Revista Holón

Presentación

2025-07-17T20:29:22+00:00

Classrooms of the future. Integration of artificial intelligence in university teaching

2025-07-15T16:31:10+00:00

This research article is based on the author's doctoral thesis. It studies the current state of the use of Artificial Intelligence (AI) in university education proposed for D4 University, located in Monterrey, Nuevo León, Mexico, during the period 2019-2024. The research presents a qualitative approach based on participatory action research. It was supported by a documentary review of literature on artificial intelligence for education. Furthermore, theoretical methods were used: analytic-synthetic, inductive-deductive, historical-logical, and ascending from the abstract to the concrete. These methods were combined with empirical methods of observation, interviews, and case histories. The dynamic nature and growing relevance of AI in education are explored, highlighting the transition toward interdisciplinary collaboration. The study underscores the importance of critical thinking in the face of an overabundance of information and the need for a reflective and holistic approach to research. Its main contribution is a proposal for the transfer of experience that emphasizes its transformative potential, challenges, and ethical considerations in higher education.

Teaching invulnerable contexts with insufficient technological infrastructure

2025-07-15T18:45:00+00:00

This article analyzes constructivist teaching strategies for vulnerable educational contexts without access to information technology and insufficient technological infrastructure. The study, conducted in rural areas of Mexico (2023-2024), employed a qualitative approach with a theoretical review and fieldwork (teacher interviews, classroom observations, and community workshops). It was identified that the digital divide deepens educational inequalities, but methodologies such as project-based learning, formative assessment, and the use of local resources such as school gardens and community murals mitigate this gap. The participants, including 30 teachers and 15 school communities, demonstrated that pedagogical training in constructivism and universal design for learning (UDL) enhances critical and collaborative skills without relying on technological infrastructure. The results highlight the need for educational policies that prioritize teacher training in active teaching methods and the integration of community knowledge. It is concluded that innovation in vulnerable contexts requires curricular flexibility, social participation, and adaptations based on neuroeducational principles.

Improving school coexistence by strengthening socio-emotional skill in the preschool classroom

2025-07-15T19:12:12+00:00

School coexistence faces critical challenges due to insufficient attention paid to children's socio-emotional skills, which leads to interpersonal conflicts, disruptive behaviors, and difficulties in problem-solving. This research article, using a qualitative approach and empirical methods, examines this problem and its impact on the quality of classroom coexistence. To address this issue, it is essential to continuously and effectively integrate socio-emotional education into the classroom through a series of strategies that become ingrained habits in students' lives and encourage active parental involvement. Strengthening these skills promotes more respectful and collaborative coexistence in the academic environment, contributing to collaborative learning and the development of positive relationships among students. It is concluded that socio-emotional education not only improves school coexistence but also facilitates an environment conducive to learning and personal growth, highlighting the need for its systematic and consistent implementation in the educational system.

The use of AI in the development of learning strategies by university students

2025-07-15T19:32:08+00:00

This article aims to identify how curriculum development enables teachers to organize and select different strategies that support the teaching-learning process, related to a curricular model and approach, with the goal of fostering student autonomy through the use of various available resources. The study seeks to describe how university students use artificial intelligence (AI) to develop learning strategies outside the classroom. The methodological process considered follows a quantitative, descriptive approach, using a Likert-scale questionnaire. The instrument was validated through expert review and statistical analysis, ensuring its reliability with Cronbach's alpha. The population considered consists of university students undergoing initial teacher training in different areas of specialization. The results show that artificial intelligence has mainly been used to reinforce and understand academic content, which has contributed to a reduction in the amount of time students dedicate to studying. It can also be concluded that, in teacher training, it is important to consider how the use of artificial intelligence may influence students' interest in learning, as this aspect could later be reflected in their professional performance.

Continuous education. A need in the Eastern Region of Angola

2025-07-15T20:03:21+00:00

This article aims to present and assess the potential of the Saurimo Polytechnic Institute of the Lueji A'nkonde University in relation to the continuing education of professionals in the Eastern Region of the Republic of Angola. The activities carried out at the institution promote postgraduate training for professionals in various specialties, such as Engineering, Educational Sciences, Social and Human Sciences, and Health Sciences. The article uses a qualitative approach, employing descriptive methods to analyze data obtained from documentary reviews and semi-structured interviews with higher education experts. Data triangulation was implemented to ensure the validity and reliability of the results. Theoretical educational research methods allowed for a theoretical systematization of the topic, while documentary review facilitated the collection, presentation, and analysis of the information required for the development of this article. In response to the identified problems, postgraduate programs are proposed, including the Master's in Sustainable Development, as well as pedagogical aggregation courses for higher education, upper secondary education, and polytechnic education. It is concluded that postgraduate training constitutes a strategic offering that expands access to professional development for those seeking to improve their skills in both the academic and professional fields.

The poetics of cubanity in the poetry of Fina García Marruz

2025-07-15T20:42:22+00:00

Fina García Marruz, a prominent poet of the Origins group and a key figure in 20th-century Cuban poetry, constructed a body of work deeply connected to the island's cultural identity. In her poetry, Cubanness is not presented as an aesthetic and spiritual experience manifested through images of space. In this context, this research article proposes an analysis of the poetics of Cubanness in her work, addressing the paucity of academic approaches to the topic at hand. The research offers a reading of this dimension in the Origenist poet's work, beginning with the search for and interpretation of those images of poetic space, considering these as elements that connote Cubanness and that are iteratively manifested in poetic discourse. To fulfill the stated objectives, a qualitative study was designed, with the investigative process organized into four fundamental phases: the identification and critical examination of theoretical and methodological references; The conceptual systematization of the main analytical category, the poetics of Cubanness and the dimension of poetic space; the application of the analytical categories to the selected corpus; and the interpretative proposal resulting from the inferences of meanings. As a result, an interpretation of the meanings associated with the poetic images of interior and exterior space in the poetic work of Fina García Marruz is offered, which aim to reinforce the notion of Cubanness inherent in her poetics.

Towards an education without limits

2025-07-15T21:06:13+00:00

Early childhood is a wonderful time because everything is new; children explore and desire everything in the world around them. Therefore, the learning process must include body, emotion, mind, and environment. This article focuses on the importance of breaking down the disciplinary walls that compartmentalize knowledge in the classroom and restrict children's natural questioning. From Neurodidactics and the Pedagogy of Being, we propose a transdisciplinary and inclusive vision that considers diversity, emotional connection, and culture as the primary foundations of meaningful learning. In conclusion, we propose that an educational approach based on bees as a cross-curricular resource also promotes brain plasticity, multiple intelligences, Universal Design for Learning, and mirror neurons, and fosters a more global learning experience tailored to reality.

Shool coexistence

2025-07-16T14:36:33+00:00

School coexistence is an important process that brings together aspects of the relational dynamics of the actors involved within educational institutions. In this regard, the article seeks to reveal interesting aspects by adopting the concept of coexistence (UNESCO, 2023) as a pillar supporting this thematic line, but with an approximation to González's (2023) foundation of Diverse Knowledge. Adopting these foundations provides theoretical and methodological support for the doctoral thesis development process at the University of Technology and Education (UTE). The documentary review study is based on hermeneusis and relies on two fundamental and up-to-date procedures that are essential in this type of study: a) State-of-the-Art Evaluation Matrix, b) New-type theoretical and methodological systematization. The research assumes the ethical use of AI (Copilot and DeepSeeK) to facilitate and streamline information search processes, while also implementing the author's critical-reflective thinking. The results reveal that the diverse knowledge methodology provides a divergent ontoepistemological perspective on school coexistence, resulting in a renewal of the topic, especially by revaluing the pillar of knowing how to coexist in the context of educational institutions in Santa Cruz Lorica in the 21st century.

Education, law and sustainable technology

2025-07-16T15:36:30+00:00

A research article with qualitative approach is presented, which addresses the problem of sustainable technological education in Mexico. The study of the issue is essential for the social and economic development of the country, and its integration with the legal framework allows a balanced approach between innovation, legality and environmental responsibility that can be more effective if it is integrated into the formation of specialists in the educational system. The purpose of this article is to contribute to the debate on the need for a legal approach in technological education, promoting academic and legislative initiatives that reinforce the role of educational institutions in the construction of a more sustainable future in Mexico. Through documentary analysis, it was verified that Mexican regulation establishes guidelines for the use of renewable energy, electronic waste management and the development of sustainable technologies despite the significant challenges that arise. The article connects the need to include the current regulatory framework through the review of current curricula; Strategies are proposed to strengthen the relationship between education, technology and environmental law, highlighting the importance of incorporating ecological legislation into technological training programs. It is concluded that, promoting a technological education aligned with the principles of sustainability and social responsibility is key to preparing professionals capable of developing innovative solutions that meet the current environmental challenges.

LATIN AMERICAN PEDAGOGY. CLAIMING REGIONAL IDENTITY FROM A GNOSOEPISTEMOLOGICAL PERSPECTIVE

2025-07-16T16:12:24+00:00

Introduction: This article addresses the vindication of the regional and cultural identities of indigenous peoples in educational contexts, criticizing fragmentary approaches (intercultural/bilingual) and proposing a gnoseopistemological integration that overcomes dichotomies between essential being and being-in-the-world. It is inspired by the hermeneutic perspectives of Gadamer and Habermas, the phenomenological perspectives of Ricoeur, and the decolonial perspectives, along with Maturana's biology of love and Morin's complex thought. Materials and methods: Through a critical-discursive analysis, theoretical sources (epistemology, anthropology, pedagogy) and emblematic cases (such as the Mapuche culture in Chile) are examined. Two educational paradigms are contrasted: the patriarchal (hierarchical, linear) and the matrix (ecosystemic, dialogical), using comparative matrices and testimonies. Results and discussion: It is noted that current educational programs reduce the original to folklore, ignoring its hologrammatic worldview and conversational networks. Gnoseoepistemology fuses ontology and epistemology to understand identity as "unitas multiplex" (essential/existential being), exemplified in Mapuche rituals (We Tripantu) and sentipensant pedagogies. A diagnosis is made of education colonized by thanatopolitical logics, which alienate the subject from their matrixial and territorial roots. Conclusions: The educational vindication of the original requires: Transgenerational validation where ancestors are honored through embodied pedagogies exemplified in dances and rituals. It results in the complexification of the curriculum: by integrating ancestral knowledge as relational choreographies and not as isolated contents. Political action in education: impacts Mapuche territorial autonomy as an urgent case, linked to pedagogical demands.