Revista Holón

Presentación

Eurídice González Navarrete — 2026-05-06

Digital Scaffolding Model for Continuing Education of Older Adults:

Diego Cristóbal Rodríguez Rodríguez — 2026-05-06

This scientific article proposes a sociocultural digital scaffolding model (MADS) for individuals over 65 years of age with no prior experience using technological tools. The model is to be implemented in the Municipality of Monterrey, Nuevo León, under a 70/30 hybrid learning model. It is based on a constructivist-sociocultural perspective where learning is a mediated social practice. The teacher acts as a mediator and guide, providing adjustable temporary support (scaffolding) that is withdrawn as autonomy emerges. The instructional architecture integrates mediation within the Zone of Proximal Development (ZPD), micro-scaffolding (microlearning), and an explicit metacognitive axis (planning-monitoring-evaluation) as a gradual transfer of control. Methodologically, a 12-week randomized controlled trial was designed, using ad hoc instruments validated by experts and a pilot study. Measurement focused on observed performance through functional tasks (video calls, messaging, email, forms, procedures, digital banking, and health/telemedicine). The outcome was defined as a hierarchical combination: functional performance (primary), persistence/continuity (secondary), and observable autonomy (tertiary). Expected results and contributions are discussed: a replicable model for local governments, transferable rubrics and learning sequences, and evidence for digital inclusion policies consistent with the Decade of Healthy Ageing.

Art as inclusive mediation in ASD from a neurodiversity perspective

Ivonne Aranda García — 2026-05-06

This article examines inclusive pedagogy from an ethical and cultural perspective that recognizes diversity as a fundamental value in education. It emphasizes the paradigm shift regarding autism spectrum disorder (ASD), approached through the neurodiversity framework, which acknowledges autism as a natural variation of neurodevelopment. The role of art is highlighted as an inclusive tool that facilitates the expression and communication of individuals with ASD, contributing to their emotional, social, and creative development. As a case study, the workshop "Creating with the Heart" is presented, which, based on Vygotsky's sociocultural theory, promotes inclusion and skill development in individuals with autism through adapted spaces and artistic activities. The results demonstrate improvements in participants' self-esteem, emotional self-regulation, and social integration, as well as a positive transformation in the social perception of autism. Finally, the article underscores that access to art is a fundamental cultural right essential for building more inclusive and diversity-respecting societies.

The audiovisual workshop in future professionals of artistic education from a pedagogical pragmatism

Antonio de la C. Torres Pita — 2026-05-06

The use of audiovisual media has evolved from a complementary resource to an effective means of training new education professionals. This research systematizes pedagogical experiences with students of the Art Education program (2022-2024 academic years) in response to the need to update their training in educational technology. The study identified shortcomings in the didactic integration of audiovisual media at the "Pedro Albizu Campos" Pedagogical School in Mayabeque, Cuba. The objective was to develop a pedagogical workshop strategy to promote audiovisual training and production as a teaching medium. Empirical (observation, interviews, product analysis), theoretical (documentary analysis), and descriptive statistical methods were used. The results show the development of technical and pedagogical competencies in students and the social outreach of their productions. It is concluded that a pragmatic and outreach-oriented approach is key to integrating audiovisual media into teacher training, transforming students from passive consumers into critical producers.

Who learns design in the age of artificial intelligence? Reconfiguration of university learning.

Ana Lucia Murillo Villamar — 2026-05-06

Over the course of this last decade, generative artificial intelligence has gained significant relevance for various design disciplines such as Graphic Design. Based on this idea, this study proposes to share an analysis of how the integration of artificial intelligence (AI) reconfigures the notion of learning in university design education. The study adopts a qualitative methodological approach, supported by a systematic literature review following PRISMA guidelines, examining publications indexed in Scopus, Web of Science, and ERIC between 2015 and 2024. After applying inclusion and exclusion criteria, 39 articles were selected for thematic qualitative analysis. The results point to four main areas of transformation: a) automation of technical tasks, b) expansion of divergent thinking, c) redefinition of authorship, and d) the need for critical AI literacy. In conclusion, AI does not replace human learning, but it is shifting the educational emphasis from technical skill to strategic conceptualization, critical evaluation, and professional ethics. Finally, a curriculum integration model based on metacognitive, strategic, and critical competencies is proposed.

Teacher training and development of scientific thinking. Study in context in University Pinar del Río

Renier Serrano Moreno — 2026-05-06

This article scientist analyzes how the predominantly instrumental use of Emerging Technologies (ET) in higher educations, a situation that limits their education, a situation that limits their formative potential in the development of scientific thinking. The objective is to analyze how Gaston Bachelard´s epistemology, especially the concepts of epistemological rupture and phenomenological technology, can offer a provides a theoretical and methodological framework for reorienting these technologies in teacher training. From a qualitative perspective, documentary analysis is used as the methodological strategy. The study is situated at the University of Pinar del Río “Hermanos Saiz Montes de Oca” whose institutional characteristics constitute the reference context. It is argued that educational innovation does not reside in the simple incorporations of ET techniques, but rather in their capacity to act as laboratories of thought that foster a break with naïve knowledge. Bachelardian concepts are presented as tools for designing learning environments where future teachers actively participate in the constructions of phenomena and in the rational production of knowledge. It concludes by proposing a pedagogy of rupture, in which the teacher assumes the role of epistemological mediator and the SE TE are integrated into the formation of a critical and autonomous scientific spirit.

Hybrid virtual environments

Ricardo Candanedo Yau — 2026-05-06

This reseach article analyzes educational trends related to the implementation of hybrid virtual environments (HVE) in Latin American higher education as a strategy to strengthen pedagogical innovation and educational sustainability. The research followed a qualitative documentary-analytical approach based on a review of scientific literature published between 2015 and 2025 in international academic databases such as Scopus, Web of Science, ERIC, SciELO, and Redalyc. The analysis focused on studies related to hybrid education, integration of information and communication technologies (ICT), educational innovation, and the development of digital competencies in higher education. Results show that hybrid virtual environments enhance educational flexibility, promote autonomous and collaborative learning, and strengthen digital competencies among teachers and students. Additionally, the implementation of these models contributes to the optimization of institutional resources, expansion of access to higher education, and reduction of the environmental impact associated with traditional academic activities. Hybrid virtual environments are therefore identified as a relevant educational model for the pedagogical transformation of higher education, integrating technological innovation, institutional sustainability, and student-centered learning strategies.

Assertive communication in teaching professional performance

Dayani Hernández Allende — 2026-05-06

This academic essay arises from an essential question: how can the teacher shape humanity if he himself does not inhabit the word with full consciousness? Based on the findings of research conducted in teacher training contexts in Cuba, a deep tension becomes visible: teachers theoretically recognize the value of assertive communication, but in the daily life of the classroom, communicative practices anchored in one-directionality, fear of dissent, and the difficulty of sustaining genuine pedagogical dialogue persist. An ontological thesis is defended here: assertive communication is not a technique or an ornament of teaching professional performance; it is its very essence. The teacher does not teach how to communicate: he communicates, and in that act consciously or unconsciously he models a way of being in the world. Based on the foundations of the cultural-historical approach and the theory of Advanced Education, this text moves from empirical evidence towards a philosophical reflection on the modeling nature of the educational act. It is concluded that the improvement of professional performance in Pedagogical Schools requires strategies that transcend the purely instructional and touch the existential: to train a teacher who listens, who doubts, who recognizes the other as a legitimate interlocutor. A school that trains teachers cannot inhabit the silence of the monologue.

Meta-Evaluation as a Strategy to Strengthen Educational Quality in Contemporary Society

Ivonnis Navarro Viloria — 2026-05-06

This essay offers a critical reflection on the challenges currently faced by education in contemporary society, particularly in the Latin American context, which is characterized by profound social, economic, and technological transformations. Through an intertextual analysis of diverse theoretical contributions, the paper examines key issues related to the knowledge society, illiteracy, educational investment, and their relationship with economic development, highlighting persistent tensions between educational coverage, quality, and relevance. The analysis argues that these challenges cannot be adequately addressed solely through increased investment or curricular reforms. Instead, they require a critical examination of institutional evaluation processes that guide educational decision-making. In this regard, meta-evaluation is presented as a strategic approach to assess the quality of evaluation itself, identify its limitations, and strengthen its formative and transformative potential. Finally, the essay suggests that achieving educational quality in the twenty-first century demands an integrated approach that connects evaluation, contextual relevance, and continuous improvement as foundations for sustainable educational and social development.

Negotiating to transform

Sayra Eugenia Campos Ramírez — 2026-05-06

This essay proposes a reflection, the purpose of which is to analyze negotiation and conflict management in educational institutions from an organizational and pedagogical approach. The conceptual development is supported by the contributions of authors such as Galtung Fisher and Chaux, which allow us to understand the conflict as an opportunity for learning and change, when it is approached from dialogue, emotional management and collaborative work. The analysis examines the main conflict resolution methods – conciliation, mediation and arbitration –, highlighting principle-based negotiation as a relevant strategy for building sustainable agreements in the school environment. In this way, the role of transformational leadership is analyzed in the generation of organizational climates based on trust, co-responsibility and team integration. The analysis is located in the contemporary Latin American school context, characterized by sociocultural diversity and teamwork and consideration of the importance of emotional intelligence, to examine conflict as an opportunity for learning and institutional transformation. Finally, it reflects on the importance, in practice, of ethical and pedagogical management of conflict, to strengthen organizational culture and the promotion of educational environments oriented towards collective well-being. It is concluded with the identification of the main approaches for management in educational environments.

The poetic-philosophical universe of José Lezama Lima

Rigoberto Pupo Pupo — 2026-05-06

This essay analyzes the convergence between philosophical thought and literary creation in the work of José Lezama Lima, positing that his intellectual production constitutes a poetic cosmology where the image acts as a hypothesis of possibility. The objective is to unravel how Lezama integrates philosophical concepts and biographical experiences to configure his "poetic system." Through a hermeneutic review, key milestones such as “La expresión americana” and the novel Paradiso are examined. The central thesis argues that in Lezama's work, metaphor and image are not mere aesthetic resources, but gnoseological categories that allow for overcoming traditional historical causality. It is concluded, supported by recent criticism, that his work proposes an integrative vision where philosophy and literature are indissoluble, functioning as a mechanism of human redemption through culture.