Policies on intellectual capital in regular education and their connection with generational diversity

Abstract

This study explores the relationship between intellectual capital policies in regular education and generational diversity among teachers. Intellectual capital policies aim to foster talent and knowledge, creating inclusive and enriching learning environments by leveraging the diverse experiences of multigenerational teaching staff. A quantitative, cross-sectional, and descriptive-explanatory design was employed. Structural equation modeling (SEM) was used to analyze associations between variables. Data were collected from 351 teachers in regular basic education schools under UGEL Sur Arequipa through two Likert-type surveys. Results show a strong correlation (0.894) between generational diversity and intellectual capital policies, highlighting the significance of both in educational contexts. The findings confirm a statistically significant relationship between the variables, suggesting that managing generational diversity is essential for recognizing, developing, and strategically applying knowledge within schools. The study underscores the need to update intellectual capital policies to reflect the unique worldviews, values, and thinking styles that educators from different generations contribute. Such updates can enhance competence in digital tools, promote intergenerational knowledge transfer, and support collaborative learning. Effective policy management in this area can thus play a crucial role in strengthening educational quality through inclusive and strategic use of intellectual capital.