Student Satisfaction and Academic Relevance of the Psychopedagogical Orientation Services Course in a University Context

Abstract

Objective: To analyze student satisfaction and the academic relevance of the Psychopedagogical Guidance Services course among students in the Psychopedagogy program at the Quevedo State Technical University (UTEQ). Method: A single-case qualitative study explores how a class of 42 UTEQ Psychopedagogy students value the satisfaction and academic relevance of the Psychopedagogical Guidance Services course in their natural learning context. Data was collected through an open-ended questionnaire administered by census, six focus groups, and twelve semi-structured interviews. The corpus was analyzed using reflective thematic analysis and inductive-deductive coding, triangulating techniques and conducting peer debriefing, with informed consent and pseudonymization. Results: Five themes emerged: active methodologies (case studies and simulations) increase motivation and comprehension; formative assessment is valued, although more timely and coherent feedback is needed; Professional relevance is evident in the transfer to practical experience (interviews, referrals, and reports); resources and time management require updated literature and better workload balance; and improvements are proposed, such as local case studies, links with guidance services, skills workshops, and schedules with review windows. Conclusions: The combination of authentic experiences and clear feedback enhances satisfaction and relevance; adjustments to scheduling, updated literature, and strengthening the connection with real-world settings are recommended.