Design of a Pedagogical Strategy for Large Undergraduate Theoretical Classes: Empathy as a Resource for Teaching and the Incorporation of AI as a Didactic Tool

Abstract

Aim: Present teaching design for large groups in theoretical undergraduate subjects, considering intangible resources and their management as part of the teaching strategy. Study Design: The design is didactic. Place and Duration of Study: The design was done in FES Zaragoza, UNAM, in a group of chemistry II college subject (descriptive chemistry) of the Career of Biology Pharmaceutical Chemist with 60 students enrolled, of which 57 attended regularly. Methodology: This strategy was designed taking into account the students' personal situation, their interpersonal relationships and empathy among themselves, considering these as intangible resources and managing them to benefit student learning. The strategy was designed by the teacher responsible for the subject and discussed with two teachers from the pharmaceutical area and one professional from administration area to enhance it. The strategy was proposed to the students in an agreement, which was accepted by the students in an assembly and signed by the representatives of the students of the subject group before its implementation in the group. Results: Students positively perceive that their friendships are considered when forming academic work teams, both internally and externally, with the aim of generating support among peers. They have the empathetic support of a peer to whom they feel closer, the support of an academic team to which they belong, and the support of other academic teams with whom they interact in academic work within the same group. With this strategy, students feel more confident participating, and consequently, class discussions on the topics increase. Even those who arrive late or are absent due to work try to catch up with their chosen partner or team, reducing the negative impact of work-related absenteeism. Conclusion: The friendships and empathetic relationships into are two intangible resources that can improve the teaching process in large undergraduates’ group.