-paraguay/601565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/personal-and-professional-perspectives-and-aspirations-of-students-from-educational-communities-in-paraguay/601565.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational change process does the study investigate?","Question",{"text":112,"@type":113},"It focuses on students’ experiences during critical transitions in Paraguay—one group beginning postgraduate study and another finishing a professional degree—linking these moments to perceived educational change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical approach guides the interpretation of students’ narratives?",{"text":117,"@type":113},"The research uses Hermans’ theory of the dialogic self to understand how students perceive educational change through their self-perception and shared digital narratives.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the findings analyzed and organized?",{"text":121,"@type":113},"Results were analyzed using a qualitative approach, where units of significance were extracted and personal narratives were categorized through Atlas.ti.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601565,1792189275,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","PERSONAL AND PROFESSIONAL PERSPECTIVESAND ASPIRATIONS OF STUDENTS FROM EDUCATIONAL COMMUNITIES IN PARAGUAY  \nJudit Vilarnau Gurrea 1* , Juan Carlos Rojas-Chamorro2 , Angela Montserrat JaraOcampos3 , Gamaliel Benítez-Notario4 , Carlos Alberto Miralda-Flores 5  \n1 OBS Business School, Spain, [jvilarmau@obsbusiness.school](jvilarmau@obsbusiness.school), [https://orcid.org/0009-0008-0548-8232](https://orcid.org/0009-0008-0548-8232)  \n2 Universidad Americana, Paraguay, [juan.rojas@ua.edu.py](juan.rojas@ua.edu.py) , [https://orcid.org/0000-0001-8374-0415](https://orcid.org/0000-0001-8374-0415)[ ](https://orcid.org/0000-0001-8374-0415)3 Universitat de Barcelona, Spain, [ajaraoca7@doct.ub.edu](ajaraoca7@doct.ub.edu), [https://orcid.org/0000-0001-7259-9030](https://orcid.org/0000-0001-7259-9030)[ ](https://orcid.org/0000-0001-7259-9030)4 Universitat de Barcelona, Spain, [gbenitno7@doct.ub.edu](gbenitno7@doct.ub.edu), [https://orcid.org/0000-0002-0073-312X](https://orcid.org/0000-0002-0073-312X)[ ](https://orcid.org/0000-0002-0073-312X)5 Universitat de Barcelona, Spain, [carlosmiralda@ub.edu](carlosmiralda@ub.edu); [https://orcid.org/0009-0002-5598-8805](https://orcid.org/0009-0002-5598-8805)  \nABSTRACT  \nThe student's perspectives, their personal and professional aspirations are key factors that encourage their achievement of learning objectives during the development of the subjects of the educational programs. All this from Hermans' theory of the dialogic self, to understand how the processes of educational change are perceived, from the visions of their self-perception, using their digital narratives as border objects shared in virtual forums, as a reflective activity as a tool for introspection. We address the students' experiences with questions related to their expectations, motivations, uncertainties and support mechanisms throughout their learning processes. The instrument was applied to two groups of Paraguayan students at critical moments of educational change, one starting a postgraduate degree and the other finishing a professional degree (n= 68) . The results were analysed from a qualitative approach, making units of significance emerge and categorizing personal narratives through Atlas.ti. The results include Cognitive Development, commitment to Knowledge Transfer, preference for Practical Experiential Learning, professional improvement, selfimprovement, family, academic and expert support and accompaniment; how they self-manage the process of uncertainty, self-regulation, innovation, commitment and satisfaction.  \nKEYWORDS: Students, Motivation, Higher Education, Digital Narrative, Self-Understanding  \n1 INTRODUCTION  \nDigital Storytelling (DST) has become a relevant educational tool in online courses, especially after the expansion of distance education. Its use ranges from the teaching of science and languages to the development of digital and social skills in various age groups. DST as a technique used by young students through the publication of content in the formal educational context as tools for introspection, allows students to recognize themselves and reflect on their personal experiences (Rubio-Hurtado et al., 2022) . DST is an activity methodology that adjusts to the context using storytelling asthe main meaning, to explain and give voice to events, combining them with writing techniques that can incorporate multimedia elements, as well as short videos (Fiore et al. , 2023) . Taking advantage of this tool considering that one of the challenges in Paraguay is university dropout, where only 10% of enrolled young people finish their studies, this has multiple causes: the main one is that students must work to pay for their studies, others refer to the state of the quality of university education (Latitud, 2023) . Globally, UNESCO (2023a) reported that there are around 235 million students enrolled in universities around the world, despite demand, only 40% of the world's population is enrolled, reflecting large i","cbCaijf4Weu17BOL","https://ap.wps.com/l/cbCaijf4Weu17BOL","pdf",353268,15,"English","# Introduction\n## Digital Storytelling in Online Education\n## Context: Educational Change and Dropout in Paraguay\n## Prior Research and Theoretical Framework\n## Study Design and Qualitative Analysis","[{\"question\":\"What educational change process does the study investigate?\",\"answer\":\"It focuses on students’ experiences during critical transitions in Paraguay—one group beginning postgraduate study and another finishing a professional degree—linking these moments to perceived educational change.\"},{\"question\":\"Which theoretical approach guides the interpretation of students’ narratives?\",\"answer\":\"The research uses Hermans’ theory of the dialogic self to understand how students perceive educational change through their self-perception and shared digital narratives.\"},{\"question\":\"How were the findings analyzed and organized?\",\"answer\":\"Results were analyzed using a qualitative approach, where units of significance were extracted and personal narratives were categorized through Atlas.ti.\"}]","Personal and Professional Perspectives and Aspirations of Students from Educational Communities in Paraguay | PDF",1792092867,38]