This study reports a systemic cyber application with a transdisciplinary approach of a case study, through the creation of measuring instruments to improve academic performance in middle and higher education. The objective is to amend an absence of comprehensive measurement mechanisms to promote school stay in technical and vocational training, and its impact on the productive sector. Educational models themselves are not a guarantee of educational efficiency or a link between education and society. Educational lag information in many Latin American countries is evident, only 18% complete higher-level studies. To improve academic performance, it is necessary to use measurement tools related to educational contexts and their actors. To fulfil this purpose, we use a hybrid methodology of soft systems with an emphasis on cybernetics and a transdisciplinary approach. The most important findings were found a set of variables related to students (demographic, sociocultural, economic and health, academic information, learning-teaching processes, equity and academic supports, and business-university collaboration; with teachers (work and teaching experience, learning-teaching process, equity and academic supports and university-business collaboration); with employers (general information, human capital, fellows and support for fellows and collaboration university company). The instruments comprise a total of 193 contextual variables of students-teachers-employers, for which an application model was proposed (diagnosis-application-feedback) to a case study. A notion of academic performance is integrated, based on literature review and consultation with experts. It is concluded that the geocultural integration of the actors supports the management of culturally viable and organizationally sustainable solutions for the innovation of academic programs and their coevolution in the educational system.

本研究报告了一个系统性的网络应用，采用案例研究的跨学科方法，通过创建测量工具来提高中等和高等教育的学业成绩。目标是修正缺乏综合衡量机制的问题，以促进技术和职业培训中的学校停留及其对生产部门的影响。教育模式本身并不是教育效率的保证，也不是教育与社会的纽带。许多拉丁美洲国家的教育滞后信息很明显，只有 18% 的人完成了更高水平的学习。为了提高学业成绩，有必要使用与教育背景及其参与者相关的测量工具。为了实现这个目的，我们使用软系统的混合方法，强调控制论和跨学科方法。最重要的发现是一组与学生相关的变量（人口统计、社会文化、经济和健康、学术信息、学习-教学过程、公平和学术支持以及企业-大学合作；与教师（工作和教学经验、学习-教学过程、公平和学术支持以及大学-企业合作）；与雇主（一般信息、人力资本、研究员和对研究员和合作大学公司的支持）。这些工具包括总共 193 个学生-教师-雇主的背景变量，为此提出了一个应用模型（诊断-应用-反馈）到一个案例研究中。整合了学业成绩的概念，基于文献综述和专家咨询。结论是，参与者的地理文化整合支持管理文化上可行和组织上可持续的解决方案，以促进学术课程的创新及其在教育系统中的共同进化。