Punto educativo

Curriculum and educational practice in the transition year

Saida Mercedes Alvarado Pinto — 2025-10-28

The study of the educational practices is currently focused on the increasing importance of the classroom learning experiences. Their analysis provides us with the understanding needed to build better, deeper and more effective learning. The interaction between teachers and their learners is also determined by the country’s curriculum policies. The present article is part of the Research Project: Educational Practices in the Transition Year of Primary Education in relation to the Teachers’ Implicit Theories and the Colombian Curricular Policies. It is embedded in the theoretical framework of the aforementioned project and is designed to provide an overview of literature reviews related to the description and analysis of the curricular and pedagogical organization in the Transition level as well as the role of the teacher in the context of the Colombian Curricular Policies. In addition to this, this paper also seeks to put this review into consideration and discussion of the Academic Community. From the analysis of this review, it stands out the need to propose alternatives of teaching training allowing not only teachers’ deeper knowledge of the official curriculum and its reforms but also their direct participation in the design of the curricular policies in the transition year of Primary Education.

Use of technological tools, as a pedagogical strategy in the teaching process of Social Sciences

María del Carmen Amado Angulo — 2025-10-28

This article presents the progress of the doctoral research proposal, which aims to achieve the general objective of the project: "To evaluate the use of pedagogical strategies that involve technological tools to improve the teaching-learning process of Social Sciences in sixth grade students of basic secondary education at the Technical Industrial IED of the municipality of Tocancipá", based on the problem raised that is related to the low performance of sixth grade students in the area of ??Social Sciences, which raises the research question: How can the use of pedagogical strategies that involve technological tools improve the learning process of social sciences in sixth grade students of E.B.S. of the Technical Industrial Departmental Educational Institution?, the hypothesis being that by using Information and Communication Technologies, the teaching process of Social Sciences will be improved. To respond to this, the use of phases oriented to carry out a bibliographic review on aspects related to the subject is proposed, focusing on a methodology based on the positivist paradigm where a target population will be selected, to which data and information collection instruments will be applied such as diagnostic evaluation, student assessment forms, evaluation after applying the strategies and the analysis of academic results in order to establish the before and after the application of the didactic strategies, with the support for the analysis of descriptive statistics, for its analysis and establishment of conclusions.

Demographic characterization of the Zenú Indigenous Council (Cipez) in Turbaco, Bolívar

Ángela Angulo Marimon — 2025-10-28

This article is the result of a demographic diagnosis that seeks, through an ethno-educational strategy, the cultural identity of the Zenú CIPEZ indigenous council located in Turbaco - Bolívar, and the representation of a research background that broadly and solidly exposes the need for build an inclusive and comprehensive education from the formation of an ethno-educational institution with intercultural pedagogical visions to teach the symbolic and intellectual heritage of the Zenú indigenous people. Being, in turn, an example that broadens the field of ethnoeducation and social sciences through its impact on the population under study.

Teaching English from the experiential learning of students for global citizenship

Arbey Arbeláez Salazar — 2025-10-28

This article reflects on the experiential learning of a second language (L2) English by students in technical secondary education of an official educational institution in the rural context, for global citizenship. In this way, the paradigm is qualitative, of a hermeneutical type. With this, two categories emerge: 1. The experiential learning of students in L2. 2. The teaching of a second language for global citizenship. Thus, the relevance of this work is because the teaching-learning processes of L2 are closely and intimately linked to all the social, historical, cultural, political, ecological and economic contexts in which people live, cohabit and move. The results show that stimulating socio-educational practices, from the experiences of the students themselves, is a determining element of the subject's training, based on their own educational practice. Likewise, the teaching of a second language will allow the ability to understand oneself as an active part of global citizenship to be promoted. Hence, it is concluded that this type of didactic work, in which there are clear purposes and contextual and sequenced activities, makes it possible for the student to produce coherent texts in English L2 from his or her own contextual reality, through his or her experiential praxis.

Augmented reality and creativity in early childhood education

Tania Arboleda Caicedo — 2025-10-28

Creative development in early education is decisive for the integral development of children, influencing their intellectual, emotional and social condition. Although, the importance of creativity at this stage is recognized, there is still a lack of understanding of the specific factors that contribute to it and its impact on exploration and communication skills. This study understands this gap by examining the impact of augmented reality (AR) on creative development in early childhood education. The overall aim of the study was to investigate how AR affects the development of creativity in preschool students, taking into account the perspectives of both teachers and children. Consequently, the specific objectives include examining current pedagogical approaches integrated in identifying challenges and opportunities associated with its implementation, analyzing teachers', parents' and students' perceptions of this technology. Also, Augmented Reality provides a rich and interactive learning experience by inferring digital information about the physical environment, allowing children to engage with educational content in a more active and meaningful way. In this sense, the participatory approach encourages exploration, experimentation and discovery, important elements of the creative process, by providing a diverse and stimulating learning environment, since AR can enhance students' creativity, positively impacting their long-term personal and educational development.

Literature in rural areas: the Cinderella of storytelling

Adriana María Arboleda Velásquez — 2025-10-28

The Literature in the Colombian countryside as an important component for the development of rural communities and the actions that have been implemented for its strengthening through different actors. In this article, the shortcomings found in the field and the possible routes to be followed for its strengthening are argued. For this analysis, we started from the compilation of different references as diagnoses, quality references from the National Ministry of Education and entities that work to promote reading, as well as authors who expose the importance of reading and the meaning it has for the development of thought. For this, the compilation of 36 bibliographic sources and their analysis was made; concluding that it is necessary to contribute on the promotion of reading and the implementation of libraries in rural areas as opposed to the low levels of development that the country currently has.

Applied methodologies for the development of computational thinking in elementary secondary school students

Irina Paola Ariza Ramírez — 2025-10-28

This article presents a descriptive review of the experiences generated from computer science in secondary school students from different countries, which are oriented to the development of skills and competencies of this science. It begins by addressing the origin of computational thinking, starting with Dr. Jeanette Wing who introduced the term and popularized it, and highlighting Professor Seymour Papert who manages to introduce the work structure based on the use of computer tools and concepts. Several qualitative and quantitative research projects are analyzed, which were based on the implementation of various methodologies such as: unplugged, connected, project-based learning (PBL), collaborative learning, Design Thinking (DT), Use-Modify-Create, all of them aimed at creatively and effectively promoting the development of algorithmic thinking, purification, decomposition, abstraction and pattern recognition: strengthening the student's computational thinking skills. The purpose of this research is to propose new didactic strategies in which the student develops, in addition to these skills, other competencies such as: problem solving and collaborative work, based on the above, the analysis of the educational programs and the modification of the curriculum in the most up-to-date secondary school that focuses on the preparation of the student competent in computational ability to perform in a world digital.

Inclusion becomes a reality with the pedagogical models of collaborative learning and service learning

María Marlene Ariza Peña — 2025-10-28

This comparative education study focuses on the confrontation between collaborative learning and service-learning models in the context of inclusive education, using a bibliometric review of internationally relevant articles. It should be noted that Colombia has legislation, such as Law 2216 of June 2022, that promotes inclusive education, guaranteeing the right to quality education for all, including those with specific learning disorders.

Specific learning disorder is defined as the difficulties faced by students in receiving, processing, and memorizing information, affecting their school performance. In the first cycles of primary education, insufficiencies in mathematics are frequently observed, as a result of a specific learning disorder known as dyscalculia, however, it should be noted that inclusion, although a positive concept, is often implemented in an exclusionary way, which reflects a lack of attention to the needs of vulnerable students. Education in the twenty-first century requires the development of competencies at all levels, allowing people with disabilities to take advantage of their potential.

Service learning, influenced by thinkers such as Boyer and Dewey, is presented as a methodology that connects education with the community, encouraging creativity and reflection on experience. Finally, in the pedagogical model of collaborative work according to Vygotsky in his concept of zone of proximal development, what a child does with the help of peers leads him later to develop his activities autonomously, demonstrating his competencies.

Gamification as a didactic strategy for learning English vocabulary

Cristian Antonio Arroyo López — 2025-10-28

The prevailing need to learn new languages ??in a world that is constantly advancing and changing in the different contexts in which the individual develops has become one of the greatest challenges in education today, the different strategies in use for learning a new language, every day they demand a greater study and dedication so that the learning obtained through these, is assimilated and executed by the students in an adequate way over time.

The different strategies that classrooms take on a day-to-day basis, based on the traditional formalism of teaching in a monothematic and linear way, would be seen as one of the constant arguments that negatively influence the genuine development of a second language in students. primary school; Therefore, it lacks diversity and although it is true that it is difficult to learn a new language, it is also a fact that the motivation which the product is presented to consumers, in this case the students, will be decisive in achieving the objectives. proposed, given that little exposure or lack of knowledge of the language will lead to learning in endless gaps, which are passed from course to course.

The theme of this article is focused on knowing gamification as a didactic strategy for learning a basic vocabulary of the English language; attending to the needs and expectations of the children in a process where interest and motivation to learn a second language prevail.

Collaborative and dynamic learning in global education with web 2.0

Carolina Gutiérrez Prieto — 2025-10-28

Global changes pressure all groups to acquire and apply new skills constantly. New globalizing forces require that educational institutions catch up and that people graduating and working in these places have a wide range of social and cultural abilities to solve problems and collaborate worldwide. Global education, web 2.0, and learning theory allow educators to globalize their classrooms through e-learning, blended learning, face-to-face, open, and distance education aimed at an inclusive and high-quality education. There are multiple challenges impacting education in Latin America. Nevertheless, to improve the quality of education, the Colombian government has designed a series of projects whose objectives aim to coherently articulate the different levels of the educational system in a Global Age where borders are gradually disappearing. This continuous change in the world gives rise to the Digital Age and the non-traditional teaching-learning process where the roles of the teacher and the student require specific attitudes and skills, and thus be in trend with the globalizing world.

Encounters between formal education and cultural traditions

Antonio Aviléz Aguas — 2025-10-28

This article analyzes the interactions of formal education with the cultural traditions of the students of Alto Sinú, Emberá Katío, considering how these interactions affect the educational journeys of the students and preserve the cultural identity of their respective communities. The document follows a qualitative ethnographic approach and describes the educational experiences of students and how the cultural aspects of their community are intertwined, or in some cases confronted, with the prevailing forms of school education. Overall, the results highlight the need for an educational process that, rather than simply tolerating individual cultural identities, uses them as valuable resources for students' holistic educational experiences. The article also discusses some of the challenges and opportunities that exist for the overall implementation of ethno-education approaches in Colombia. It highlights the importance of a pedagogical approach that, in a globalized context, celebrates cultural diversity and supports students' individual identities. Considering local experience but also relevance to other places with minority cultures, the study adds some innovative ideas to the ongoing dialogue on intercultural education and may inspire future more equitable education policies.

Creative writing as a teaching strategy for textual production among basic education students in the municipality of Ciénaga de Oro – Córdoba, Colombia

Saudit Yolima Ayus Bula — 2025-10-28

The purpose of this experience is to strengthen pedagogical processes with the support of creative workshops for the integration of students into changing worlds that also include new study approaches, the development and application of a didactic strategy that facilitates the development of the written production of basic education students and that at the same time awakens interest in students of these grades. Due to the low levels of textual production and knowledge appropriation in the academic activities of the Spanish language area presented by the basic education students of the municipality of Ciénaga de Oro - Córdoba, the implementation of didactic strategies in the teaching process is necessary. learning, creating spaces and events that lead learners to become interested and participate in their continuous and comprehensive training, confirming the individuality of learning for the applicability of knowledge in a given context, not leaving aside the importance of cooperative and collaborative work. Theoretically based on the psychogenesis of learning, skills and learning difficulties in the area of ??language, creative writing workshops and teaching-learning strategies.

An applied technological research will be carried out, seeking the generation of knowledge through the study and analysis of a situation in the educational field and through the application of a technological tool providing new pedagogical strategies, through which it was possible to conclude that the application of These tools generated greater interest among students in the area.

Burnout syndrome in teachers and its impact on educational administration

Elda R. de Badillo — 2025-10-28

Educational administration has faced many challenges in the management and direction of Teachers in terms of offering an optimal environment, control of emotional balance, control of work stress, among others. One of the public health conditions that has increased in recent years is burnout syndrome in teachers. The objective of the study was to analyze the impact that teacher burnout causes in the educational administration of the three secondary schools with the largest teaching population in the official sector of the District of La Chorrera. For the development of this study, other research was previously reviewed. The approach is quantitative-descriptive, and its population consists of 189 teachers and 10 managers, the sample is 80 teachers and 7 managers. The data were obtained from a questionnaire with the Liker Scale and to process them the IBM SPSS. The results reveal that 71% of directors totally agree that in their school there are teachers who present characteristics of exhaustion, emotional exhaustion, and stress. Likewise, 34 and 18 teachers indicate that they totally agree and agree that the work that teachers do daily demands a lot of energy. The research highlights the need for educational institutions to implement strategies to prevent and mitigate the effects of burnout in teaching staff. These measures include the promotion of a healthy work environment, the offer of well-being programs and the implementation of policies that recognize and value teaching work.

Playful and didactic

Alfredo José Barón Bulloso — 2025-10-28

In our schools, we notice students who are disinterested and unmotivated in learning mathematics. This is why the importance of this research, titled "Playful and Didactic Approaches: Learning Mathematics in the Students of the Santa Teresa Educational Institution in the Municipality of Cereté, Department of Córdoba – Colombia," lies in improving the teaching-learning process in mathematics by implementing playful and didactic pedagogical approaches. This research aims to analyze in detail the different strategies through learning theories, didactic approaches in mathematics, the use of games, technology in teaching students, and, of course, the evaluation of learning. Based on the results obtained, we seek to recommend the most appropriate strategies that align with the students' profiles, characteristics, and contexts. Likewise, we aim to enhance the students' cognitive, praxeological, and axiological competencies. The research is approached from a constructivist-social pedagogical perspective, which places the students as the protagonists of the entire process, taking into account their different conditions to foster autonomy, responsibility, and critical thinking, thus addressing the apathy, fears, and uncertainties that the learning of this subject often generates. The research concludes that the integration of innovative approaches in the teaching-learning process helps to develop well-rounded individuals capable of thriving in any environment, thereby ensuring that, in the near future, they become professional citizens who contribute to society in all its dimensions.

Narrative as a pedagogical strategy in the construction of identities

María C. Barragán Homes — 2025-10-28

This research aims to establish and implement the story and life experiences as a pedagogical strategy that, from the narratives of the students, allows the construction of individual and collective identities. The didactic tools that support the strategy and its execution make possible the presentation of main categories, highlighting the qualitative approach in its descriptive richness and the narrative design as a methodology to collect written and narrated words within the significant experiences of the students. In this sense, it is important to recognize that a process of reflection, writing and projection about it accompanies the strategy application.

The process to make known the qualitative results achieved with respect to the categories of analysis: narrative, identity, and the relationship of them, within the pedagogical process, it is done through the results report with a transversal and a singular focus. For this, points of articulation with different theoretical contributions are established, with what was evidenced in the implementation of the strategy and with the achievements obtained in each of the phases. The conclusions frame a transcendent meaning to the work carried out and provide a methodological commitment within the pedagogical processes, which implies seeing the students as protagonists of their own history.

STEM teachers' capacities and skills

Karen Lucía Berrío Pereira — 2025-10-28

STEM education (Science, Technology, Engineering, and Mathematics) has become a fundamental pillar in contemporary education, addressing the growing demand for pedagogical innovations that enhance educational quality globally. In Colombia, and specifically in Montería, the implementation of STEM approaches in public schools faces significant challenges, primarily due to limitations in teacher training and the integration of these disciplines into the school curriculum. This presentation addresses the need for a deep analysis of how STEM training influences teachers' pedagogical capacities and skills, a crucial aspect for improving teaching and learning processes in secondary education.

The study is based on a robust theoretical framework that explores the experiences and perceptions of STEM-trained teachers, drawing on contributions from prominent authors in the field; it projects how this training can transform pedagogical practices and strengthen educational strategies in Montería's public institutions. This theoretical analysis aims not only to justify the relevance of continuous and specialized training for teachers but also to offer recommendations that promote the effective integration of STEM into the school curriculum. Finally, the significance of this theoretical analysis lies in its potential to positively impact educational quality and contribute to the sustainable development of the region and the country.

Inclusive education, didactics, and curriculum policies

Katherine Rosa Berrío Pereira — 2025-10-28

The evolution of the curriculum and contemporary didactics has highlighted the need to adapt educational practices to address student diversity. At the Antonio Nariño Educational Institution in Montería, the lack of an integrated approach that links the curriculum with inclusive didactic strategies has limited the effectiveness of the teaching-learning process, particularly for students with learning barriers or disabilities. This presentation focuses on a theoretical and conceptual debate arising from the importance of demonstrating the impact that applying a contemporary didactic model, which strengthens inclusive education through a curriculum adapted to current needs, would have. It also proposes an in-depth analysis of the didactic practices at the institution, aiming to identify how contemporary methodologies can be implemented to improve the educational experience and promote greater inclusion. Additionally, the application of curricular policies that support dynamic and adaptable didactic approaches, capable of effectively integrating all students into the educational process, will be considered. The theoretical analysis of this presentation addresses the relationship between curriculum and didactics in the context of inclusive education, drawing on the ideas of pioneering authors in the field. Finally, the importance of this work lies in its ability to propose a solid theoretical framework that can serve as a foundation for future implementations at the Antonio Nariño Educational Institution and as a reference for other institutions seeking to innovate in their pedagogical practices.

Art in Education

Diego Fernando Berrio Castañeda — 2025-10-28

This bibliographic review focuses on the use of art as a pedagogical strategy in different educational levels (Early Childhood, Primary, and Secondary school) with a marked emphasis on the learning of natural sciences. Articles that analyze the relationship between art and learning in various areas of knowledge are grouped, highlighting the ability of art to promote understanding and retention of concepts, to stimulate various competencies in students, such as creativity, critical reading, oral expression, among others. Additionally, studies that use various artistic expressions, such as music, muralism, and dramatization, to improve student motivation and commitment are reviewed. It is concluded that art is an effective tool to enrich education and, consequently, a useful and important element to explore in the processes of teaching-learning of natural sciences, as well as contributing to the integral development of students.

Psychosocial wellbeing

Ana Karina Bertel Barreto — 2025-10-28

Terms such as well-being, quality of life and life project are part of our daily life and are becoming increasingly important in research contexts, due to their implications in the current world in which we live. However, their conceptual definition deserves considerable precision and clarification for their understanding and recognition. The objective of this article is to analyze the conceptualization of psychosocial well-being, initially from its etymological roots. Then, a historical review is made on the conceptions of well-being from its beginnings in ancient cultures, its conceptualization in the psychological traditions of Hedonism and Eudemonism, until it became a strategic approach with multiple dimensions. Its implications in the educational field are also analyzed: learning and life projects. This article analyzes from different points of view the meanings and theories on well-being, so methodologically the documentary analysis was used to reach a broader understanding of the concept, the main theoretical premises on its psychological and social foundations were identified to form the construct. As a conclusion of this analysis, psychosocial well-being is an inseparable concept and will surely persist as a strategic approach that merits the need for further research studies that recognize its complex, multidimensional and transversal nature, by situating it in social, educational and personal contexts. Finally, the premise of building psychosocial well-being programs and policies as an integral learning tool in the agendas of nation-states and organized civil society is justified.

Decolonization of sexual diversities in america

José Dionisio Bertel Barreto — 2025-10-28

This article presents a microhistorical analysis, based on a constructionist approach, on sexual diversity in America from pre-Hispanic to postmodern times, under the context of European Colonization, with the aim of reconstructing and understanding how sexual diversity was perceived and discerned in different ages, and how the legacy of these experiences has influenced contemporary conceptions of sexuality in America and the world, recognizing the importance of changing historical legacies of homophobic codes. Through historical sources, ancient documents and current studies, the social structures of various pre-Hispanic cultures are explored, which with the arrival of European colonization, new norms and values ??that gave rise to a long history of repression and cultural adjustment were imposed, giving space to a long history of repression and cultural adjustment that transformed radically their way of thinking, revealing the main objective of this research which is understanding human sexuality as a cultural product in constant evolution and oddly linked to powerful structures. It is concluded that the school, as the first space for coexistence, presents the need to restructure a more inclusive educational environment for the recognition of people whose sexuality is diverse, who are often discriminated and marginalized by an identity fundamentalism that excludes any range, ambiguity or difference associated with other non-hegemonic identities.

Socio-emotional effects of the pandemic in educational communities and its influence on the academic performance of students

Consuelo Blanco Velandia — 2025-10-28

The COVID-19 pandemic has had profound socio-emotional effects on educational communities around the world, significantly influencing student academic performance. This scientific article explores the multifaceted impacts of the pandemic on students' social-emotional well-being and academic outcomes. First, the pandemic required abrupt shifts toward hybrid and remote learning modalities, disrupting traditional educational routines and social interactions. This sudden change posed challenges to students' emotional stability, leading to increased levels of anxiety, stress, and feelings of isolation. The lack of support networks and in-person socialization further exacerbated these issues, impacting students' mental health and overall well-being. Second, socioeconomic disparities exacerbated by the pandemic disproportionately affected vulnerable student populations. Limited access to technology and stable Internet connectivity hindered their participation in online learning, widening existing achievement gaps. Additionally, the financial difficulties experienced by families contributed to increased stress levels among students, which affected their ability to focus on academic tasks effectively. Additionally, the article analyzes strategies and interventions implemented by educational institutions to mitigate negative socio-emotional effects on students. These include virtual counseling services, mindfulness programs, and community outreach initiatives aimed at building resilience and supporting mental health.

Hard skills in police technical-professional training

John Frank Buitrago González — 2025-10-28

One of the main problems in professional technical training in the police service lies in the disconnection between the theoretical content taught in classrooms and the practical skills required in the police field. The general purpose of this research is to determine the impact of the design and implementation of spiral assessments on the development of hard skills in subjects participating in professional technical training. The research paradigm that guides the process that has been delimited from the qualitative-quantitative perspective is taken into account. In addition to that, a series of systematic, empirical and critical research processes are taken into account that lead to the use of data collection instruments of a qualitative and quantitative nature; Techniques such as documentary analysis, direct observation, evaluative rubrics and surveys are taken into account, integrating and enabling analysis, interpretation and joint discussion. With all of the above, it is assumed that learning processes that combine hard and soft skills, and that are implemented in an iterative and reflective manner, promote comprehensive development and better adaptation to professional challenges.

Practices and realities of the bachelor of primary education

Andrea Catalina Bustamante Parra — 2025-10-28

The document presents the progress of an ongoing research at a University of Boyacá, Colombia, whose topic allows us to understand how future teachers perceive inclusive practices in educational environments. The main objective of the study is to recognize the pedagogical practices of the teachers in training of the UPTC basic primary degree in the face of inclusive education. It is highlighted that the subjects of this research have been immersed in micro-practices throughout their educational career. The research is developed from a qualitative approach with a hermeneutical phenomenological design. Some of the instruments for collecting information are: context reading, semi-structured interviews, and group dynamics, in such a way that a vision of current educational processes and their contribution to social cohesion can be obtained. It is expected that the results of the study will allow the identification of difficulties and opportunities in the dynamics of the classroom and the evaluation of the state of schools from inclusive approaches. Meanwhile, to envision the qualification of future teachers in a diverse social system that favors social transformation in teaching practice, from specific didactics in the development of inclusive practices.

The “Joo’uya Waashajaaiwaa Wanüiki” method for acquiring Wayuunaiki as a second language

Yasir Andrés Bustos Flores — 2025-10-28

The “Joo’uya Waashajaaiwaa Wanüiki” method for acquiring Wayuunaiki as a second language—“Joo’uya Waashajaaiwaa Wanüiki—Let’s Speak Our Language” is a proposal for teaching Wayuunaiki thru a grammar-conversational method featuring images, audio, and everyday communicative situations that enable learners to learn by speaking, listening, and completing practical exercises. This initiative is unprecedented, as no similar proposals for teaching Wayuunaiki have been observed.
It consists of a three-volume collection that has been widely accepted in various academic and cultural settings in Colombia and around the world, and is also used in indigenous educational institutions in the municipalities of La Guajira in Colombia and Venezuela as textbooks for Wayuunaiki studies. Moreover, they serve as a well-known learning reference for various professionals and tourists who interact with Wayuu communities, in terms of developing the competencies required for language learning: reading, speaking, writing, and listening.
This proposal is a historic and unique milestone in the Wayuu community, as it is the first audio-based initiative to reach Wayuu children who do not speak their mother tongue, those who cannot write it, and many who are unfamiliar with its vocabulary, concepts, and other elements, while also reaching the entire local, national, and international population who wish to learn an indigenous language thru a method akin to English courses or to replicate this proposal in their own native languages.

Mainstreaming the curriculum: advantages for the development of mathematical competencies in high school students

Henry Caballero-Rojas — 2025-10-28

It is important for teachers to be able to improve the planning of the teaching they want to deliver to their students with the purpose of satisfying their interests and personal motivations. In this sense, the discussions that currently exist regarding teaching, training, pedagogy, learning and curriculum have provided different ways of understanding the educational reality. This document emphasizes the curricular component, taking into account its importance in the formation of students and the doubts in the process of its construction, it begins by taking the concept of curriculum and is referenced from different positions, approaching its characteristics, possibilities, should be and some problems. It continues with an exploratory tour of academic literature, addressing the transversality of the curriculum, highlighting the most relevant and concludes by highlighting the advantages of integrating mathematics with other disciplines considering that it promotes: (conceptual understanding, critical thinking and development of transferable skills) in students. In addition, the implications of these findings for educational practice are discussed and recommendations for future research are provided.

State of the art: re-educational theory from the systemic family theory for adolescents with repetitively suicidal-type self-harmful behaviors

Ana Catalina Valencia Ricaurte — 2025-10-28

From the context of the doctoral research project of the doctorate in education at the University of Panama, this work begins by analyzing the research background related to psychopedagogical models for the prevention of repetitions of suicidal behaviors in adolescent students of public institutions, drawing a clear and detailed analysis of the most relevant developments to date, however, it was found that an analysis in this area would not provide new knowledge, so some initial notions were collected about the existing models and the theory on which their bases are laid, with an observation window 2020 - 2024, in the databases of Scopus, Springer Link, Science Direct, Google Scholar, ERIC; At the national level, the universities affiliated with RUDE Colombia and the universities: Nacional, Antioquia, Pontificia Javeriana, Andes, Rosario, Costa, Valle, Pontificia Bolivariana, Sabana and Industrial Santander. As main conclusions, (i) the need to establish a comprehensive approach based on the proposal of a theory is presented, for the eradication of repetitive suicidal self-harm behaviors, recognizing the multifaceted complexity of the phenomenon that includes biological, psychological, social and environmental factors. , especially those related to the family and educational environment and (ii) the relevance that the research can have, given the scarcity of specific research, not as such from prevention, but from the elimination of this type of repetitive behaviors, when they have already been identified in adolescents; From this conclusion, the intention to distort emanates, based on the little information on the matter.

Cognitive or developmental pedagogical model versus school of integral development, two giants for inclusion

Nelson Cacua Álvarez — 2025-10-28

The study presents a critical comparison between the developmental or cognitivist pedagogical models and the contemporary active school, highlighting their relevance in understanding teaching and learning processes. These models serve as conceptual tools for analyzing and predicting educational phenomena, with a focus on inclusion and quality. The function of the current curriculum is influenced by the social sciences, which are grounded in the philosophical foundations of other disciplines such as sociology and psychology. This implies that pedagogy is not limited to disciplinary parameters but seeks to address questions arising from these fields. Indeed, educators’ reflection and praxis are fundamental for engaging with research, while the purpose of a pedagogical model is to define the type of person to be formed, the skills necessary for their development, and the most effective methods for achieving this. The pedagogue plays a crucial role in contributing to the clarification of the concept of the person to be formed and the description of the processes of humanization and capacity development.
Pedagogical models not only focus on the aims of teaching but also seek to systematize and standardize the educational sphere, determining what should be taught and how. UNESCO highlights the importance of inclusive pedagogy, which requires a shift in educational culture to address students’ diverse needs in a personalized way, avoiding classification or labeling and instead promoting a sense of universalization in the educational sphere.

Integration of contextual education in english teaching to develop communicative competence

Gloria Estela Calderón Calderón — 2025-10-28

This doctoral thesis project proposes incorporating contextual teaching into English language instruction as a strategy to develop communicative competence among secondary school students. The aim of the study is to adapt learning content to the cultural and socioeconomic realities of the students, in order to promote meaningful learning that reflects their daily experiences and meets their needs. The significance of this research lies in its approach to overcoming the apathetic and unmotivated attitudes that students often have towards learning a second language. By structuring the educational process within its cultural and authentic context, students are expected to view English learning as a useful and relevant tool. Learning strategies will be developed and implemented to encourage greater interaction between students and teachers, thereby strengthening communicative skills in a supportive environment. The specific objectives of the study include identifying the situational needs of students, developing appropriate teaching strategies, and analyzing the challenges and opportunities associated with integrating English into the contextual environment. This research aims not only to improve the communicative competence of secondary school students in English but also to enrich the educational process by relating the content to the students' realities, especially in the rural areas of the municipality of San José de Miranda.

From tradition to the contemporary classroom

Mauricio Calle Cometa — 2025-10-28

Education in heritage knowledge is essential for preserving and advancing our cultural identity, balancing the historical legacy with future needs. Teaching this knowledge is not limited to memorizing facts; it is about understanding the contexts and values that define cultural practices. Integrating tradition into contemporary education fosters a citizenry that appreciates cultural diversity and is committed to preserving heritage.

Folk dance, for example, is a powerful vehicle for transmitting and keeping cultural identity alive. In Cundinamarca, empirical teaching, based on direct experience, is combined with academic instruction, which provides a theoretical framework. This synergy between both approaches enriches education and ensures that dance not only survives but evolves. "Re-existence," as cultural resistance against homogenization, reaffirms the importance of preserving the authenticity of traditions in the face of external influences.

Teachers play a crucial role as mediators between the past and the present, transmitting both cultural practice and theory. Collaboration between empirical and academic methodologies enriches teaching, ensuring the relevance and continuity of folk dances. In a globalized context, this integration ensures that cultural heritage remains alive and relevant, fostering citizens who are aware of and committed to their cultural identity.

Impact of socioemotional skills in first grade: academic performance and school coexistence

Sayra Eugenia Campos Ramírez — 2025-10-28

This research entitled Analysis of the impact of socioemotional skills on the performance and coexistence of first grade students, Floridablanca - Santander, addresses the question: What theoretical implications arise from the relationship between socioemotional skills and the construction of a school environment that favors academic performance and coexistence among first grade students? The general purpose is to analyze how social-emotional skills (SE) can serve as a strategy to improve school coexistence and academic achievement. Identifying effective practices and contexts that facilitate their implementation in the first grade of the Isidro Caballero Delgado school, D: Fe y Alegría, Floridablanca - Santander.

The research adopts a qualitative approach to explore how the HSE influence school dynamics. It is based on a state of the art that highlights the importance of integrating these skills into the educational curriculum to improve school climate and foster healthy interpersonal relationships. It is grounded in key theories such as emotional intelligence, social-emotional learning theory, and attachment theory, which highlight the teaching and modeling of HSE. The purposes include identifying teachers' and students' perceptions of HSE and understanding its impact on academic performance. The results are expected to contribute to the development of a theoretical framework that supports the integration of HSE as an essential component in early education, promoting an inclusive educational environment conducive to learning.

Reflections on the importance of family participation in the educational setting

Clara Inés Cantillo — 2025-10-28

This article seeks to reflect on the importance of family participation in the educational setting. The search is guided following the literature review procedure using primary sources in the databases of Scopus, Dialnet, Scielo, and several repositories of different international and national universities as secondary sources of information using keywords. In this way, information on family participation in the educational setting and its importance in motivation, students' academic performance, and the “family-school” relationship was organized. The literature found suggests the need to institutionalize educational strategies that cover in a transversal way the various institutional and digital projects aiming at a healthy participation of the family in the educational scenario, without this becoming an obstacle to the methodologies and ways of approaching the educational system. Parental involvement is directly linked to academic success, showing that active parental collaboration in various dimensions of learning is crucial for student development. In this way, the educational setting could offer an integral quality educational service and strengthen the forms of relationship with each of its members.

Reinterpreting intercultural identity, emotional intelligence, and children's self-esteem

Maricel Carabali Aponza — 2025-10-28

The research aimed to analyze the importance of intercultural identity and emotional intelligence in the integral development of children within the educational context of Jamundí, Valle del Cauca; a qualitative methodology was employed, based on observations and interviews with educators and students, allowing for a deep understanding of cultural dynamics in the classroom. The outstanding finding was that the integration of intercultural practices and the strengthening of emotional intelligence significantly improved the school environment, promoting mutual respect and equity among students. The main conclusions indicated that intercultural education not only enriches learning but also fosters children's self-esteem and positive emotional development; the need to implement educational policies that recognize and value cultural diversity was emphasized, as well as the importance of training educators in intercultural competencies. This study highlighted the relevance of creating an inclusive educational environment that respects cultural differences, thereby facilitating meaningful learning and the integral development of each student. Furthermore, it was evidenced that promoting an inclusive environment benefits not only the students but also strengthens the educational community as a whole, creating a space where everyone feels valued and respected. In summary, the research underscored the need for an educational approach that integrates interculturality and emotional intelligence as fundamental pillars for the integral development of children in multicultural contexts.

Development of motor skills in physical education: challenges and opportunities in rural schools

Nancy Esperanza Cárdenas Cárdenas — 2025-10-28

The main purpose of this document is to reflect on the motor development of children in elementary school, based on the pedagogical experiences of rural teachers in the area of Physical Education, Recreation, and Sports (PERS) considering several categories such as teacher training, teaching methodologies, the diversity of the context, and the evaluation of motor skills development. From the analysis of rural teachers' experiences revealed through their pedagogical practice, it is evident that the teacher faces challenges such as limited resources and infrastructure, diverse levels and ages of students, and lack of teacher training and professional development. However, there are also great opportunities, such as the environment and local knowledge, which the teacher must effectively utilize to integrate with the methodologies of the teaching curriculum. Despite the challenges rural teachers face in carrying out physical activity practices with their students they manage to connect the group of learners with the nature of their surroundings, strengthening values such as teamwork and respect. Additionally, they promote physical and emotional well-being and the development of essential life skills such as discipline, perseverance, and effective communication, forming a solid foundation for holistic education.

Neuroeducation: A categorical imperative of the 21st century state of the art

Edwin Yesid Castellanos Viviescas — 2025-10-28

Neuroeducation emerges as a pivotal field in 21st-century education, integrating knowledge from neuroscience, psychology, and education. This approach is presented as a categorical imperative to address contemporary educational challenges, fostering a deep understanding of the brain and its impact on learning. The aim of this research is to ground a new educational paradigm based on the bidirectional relationship between education and neuroscience, with a focus on critical and dialogical neuroscience grounded in scientific evidence.

The review is conducted through an analysis of studies published in scientific databases and doctoral repositories, using snowballing methods to ensure robust epistemological traceability. Qualitative and quantitative research in various languages, especially English and Spanish, as well as key studies outside the recent time frame, were included. The conclusions highlight the need for a paradigm shift in education that integrates neuroscience as a complementary tool to traditional pedagogical methods. This new approach promotes an education centered on brain function and adapted to the cognitive and emotional needs of the student, thus offering solutions to current and future educational challenges. Additionally, it underscores the importance of a critical perspective to avoid neuromyths, biases, and epistemological inaccuracies when interpreting neuroscientific evidence as applied to the educational field.

Educational Robotics

Robinson Daniel Causil Villalba — 2025-10-28

The teaching process evolves as technology advances, seeking faster knowledge assimilation strategies. One of the initiatives that has gained strength is educational robotics, a learning approach that places the student in an active and leading role in the learning process. This article analyzes the progress of educational robotics in recent years in Latin America through a documentary review under the dialectical paradigm. As a result, Brazil occupies first place in the region in research on this object of study, and the most used structural elements and programming languages ??are Lego, Arduino, and Scracht-type blocks. Also, the results showed that educational robotics is an excellent pedagogical tool for learning in students and teachers, developing the joint construction of knowledge through cognitive imbalance and motivation.

Education in tota 2oo years ago VS robotics in Roberto Franco Isaza

Edith Rocío Cely Acero — 2025-10-28

In this first part of the work of recovering local history,local history, called "Education 200 years ago in Tota", the project was directed in phases one, two and three by the teacher Edith Rocío Cely Acero (2008-2012) as the leading teacher of the process; together with the research team ONDAS Tota in action, organized on the occasion of the Bicentennial, selected one of the 200 questions from the question bank. The students who took an active part were those in the 8th, 9th and 10th grades of the Jorge Eliécer Gaitán Educational Institution in the municipality of Tota. The entire process was developed between 2008 and 2012, complying with phases 1-2 and 3.

The researcher used the participatory methodology by filling out 100 surveys and interviews with the town's elders, regarding education two centuries ago in Tota, as well as conversations, Internet consultations, old books and the Municipal Archives. This valuable work allowed us to recover some aspects, as follows: what education was like 200 years ago, the name given to those in charge of offering education, what subjects were taught, who could study, where it was studied, how it was taught, and what help or resources existed, etc.

The integration in this article with respect to robotics is based on a broad review of the academic literature, covering doctoral theses and scientific articles, with an observation window 2020-2024, using the initial search equation, with Boolean operators ORD, AND, AND NOT.

Conceptions and teaching practices of reading at the Pascual Correa Flórez Educational Institution

Diana Liliana Cerón Ochoa — 2025-10-28

Rural education has lagged behind urban educational developments, particularly in the teaching of reading, as reflected in students' results. This study focuses on understanding the conceptions and practices of reading instruction at Educational Institution Pascual Correa Flórez in Amagá - Antioquia municipality. A qualitative, descriptive, and interpretative methodology with a case study design was used. The participants included eight teachers and 16 students, selected through convenience sampling. Data collection involved documentary analysis of lesson plans, the Institutional Educational Project (PEI), and interviews with teachers and students, with the instruments subjected to piloting and expert content judgment. Findings reveal that teaching practices are influenced by the teachers' personal conceptions, professional training, classroom experiences, and institutional vision. Teachers employ strategies from both synthetic and analytic method of reading instruction. Conclusions highlight that effective reading instruction depends on both teacher qualification and collaboration with students' families.

Theory and practice

Jeniffer Cordoba Rivas — 2025-10-28

The development of cognitive skills through the relationship with the context and putting into practice the teaching content acquired in the classroom is essential for students to achieve meaningful and deep learning of knowledge. This contributes to the strengthening of skills such as problem solving, critical thinking, metacognition, logical reasoning, understanding of the environment, among others; They are enhanced every day, when academic content is contextualized and applied in real practical situations. Through an exhaustive and meticulous bibliographic search and the application of a diagnostic activity, the aim is to find true information that explains what are the barriers that prevent the contextualization of learning in the environment? O What are the most effective strategies that allow generating meaningful learning in the teaching of mathematics and physics subjects? During the search, some epistemological gaps were found with respect to the contextualized teaching of these experimental areas in relation to the implementation of the two subjects, however, some research works by area were evident, highlighting the teaching of meaningful learning in the classroom with different activities to strengthen some particular topics or mediated by TIC. Regarding the diagnostic application in two groups, experimental and focal. The lack of appropriation and analysis of the students regarding the implementation of their knowledge is evident. All of this invites teachers to reinvent their educational practices, generating meaningful learning.

Problem solving

Diana Carolina Cristancho Aponte — 2025-10-28

This article examines the transformation of education in Colombia, focusing on the need to implement a curriculum based on general competencies, especially in the area of mathematics. The main objective is to explore how education in the country has been transformed in recent years, identifying the shortcomings generated by imitating external educational models and the role of teachers in this process. Additionally, the results obtained by Colombia in the PISA tests are analyzed. To work on the topic, various sources were consulted, including authors such as Rico and Lupiáñez, MEN documents and the PISA program. Concepts such as competence and mathematical competence are covered, and problem solving is proposed as a key pedagogical strategy to enhance skills such as reasoning, analysis and communication. Polya's stages of problem solving are presented, applicable to mathematics and other areas, fostering critical thinking and creativity. The main conclusions highlight the damage caused by delimiting competencies by area, generating shortcomings where the teacher ceases to be a guide and becomes an expert in fulfilling administrative requirements. The need to adopt an approach based on general competencies and problem solving to improve teaching, especially in mathematics, is evident.

Teaching natural sciences thru project-based learning to promote scientific competencies

Luz Adriana Cristiano — 2025-10-28

The development of competencies in the study of natural sciences is aimed at preparing students to perceive their reality and become actively involved in its transformation according to the needs of the context. However, monitoring and results at the national and global levels show difficulties in the teaching and learning processes of this area of knowledge. The study is carried out with the purpose of analyzing the project-based learning methodology as a didactic strategy to contribute to the quality requirements that the educational system must meet. For this purpose, at an exploratory level, challenges in the teaching of natural sciences that hinder the formation of scientific competencies in elementary and middle school students were addressed.

Likewise, the conceptualization of the variables involved in this study is presented, describing the processes of inquiry, explanation of phenomena and the comprehensive use of scientific knowledge. Finally, the findings indicated in this article validate project-based learning (PBL) as a strategy conducive to the development of scientific competencies in students and serve as a basis for future research at the doctoral level that contemplates this educational problem in less favorable contexts.

Positive Parenting

Wilson Díaz Ariza — 2025-10-28

The article explores the importance of positive parenting in the holistic development of students and its relationship with Self-Determination Theory (SDT). The family, understood as a dynamic ecosystem, plays a crucial role in the formation and development of children and adolescents. Parenting, especially when based on support, affection, and structure, facilitates the fulfillment of the fundamental psychological needs according to SDT: competence, autonomy, and relatedness. This approach not only promotes the emotional and physical well-being of children but also enhances their ability to resolve conflicts and face academic challenges. Parenting styles that foster autonomy and provide a supportive and structured environment are essential for positive academic development. These styles allow students to develop self-regulation skills, which are fundamental to their academic and social success. Additionally, building a positive relationship between family and school is vital for the holistic development of students as social beings, especially in high-vulnerability contexts where socioeconomic conditions can pose an additional challenge. In essence, positive parenting, framed within SDT, has a profound and lasting impact on school education and the personal development of students. Collaboration between parents and educators is essential to create an environment that promotes students' well-being, resilience, and academic success, preparing them to be responsible and committed citizens in the future.

Educational practices

Claudia Inés Cruz Moyano — 2025-10-28

This article offers a comprehensive documentary analysis that explores educational practices as bases for promoting interpersonal relationships in the classroom. The categories of educational environment, teaching methodologies, social interactions, and classroom harmony are examined in detail, with the goal of understanding how each of these dimensions contributes to the development of a healthy and collaborative school environment. Through this review, we seek to highlight the importance of an effective integration of pedagogical practices that facilitate academic learning by promoting positive relationships between students and teachers, thus creating a harmonious and productive school coexistence. This documentary analysis demonstrates that a comprehensive pedagogical approach, based on the combination of a positive educational environment, inclusive teaching methodologies and the promotion of healthy social interactions, is essential to achieve harmony in the classroom. By implementing educational practices focused on coexistence and interpersonal relationships, the academic performance, personal and social development of students is strengthened, which is key to a more effective and equitable school coexistence.

Transforming Realities

Fernando Cubides Vargas — 2025-10-28

When evaluating the outcomes in quality of life and the improvement of conditions for students with inclusive educational needs, we find an educational system that has not yet achieved a progressive transformation in the well-being and academic participation of these students, nor the necessary change in the perception and attitudes of the educational community towards diversity. Government programs directly lead to the Individual Plan for Reasonable Adjustments (PIAR), a tool that should ensure the relevance of the learning process for students with disabilities within the classroom, respecting their learning styles and paces, however, this program has not yet positively impacted the improvement processes for these students. The research conducted shows that students with NEI have not been guaranteed the ability to navigate their daily lives with maximum autonomy, nor have they achieved active and integral participation in school life, with no continuous progress in their development and learning. This article analyzes and describes, from the perspective of action and participation, the fundamental role of the school principal in directing and executing inclusion programs, ensuring student well-being, and enabling meaningful participation in society. The responsibility is essential so that each student passing through the educational institution he manages can acquire the necessary skills to face the challenges imposed by society, having the competencies and abilities required to successfully tackle the challenges they encounter.

Social representations

Cecilia del Carmen De León Vertel — 2025-10-28

In the educational context, social representations as a research method have occupied a space to understand different phenomena that underlie the collective or individual lived experience of these people. This study aims to reveal the conceptions of social representations that school representatives have built about democratic practices and knowing how to choose in the Santa Maria and Guateque Educational Institutions of Monteria - Colombia. It will be guided by the Interpretive paradigm with a qualitative approach; the methodological design will be the combination of the hermeneutic phenomenological method and that of social representations. Among the techniques will be the phenomenological interview and reflective observation. As an instrument for collecting information will be the reflective observation questionnaire and the comprehensive interview questionnaire. The population will be secondary school teachers, teachers and parents of the three educational institutions. The sample will be intentional by criteria; its size is 26 key informants. The results of the state of the art show that Democratic Practices and the act of Knowing how to Choose School Representatives, have already been partly the subject of some research in recent times from social representations, but the act of knowing how to choose school representatives presents conceptual gaps and there is little concrete evidence of its approach in the scientific field. Among the conclusions is that there is a need to create knowledge that allows improving decision making by the school community from its school representatives. To delve deeper into democratic practice and the act of knowing how to choose school representatives as a means of understanding the existing reality.

Technologies are a tool that facilitates reading comprehension in primary school students

Jenny Paola Delgado Rivera — 2025-10-28

Currently, one of the main problems in Colombian education is the lack of development of reading skills by some students from different school grades. For this reason, the Ministry of National Education and the ICT Ministry have made the determination to encourage all educational institutions to join together to promote interest in reading and the development of skills in students, through the use of information and communication technology tools.

The integration of ICTs in the classroom provides easier access to information, improves information retention and enhances the presentation of content, which in turn benefits the educational process (Haleem etal., 2022).

For this reason, this research proposal will be carried out in order to encourage reading in basic primary school students in the municipality of Los Santos/Santander, since shortcomings have been observed at the level of reading comprehension; and therefore there is a need to create recreational strategies that motivate and motivate students to read and for this we will use technological tools that allow us to improve these shortcomings and thus be able to promote comprehensive and meaningful reading in students through the use of platforms. digital.

It can be concluded that implementing a digitalized classroom facilitates the educational process of students and enhances the development of reading skills through interaction with technological tools and therefore improves their academic performance.

The impact of artificial intelligence on legal education

José Alonso Delgado-Salas — 2025-10-28

In the presentation on the impact of Artificial Intelligence (AI) on legal education, we explore how this technology is transforming both legal practice and academic training in the legal field. AI is revolutionizing legal practice with tools such as predictive analytics and document automation, which enhance precision and efficiency in case management and decision-making. These innovations also present new challenges and opportunities for lawyers by changing how they interact with clients and handle complex cases.

Regarding legal education, it is crucial for academic programs to adapt their curricula to integrate emerging technologies. Including courses on AI, data analysis, and technological tools in the legal curriculum is essential for preparing students for a digitized professional environment. Developing both basic and advanced technological competencies in future lawyers is key to their success in a technology-driven job market. Case studies from institutions such as Stanford University and MIT demonstrate how integrating AI into legal education can enhance the learning experience and better prepare students for professional challenges. The presentation provides a practical guide for adapting pedagogical approaches and preparing for the future of law in a technology-driven world.

Impact of socio-emotional strategy and academic performance of nursing students at the University of Córdoba (Colombia)

Eliana Vanessa Díaz Pacheco — 2025-10-28

A concern of nursing students in this particular case at the University of Córdoba and also of the teachers who teach there, is academic performance. In the following paragraphs we will try to explain the advances in neurosciences, the basis for developing pedagogical strategies, which will be implemented with the aim of improving academic performance. After reviewing the literature in Scopus and Google Scholar databases, significant articles were selected for analysis. It was observed that most of them propose various methodologies to be implemented in didactics, as well as the few publications dedicated to the subject. In the local case, no publication is evident, making it necessary to investigate and carry out the development of instruments to evaluate the state of emotional neuroeducation and propose didactic approaches that can thus improve academic performance.

Recreation and sport as a strategy to improve school coexistence

Fabio Humberto Dulcey García — 2025-10-28

In contemporary educational discourse, the promotion of coexistence and social integration among students is increasingly recognized as essential for fostering a positive learning environment and holistic development. This documental review synthesizes existing literature to explore the nexus between recreation, sports, and social cohesion within educational settings. Through a systematic analysis of peer-reviewed articles, reports, and educational policies, this review identifies key themes and theoretical frameworks that elucidate the role of recreational activities and sports in enhancing interpersonal relationships, fostering empathy, and cultivating a sense of community among students. The review also examines the impact of structured recreational programs on promoting inclusivity and addressing social disparities within educational institutions. Furthermore, this review highlights the varied methodologies and approaches employed in previous research, including quantitative studies measuring the outcomes of sports participation on social skills development, qualitative investigations into the lived experiences of students engaged in recreational activities, and comparative analyses of educational policies promoting coexistence through sports and recreation. By synthesizing and critically analyzing the literature, this review contributes to a deeper understanding of how recreational and sports programs can serve as effective tools for promoting coexistence and social harmony in educational environments. Practical implications for educators, policymakers, and researchers are discussed, emphasizing the importance of integrating purposeful recreational and sports activities into educational curricula to nurture inclusive communities and support students' overall well-being.

Digital Competencies in School Management

Álvaro Míchel Durán Barrios — 2025-10-28

With the rapid advancement of technology, digital competencies have become crucial for the effective management of educational institutions. The ability of educational leaders to integrate digital technologies into school administration significantly impacts both efficiency and educational quality. This article explores how digital competencies affect school management efficiency, focusing on the cognitive, procedural, and attitudinal skills that educational leaders must develop for effective administration.

The study is based on a theoretical review and analysis of relevant literature to identify the challenges and opportunities that digitalization presents in the educational field. Challenges include resistance to change and lack of technological training, while opportunities involve improvements in administrative and pedagogical efficiency, process optimization, and enhanced communication. The findings suggest that leaders with well-developed digital competencies can achieve significant improvements in managing their educational institutions.

Thus, the research concludes that continuous training and institutional support are essential for maximizing the positive impact of digital technologies on school management. Overcoming obstacles and implementing effective strategies is crucial to capitalize on the benefits of digitalization and equip educational leaders with the necessary competencies to address current and future challenges in school management.

School and emotion management to optimize academic performance in colombian education

Nayith Gisela Durán Conde — 2025-10-28

School performance is one of the first order issues in the educational scenario. Thus, managing emotions to develop a good academic index is of vital importance for contemporary Colombian schools, which is why the purpose of this paper is to analyze what has been researched on the relationship between emotion management and school performance. As for the methodology, work was done under the qualitative perspective of documentary approach, in this sense different platforms were accessed to obtain the required information. Reading cards were also used to reserve the relevant data of the selected research. The authors were approached from three essential categories and having as a central line the link between emotions and school. The ideas of the researchers worked on were compared and it was possible to see the coincidences and differences in the conceptual references handled by them. It was concluded that the relationship between emotions and academic level in education is of vital importance to achieve degrees of excellence and contribute to the proper functioning of the school. In addition, it forges the identity, personality, feelings, values, norms and cognition in children in Colombian education.

Protection of educational paths in rural areas affected by armed conflict

Luis Alberto Enamorado Coronado — 2025-10-28

To investigate from the interpretative paradigm, in order to design a model for the protection of educational trajectories for school management in rural areas affected by armed conflict, taking the south of Córdoba as a base. This process seeks to demonstrate the importance of a differential work that seeks to establish actions and priorities according to the context, the reality of the territories in the areas of the Territorial Development Programs with a Focus, better known as PDET, with the implementation of the Special Plan for Rural Education, PEER, focusing actions from the experience and the situations in the Educational Establishments with the participation of the educational community. This research is important because rural areas need a lot of attention and clear actions for the social projection and development of their communities and this factor is enhanced from the school, from this perspective it is to be able to establish a new installed capacity that is pertinent and congruent with transforming reality in rural areas without leaving aside ethnic, cultural, among other differential aspects, this has been worked on with technical support in the construction of educational permanence plans with some educational establishments and to date it leads to the configuration of new challenges, identification of pertinent actions to promote and mitigate educational permanence and new clear scenarios to articulate with entities and to be able to go further with concrete actions to stimulate students and the educational community in general.

Perceptions of educational actors on the audit context of educational management

David Feijoo — 2025-10-28

This paper is aimed at carrying out a comparative analysis according to the criteria of a focus group of members of the educational community in fiscally and privately supported educational institutions of the Ecuadorian educational system, the internal and external evaluative processes of educational quality management. according to the reference framework of educational quality standards in School Management (GE), Management Professional Performance (DI) and Teaching Professional Performance (DO) established in the Manual for the Implementation and Evaluation of Educational Quality Standards issued by the Ministry of Education. Methodologically, this study has a mixed approach, based on an investigative function of process management whose data collection techniques were based on discussions and documentary review. The resulting findings indicate that in the public educational sector, educational quality is at risk due to the lack of resource allocation for education of which the General State Budget and Budgetary Programming are called to include 6% of the Gross Domestic Product (GDP) (Cf. Art. 20 Organic Law of Intercultural Education (LOEI)) added to the socioeconomic gap In private and state-supported institutions, limited incentives for education professionals, and in the case of the private educational environment, the lack of Educational Consulting human resources established in Agreement 0450-13 (Ministry of Education) limit the scope of quality. educational and therefore the subjectivity in the Final Reports of General Regular Audit (ARG) or monitoring (A-SARG) between these institutional contexts.

Curricular and didactic interventions for the development of transversal competencies in Cordoba, Colombia

Luis Eduardo Flórez Atencia — 2025-10-28

The development of transversal skills, such as critical thinking, problem solving and collaboration, has become a central objective in contemporary education. This paper presents a detailed analysis of the curricular and didactic interventions implemented in various educational institutions in Córdoba, Colombia, which have proven to be successful in the formation of these competencies. Through a case study, the pedagogical strategies adopted, the curricular adjustments made and the teaching resources used to facilitate meaningful and applied learning are explored. The findings highlight how innovative educational practices, such as project-based learning, interdisciplinary approach and technology integration, have played a crucial role in achieving positive results. Furthermore, the implications of these interventions for curriculum design and teacher training are discussed, highlighting the importance of a holistic approach that considers the particularities of the local context.

The impact of didactics in contemporary times

Germán Fonseca Quiroga — 2025-10-28

Didactics is approached as a fundamental element for the construction of knowledge; Comenius, J. (1638), and the use of the didactic model in the classroom as a fundamental element is shown from the type and characteristics of the same and even more being this, a projection of the pedagogical model, the evaluation, the context and the curriculum during the teaching-learning process of the students of basic secondary and middle school education. To begin to interpret the transformation of education by didactics in a direct, concrete and systematic advance in natural sciences and environmental education, it is necessary to reflect on the way of promoting knowledge from the school in the 20th century, where it is projected by Tricárico, R. (2005), who mentions that, in order to make a radical change in traditional teaching at a global level, stimulated by theorists from the old continent, North and South America, it will be focused on a better scientific and technological education.

In Natural Sciences and environmental education there are didactic-pedagogical models that facilitate teaching-learning and should be used regularly by teachers, involving pre-knowledge, reflection, motivation, problems, reality, assumptions, the truth of the student and the teacher, specific conceptualization and contribution, among others. The school is organized according to the requirements of the youth of the time, assuming a role of transformation from the urban to the rural. Here the difference in the implementation of traditional and progressive pedagogical models is marked.

Computational thinking as a source of motivation for problem-based learning

Eleucy Abad Fuentes Bertel — 2025-10-28

Problem solving is a fundamental competence that students must develop, because it constitutes an essential skill in life, because it prepares them to be competent and adaptable citizens in a constantly changing world, where challenges are increasingly complex and interconnected, therefore, the ability to address problems effectively has become an indispensable tool. However, it consists of a process that causes a high degree of difficulty in students, due to the lack of concrete procedures to be followed, according to the application of pedagogical strategies by teachers. The purpose of this scientific article is to generate a pedagogical reflection on how problem solving through computational thinking contributes to improving learning in students and for this purpose, a bibliographic review of recognized authors on the subject is made, making an interpretation of the information, describing the theoretical and epistemic foundation of existing studies. It is concluded that Problem Resolution through computational thinking is emerging as an educational process that is in tune with the social context and allows the integration of the educational entity with the students' immediate environment. This generates the scope of learning and the construction of knowledge through active methodologies such as problem-based learning (PBL), which enhances, among other skills, logical reasoning that allows the student to propose solutions to various problems in their context.

Public policies

Guillermo Alexander Gallo Miranda — 2025-10-28

For a long time, governments have carried out various policies to meet the needs of their citizens. In Colombia, with the aim of modernizing public management and improving each of its processes, public policies have been established by the government. These initiatives involve the active participation of government, industry and education.

These initiatives involve the active participation of government, industry and education.

Rural education, in particular, is positioned as a fundamental axis in this transformation, as it seeks to train citizens with technological competencies and transversal skills that allow them to adapt to different global advances. The dizzying scientific and technological advances demand constant updating to prevent existing gaps from widening, especially in historically marginalized sectors such as rural education. The implementation of public policies in remote areas faces unique challenges, as the lack of infrastructure, connectivity and resources limits access to essential tools and knowledge.

This documentary review tries to observe how public policies, education and the appropriation of ICT interact to contribute to the social and economic development of the Colombian state. Through an exhaustive observation of the existing literature, we seek to identify the main barriers that hinder the successful implementation of these policies in the Colombian rural context.

Competency-based assessment in the natural sciences

Yeny Liliana Gamba Mateus — 2025-10-28

Assessment by competencies is established as a central axis to guide approaches focused on the learning processes of students, to develop skills that allow them to advance in the construction of new knowledge, in the interpretation and communication of new ideas that enrich the understanding about the phenomena of the world. In the area of ??Natural Sciences, assessment by competencies is vital to promote critical thinking and meaningful learning. Therefore, the purpose of this article is to explain how the evaluation by competencies in the area of ??Natural Sciences favors the ability of students to apply their knowledge in practical situations, thus promoting transformations in their attitudes, which are necessary in the face of emergency situation faced by natural contexts and environments. To this end, a literature review was proposed that allowed the evaluation of competencies in Natural Sciences to be related to three axes of analysis: critical thinking, meaningful learning and the transformation of daily practice. It is mainly concluded that competency assessment drives the transformation of everyday practice by encouraging students to adopt innovative and creative approaches to address environmental challenges, including the search for new and adaptive solutions, as well as active participation in environmental initiatives. research and projects that aim to improve environmental quality and promote sustainability.

Integration of the four pillars of knowledge and simulated experiences, in junior high students of the Juan José Rondón School of Soatá- Boyacá, Colombia

Mary Haidee García Riaño — 2025-10-28

This research project, titled Integration of the four pillars of Knowledge an Simulated Experiences in Junior High School Students at the Juan José Rondón School in Soatá, Boyacá, Colombia: A Theoretical Proposal, leads the following research question: How can the four pillars of Knowledge be integrated through simulated classroom experiences to improve the teaching-learning process in Junior school students at the Juan José Rondón School in Soatá, Boyacá, Colombia? The main objective is to propose an eclectic theory that integrates the four types of knowledge: knowing, doing, being, and coexisting, through simulated experiences in the classroom for junior high students at the Juan José Rondón School. To achieve this objective, the three specific goals are: to design, construct, and operationalize an eclectic theory that incorporates these types of knowledge. This research is based on the socio-critical paradigm, with a qualitative approach, of an exploratory and descriptive nature, and follows the methodology of participatory action research.

Agile methodologies and teaching practices in physical education and sport

Mauro Freddy García Celis — 2025-10-28

In an educational world crossed by digitalization, technology and administrative actions, which continuously articulates with the teaching practice in the university environment of physical education and sport, therefore, agile methodologies are other ways in the role of the teacher and its incidence to change the traditional forms of teaching and learning processes. The research project aims to understand the agile methodologies in the teaching practices of the professional programs of physical education and sport in the Universities of Bogota, also the research has a qualitative approach with a hermeneutic historical look. It is concluded in the culmination of this investigative path that university professors of physical education and sport contemplate agile methodologies for the development of pedagogy and the transformations of teaching in university contexts.

Significance of research in the construction of intercultural didactics

Marcia Fátima Garzón Parra — 2025-10-28

In order to characterize intercultural didactics, see how it has been understood and from what perspective it would be necessary to approach it as a category of analysis in a doctoral research that aims to generate ethno-educational strategies from intercultural didactics for primary education based on traditional Wayuu games in students from the department of La Guajira, Colombia. A study was developed with a qualitative approach and documentary methodology, in which a variety of positions and qualities were found that open the complexity of said category. In the interpretation of the existing contributions in the academic literature, the fact that the possibilities of developing intercultural didactics are marked by the development of research emerges as a quality that brings together these different perspectives, or more precisely that it is an indispensable requirement that the teacher be an active researcher, who transcends the role of user of knowledge to become a producer and co-producer of this, making evident the importance of research in the construction of intercultural didactics. The critical review of the qualities that different authors have attributed to intercultural didactics allows us to argue from our own interpretation the common thread, that in the current circumstances it is the teacher who can take the transcendental step to break structures and make the new didactics emerge, the other one, the intercultural one that overcomes the coloniality of knowledge and being.

Intervention of visual narrative for the critical literacity in early ages

José Antonio Gil Ariza — 2025-10-28

Visual narration is presented as an emerging pedagogical tool that can promote critical literacy in second grade students. This qualitative study aims to investigate the use of visual narration techniques in an educational environment and their impact on students' critical thinking skills. The method includes observations in elementary classrooms, interviews with teachers and analysis of student work. The study population consists of second grade primary students, and the selected sample consists of 30 students and 5 teachers. The results indicate that students who participated in visual information demonstrate a greater ability to interpret and question visual information. In interviews, teachers reported significant improvements in student participation and critical thinking. In addition, the data show an increase in creativity and originality of visual content produced by students. In conclusion, visual narration is presented as a valuable pedagogical tool to develop critical literacy in second grade students. This study provides evidence that observation strategies can improve students' critical understanding and creativity, providing an early alternative to learning.

Institutional autonomy; elective subjects and class periods, expressions in the search for relevant curricula

Juan Gabriel Giraldo-Caro — 2025-10-28

The purpose of this study is to carry out an analysis of the concrete expressions of institutional autonomy as a tool that generates curricular transformations in educational institutions; from this starting point to study the curricular models implemented in four educational institutions of the territorial entity certified in education of Casanare; identifying the management of optional subjects and the times of class periods as expressions that seek the transformation of the traditional-official curriculum. In summary, the attention was focused on analyzing if inside the educational institutions those of us who are in charge of doing it; in effect, we have carried out actions that favor the construction of curricula adjusted to the needs of our students and about their welfare.

This research from a qualitative approach seeks two objectives: to identify the curricular transformations favored by the inclusion of optional subjects in the curriculum and the modification of class periods, and to try to understand the relationship of these transformations with the IEP and the needs and interests of the students and the context.

In order to respond to these objectives from a documentary analysis methodology, the curricular guidelines issued by the MEN and the PEI documents elaborated by each of the four educational institutions subject to this research were reviewed, finding that, in general terms, the PEI and in particular the curricula implemented do not respond to the situations and needs of the students, the local community and the region.

Review of vocational guidance models and life projects to improve academic performance

Jairo A. González-Castro — 2025-10-28

The state of the art is presented on the review of some models of vocational guidance, socio-occupational guidance and life projects related to the academic performance of secondary school students in a public educational institution (IE) in Chiquinquirá, Colombia. The aim is to evaluate the influence of thoughts, behaviors and attitudes, which can develop self-managed habits and provide meaning for making occupational decisions. The literature was reviewed using Scopus and Google Scholar search engines and different models of vocational and/or socio-occupational guidance were analyzed that seek to explain the problem of low academic performance, the most relevant being: Edgar Morin's complex thinking (2020), Von Foerster's systemic thinking (2002), Villarini's authentic learning and attitudes (2003) and Crane's results cycle (2007). The purpose is to contribute to the field of education and school guidance, so that, with further research, the foundations are laid for the generation of a theoretical model that can explain, predict and propose solutions to prevent poor academic performance that lead to the generation of life projects and decision making in accordance with the potential, tastes, personal interests and opportunities of students. It is concluded that to carry out this research, a mixed methodological approach is required between post-positivism and constructivism, due to its double nature: the individual social construction by the entities involved and the possibility of studying this reality by the researcher being part of it.

The impact of play and literature on the development of communicative skills in the preschool stage

Merlis Esther González Viloria — 2025-10-28

The present research article aims to reveal play and literature as influential psychopedagogical strategies in the development of communicative skills (linguistic, sociolinguistic, pragmatic and psycholinguistic) of students in the preschool stage. The approach used covers methodological, historical, hermeneutical and descriptive aspects because it transcends educational barriers through the innovation of pedagogical practices focused on the current educational context. The sample selected for the analysis is intentional with 10 participating teachers; with ages ranging between 25 and 45 years of female and male genders and heterogeneous socioeconomic strata. The instrument used was the semi-structured interview, documentary analysis and direct observation on communicative skills, with a validity calculated by expert judgment, where a high index was obtained. Reliability was calculated using Cronbach's Alpha with 083%. As a result, it is observed that the participating teachers have degrees in early childhood and basic education, belong to socioeconomic strata 1, 2 and 3, and show interest in the transformation of pedagogical practices that generate an impact of play and literature in the development of communicative skills. The study allowed us to conclude that the teachers involved in the research manifest the importance of innovating pedagogical strategies in the preschool stage in their pedagogical action, intervening in problem situations with contextual skills that favor the cognitive, procedural and attitudinal development of students.

The impact of Kintiku Yachay

Victoria Elizabeth Cargua Pineda — 2025-10-28

This article analyzes the impacts of the implementation of the comprehensive system "Wise Parenting for Community Life - Wawakunapak Kintiku Yachay" in the Integral Child Development Centers (CDI) of the Cayambe canton, Ecuador. The research focuses on the context of pedagogy based on Kintiku Yachay, which responds to the lack of commitment from the Ecuadorian Ministry of Education to share knowledge specific to the area. This methodology seeks to promote the development of intercultural competencies in children from rural and urban areas of the Kayambi territory. The research, of a descriptive nature, examines how this pedagogy impacts community building from an intercultural perspective.

When does the 21st-century teacher embrace contemporaneity?

Clara I. Guzmán Pinzón — 2025-10-28

The goal of this essay is to compare individuals from the 20th century and the 21st century, along with discussing three key elements: active methodologies, ICT, and inclusion, which together contribute to the quality and equity of education. For education to be more equitable and of higher quality, it requires a transformation. This demand, which has been happening slowly, needs immediate changes to address an individual who is urgently calling for change and innovation in the preparation offered by the educational system to face a globalized world flooded with information. An individual who urges changes in the teacher’s role as a guide and mentor to take on the challenges of innovation and modernity. It is highlighted that the teacher who accepts modernity and adopts all the changes surrounding their profession and the new society around them will have a very significant role and will not be outdated or out of context. This teacher positions themselves horizontally with the student, is humanistic, and therefore recognizes the great value of inclusion; they significantly instruct their students and will make them autonomous, competent, investigative, critical, contextualized, creative, capable of working in teams, and able to build their own learning based on their reality and context.

Integration of problem-based learning for significant experiences in natural sciences

Yiseth Yuliana Hernández Díaz — 2025-10-28

The article analyzes the implementation of active learning methodologies, with a particular focus on Problem-Based Learning (PBL), within the teaching of natural sciences. Based on the theory of Meaningful Learning, Significant Learning Experiences (SLE) are discussed as a means to promote a deep and contextualized understanding of scientific concepts. Furthermore, the integration of the STEM approach, which combines science, technology, engineering, and mathematics, into PBL is examined, highlighting how this approach facilitates the development of critical skills, such as computational thinking, and encourages the practical application of scientific knowledge. The use of emerging technologies and Digital Educational Resources (DER) is presented as a key tool to enrich the learning process, allowing students to conduct simulations, virtual experiments, and collaborate on research projects. The article also addresses the challenges and opportunities that these methodologies present, particularly concerning technological infrastructure and teacher training. Finally, the importance of transformative teaching practices and the creation of collaborative networks among educational institutions to maximize the impact of the STEM approach in education is emphasized. Projections indicate a promising future for these methodologies, with significant potential to prepare students not only for technical careers but also to be informed citizens capable of contributing to social and scientific progress.

Contribution of Bilingual Intercultural Education in the training of women in the Guangaje parish, Pujilí Canton, Cotopaxi province, Ecuador

María Olga Ilaquiche Toaquiza — 2025-10-28

This research aims to contribute to bilingual intercultural education, focusing on the training of indigenous women and its impact on various aspects within their communities. The study specifically centers on the women of the Guangaje parish and adopts a methodological approach that combines both qualitative and quantitative techniques, with a priority given to the inductive method.

For data collection, various instruments were employed, including direct observation and interviews with graduated women. These methods allowed for the gathering of detailed and precise information about the current situation and the impact of bilingual intercultural education in these communities.

Theoretical analysis, along with fieldwork, facilitated the formulation of conclusions and recommendations that reflected the most significant findings of the research. Among the most notable results, it was found that the women in these communities played an active role in various activities, not only in traditional tasks but also in technology management. In addition, the research has helped to preserve local values, customs, and traditions, thus reaffirming the importance of a bilingual intercultural vision in education.

Finally, this study highlights the relevance of bilingual intercultural education in the training and empowerment of indigenous women, emphasizing their ability to balance traditional and modern roles while simultaneously preserving the rich cultural heritage of their communities.

Educational trajectories of secondary-level students at the Luis Felipe Restrepo Herrera Rural Educational Center and their relationship to the regional coffee economy

Yulli Bibiana Insuasti Muñoz — 2025-10-28

This article aims to analyze the relationship between education and territory, considering the rural coffee-growing environments of Colombia, focusing on the specific case of the Luis Felipe Restrepo Herrera Rural Educational Center, located in the southwest of the Antioquia department, Colombia. The study explores how social, economic, and political conditions affect rural education and the educational trajectories of children and youth in these communities. Additionally, the article reflects on the perception of the rural world as backward compared to the urban, and how the concept of "new rurality" redefines this view.

In the context of the Educational Center under study, the specific challenges faced by students are examined, including the need to balance studies with work during the coffee harvest, the region's main economic activity. This analysis seeks to understand the factors influencing rural education and to highlight the unique opportunities and challenges of this educational community, aiming to contribute to the search for more effective and equitable solutions to improve education in Colombia's rural areas.

Paradigms of artificial intelligence in education

Gloria Eneyda Jurado Erazo — 2025-10-28

This presentation showcases the research advances the ongoing research on "Teachers' Paradigms Regarding the Use of Artificial Intelligence (AI) in the Municipal Pedagogical Educational Institution." The study examines how teachers perceive, adopt, and integrate AI in their educational practices, focusing on the underlying paradigms that influence these processes. Utilizing an interpretative and phenomenological qualitative approach, the research aims to understand the subjective experiences of teachers and the impact of AI on educational quality and equity. The study is grounded in theories such as Diffusion of Innovations and Planned Behavior, which explain the adoption of new technologies. Data collection includes semi-structured interviews and document analysis, ensuring the credibility and validity of the findings through techniques like triangulation and reflexivity. Ethical considerations, such as informed consent and confidentiality, are strictly adhered to. Preliminary findings indicate that while AI holds significant potential to enhance personalized learning and educational outcomes, it also poses challenges, particularly in ensuring equitable access and preventing biases. The presentation contributes to the broader discourse on the integration of AI in education by highlighting the critical role of teachers' perceptions and the need for ethical and inclusive practices.

Impact of innovative pedagogical strategy on the development of scientific competencies in rural students

Erika Kelsy Romero — 2025-10-28

This article evaluated the impact of innovative pedagogical strategies on the development of scientific skills in primary school students from rural educational institutions in Montería. A qualitative methodology of bibliographic review was employed, structured in three phases: problem definition, information search, and organization and analysis of information. The results revealed a significant improvement in students' ability to formulate scientific questions, design simple experiments, and analyze basic data. An increase in interest and motivation towards science was observed, as well as a reduction in gender gaps in scientific performance. The implementation of these strategies also fostered the development of transversal skills such as critical thinking, problem-solving, and collaboration. Teacher training and continuous support emerged as key factors for the effective implementation of these strategies. However, challenges related to limited technological infrastructure in rural schools and difficulties for some teachers in adapting their pedagogical practices were identified. Despite these obstacles, the overall impact was positive. It was concluded that innovative pedagogical strategies, adapted to rural contexts, are fundamental to promote the integral development of primary students in scientific areas. The study highlights the need for educational policies that prioritize teacher training, improvement of infrastructure in rural schools, and continuity in research and refinement of these strategies to maximize their long-term impact.

Scientific thinking for a solid environmental culture

Luz Dary Leal Orduña — 2025-10-28

In the global context, the environmental problem emerges as a problem that deserves urgent attention, however, it remains in the background in relation to economic and political problems, precisely the cause of the environmental problem; Because human beings in an effort to satisfy their needs from economic resources have exploited nature excessively.

Now, understanding environmental problems in a deep way requires conceptual mastery of biogeochemical processes, biodiversity, balance, flows of matter and energy, among others. Furthermore, understanding environmental phenomena and problems requires scientific thinking skills to observe, ask questions, formulate hypotheses, provide answers through a process of inquiry, and from there be able to generate possible solution proposals.

The above implies that students apply theoretical knowledge, typical of the area of natural sciences, to environmental situations and problems, to try to explain and argue from scientific knowledge.

In this way, the student develops a deep conceptual mastery of environmental problems, both local and global. This understanding not only enriches your knowledge but also brings about significant changes in your attitude and behavior towards the environment.

By acquiring a clear awareness of the negative impact that certain actions have on the environment and the balance of the ecosystem, the student has the cognitive capacity to react immediately to actions of environmental deterioration. That is to say, their actions are framed from the conceptual domain and not from a sense of external obligation.

School for the family

Leidis Llorente Morelo — 2025-10-28

The family is the most important social structure in a person's life and its impact on their development is crucial to establishing their values, beliefs, social and cognitive traits that will shape their personal and academic growth. The general purpose of this research is to determine the impact of the implementation of the 'School for the Family' as a pedagogical strategy in the accompaniment of students during their training processes in six rural educational institutions in the department of Córdoba. Mixed methods that merge quantitative and qualitative techniques are taken into account to achieve a comprehensive understanding of the dynamics between these variables. The research provides the opportunity to develop and evaluate this intervention through a rigorous, evidence-based methodological approach. The project's impact evaluation makes it possible to evaluate the effects of the "school for the family" approach on various aspects of schooling, such as family participation, academic success and school environment. We work with data analysis that involves collecting, analyzing and interpreting information about the impact of family involvement in the educational processes of students. With all of the above, it is intended that there be significant social relevance by contributing to the strengthening of education, inclusion, equity and community development.

Transmedia storytelling

Ingrid Vanessa León Pérez — 2025-10-28

This article aims to explore and delineate in broad strokes a literature review of various research studies on the use of graphic narratives, from their origins in marketing to their latest advancements in the educational field, specifically in the teaching of English as a foreign language. This text disaggregates, analyzes, and hierarchizes diverse research and perspectives from the field of didactics to understand how transmedia narratives have transcended and impacted the learning experience in the English language classroom. As a conclusion, it offers a comprehensive perspective on how transmedia narratives can be used as an innovative pedagogical tool, fostering active student participation and promoting more meaningful and contextualized learning, as well as encouraging researchers to continue delving deeper into their use in language skills.

Gamification, a contemporary educational trend and its contributions

Yasaira León Muñoz — 2025-10-28

This article focused on gamification within the educational field, aims to highlight the benefits generated by the application of defining elements of games (Chou, 2016) in academic contexts at various educational levels trend that permeate in the impact of it. Currently, the proposed methodology has become a valuable instrument from didactics to generate learning environments to develop thinking and social skills, due to the emerging demands of the teaching-learning process.

In order to present a significant result, a systematic review is carried out by searching for articles and doctoral research,they were found in databases such as: Scielo, Dialnet, Scopus, ResearchGate, Doaj, among others, in the period 2020-2024, available in Spanish, French and Portuguese language, as well as having the gamification and teaching as variables.These are some of the analysis criteria for the selection and reconstruction of the rewards guaranteed by gamification.

The systematized findings agree that gamification offers a greater possibility of closing technological gaps, since it allows the use of Information and Communications Technology (ICT) and Learning and Knowledge Technologies (LKT). Also, the use of gamification facilitates the promotion of deep learning built by the student himself and increase the motivation while learning. Finally, the methodological strategy by its components promotes the development of communication skills and abilities in a second language such as English in Colombian territory.

Multiple intelligences and early stimulation

Ligia del Carmen Arroyo Estrada — 2025-10-28

The application of Multiple Intelligences Theory and early stimulation in early childhood is crucial for transforming the reality of early childhood education. This topic is of great relevance, as childhood is a critical period for the comprehensive learning and development of children. Early childhood education should be prioritized and focused on the development of multiple intelligences. Howard Gardner´s theory supports the brain’s plasticy and the unique characteristics of each person, alinging with an education that is inclusive and respectful of differences. This research aims to contribute to early childhood education by creating programs that evalue and simulate each child’s abilities and talents from an early age, embracing diversity. To address this topic, a literature review on multiple intelligences and early stimulation was conducted. The literature review revealed that the relationship between Multiple Intelligences Theory and early stimulation is still underexplored, opening up spaces for reflection on its importance and impact on early childhood education. Howard Gardner’s theory is presented as a valuable tool for developing children’s potential, and early stimulation is a great complement to achieving maximum development. It is crucial to personalize education by assesing individual intelligences and creating programs tailored to each child. Additionally, it is necessary to train educators, as their lack of knowledge limits the application of approaches that recognize diversity in the classroom.

Policies that support rural education in Ecuador

Diana Elizabeth Loja Sagbay — 2025-10-28

Rural education in Ecuador faces constant challenges that have jeopardized its quality and accessibility. The aim of this study was to analyze the policies implemented in rural schools across the country. The scope of the study was descriptive, based on a qualitative approach, utilizing a literature review as the primary instrument. Academic and scientific studies concerning rural education were evaluated. The results highlighted the need to implement a comprehensive educational policy that prioritizes strengthening teacher training, improving infrastructure, and raising awareness about the work of single-teacher schools. Additionally, it is urgent to break the stereotype of unifying education solely around development, as it should respond to the diverse contexts and needs of students. It was concluded that, despite advances in legislation recognizing Intercultural Bilingual Education, the educational policies directed at rural education remain insufficient. There is, instead, a significant historical debt to this sector, which dates back to the early days of the republic.

Pedagogical competencies of university teachers, to enhance classroom practices

Ana Celia Lopera Pernett — 2025-10-28

This article analyzes the pedagogical competencies necessary for university teachers to improve classroom practices and, therefore, student learning outcomes. Through a comprehensive review of the literature and case studies, key competencies are identified, such as the integration of educational technologies, methodological adaptability, and formative assessment. In addition, strategies for the continuing education of teachers are examined, with recommendations for the implementation of institutional policies that promote educational excellence. The study concludes that the development of these competencies is essential to meet the educational challenges of the 21st century.

The influence of the family and school environment on students’ reading habits, and its impact on their reading comprehension levels, which in turn affects the student’s interaction with societ

Iris Damaris López Macea — 2025-10-28

This article addresses how the family and school environment affects the reading habit of students and, therefore, their reading comprehension and social participation. It highlights that the reading habit is formed in the family before school; however, the school context also plays a crucial role. At home, the lack of frequent reading and socioeconomic level negatively influence the development of the reading habit. The school, for its part, should encourage reading for pleasure instead of focusing only on the fulfillment of tasks, although teachers often lack adequate strategies and passion for reading.

Studies indicate that, in Colombia, the reading habit is low due to factors such as the lack of resources and didactic planning. This is reflected in the PISA tests, which show results below the international average. Globally, although developed countries have better infrastructures to promote reading, they face challenges such as digital media competition and inequality in access to resources.

Therefore, home and school have a significant impact on the formation of the reading habit, and improving these influences can contribute to an adequate reading comprehension and social participation of students, that is why this bibliographic tracing motivates the research that is being developed in the urban area of the capital of Córdoba- Colombia; this research starts from the problematizing question that says How do the family and school environment affect the reading habit of students, leading them to have low levels of reading comprehension and preventing a better development in the Academic life?

Contextual analysis of institutional educational projects: diverse philosophical and theoretical visions around the curriculum

Jhoice Dayana López Carreño — 2025-10-28

This article is structured with the initial results of a doctoral research process focused on the contextual analysis of institutional educational projects and the various philosophical and theoretical visions around the curriculum. It presents a problematization that accounts for the need to investigate and reflect on all those theoretical elements that, from ancient times to the present, have influenced the definition of those approaches with respect to which educational institutions understand the educational act, the pedagogical paradigms that define the institutional horizon, and the way in which these paradigms are taken to meet the needs of a political order. social and economic of the organs of state power. This study seeks to understand, interpret and reflect, for research and contemplative purposes, the epistemological, sociological and pedagogical implications of institutional educational projects; With this in mind, the article exposes the advances in research aimed at the object of study: The Curriculum, and carries out some preliminary inquiries that allow us to know the research carried out in the international, national and local contexts, makes theoretical reflections from an ontological, epistemological and axiological perspective located from the philosophy of Immanuel Kant, Michel Foucault, Jürgen Habermas, Jean-François Lyotard, Taichi Sakaiya, Hans Gadamer, reflects on the concept of curriculum and the diversity pointed to multicultural approaches in the field of education. And finally, it exposes the commitments that education must have to take on the challenges that arise in today's society.

Interdisciplinarity and critical reading

Nately Inés López Llorente — 2025-10-28

Taking into account the importance of the interdisciplinarity of the critical reading component in current educational contexts, this paper shows the preliminary results regarding the state of the art on ongoing research that aims to analyze the relationship of interdisciplinarity with the development of critical reading in the teaching practices of secondary education teachers in official urban educational institutions of Montería. Córdoba. It is theoretically based on the postulates related to sociocultural learning of Lev Vygotsky, The Theory of Interdisciplinarity, such as the one proposed by Julie Thompson Klein, in disciplinary development, the theory of situated knowledge of Lave and Wenger. It was possible to identify that research on pedagogical practices and critical reading, such as that of Álvarez and Ramírez (2020), Brito (2020); Salampessy and Suparman (2020); Bravo (2020); Fonseca & Castiblanco (2020) teaching methodology and family and cultural environment are crucial for the development of critical skills. In addition, the importance of critical reading in secondary education and the need for adequate teaching resources, including electronic modules, are highlighted. The integration of approaches such as poetry and image can enrich textual comprehension, and the need for effective pedagogical strategies to train critical thinkers, who contribute to a more reflective and analytical society, is highlighted.

Critical reading as a tool for civic transformation

Yesmín López Chavarría — 2025-10-28

This article unveils an exhaustive analysis of research related to critical reading in different academic environments; a search is conducted in the databases of Scopus, Scielo, Redalyc, Dialnet, Google Scholar and different university repositories with a time span between 2018-2024. The bibliographic tour covers the Colombian, Latin American and other international contexts. In total, 26 research articles were found, directed towards the categories of analysis reading and comprehension; critical reading and argumentative text; and argumentation as a tool for citizen transformation. However, as a scaffolding for the present study, 5 doctoral theses on the teaching-learning of critical reading, the role of the teacher and the didactic strategies that make it possible were explored.

The studies tracked evidenced the analysis of the performance of students in critical reading, from elementary school to different undergraduate programs in several universities, reading clubs, among other organizations, and how these performances affect continuity, success and academic relevance. In general, the research and articles focus on detailing the results in critical reading, academic performance and other interests, but only the 5 doctoral theses addressed the incidence of teacher qualification in the teaching of critical reading and the training of critical readers from the perspective of argumentation as a tool for citizen transformation were not evident, this is the emerging possibility to generate new theoretical contributions to contemporary research.

Emerging pedagogies as a way to improve educational practices from the traditional pedagogical model

Yohana Karina López Salazar — 2025-10-28

The reflection of this article is oriented, first of all, to the visualization of the emerging pedagogies as an educational approach that emerges in response to the constant evolution of the 21st century. It also shows that these pedagogies constitute a way to guide teaching practice, since they represent a key input to transform the criticisms of this professional exercise, mostly given from the guidelines of the traditional pedagogical model. Therefore, it is also emphasized that emerging pedagogies incorporate relevant elements of educational innovation, since among their most important objectives is the creation of learning environments with greater dynamism, effectiveness, efficiency, efficacy and inclusion. Their flexible and adaptive nature allows them to be contextualized in changing environments. Likewise, since it is a strategy that can affect different educational scenarios, the development of skills from active learning is an aspect that stands out, since it mainly favors participation and collaboration processes among students. Finally, it should be noted that this paper refers to and preliminarily examines several variables related to emerging pedagogies, to the extent that these categories allow the understanding and deepening of what the topic implies, especially in contrast to what is prescribed by academic, classical and transmissive education. Consequently, a conclusion to the topic is projected with conclusive elements that allow a process of reflection on the current position of teachers in their work practice and, at the same time, lay a foundation to give continuity to a doctoral research process.

Rethinking teaching

Elkin H. Luengas Alza — 2025-10-28

The impact caused by the arrival of new Generative Artificial Intelligence (GAI) tools has contributed to the technological revolution that undoubtedly impacted education, affecting teaching processes in all areas of knowledge. With the purpose of beginning to develop responses to this challenge, guidelines are established to define criteria on the use of technology in educational environments, focusing on public institutions in Puente Nacional Santander, Colombia. In this sense, the incorporation of generative artificial intelligence tools along with clear and specific working guidelines is proposed. Next, the operation of GAI will be explained and discussed. Then, a section on GAI in school planning (with resources and application suggestions will be included). Finally, the methodology to be used will be presented and a review of the literature related to the topic discussed will be conducted.

Inclusive education through the eyes of teachers

Luisa Fernanda Vargas Cogollo — 2025-10-28

Inclusive education has gained importance globally by seeking to provide high-quality teaching to all students, regardless of their individual differences, whether physical, intellectual, social or emotional, including them in the regular classroom. The purpose of this article is to explore teachers' perceptions of inclusive education, from its barriers and potentialities, taking into account that for inclusive pedagogical practices to be effective and encourage the participation of all students, it is crucial that teachers have a positive perception of inclusion. The documentary review carried out in this article explored teachers' perceptions of inclusive education, covering concepts, background, factors, benefits, challenges and opportunities. As conclusions, it is highlighted that teachers' perceptions of this educational approach vary, some see inclusive education as an opportunity to promote greater flexibility and equity, while others consider it a challenge due to the need for more training, planning and resources. The main barrier identified was the lack of teacher training. However, when inclusion is perceived positively, school environments provide important opportunities for socialization and interaction, which promotes the development of social skills, bonding and a sense of belonging, as well as greater academic progress. This suggests that there is a relationship between positive teacher attitudes towards inclusion and better academic and social outcomes for students with diverse educational needs, underscoring the importance of an inclusive learning environment.

Reflective experiences of meaning in life and teaching philosophy in high school

Mariem Katerine Madera Machado — 2025-10-28

This reflective essay is part of a research exercise on the reflective experiences of meaning in life and the teaching of philosophy in high school students in Colombia. The main goal is to reflect on the importance of redefining the role of the school in the construction of meaning of life in young people through the teaching of philosophy as a way of life, in a context in which the school has become a territory of tension between two discourses; an institutional one represented by educational policies and their concern for results and continuous improvement; and the discourse of students who are deprived of the meaning of education. It is proposed, then, to think of the school as a place of resistance, understanding resistance not as opposition or denial but as a synonym of contemporary, a school in which the main concern and central axis is the formation of the being. The author followed an approach of paradigmatic articulation between modern hermeneutics, critical theory and the philosophy of education based on authors such as Gadamer, Bauman, Han, Larrosa and Bárcena. Consequently, the conceptual approach addresses some characteristics of contemporary society, the challenges it represents for secondary school and the reflective experiences of meaning in life as a pedagogical commitment to confront the exclusion from the world of life that characterizes contemporary school.

Working memory and its relationship with academic performance in higher education students

Alexandra Patricia Manzano Aguas — 2025-10-28

Understanding how memory works in individuals at the higher education level and how it influences academic performance, leads to the need to enhance intellectual experiences that enable subjects to build knowledge in a holistic way and, thus, be in accordance with the quality standards of education. A cross-sectional and correlational quantitative study of descriptive level was applied, with scientific data bases framed in pedagogical, psychological and sociocultural aspects. The review of the literature allowed analyzing the relationship between working memory and academic performance, with the information obtained it is intended to raise the level of working memory from the development of basic learning processes for the proper functioning of the cognitive area, through the construction and application of support tools as a basis for improving the academic performance of university students.

Continuous training and didactic strategies

Marisol Bernal Aristizábal — 2025-10-28

This paper addresses the impact of continuous teacher training and the didactic strategies implemented in rural contexts in Colombia. Through an analysis, the relationships between ongoing training and teaching quality are explored, highlighting the importance of constant updates to improve student outcomes in rural areas. The specific challenges of education in rural contexts are discussed, as well as the proposed solutions through innovative pedagogical strategies adapted to the needs of the environment. The paper also includes case studies and concrete experiences that illustrate the effectiveness of improved didactic practices through continuous training.

Impact of the educational breakout on eighth-grade students’ reading comprehension

Sandra Milena Martínez López — 2025-10-28

The game is an activity of the human, the adaptation of games for educational purposes is a valuable tool to appropriate knowledge. Gamification, specifically educational Breakout, proposes motivating activities for students. The objective of the research work was to apply the educational Breakout methodology for learning reading comprehension in eighth grade students of the Julio C. Miranda Educational Institution; as a solution strategy to difficulties presented with their reading skills.

The research presented a qualitative approach, being a Pedagogical Action Research, with intervention parameters in the classroom, focused on the teacher's pedagogical practices. It was developed in three moments: Diagnostic test, pedagogical intervention and final test. The pedagogical intervention organized as a didactic sequence, worked with educational Breakouts developed in Genially.com, rotating in a narrative with adventures and missions, presented through readings and reading comprehension of texts, accompanied by recreational activities. At the same time, progress was evident in terms of reading processes, thanks to the feedback offered by the digital environment, promoting the acceptance of the activity that involves reading texts, improving the learning to recognize implicit elements of the communicative situation within of a text.

Contemporary didactics

Yeimi Liliana Martínez Dueñas — 2025-10-28

The article "Contemporary Didactics: Empowering Mathematics through PBL Methodology in the Classroom" highlights the importance of project-based learning (PBL) as an innovative methodology in mathematics education, which promotes active and meaningful learning. Likewise, the purposes of the study include demonstrating how PBL transforms traditional teaching, improving the mathematical skills of students in basic primary education and developing transversal skills such as teamwork, creativity and critical thinking.

It is worth mentioning that, through the exploration of innovative teaching strategies, such as the use of educational games and technology, an inclusive environment is created that respects cultural diversity and encourages dialogue between students. Likewise, the need for a flexible curriculum that integrates active methodologies and the adaptation of teachers to these approaches is emphasized.

In another aspect, the main conclusions indicate that PBL not only improves the understanding of mathematical concepts, but also prepares students to face the challenges of the 21st century, developing essential skills such as problem solving. In addition, the importance of reflection and adaptation in teaching practice is highlighted to achieve meaningful and contextualized learning. The relationship with the title is manifested in how the PBL methodology enhances the teaching of mathematics, aligning itself with the idea of contemporary didactics that seeks to innovate and make learning more attractive and effective.

Impact of chatgpt on the learning of english as a foreign language in adolescents

Martha Patricia Martínez Jaimes — 2025-10-28

Technology has advanced rapidly and has brought with it the development of Artificial Intelligence (AI), which offers multiple possibilities in the process of learning English as a foreign language. This is how ChatGPT is currently being used by the majority of teenagers due to its ease of access, availability, speed, accuracy, flexibility, among others. In the educational context it is being used to provide instant and precise answers to questions and requirements posed by students and teachers. The purpose of this essay is to analyze the bibliographic review about the research project: Impact of ChatGPT on the Learning of English as a Foreign Language in Adolescents. The educational reality is permeated by the implementation of Artificial Intelligence and therefore, it is essential to consider its impact on the learning of English. ChatGPT has generated an undeniable impact on today's society. For that reason, it must be studied in order to establish whether it provides reliable and adequate strategies and mechanisms that strengthen and enhance the learning of English as a foreign language; especially in adolescents. In adolescence, human beings reach a new way of thinking that leads them to be an active participant in their learning because they are characterized by greater autonomy and the capacity for abstract reasoning. This is known as formal thinking which is essential during language learning. For this analysis, the bibliography consulted on the topic will be taken into account to strengthen the theoretical heritage.

The use of digital tools in strengthening reading comprehension in the Social Sciences competencies at the Liceo Moderno Magangué Bolívar Educational Institution

Cindy Medina García — 2025-10-28

Identify the strengths in reading comprehension of social science competencies in the students of the Liceo Moderno Magangué Educational Institution thru the use of digital tools, achieving educational quality with improvements in teaching and learning processes, obtaining excellent results in external and internal tests of the educational institution such as the Icfes taken by the eleventh-grade students. The objective of the research is to educate students comprehensively by acquiring skills, knowledge, abilities, values, and competencies in all areas, especially in social sciences, which are the results that students nationwide find difficult.
After conducting the research at the educational institution, pedagogical workshops were held with primary, secondary, and high school teachers, strengthening competencies in the area of social sciences: social thinking, interpretation and analysis of perspectives, and finally, reflective and systemic thinking, contributing to the improvement of pedagogical practices thru the use of digital tools. Motivational and responsibility workshops were also held for parents and students with the support of the guidance teacher, promoting contextualized learning that adapts to the realities and needs of each educational community.
Based on the previous analysis of strengthening reading comprehension in social science competencies, collaborative work within the educational community is essential to achieve the proposed goals aimed at improving the quality of education thru the use of digital tools, innovating pedagogical practices with the participation of all actors in the educational institution.

Mental health and life skills in young displaced students in the department of Córdoba, Colombia

María Mercedes Meléndez Gómez — 2025-10-28

This article carries out an analysis and documentary review on mental health, emotional and psychological challenges faced by young people who have suffered forced displacement, a phenomenon present in the department of Córdoba. In the same way, it is analyzed how violence and its consequences have impacted mental health, showing an increase in different problems, evident in mental disorders such as anxiety, depression and post-traumatic stress. There is concern about the increase in suicide attempts and completed suicides in this population group. Proposing the importance of developing strategies that aim to work on the different life skills proposed by the WHO in young people, with the purpose of improving emotional and social well-being, taking into account that they must be internalized and put into practice to respond to the different problems that you face in your daily life. Different skills such as resilience, effective communication, problem solving and emotion management are presented as essential tools to face adversity and rebuild their life projects. These not only promote better adaptation to the new school environment, but also They strengthen your ability to build healthy relationships and make decisions that define your life project. Therefore, psychoeducational interventions are needed with the adolescent population, executing programs that integrate the development of life skills as a transversal strategy that aims to prevent different mental health problems.

Innovative strategies to strengthen school coexistence in Puerto Boyacá

Oscar Melendro Dávila — 2025-10-28

This work presents a comprehensive theoretical framework on school coexistence, focusing on the context of Puerto Boyacá, Colombia. It begins with an ontological and epistemological foundation that adopts a social constructivist perspective and an interpretive-critical approach. The theoretical development covers several key aspects:

Bronfenbrenner's ecological theory, providing a framework for understanding the interactions between different systems influencing school coexistence.
Bullying and school violence, analyzing their types, causes, and consequences.
Galtung's conflict resolution theory and the practice of school mediation.
The importance of emotional intelligence and social skills in the educational context.
School climate and its impact on student learning and well-being.
Democratic participation and active citizenship in the school environment.
The restorative approach as an alternative to traditional disciplinary methods.

The work concludes with a comprehensive definition of school coexistence, highlighting its multidimensional nature and importance for the educational process. Strategies to promote positive school coexistence are proposed, including the development of socio-emotional skills, conflict resolution programs, and the adoption of restorative approaches.

Challenges and prospects of visible thinking in the current educational context

Mónica Menéndez Mera — 2025-10-28

The Project Zero research group at Harvard University has developed the educational approach called "visible thinking". This method aims to make students' mental processes explicit, thus promoting the development of critical and metacognitive skills in their learning process. It is positioned as a significant innovation to equip students with the necessary competencies to face challenging and unforeseen situations within the dynamic context of the current educational system.

The purpose of visible thinking is to encourage the development of independent and reflective thinking. To achieve this objective, a transformation in pedagogical practices is required, moving towards a model that leaves behind the mere transmission of knowledge and that encourages active and exploratory participation by students. The techniques implemented, such as group discussions, debates, concept maps and reflective journals, allow students to express and defend their ideas. These activities promote both logical discussion and reflection on their own cognitive processes through tangible and observable tools.

Preliminary results indicate that visible thinking can facilitate metacognition, foster deep learning, and promote effective knowledge transfer. In addition, it strengthens collaborative work and improves communication within the classroom, thus promoting greater student commitment to their own educational training.

Challenges and prospects of visible thinking in the current educational context gamification and pedagogical metamorphosis as phenomenological perspectives in the construction of a new rural educational context

Manuel Fernando Meneses Saldaña — 2025-10-28

The challenges of the new school, that of the 21st century, and founded on the principles of pedagogical leadership in its teachers, allow them to enter into a transmutation of the teaching and learning processes. The openness aimed at innovation reaches an ideology which we are going to convey throughout this article through the so-called Pedagogical Metamorphosis as pragmatism of the teaching task.

Stimulating the educational environment in the classroom through gamification brings the infant and adolescent closer to the multidimensional exploration of knowledge. The motivational principle in rural environments is decisive for the achievement and scope of pedagogical metamorphosis, as a precept towards human formation.

This writing is socio-pedagogical in nature. It seeks to raise awareness among teacher-researchers about the importance of innovating in educational settings through their tasks. For this reason, the paradigm used is critical, since the idea of ??understanding the rural educational context and scenario is promulgated, and going beyond it by transforming teaching practice.

It is sought, therefore, that learning environments in rural areas, as is the case of Santa Rosa del Sur, not only serve to reconstruct the social fabric deteriorated by violence, but also to consolidate a perspective of orientation and training for life as the function of the school should be.

Towards a theoretical approach to evaluation, the curriculum and the school educational teaching process

Francisco W. Mercado Mercado — 2025-10-28

This review article arises from the need to reflect theoretically on evaluation and the school curriculum so that the school responds positively and satisfactorily to the challenges, problems and training needs of the knowledge society. Evaluation must be conceived and assumed as a permanent research process that seeks to appreciate, estimate and make judgments about student development processes, pedagogical or administrative processes, as well as their results in order to raise and maintain their quality. Purpose: to base the evaluation and the curriculum to approach its understanding, analyzing the possibilities of intervention in the classroom, and the search for alternative solutions for the strengthening and continuous improvement of the educational teaching process in the school. Methodology: qualitative paradigm, comprehensive interpretive method, documentary research, documentary review technique and content analysis. Results: evaluation continues to be a pedagogical act that quantifies, measures and qualifies results, instead of evaluating and providing feedback on processes; the curriculum does not respond to the characteristics and needs of the context; The educational teaching process is monotonous, unattractive, and does not capture the attention and motivation of students. Conclusions: the evaluative and curricular problem in Latin America, Colombia and educational institutions is complex, challenging and requires alternative solutions, thought out, viable and concrete to understand it, face it and transform it theoretically and practically from the classroom and beyond it, assuming and applying evaluation, curriculum and the educational teaching process as investigative scenarios, complemented with financial, social and political investment.

Information and communication technologies (ICT)

Liliana Isabel Miranda Huertas — 2025-10-28

This article presents a perspective on the use of Information and Communication Technologies (ICT) in Math learning and strengthening knowledge in students between 9 and 13, who attend grades four through seventh grade (second year of high school in Colombia). The general objective of this research is to encourage the use of ICT to strengthen learning in the area of mathematics in San Isidro educational institution students of Monteria-Colombia city; which purpose is taking advantage of the resources and interest provided with media generate in children and young people who use them to generally for entertainment and leisure and do not dimension the great benefits that they could obtain when applying them to their learning processes.

Based on the objective, it can be stated, according to what has been researched in various sources, that the implementation of ICT in the teaching of mathematics at the San Isidro Educational Institution can have a significant impact on the learning and consolidation of knowledge of the students. mathematical concepts and procedures in students. At this point, taking advantage of the technological resources available and the innate interest of children and young people in these media can transform the learning of mathematics into a more enriching, interactive and autonomous experience. However, it is of utmost importance to have the support and training of teachers, as well as to ensure equitable access to ICT for all students, thus nullifying the digital divide.

The critical didactic

Mireya Pino Asprilla — 2025-10-28

The flipped classroom plays a crucial role in education, as it gives students the opportunity to familiarize themselves with the content before classes, which encourages their curiosity and metacognition. These cognitive skills not only allow them to assimilate knowledge, but also develop critical competencies essential for autonomous and reflective learning. In Panama, as in other Latin American countries, there is a need to rethink traditional educational models and adopt more inclusive and participatory approaches. This article examines how critical didactics through the flipped classroom can enhance students' cognitive abilities, analyzing its theoretical foundations, benefits, challenges, and examples of successful teaching strategies. The objective of this article is to determine the effectiveness of using the Flipped Classroom to enhance cognitive skills in the comprehensive training of the student, through critical didactics. Each student perceives, thinks and processes information differently. The methodology used was based on the review of primary sources through inferential critical reading, analysis and synthesis. The theoretical principles of critical didactics are presented along with an empirical study that evaluates its effectiveness in the educational field. We conclude by affirming the importance of implementing the flipped classroom in the context of critical didactics, taking into account the cultural and contextual particularities of the students. For example, in communities where formal education has historically been limited, students may need more support and guidance to adapt to this new learning model.

Factors that influence the assessment of the study of rural students in Manabí – Ecuador

Mariuxi Monserrate Monge Vera — 2025-10-28

The determination of the internal and external factors that influence the evaluation of the study in high school students is a crucial aspect, given that these elements are determinants for academic and personal success. Students with a high assessment of studying tend to show better academic performance, a greater probability of continuing their studies, and greater achievement of their personal goals. The primary objective of this research was to identify the factors that influence the assessment of the study in students who graduated from the educational institutions of the C12 circuit, district 4 of Education, located in a rural area of ??the province of Manabí, Ecuador, during the year 2024. This study seeks to generate relevant information for the design of educational policies that promote a positive attitude towards education in rural contexts. The methodology used in this study was qualitative in nature, using surveys and interviews to collect information on the variables of internal and external factors, and the assessment of the study, applied to rectors, teachers and students of the last two graduating classes. In conclusion, socioeconomic and educational factors in rural areas of Ecuador present significant challenges that require special attention and focused public policies to reduce existing inequalities. Improving access to basic services, educational quality and economic opportunities are fundamental for the comprehensive development of students in these sectors, guaranteeing a more equitable future for graduates.

Educating on the land is sowing the future

Maryuri Mariela Monge Vera — 2025-10-28

The problem corresponds to the situation that rural education is experiencing in the Bellavista parish of the 24 de Mayo canton, in the province of Manabí, where there are complete Educational Units that lack adequate infrastructure, do not have an appropriate internet system to be able to work in connectivity, organizing work, applying projects, among other aspects that affect their development. A theoretical framework was used, on rural education in general, rural education in Ecuador, Manabí and in the 24 de Mayo canton, Bellavista parish, in order to be able to achieve an approach to the objective that seeks to establish a critical approach on the rural education, specifically to the complete rural educational institutions, of Circuit C-12, of the Bellavista parish, canton 24 de mayo, province of Manabí”. For this work, a qualitative-quantitative approach was applied, analyzing information and data obtained through the survey and interview, with well-structured questionnaires, where aspects related to the real situation of education in rural areas are highlighted. It is concluded that there is a deficient infrastructure and technology, there is no contribution from the State to cover the educational needs in the rural sector.

Strengthening reading competence, through the use of digital educational resources

Rognys Montalvo Diaz — 2025-10-28

Currently, digital educational resources and the use of ICT in the academic context have become very important, due to the digital culture that has been generated today and the needs that arise in Educational Institutions. One of the greatest needs that arise in the school environment is the strengthening of reading competence, which is why this article aims to carry out a bibliographic review of different articles related to the strengthening of reading competence through use of digital educational resources.

It should be noted that a bibliographic query matrix was used as a search methodology, which allowed for a categorization of the reviewed documents and in this way carry out a deep reading and in some cases a superficial reading. Taking into account the above, it can be concluded that reading is one of the skills that generates the greatest problem in the academic field, which leads educators to innovate in teaching practice, seeking learning methodologies that adjust to the needs. of the students, in this case one of those pedagogical strategies is the use of digital educational resources.

Finally, it is important to say that a search was carried out for scientific articles at an international, national and local level in different databases, which allowed for a better analysis of the study topic.

State of the art

Sandra Carolina Mora Rojas — 2025-10-28

This document presents research focused on creating psychopedagogical strategies to enhance the transferable skills of preschool students in the municipality of Chipaque, with the aim of improving classroom interaction. Through a detailed review of 14 relevant studies, key concepts such as school coexistence, emotional education, and socioemotional skills are analyzed, highlighting their importance in the holistic development of preschool children. The research is grounded in theories such as Daniel Goleman’s emotional intelligence and Lev Vygotsky’s sociocultural development theory, which emphasize the role of the social and cultural environment in learning. The adopted qualitative approach allows for an exploration of the relationship between psychopedagogical strategies and the development of transferable skills, identifying gaps in the existing literature. It is concluded that developing a theoretical framework explaining how these skills impact school coexistence is crucial, suggesting that future research should address unresolved questions in this field. This work aims to contribute to theoretical knowledge on preschool education and the importance of fostering an inclusive and positive learning environment, laying the foundation for students' personal and academic growth.

The construction of artifacts as mediators of the process of social appropriation of science, technology and innovation - Crea-ciencia project

Edna Eliana Morales Oliveros — 2025-10-28

The Crea-ciencia project aims at the social appropriation of scientific and technological knowledge and innovation in rural and urban areas of the department of Tolima - Colombia. In its development, the strategy of the creativity route is proposed, which deals with how the educational community, with the integration of agents of the territory, identify and understand a problem, whose solution corresponds to the design and development of technological artifacts. In this process, education in science and technology plays an important role, as it gives meaning to many competencies that are promoted from the Colombian curricular standards, for example, the topic of modeling and the comprehensive use of scientific knowledge. The proposal is framed in the perspective of teaching based on modeling; where it is essential that children and/or young people in the creativity teams build models, initially, explanatory about the problem that is conceptualized, represent through various semiotic registers their solution proposals and concretize them through the construction of initial models or artifacts. To this end, expert knowledge is used, such as electronics, mechanical physics, biochemistry, environmental sciences and technological knowledge. This paper presents the systematization of Three cases - artifacts - whose designs are realized in robots, electronic-mechanical processors and biochemical products. This paper details the scope and limits of this appropriation process via teaching and learning based on models.

Diagnosis of the development of socio-emotional competencies in secondary school students

Limberto E. Morelo Díaz — 2025-10-28

The social dynamics present in today's world require that schools not only educate students with cognitive abilities but also with socio-emotional competencies, especially during basic education. These dynamics necessitate that individuals possess skills such as empathy, self-regulation, and effective communication, among others, enabling them to manage their emotions and cope with the stress inherent in contemporary life. Acknowledging this need for establishing relationships and interactions in an increasingly complex and challenging world, this article emerges to review the state of the art of theoretical and practical research conducted in recent years in Colombia and worldwide. To achieve this, a search was carried out in major open databases such as Scielo, Redalyc, Google Scholar, among others, using keywords like socio-emotional competencies, basic education, development of socio-emotional skills, and social competencies to identify documentary or field research studies conducted in the last six years (2019-2024) in both national and international contexts. As a result, it is evident that there are many works that not only highlight the relevance of this topic today but also address specific capacities for basic education such as empathy and assertive communication as means for conflict resolution, as well as strategies for promoting the development of these competencies in the classroom.

Migration and its Sociocultural Impact on School: an In-Depth Analysis

Claudia Cecilia Moreno Urzola — 2025-10-28

The article aims to address the complex relationship between migration and its impact on school culture in Latin America and, specifically, in Colombia. It explores how migration processes influence cultural diversity, identity and social cohesion in both communities of origin and destination. Key sociocultural factors are analyzed and the political and economic implications are discussed, in addition, the current trends, challenges and opportunities that arise in this context, providing a comprehensive vision of a topic of vital importance in the contemporary educational field. Regarding the methodology, we worked under the qualitative perspective of documentary and ethnographic research approach, in this sense we accessed different platforms to obtain the required information and field work in schools. Reading cards were also used to reserve the relevant data of the selected investigations. It is concluded that the relationship between migration and education is determined by its sociocultural impact. So the school must be conceived as a multicultural space and direct intercultural dialogue in the face of the growing migration of children.

Advances in the evaluation of institutional architecture in Higher Education Institutions in Colombia

Claudia Milena Muñoz-Patiño — 2025-10-28

Analysis of institutional architecture (IA) in Higher Education Institutions (HEIs) in Colombia and its impact on achieving strategic direction and realizing the institutional educational project (IEP). The research is framed within a regulatory context that includes Law 30 of 1992, Decree 1075 of 2015, and Agreement 02 of 2020, which provide guidelines for quality assurance in HEIs. Through the implementation of quality assurance and management models, such as the Internal Quality Assurance System, ISO 9001:2015 and ISO 21001:2018 standards, and the Integrated Planning and Management Model (MIPG) for public HEIs, the goal is to establish an IA that facilitates the development of strategic actions, ensuring the realization of the IEP and the institution's impact. This study examines how integrating these models into IA influences the achievement of strategic objectives and the realization of the IEP. While these models offer opportunities to improve quality, they also present challenges due to the complexity and multiplicity of the processes involved Preliminary results indicate that a well-designed and managed IA is crucial for optimizing the achievement of strategic direction and the realization of the IEP in Colombian HEIs. The study concludes that developing strategies for better integration and management of these models is necessary to maximize benefits and minimize administrative burdens, thus ensuring quality in HEIs.

Pedagogical proposal for developing mathematical thinking through a digital ecosystem in rural Southern Tolima, Colombia

Juan Sebastián Murillo Sarmiento — 2025-10-28

This ongoing research aims to develop an innovative didactic proposal to enhance mathematics teaching in a rural educational institution in southern Tolima, Colombia. The proposal seeks to support the mathematical literacy of middle school students by incorporating current educational trends to address problem-solving, calculus, and mathematical logic. The study focuses on the process of designing and developing an interactive digital ecosystem, which will include online educational resources, educational games, and simulations designed to facilitate active learning and student engagement.

So far, work has been done on selecting the study population and developing the methodology that will guide the research. The implementation of the digital ecosystem is scheduled to begin this year. The research process will include an initial diagnostic assessment to determine the students' level of mathematical competence, followed by the design of a personalized intervention plan based on the results obtained. During the intervention, students will participate in interactive resources, and their progress will be continuously monitored and evaluated.

It is expected that preliminary results will indicate significant improvements in academic performance and increased student motivation, attributable to the use of this digital ecosystem. This paper presents the design and initial steps of the research, discussing the expectations and future implications for educational practice, as well as potential adaptations and expansions of the proposal in different rural educational contexts.

AI in educational processes

Romelia Negrete Doria — 2025-10-28

The starting point for linking AI support in the educational process generated questions for reflection: what is AI? What is their role in the classroom? How does AI help improve learning-teaching-learning-training-evaluating processes? It is a subject in time and against time to begin to study its function step by step, this exercise is defined at an exploration level and it is hoped to advance soon. This article investigates how the use of chatbots is impacting learning in the virtual classroom with the support of AI. In addition, it examines how students of the Bachelor's program in social sciences feel that the teaching-learning process is facilitated by inserting new digital tools in synchronous spaces of interaction. The methodology is qualitative with direct participant observation technique in the virtual scenario, which allows direct registration of the educational process from the role of the participants, the designed lesson plan from which the convergent or divergent positions of the students will be observed in the face of the support panorama offered by digital technologies. The process is part of the impulse that the Areandina Institution has been encouraging innovation, creativity and development of digital skills in higher education that today's society demands.

Gamification as an educational strategy in this digital age

Sergio Nieto Meza — 2025-10-28

This research was aimed at analyzing gamification as an educational strategy in this digital era, as a challenge of transformation in the university classroom, taking into account the perception that higher education teachers have in this regard. The study was developed within the framework of the interpretative paradigm with a qualitative approach and type of phenomenological research. The interview was used as a technique with key informants from different universities in Colombia. The results analyzed from the hermeneutics, indicated that the interviewees are aware of this strategy and have used it, having the experience and their opinion in general is that it allows attracting the attention of students generating a creative and competitive environment, therefore, the use of the elements of gamification within the activities in the university classroom, They are beneficial for the development of cognitive skills, promoting the acquisition of skills, and strengthening the ability to solve problems using few resources, which shows that it does not matter the age and educational level to use gamification as a didactic strategy, because in any case, it provides benefits, advantages for both teachers and students. which allows us to conclude the evidence of the challenge of university teachers to use this didactic strategy in this digital era, collaborating extensively with the learning and activation of university classrooms, as it awakens interest in them, and the university student, like any other person, enjoys the game, which through this strategy significant learning is achieved at any educational level.

Computational thinking in education

Sandra Esmeralda Olmos Álvarez — 2025-10-28

The teacher plays an important role in the various teaching-learning processes, each teacher must be on par with the new dynamics offered by experts in education in the XXI century; Authors such as Seymour Papert, Jeannette Wing and Suchi Grover highlight the importance of including computational thinking in education, they agree that learning to program helps develop skills such as creativity, critical thinking, and problem solving, promote innovation by being able to give multiple answers to a problem. Currently, computational thinking is considered a tool that helps to reduce digital literacy gaps and increase motivation levels in the teaching-learning process.

The article will be oriented in the advances of the doctoral thesis proposal, titled “didactic strategies in computational thinking to motivate learning in the 8th grade of the technical educational institution José Antonio Galán of Puerto Boyacá”. The objective is to evaluate the effect caused by the application of didactic strategies based on computational thinking as a tool to motivate learning in students. The proposal is focused on quantitative research of experimental design, the data will be obtained with pretest and post-test method. In order to evaluate the levels of motivation in students before and after applying the strategy, taking as a reference a control group. The proposal aims to demonstrate that computational thinking allows the formation of competent students, with fundamental skills to face a globalized world.

Early stimulation

Claudia Juliana Ortega Blanco — 2025-10-28

The following document involves the review of bibliographic sources on early stimulation and which is based on the selection of academic articles and/or research at the international level published in the period between 2018 and 2022, with the purpose of understanding the dimensions associated with the concept of early stimulation and its impact in the school context and the various strategies applied in the early years, which allow the cognitive, linguistic and emotional development of children. In addition, the concepts of early stimulation, child development, early childhood and emotional development are defined.

Among the main findings, the bibliographic review of studies on early stimulation and its relationship with child development and the learning process are highlighted.

Didactic sequence for the development of reading comprehension and metacognitive competencies in the context of the pandemic and post-pandemic

Alexa Liliana Ortiz Arenas — 2025-10-28

The development of metacognitive reading comprehension skills is a crucial topic in the educational field, as it allows students to be aware of their own thinking processes and improve their ability to understand and learn from texts. In the case study of the Institución Educativa Número Dos La Inmaculada, this topic was addressed with the purpose of analyzing the impact of metacognitive strategies on students' reading comprehension.The research was carried out using a qualitative approach, employing techniques such as observation, interviews, and document analysis. Workshops and activities that promoted students' metacognitive awareness during reading, such as prediction, comprehension monitoring, and evaluation of the reading process, were implemented.The results of the study demonstrate that the development of metacognitive skills had a positive effect on students' reading comprehension. Participants showed an increased ability to identify main ideas, make inferences, and connect the content of the text with their prior knowledge. Additionally, an increase in motivation and interest in reading was observed.

In conclusion, this study highlights the importance of incorporating metacognitive strategies in the teaching of reading comprehension. By fostering awareness of one's own thinking processes, students can develop skills that allow them to successfully tackle increasingly complex reading tasks.

Importance of healthy coexistence within educational settings

Lusana Osorio Ramos — 2025-10-28

This article is the result of research leading to purpose or objective of this article is to recognize the importance of healthy coexistence within educational settings and identify the best approach to achieve it, in which a brief look at the background was made, and the approach to the concept of school coexistence, making its foundation. theoretical, focusing attention on those that are considered most relevant, on the other hand, an attempt is made to identify the main problems of coexistence in institutions and the approach that is considered appropriate for their approach, this being psychosocial, finally, the components and key actions or strategies of this approach to address coexistence issues. Among the most relevant conclusions is that the institutional scenario is a reflection of what happens in homes, the educational community and society in general. And that through educational practice the coexistence context of students can be changed, with tools that stimulate healthy daily interactions and peaceful problem solving. Likewise, it was concluded that a good coexistence reduces episodes of conflicts and disruptive behaviors, allowing both students and teachers to concentrate on educational purposes. Therefore, encouraging healthy coexistence is an essential mechanism for the overall success of the educational process.

Digital literacy and critical reading in rural areas

Sergio Ospina Tello — 2025-10-28

This bibliographic review explores the current state of digital literacy and its potential connection with critical reading among rural secondary school students. It aims at identifying gaps in existing research and provide recommendations for future studies. The review highlights the challenges faced by rural areas, such as limited access to technology and inadequate teacher training. It also examines the impact of digital literacy on various educational levels and modalities, emphasizing the need for improved educational policies supporting digital literacy and technological training for teachers, especially in the wake of the COVID-19 post-pandemic. The review suggests focusing on differentiated pedagogical practices, teacher training methodologies adapted to rural contexts, the effect of digital literacy on academic performance, and the design of pedagogical innovations incorporating digital literacy to enhance information comprehension and processing in digital environments.

The teaching of mathematics from a curricular justice and contextualized didactics perspective in Colombia

Diana Milena Otálora Muñoz — 2025-10-28

Teaching processes in any area of knowledge involve reflections on the purposes, means, resources and results obtained along the way. These elements are based on different theories and paradigms about teaching, which throughout history have pointed out navigation routes for its protagonists: teachers and learners.

The contents in the area of mathematics in elementary and secondary education are fundamental for the development of logical thinking, since they favor the development of competencies that allow understanding the environment and also facilitate the study of other branches of knowledge.

Contextualized didactics is an educational approach that seeks to relate teaching and learning to the students' context; this approach is related to the concept of curricular justice, which consists of establishing parameters of equity in the design, application and evaluation of the curriculum.

The purpose of this paper is to present a documentary review of the impact of contextualized didactics in teaching, which, together with curricular justice, can optimize the teaching-learning processes by taking a critical look at the relationship between content, teachers' curricular decisions and the way in which pedagogical practices are linked to the context and the students' life project. The above in order to provide students, who are the essence of teaching, with a curriculum that responds to some of their needs and particularities.

Reflections on bullying in elementary school children from a holistic perspective

Luz Yaneth Ovalle Pérez — 2025-10-28

School classrooms are settings where people socialize with peers and teachers, generating coexistence situations: some positive and beneficial for personal and educational growth and others that become complex situations when they are victims of negative interactions that affect personal development educational and social, in addition to affecting school coexistence. The purpose of the study is to reflect on the factors that are associated with aggressive behaviors in children from 6 to 11 years old, who attend primary school, to mitigate bullying, in addition to addressing the social and emotional skills that guarantee protective school environments for healthy coexistence, which foster rewarding interpersonal relationships that contribute to comprehensive training. The methodology used in the article is hermeneutical interpretation, resorting to the review of bibliographic references as primary sources of information, whose analysis and research results address school coexistence in childhood, to mitigate school violence.

Pedagogical, curricular and didactic strategies of the teachers of the multigrade primary basic site

Iván Darío Oviedo Ricardo — 2025-10-28

El presente documento es un aporte teórico y estructurado que describe una serie de estrategias didácticas usadas por el profesorado para fortalecer el trabajo curricular en las sedes multigrado de básica primaria del departamento de Córdoba y así mismo cumplir con las exigencias teóricas , practicas emanadas del ministerio de educación , además describe y clasifica el tipo de sedes multigrado y como esta variedad o tipología de la misma hace que sea un reto para la planeación y estructuración del currículo actual en muchas de estas sedes rurales del país.

En la actualidad la educación rural está buscando alcanzar niveles de calidad alto y competir con la educación de las sedes urbanas, aun cuando tiene muchos factores en contra como las zonas de conflictos, difícil acceso, olvido del estado, diversidad de la población en relación a tipo de población, dotación y estructura de las sedes educativas, formación y permanencia del profesorado en dicha zona de influencia entre otros mil restos más.

Para entender la educación en este contexto es necesario identificar que se entiende por m sede multigrado es decir sede educativa que atiende varios grupos al tiempo en solo salón por un docente, estos a su vez tienen varias ramificaciones en las cuales se pueden mencionar. bidocente es decir donde hay dos docentes y cada uno de ellos atiende 3 o 2 grados, monodocente, un educador para prestar el servicio educativo a estudiantes de todos los grados desde educación inicial hasta grado 5°, tridocente, tres educadores que se distribuyen los 6 grados de dos grupos por docente las estrategias de estos educadores es posible que sean abordadas a través de distintos visones de los docentes en entornos multigrado.

Teaching innovation

Santiago Paredes – Ch — 2025-10-28

Educational innovation is the set of methodological processes that seeks to link new educational practices such as the application of digital resources in an effective way for all sub-levels of education. Ecuador faces significant challenges due to the lack of technological infrastructure, limited teacher training, rigid educational policies, socioeconomic inequalities, including an educational community resistant to change and the absence of mechanisms to evaluate the learning process. These barriers limit the correct implementation of innovative methodologies and maintain a traditionalism that does not promote critical thinking or equity in terms of content appropriation. With this precedent, the research seeks to obtain relevant data to identify strategies and opportunities for professional improvement prioritizing technological innovation. Through a survey applied to teachers of the institution (n = 34), the results determined that projectors 91.2%, educational applications 85.3% and online platforms 85.3% are the most used digital tools, due to their application for the development of contents 79.4% and the execution of practical activities 76.5%. The articulation of several innovative methodologies, mainly project-based learning and gamification comprises a strategic component that reflects a significant level of satisfaction 63.23%. These resources facilitate more effective learning adapted to the current needs of education, improving quality and academic performance. Teachers value access to technological resources and continuous training, highlighting the importance of institutional support to ensure modern teaching that is adaptable to the demands of the 21st century.

Environmental factors that impact on the result of standardized evaluation processes

Ricardo Andrés Paternina Reyes — 2025-10-28

This article is a critical essay on the meaning that evaluation has within the educational process that is carried out by basic and secondary education schools, whose purpose is to respond to standardized tests, such as the Saber tests in the Colombian case. being the only opportunity for both the student and the school to demonstrate what they have learned and the quality of the educational service. Despite the efforts to uproot traditional teaching models, some elements survive in the educational imagination, where it is still evident that one of these factors that remains is the conception and application of forms of evaluation from a quantitative and measurable sense. The objective of the work is to generate a reflective space on the role of evaluation within the educational process. It takes as reference the concepts of evaluation in different historical moments to determine their relationship with the teaching-learning process, and establish how certain practices still persist that are promoted implicitly and even without true intention, by the formal institutions where the structure of education, regulatory frameworks and standardized testing. Finally, it is suggested to consider contextual elements to improve evaluation from practice, allowing more organic processes that respond to the needs of each educational institution and that can be articulated with their teaching process.

Appropriation of the educational evaluation from a formative approach

Luz Marina Peña Hernández — 2025-10-28

The main purpose of this essay is to emphasize the importance of the appropriation of an evaluation from a formative approach in school environments, from initial teacher training, in Escuelas Normales Superiores (ENS). According to that, it carried out a theoretical study about terms related to the methodology of the educational evaluation; considering it is crucial to the contemporary education, since it allows to carry out a continuous monitoring to the teaching process, it demands a paradigm change to inclusion and equity and, it is possible to guarantee to the students, negotiable process and a meaningful and thoughtful environment.

In conclusion, an appropriate educational evaluation is challenging, motivating, positive and it involves the participation of different members of the school community in each process, in order to apply analysis tools to design and establish appropriate improvement plans, which give opportunities to achieve an integral quality in the initial teacher training what is a challenge today.

Curriculum and Didactics in Mathematics Teaching

Durley Adriana Peña Fandiño — 2025-10-28

This article examines mathematics teaching in rural areas of Santander, Colombia, focusing on the curriculum and contemporary didactics that currently permeate the country. It begins with an analysis of the historical and theoretical context, highlighting how mathematics teaching in these regions has evolved from traditional methods to more modern transversal approaches. This article discusses the importance of contextualizing learning, adapting the curriculum to local realities and the specific needs of rural students and their community. Various educational theories and models are explored with approaches adopted by current educational policies, and are presented as promising strategies to improve the relevance and effectiveness of mathematics education in rural contexts and areas with difficult access. At the level of conclusions, recommendations are presented for educational policies that support the effective implementation of these approaches in rural areas based on an analysis of the advantages and disadvantages of adopting certain educational models, as well as accompaniment to teachers in training programs that take into account the context in which it is situated and the guarantee of access to quality educational resources that allow reducing the gap in academic conditions that exist between rural and urban areas.

Management of emotional intelligence in teaching and learning processes

Cindy Paola Pérez Herrera — 2025-10-28

This article aims to identify and analyze the concept of management of Emotional Intelligence (EI) and the way in which it strengthens the teaching and learning processes of the students of the Technical Educational Institution in Informatics of Sincelejito in the department of Bolívar, Colombia, taking into account different research carried out on the subject.

Although numerous studies have highlighted the correlation between emotional intelligence and various positive results such as better academic performance, strengthening interpersonal relationships, developing empathy, active listening, decision making, leadership, respect for differences and greater personal satisfaction through recognition of the skills and abilities that each person has; Furthermore, a deepening of how these can enhance the comprehensive development of students is required.

In clinical psychology research (Estrada & Zepeda, 2023) they propose the Theory of Strengths and Virtues, also known as Positive Psychology, in which they analyze the negative attitudes and behaviors of people, arguing that the moods of happiness and well-being They do not depend solely on the absence of mental problems or illnesses, but can also be cultivated through the development of skills and abilities.

Taking into account what was stated, which agrees with what was explained by (Fueres, 2022), it can be said that emotions directly influence people's ways of acting and thinking, in addition, that good actions and results can be favorable in environments where harmony, healthy coexistence and the development of the skills that individuals have are promoted.

Living together as a pedagogical strategy for the learning of citizenship competencies in social sciences for 8th grade

Rodrigo Petro Nisperuza — 2025-10-28

This article analyzed the potential of the mobile application "Convivamos" to strengthen citizenship competencies in eighth-grade students. A qualitative literature review of studies on the use of ICT in citizenship education was conducted using academic databases. The results indicated that the integration of ICT in teaching citizenship competencies creates more dynamic and interactive learning environments, favoring student motivation. Digital tools were found to facilitate the development of skills such as participation, communication, and critical thinking. However, challenges such as the digital divide and the need for teacher training in ICT competencies were identified. The study concluded that "Convivamos" has the potential to significantly contribute to strengthening citizenship competencies, provided it is designed considering the findings from the literature, such as creating contextualized learning experiences, promoting digital literacy, and incorporating innovative pedagogical strategies.

Main challenges in developing individualized plans for reasonable accommodations in Colombia

Juan Guillermo Pimienta Lyons — 2025-10-28

Main Challenges in Developing Individualized Plans for Reasonable Accommodations in Colombia This literature review article is based on the research line of educational support for diversity in formal and non-formal contexts in Colombia. The objective is to identify the main challenges in planning and implementing individualized reasonable accommodation plans in educational institutions for children and adolescents. It was developed under an interpretivist epistemic approach, which emphasizes the meaning individuals give to their actions and experiences in the environment and context of educational support for diversity. The type of methodology implemented was qualitative, with document analysis as the primary technique.
The review results reveal that teachers are reluctant to design individualized reasonable accommodation plans due to their focus on mental health tasks. The implementation of the plans faces challenges in curricular adaptation and in ensuring effective compliance. Successful case studies offer examples of strategies for overcoming obstacles and achieving inclusive education.
In conclusion, the importance of addressing the challenges in catering to diversity in the education of children and adolescents in Colombia is highlighted. It is recommended to promote teacher training and provide tools for the effective design and monitoring of individualized reasonable accommodation plans, ensuring the right to an inclusive education for all students.

Development of computational thinking in lower secondary education

Nidia Susana Porras Aguirre — 2025-10-28

In 2022, the Ministerio de Educación Nacional, publishes the Orientaciones Curriculares para el Área de Tecnología e Informática en la Educación Básica y Media, including programming as a didactic strategy for the development of Computational Thinking; in turn, it proposes the use of digital tools such as Scratch and Code.org, in order to close the digital gap and improve fluency in the creation and use of technology of elementary, secondary and middle school students in the national territory. Likewise, the educational approach STEM+H (from human rights) and STEM+G (with a gender approach) is proposed.

According to UNESCO statistics, by July 2019, the world average rate of female researchers reached 29.3%. Although great efforts have been made to reduce this gap, there are family and social factors that promote gender stereotypes at the time of vocational choice of women and men, especially in disciplines such as mathematics, engineering and computer science.

Thus, this document includes theoretical bases to conduct a study to determine the impact of the implementation of a learning path of the Code.org platform, for the development of Computational Thinking, in cognitive and socioemotional skills of ninth grade students, as well as in their vocational choice. This in order to guide future research and serve as a basis for the implementation of digital tools with a gender approach, to reduce the existing labor gaps in STEM areas.

Artificial intelligence as a pedagogical innovation

Katherine Belén Quinaluisa Narváez — 2025-10-28

The present research aimed to analyze the role of artificial intelligence as part of pedagogical innovation in initial teacher training. Through a case study, it seeks to explore how AI is being integrated into teacher training programs. The research design was mixed with quantitative and qualitative data. The type of research was exploratory. The population group was the State University of Milagro with a sample of 50 students of the basic education degree in the evening session. Among the tools used, the questionnaire on the use of artificial intelligence tools and platforms in the classroom by the authors Del Puerto and Esteban (2022) is detailed. The results obtained in this study suggest that the implementation of AI in university education has great potential to improve learning outcomes and promote the development of key skills for the 21st century where teachers sought to develop in students’ skills such as critical thinking, creativity and collaboration, through activities that promoted the use of AI.

Pedagogical strategies based on artistic activities for reading comprehension in official educational settings

Ligia Azucena Quintero Suarez — 2025-10-28

This article focuses on formulating pedagogical strategies based on artistic activities to improve reading comprehension in official schools in Bucaramanga, Colombia. It targets 33 second-grade primary students using qualitative methodology with diagnostic tests, field journals, and document analysis. The study emphasizes the influence of Colombian laws and decrees promoting literacy and the importance of effective pedagogical strategies. Artistic education is highlighted as a key element to enhance reading comprehension, supported by authors like Gardner and UNESCO recommendations. The research employs Elliot W. Eisner's interpretive paradigm and Jürgen Habermas's socio-critical theory to explore power dynamics in educational settings, promoting a just and participatory environment. The descriptive methodology allows for a detailed integration of artistic activities into the curriculum, using action research to reflect on pedagogical practices and foster social change. An artistic activities plan is proposed to improve reading comprehension, benefiting students, teachers, educational institutions, and the community.

Attention-deficit/hyperactivity disorder (ADHD)

María Eugenia Quiñones Holguín — 2025-10-28

Development of soft skills in virtual education teachers

Kelly Johanna Rada Arteaga — 2025-10-28

The rapid advancement of technology and the growing demand for virtual education have transformed the role of teachers, requiring not only technical competencies but also soft skills that facilitate teaching and learning in digital environments. For the development of this study, qualitative research and bibliometric analysis based on indexed databases were chosen. As a result, areas of high concentration in research on soft skills and their integration with advanced technologies, such as virtual reality and computer simulation, were identified. This finding underscores the growing importance of soft skills, such as effective communication, teamwork, and adaptability, especially in the context of the drastic changes brought about by the COVID-19 pandemic. Research shows that these skills, combined with technological tools, are transforming education and training, preparing individuals holistically to meet the challenges of today’s labor market. The emerging trend suggests an ongoing exploration at the intersection of technology and human skills, highlighting the need for holistic and adaptive educational approaches. In conclusion, soft skills have gained importance due to the need to prepare students to meet the demands of today’s labor market, which requires high levels of proactivity, adaptability, resilience, and responsibility. Education should incorporate the development of these skills into training programs, designing strategies that foster their acquisition. This integrated approach is essential for developing individuals capable of thriving in an increasingly interconnected and technologically advanced environment, ensuring that future professionals can excel and adapt effectively to their work environments.

Grade repetition in school, a factor of segregation and exclusion in school management

Cristóbal Alfonso Ramos Contreras — 2025-10-28

Education is a platform of social, pedagogical, and didactic practices that forms the basis for the development of training processes involving research actions for constant monitoring and evaluation, thereby enabling the proposal of intervention actions that foster the development of educational policies relevant to the social, cultural, and political reality of the context. This document presents an analysis of academic reflection on the challenges associated with school overage, detailing a semantic and conceptual framework to recognize the characteristics and determining factors of this phenomenon in schools, with the intention of generating ideas that inform approaches to address it through inclusive educational practices. To achieve this, two questions are raised: the first seeks to conceptualize and characterize school overage by reviewing the actions and research that have been conducted on this issue, and the second facilitates a pedagogical reflection on the role of the school as an inclusive environment. Finally, some conclusions are presented, which support that the implemented policies have increased the access and coverage rates for overage students, but further strategies are still necessary for the institutional management of access, retention, and relevant pedagogical support for students in this condition. Above all, it is necessary to propose a centralized educational framework based on the foundations of education in diversity and inclusion.

Strategies for developing the dimensions of meaningful learning in laboratory practices in biology and related fields

Maryuri Claudeth Restrepo — 2025-10-28

For Espinosa et al (2021), the teaching of Natural Sciences and biology in particular, presents important challenges at all educational levels, which is why with this research, it is intended to analyse the different postures and conceptions that hinder the teaching and learning process of this subject and related areas from the university context, relying on the search for strategies that stimulate the development of the dimensions of meaningful learning such as: motivation, understanding and functionality in laboratory practises. The interest in this topic arises from the attitude behaviour that the student shows when performing the different experimental practises, presenting low interest for the previous reading of laboratory guides and oral evaluation although this does not represent a quantitative value, added to this the shortcomings in the delivery of written reportswritten reports.

Therefore, as described above, through the documentary review methodology, it is intended to guide the reader regarding the different conceptions in the educational context on the use of strategies to improve the learning outcomes of the subject of biology and related areas from laboratory practises to contribute to educational quality, generating awareness and motivation in students and also in teachers through the understanding of this phenomenon called "lack of interest".

The importance of school coexistence in students’ academic and social development

Nayibe Rincón_Zárate — 2025-10-28

This article proposes the review of different documentary sources on classroom climate and its impact on the school life of students, taking into account research articles, books and databases in the period between 2019 and 2024, delimited to the Latin American scope allowing to analyze the determining aspects in the approach to school coexistence, regulations and possible alternatives used in the school environment related to the topic of study, other concepts of classroom climate, school coexistence, academic performance and interculturality are defined.

Among the main findings, the conceptualizations of the aforementioned categories stand out as axes that transversalize the entire research process and that serve as supports as a state of the art for relevant research or research related to the same topic.

Didactic and attention to cognitive barriers

Ritza Ginela Gaona — 2025-10-28

The present doctoral dissertation will consist of designing a proposal for teaching strategies to address cognitive barriers in the teaching of mathematics, defining the implementation plan for the Faculty of Educational Sciences, Bachelor of Primary Education, of the University of Panama, year 2024. Regarding the methodology, it is based on the quantitative positivist analytical empirical approach, inductive logical method, projective, descriptive, field Taype. The transnational non-experimental design of exploratory and explanatory scope. The population under study will be made up of teachers and students of the faculty under study. Regarding data collection techniques, direct observation, documentary review and survey will be used. As instruments, two (2) questionnaires with Likert scaling, aimed at teachers and students, respectively. Validation through expert judgment. Reliability using Cronbach's Alpha statistical test. For the analysis of results, the SPSS Statistics V.17 program for Windows will be used and a descriptive analysis based on percentage interpretation will be used. As conclusions, it is estimated to diagnose the teaching strategies used by the teacher, characterize the practice of the teacher and student, identify the cognitive barriers that students face in the mathematics learning process, based on the results, prepare the proposal, the plan implementation and validation by specialists.

Towards Inclusive Education

Moyra Beatriz Robles Iguarán — 2025-10-28

The current article seeks to reflect on the analysis of inclusive education and the role of artificial intelligence in teaching English for deaf people, it is based on the post-environment approach, its structure is qualitative, descriptive, positivist, supported by the hermeneutic method in documentary theoretical context, taking the position of different authors such as; Readmakers (2024); Velazquez (2020); Rodríguez (2023); Ortiz et al. (2023); Molina (2020); Cruz and Rosas (2017), among others. among others. Achieving the purpose is based on an exhaustive search for information in specialized databases that allowed the subject to be categorized through exploration in the context of inclusive education studies and the role of artificial intelligence in teaching English for deaf people, incidence of the implementation of this project in its closest environments. In this regard, it should be noted that around these bases there is a social impact, accompanied by visual communication, artificial intelligence technology and learning-teaching. Artificial intelligence also improves the communicative skills and competencies of deaf people in the English language, which which allows them to adapt to artificial intelligence scenarios in which foreign language skills are required. It is reasonable to assume that these strengths will increase the possibilities of accessing the job offers offered by various business sectors at the local, national and international level.

Artificial Intelligence (AI) to develop critical thinking and metacognitive processes within the framework of cognitive modifiability in the social sciences at the San Cristóbal Sur School

Lay Aracely Rodríguez Hernández — 2025-10-28

Currently, Artificial Intelligence (AI) and emerging technologies have become a fundamental tool in the educational field, offering new opportunities towards the development of essential critical thinking skills and Metacognitive processes.

In the context of the San Cristóbal Sur Technical School, located in the city of Bogotá, the need to integrate AI into the teaching-learning process arises, aligning it with the cognitive modifiability approach proposed by Feuerstein because this approach emphasizes the ability of students to transform learning through strategies that encourage reflection on their own thinking and critical analysis of reality.

Digital educational resources in preschool teaching practices

María Paula Rodríguez Meza — 2025-10-28

In contemporary society, digital technology is transforming various sectors, including preschool education. This article aims to recognize and analyze digital educational resources in preschool teaching practices, highlighting the challenges and opportunities they present. The methodology used is qualitative-interpretative, allowing for a deep and detailed understanding of the experiences and perceptions of teachers and students in this context. The article focuses on four main areas: connectivism, digital natives, teachers' digital competencies, and the evolution of educational praxis. Connectivism emphasizes the importance of knowledge networks and the ability to navigate and build these connections, facilitated by digital technology. Digital natives, accustomed to interacting with technology from an early age, find digital educational resources to be tools that enhance their interest and efficiency in learning. Teachers' digital competencies are crucial for the effective implementation of these tools, requiring continuous and adaptive training. The evolution of educational praxis is observed in the transition from traditional methods to innovative and flexible teaching models supported by digital technology. The results indicate that the incorporation of digital resources in preschool education significantly improves children's interest and participation, facilitating a more intuitive and practical understanding of knowledge. However, challenges are also identified, such as the need for adequate teacher training and the management of children's screen time.

Vocational guidance and life planning for rural students in Colombia

Leidy Julliette Rojas Murillo — 2025-10-28

Education in the rural sector differs from education in the urban sector, however, the curriculum and pedagogical strategies are mostly the same, which means that there is a disconnection from the school to the social realities of the students in the field, it is important to analyze this situation due to problems such as school dropouts and difficulties in accessing higher education. This essay addresses student life in rural schools, vocational guidance and the construction of life projects from educational practice, the subjectivity of adolescents and the transition to higher education of young farmers, from a critical analysis. of the need for education built from sociocultural characteristics and in the same way that it can respond to the needs and interests of the population, therefore, the vocational guidance that is implemented in the rural sector must be open to all possibilities of find and carry out a vocation, as well as the construction of life projects by strengthening support networks, entrepreneurship opportunities and higher education studies in which they can achieve performance.

Normalism in Latin America

Jenny Paola Romero López — 2025-10-28

The Higher Normal Schools (ENS) are identified by their pedagogical training of teachers. In which knowledge and pedagogy enable the evolution of learning, since they have been “dedicated to teacher training in Colombia since the early 19th century” (Orozco, 2023), establishing themselves as one of the first Educational Institutions (IE) tasked with constructing knowledge through the reason of being. In which pedagogical experience allows for advances in teaching and learning methods.

This paper conducts a literature review of articles and theses published over the past six years, using the keywords “pedagogical knowledge,” “Normal Schools,” and “vocation,” and employing specialized databases such as Google Scholar. Once the present documents have been read, it can be verified that all of them were conducted using qualitative methodology, which poses new challenges that will allow progress on the proposed topic.

Innovación educativa para la transformación de la práctica pedagógica docente

Marlon Antonio Romero Rodelo — 2025-10-28

This qualitative phenomenological study aims to deepen the understanding of how teachers at the Institución Educativa Normal Superior Montes de María perceive and experience the implementation of innovative pedagogical strategies. The goal is to explore in detail the motivations, challenges and opportunities that arise when incorporating new tools and approaches into your daily practices.

Through an exhaustive review of the literature, a solid theoretical and conceptual framework has been built that contextualizes educational innovation and its impact in the classroom. This framework provides a solid foundation for analyzing teachers' experiences and understanding the factors that influence the adoption of innovative pedagogical practices.

The research methodology, of a phenomenological nature, will allow access to the subjective perceptions of teachers through semi-structured interviews. A non-probabilistic sample has been designed to capture the diversity of experiences and perspectives within the institution. Additionally, data triangulation will be used to ensure the validity and reliability of the results.

From the results obtained in this research, it is clear that the successful implementation of pedagogical innovations demands a series of interrelated conditions. Among them, the need for specialized teacher training, the design of pedagogical strategies relevant to the institutional context and the promotion of an organizational culture that encourages collaboration and experimentation stands out.

Reflective teaching for the improvement of professional teaching practices

Sandra Milena Romero Martín — 2025-10-28

The main objective of this article is to highlight the importance of reflective teaching in the process of improving the professional practices of teachers. Reflective teaching in the process of teacher professional development constitutes a highly effective strategy in the educational field as long as it is a structured and systematic process and it is assumed as part of the necessary teaching role in a global context but located in a particular context. Research has been carried out on reflective teaching and knowledge has been generated (concepts, types, budgets and models) for two decades now; however, given current trends, which suggest changes in the way of educating, it has been established as a path to follow, especially as a factor of deep and constant change, especially if it goes hand in hand with research in the classroom. Its use in solving daily problems by combining practical knowledge with theoretical knowledge is highlighted, where the relationship between these two types of knowledge is interdependent and necessary for the professional development of teachers in order to achieve educational quality. To prepare the article, a documentary search was carried out in Google Scholar, Scielo, Redalyc and Dialnet whose thematic axis is reflective teaching and professional teacher development.

La inteligencia artificial en la educación rural de Colombia, derribando barreras desde la equidad

Freddy Alexander Rubiano Calderón — 2025-10-28

The education in rural areas face very considerable challenges like lack of resources, shortage of trained personnel and digital inequality, that perpetuate an educative gap with regard to urban areas, the Artificial Intelligence (AI) gives a potential transformative to be over these barriers and promote an education more equitable. This article stands out how the AI may be a key tool to improve the access and the quality education in rural contexts, supplying new opportunities for students and teachers, its goal is to identify the barriers that hamper the appropriation of knowledge in the academic process of the rural area and evaluate how the AI contribute to the learning of the quality educational in consideration of the equity in the resources’ distribution. This is achieved through a review of existing literature, analysis of a case study and the evaluation of convenient implementations of AI in rural and educational contexts. Lastly, the results indicate that the AI facilitates the availability and adaptation of educational materials in the moment of providing access to quality content in rural areas, it allows to adapt the individual learning needs of each student, it provides teaching and management tools which help teachers to face challenges in settings with limit resources, it supplies accurate evaluations and instant feedback, letting close the digital gap when afford to the students the required tools to the self-directed learning and developing of technology skills, improving the efficient of teaching through efficient pedagogical practices.

The impact of values on sexual and reproductive education in school contexts

Darling Armenia Ruiz Silva — 2025-10-28

Sex education is important for society to ensure understanding of civil and reproductive rights. This research focuses on implementing an educational strategy that enhances independent and effective learning through restorative values. The main objective of changing the perception and control of adolescent problems is to reduce negative consequences such as early pregnancy, sexually transmitted diseases, domestic violence and other aspects related to meaningful learning. Therefore, to achieve these objectives, a comprehensive and interdisciplinary program has been developed and implemented, a teaching strategy that promotes the participation of students, teachers and families taking into account the social and cultural context of the educational community. In this sense, the research is based on the assumption that the integration of values in gender education not only increases knowledge, but also improves the attitudes and health practices of young people, since, two main hypotheses were analyzed; the first is focused on the improvement of knowledge and practice of health care based on values and sense of belonging in relation to sex education and the second have to do with the relationship between the participation of students in activities related to values and the adoption of responsible behaviors.

Reader development models in the 21st century

Laura Yanneth Ruiz Monsalve — 2025-10-28

This article provides an overview of the importance of reading classical literature in school classrooms. Scientific evidence suggests that: 1) there is a concern about the difficulty of developing reading habits among younger students in school-age groups, 2) there is a recurring question about new technological platforms as multimodal didactic tools for the formation of model readers of universal classical literature, and 3) in Latin America, the production of scientific material on the didactic use of universal classical literature is limited. The aforementioned situation presents a significant opportunity to undertake a study that contributes new knowledge and enriches existing research in this field.

The following questions were posed: 1) What is a model reader of literary and non-literary works? and 2) How is a model reader formed in the 21st century amidst the direct and overwhelming competition of new communication technologies? The answers to these questions were presented in a document following the structure of an argumentative text. It is worth noting that this article is proposed within the framework of the doctoral research that the author is currently conducting in the Doctorate in Education at the University of Panama.

Teaching writing and pedagogical strategies

Loly Luz Ruiz Luna — 2025-10-28

The generation of academic texts is essential in high-quality education, since the ability to handle the written language is essential for the integral development of students. However, many students show deficiencies in these competencies, as reflected by the low results in national and international standardized tests. In view of this, the objective was to analyze the way in which the teaching of writing and pedagogical strategies strengthen the writing skills of students at the primary education level in Official Educational Institutions of Montería-Colombia. The epistemological foundation of the research was the socio-critical approach ? as well as hermeneutics. In addition, as an educational and disciplinary foundation, the general didactics, didactics of the Spanish language. From the analysis of the state of the art, it was determined that the generation of academic texts plays a crucial role in high-quality education, allowing the integral development of students through essential language skills for effective communication. Despite the importance of writing, many students show deficiencies in this competence, reflected in low results on standardized tests. This raises the need for innovative pedagogical methodologies that adapt to the needs and interests of students, and that consider the socioeconomic context to encourage a constant and effective practice of writing from the first years of training.

Teacher motivation and innovative teaching practices

Vielka Salcedo Ríos — 2025-10-28

The purpose of this study is to analyze sense, teacher motivation and innovative teaching practices are fundamental aspects in the field of education. Teacher motivation refers to the internal impulse that educators have to commit and be enthusiastic about their work, which translates into a greater commitment and dedication to students. On the other hand, innovative teaching practices seek to break with traditional methods and explore new ways of imparting knowledge, using technological resources, active methodologies, and creative strategies that encourage meaningful student participation and learning. These practices stimulate the interest, curiosity and autonomy of students, promoting a more dynamic learning environment adapted to current needs and realities. Together, teacher motivation and innovative teaching practices have a positive impact on education, strengthening the relationship between teacher and student, promoting academic excellence and preparing students to face the challenges of today's world. From this approach, the methodology used in this article was of a bibliographic type, taking content analysis and the observation technique as instruments.

Reading comprehension

Silvio Manuel Salgado Suárez — 2025-10-28

The reading problems experienced by children in the early grades are more common than imagined. Textual comprehension is one of those shortcomings that causes the most concern in the student's educational environment, with teachers being in charge of providing different types of pedagogical strategies that allow the mitigation of this adverse situation, which influences the student's learning, maximum if the educational context is in a rural area and with the mitigation of a health emergency such as the COVID 19 coronavirus.

In this narrative and reflective review article, general aspects about the concept of reading comprehension, its importance and implementation in primary school students are detailed, where particular characteristics are outlined regarding the types of strategies used, and some analyzes are carried out on the impact of this competition after the pandemic, above all in the rural educational context.

The main findings stand out: a growing participation of the Latin American research community in the topics of reading comprehension, as well as the relevance of this agenda in rural educational institutions as a result of the complex panorama of low academic performance caused by the coronavirus pandemic and the identification and implementation of various teaching strategies to strengthen the teacher's work as a facilitator and mediator of the learning process of their students.

Technological gaps and educational challenges in the digital era

Martin Alonso Santiago Méndez — 2025-10-28

In a world where digital technology is transforming all aspects of life, the technology gap in education becomes a critical challenge. In regions such as Hatonuevo, La Guajira, this gap affects equitable access to digital tools and educational resources, negatively impacting academic performance and limiting opportunities for students. The purpose of this article is to analyze the technological gaps present in the educational community of Hatonuevo and understand their effects on the quality of education. Objectives include identifying major technological barriers, evaluating the impact of these gaps on students' academic performance, and exploring the challenges educators face in integrating technology into their pedagogical practices. The study has a qualitative approach, aspects inherent to the educational field were analyzed to obtain a deep understanding of the technological situation in the region. In addition, data on the technological infrastructure and resources available in local educational institutions were analyzed. The analysis reveals that Hatonuevo faces significant technological gaps that affect access and quality of education. These gaps manifest themselves in the lack of adequate infrastructure, limited connectivity and poor access to digital devices. Academic performance is affected by these limitations, and teachers face considerable challenges in integrating technology into their practices. Despite local efforts to overcome these obstacles, greater investment in infrastructure, teacher training and inclusive public policies is required to improve the situation.

Inclusive Education: Perspectives and Narratives from Rural Contexts

Nataly Santos Amado — 2025-10-28

This article analyzes categories and concepts related to inclusive education and attention to diversity in the context of rural teaching practice, based on findings from previous research and serving as a foundation for a doctoral thesis proposal. The significance and practice of inclusive education have gained greater importance in recent years. In Colombia, the creation of Decree 1421 in 2017, which establishes guidelines and responsibilities for the agents of the educational system, highlights this relevance. After six years of implementing this regulation, it is considered essential to analyze the perspectives, reflections, and narratives of teachers, families, and students to assess its limitations, achievements, and setbacks, especially in rural areas that have been historically marginalized and face specific challenges requiring differential attention. This article presents an exploratory phase that analyzes and describes key categories related to inclusive education. Finally, recommendations and conclusions will be offered to address this situation in rural settings, providing a basis for future research and inclusive educational practices in these contexts.

Ashajawaa

Shakira Sierra Almazo — 2025-10-28

Ethno-educational establishments are present in the Wayuu ethnic territories, in which the conceptions of those who inhabit that physical or spiritual vital space must prevail to outline an interaction of cultural and intercultural competence. Ashajawaa: is an intergenerational dialogue strategy that allows Wayuu boys and girls to promote participation through the ability to listen to the stories of wise men and alaülayuu (elders), as well as observation in the contexts of coexistence of the territories. This systematization of experience was carried out with the wise men, alaülayuu and parents of families of the infants of the Mapuain Rural Comprehensive Ethnoeducational Institution, whose purpose is to establish the ashajawaa as interaction strategies for the intergenerational dialogue of the Wayuu boys and girls in the ancestral territories of Mapuain of the Municipality of Uribia. Theoretically it is based on the Wayuu regulatory system where the set of principles, procedures and rites that regulate or direct the social and spiritual conduct of the Wayuu People are defined. It is approached through the Systematization of Experience methodology proposed by Jara (1998), it proposes how that critical interpretation of one or several experiences based on its ordering and reconstruction, explains the logic of the process experienced, the factors that have intervened in said process, how they have related to each other, and why they have done it that way. It is concluded that ashajawaa is one of the fundamental strategies to weave interculturality from dialogic interaction to guarantee the sustainability of the cultural and territorial survival of the e'irukuu of Wayuu children in ethno-educational establishments.

Literature teaching practices from alternative pedagogies, contribution to the development of critical thinking

Viani Cecilia Simanca Murillo — 2025-10-28

This article is developed according to the research process of the doctoral thesis entitled Alternative Pedagogies in the teaching of literature: innovative approach to achieve critical thinking in high school students of public institutions, Montería - Colombia, thesis carried out in the doctoral training program of the University of Panama. The objective of this article is to provoke a reflection and reinvention of the practices of teaching literature based on the analysis of this investigative process. This text consists of three sections or subtitles that expose the course of the research; the first, entitled from the description and explanation of the problem to be treated; the second, state of the art or antecedents that contribute to the research; and, finally, a reflection and appropriation of the theoretical context of the research. Finally, this article presents a conclusion on the appropriation of alternative pedagogies in the practices of teaching literature as a contribution to the development of critical thinking

Wayuu orality

Heidy Marlene Suarez Suarez — 2025-10-28

This paper is the product of the Master’s thesis research, which was aimed at designing guidelines for integrating Wayuu orality as a cross-cutting axis in the curricular transformation of the community educational project to improve the educational quality of ethno-educational institutions. It is based on theoretical contributions from Bernal (2000), Mejía (2006), Pellegrini (1997), Zumthor (1989), Vygotsky (1972), and the Political Constitution of Colombia (1991). Methodologically, it is qualitative in nature with an ethnographic design, in which the population consisted of students, administrative staff, ancestral knowledge holders, traditional authorities, and parents belonging to the Nuestra Señora de Fátima de Nazareth Comprehensive Rural Ethno-Educational Institutions. Therefore, for the method of collecting and organizing information, observation forms, an analysis matrix, and an interview guide were used. It is concluded that the components of the PECs of the institutions under study are disconnected from Wayuu orality, even though it appears in their mission and vision. Therefore, the Anaakuipa’s own educational model should be considered for incorporation into the components of the PEC at the educational institution, across all levels and modalities it offers.

Comparative analysis of physical activity at school ages between two countries from South America, Argentina and Colombia

Viviana Esther Suelta Guerrero — 2025-10-28

This article compares the physical and sports activity of the child population of Argentina and Colombia, based on data from the National Survey of Physical Activity and Sports (ENAFyD) of 2009 and 2021. The study contrasts with the physical activity of Colombia, where Children and adolescents spent 162 days in mandatory preventive measures due to the COVID-19 pandemic. The World Health Organization (WHO) reports global problems of sedentary lifestyle, with Colombia being the country with the highest number of cases. In this way, if an active lifestyle is encouraged, it contributes to the prevention of diseases, reduces health costs, increases productivity and strengthens citizen participation and social cohesion. Physical activity is a crucial component of healthy living, but its prevalence has increased since the industrial revolution. Transdisciplinarity in physical education facilitates the creation of public policies that encourage healthy lifestyles and favorable environments for collective well-being.

This article was based on a geographical comparison between Argentina and Colombia with secondary information and specialized bibliography on physical activity with various academic documents and studies carried out by specialists in comprehensive child development, physical education and legal norms that regulate physical activity in the two countries. . The result of this analysis allowed us to systematically establish that child development based on the reinforcement of regular physical activity has made progress; Despite this, the rates or minutes recommended by the WHO have not been reached. Body culture is essential in the vital functioning of the human being, however, the advancement of industry has resulted in the appearance of machines and automobiles that reduce muscle function and therefore physical activity.

The duality of rural education

Rubén Darío Toro Berbesí — 2025-10-28

This article, the product of a doctoral thesis, questions: What do adolescents need to be accompanied in their school learning process so that they can discover their interests? How should the educational curriculum be adjusted in order to generate environments that meet the needs of students? What should teachers propose in their socio-occupational guidance plans to converge with the current transformist society and the context of the student? Developed in the context of the Catatumbo region, Norte de Santander - Colombia. To collect information, a survey of students is intended to be used. It is also considered important to review the documentation of the accreditations that are denoted from education for the management of the curriculum and the didactics that must be taken into account for the accompaniment of students. The log has been considered to be able to describe the developed process, the teacher's actions in relation to the needs of young people and the didactics of natural sciences in correlation with the Socio-Occupational Guidance plan (OSO plan). Educational institutions encourage adolescents to undertake technical studies so that they can have an early connection to the labour market. For this reason, it is important to develop the didactic sequence proposed by the Colombian Ministry of National Education through the OSO plan, which, from the area of ??natural sciences and environmental education, connects with the rural context of the educational community, since companies are related to biological, chemical, and environmental processes.

Academic performance and student retention

José Gregorio Torres Aguilar — 2025-10-28

To understand the factors that inhibit or favor the academic performance and permanence of students in educational institutions that provide their service in dispersed rural areas of Colombia, an essential situation to improve academic performance and at the same time ensure that students make their successful transition through the different educational levels because for the comprehensive formation of a person and the development of all their skills, competencies, attitudes and potential aptitudes, as well as learning for coexistence and social life, it is required that the student carry out their entire academic and training process. According to the literature studied, it shows that the factors that directly affect their academic performance, and the permanence of students in educational institutions are four: the first of them are aspects directly related to the person who learns, second with the family environment, the third with aspects of the educational institutions and the fourth, which has to do with the environment where the student develops. Since educational institutions are open systems made up of several subsystems, education is a process permeated by each of the subsystems that make up the institution (students, context, families, educational staff). In addition, it can be established that the same factors that influence the low academic performance of students are present in school dropouts, therefore, a student with low academic performance is more likely to drop out of the educational system.

Management for efficient and effective evaluation

Lesdy Carina Torres Asprilla — 2025-10-28

Educational evaluation at the Sagrado Corazón de Jesús Educational Institution in Capurganá (IESCJ) faces challenges in terms of efficiency, equity, and personalization with traditional methods. In this context, artificial intelligence (AI) emerges as a promising tool to transform evaluation processes, adapting them to the needs of the 21st century. This article aims to propose innovative solutions to manage a more efficient and effective evaluation at IESCJ through AI integration. Through a documentary analysis that includes case studies and academic sources, it examines how AI can optimize educational evaluation by offering greater personalization, immediate feedback, and deep analysis of student data. However, ethical and technical challenges are also recognized, such as potential biases in algorithms and the need for adequate teacher training. The conclusions highlight that AI implementation can not only improve accuracy and equity in evaluation but also modernize educational practices at IESCJ, serving as a model for other institutions seeking to innovate in their evaluation processes.

Pedagogical strategies to combat school dropout in contexts of violence

Katherine Tovar Briñez — 2025-10-28

This research addresses the educational challenge in Tame, Arauca (Colombia), a region affected by persistent armed conflict. The study examines the intersection between endemic violence and school dropout rates, which, according to 2024 reports, is the highest in the country, with a dropout rate of 6.9% in Arauca (Al Aire Noticias, 2024).

Using a qualitative approach, the study analyzes the educational ecosystem in Tame. Data collection includes a literature review and ethnographic observations in school settings, allowing for a holistic understanding of the dynamics influencing school retention in conflict zones. Preliminary findings reveal that violence not only negatively impacts attendance but also deteriorates the educational quality and psychosocial well-being of students. The analysis outlines promising pedagogical strategies to mitigate dropout rates that emerge from the research work.

Last but not least, this ongoing doctoral research underscores and projects the urgency of developing educational approaches adapted to violent environments, requiring a multidimensional approach that simultaneously addresses the pedagogical, psychosocial, and community aspects of education in conflict zones.

Digital natives and new learning ecologies in preschool

Luz Milena Triana Avila — 2025-10-28

21st-century education faces the challenge of preparing students for an increasingly digitalized and globalized world. This context is especially relevant in preschool education, where the foundations for future learning are established. The United Nations 2030 Agenda for Sustainable Development highlights the need for inclusive, equitable, and quality education, emphasizing the importance of integrating technological skills into both the preschool curriculum and teacher training. The main objective of the article is to understand the influence of New Learning Ecologies on the teaching and learning process in preschool, focusing on the dimensions of Digital Natives and Digital Culture, Open Educational Practices, Open Educational Digital Resources, Challenges in the Integration of ICT in Preschool, and Education for the Future and Agenda 2030. The first dimension examines how children who have grown up immersed in digital technology demonstrate an innate ability to interact with technological devices, presenting both opportunities and challenges for educators. The second dimension highlights how open practices and digital resources facilitate more interactive and personalized learning. The third dimension addresses the challenges in integrating ICT, emphasizing the need for continuous teacher training and equitable access to digital technologies. The results indicate that the integration of ICT in preschool education not only enhances the learning experience but also prepares children for a digital environment. ICT allows for personalized and more interactive education, while continuous teacher training is crucial for effective implementation. Additionally, addressing the digital divide is fundamental to ensuring educational equity.

Creative writing to develop competencies in textual production

Luz Stella Cruz Moyano — 2025-10-28

This article presents an exhaustive documentary review that explores the impact of creative writing on the development of textual production, articulated around four key categories such as the definition and relevance of creative writing, the concept of textual production, the theories of didactic perspective, and the integration of creativity in the teaching of writing. Through a theoretical review, various pedagogical theories are highlighted that support the use of creativity in teaching writing, highlighting its ability to foster critical thinking, imagination and problem solving. In addition, several teaching strategies are proposed, such as free writing, collaborative storytelling, the use of creative maps, gamification, all of them designed to integrate creativity into the educational process. The article concludes by stating that creative writing improves students' communication skills, contributes to their comprehensive training, preparing them to face the challenges of today's world.

Ethnocultural communicative competence in port areas of Buenaventura

Elsy Yaneth García Riofrío — 2025-10-28

The doctoral research on ethnocultural communicative competence in the Buenaventura port area is organized around a multiple analysis - macro, meso and micro, aimed at revealing the complexity of communication in the context of a specific national cultural scene. This study responds to the need to address the problems of communication and social integration faced by different ethnic groups in educational settings in Buenaventura, Colombia. Therefore, it focuses on how to incorporate ethnic cultural communication competencies in the teaching of English as a foreign language to facilitate effective interactions and reduce cultural barriers among students of different ethnicities, thus promoting social cohesion. Likewise, the research is based on a fundamental question: How to build a didactic model that integrates ethnocultural communicative competence to diverse ethnic groups in education and in port areas of Buenaventura? Because they face educational inequalities that have historically ignored the cultural and linguistic background of these communities. Therefore, the theoretical framework of this study is based on key concepts such as communicative competence, intercultural competence, critical pedagogy and decolonial theory. Authors such as; Deardorff, Freire, Mignolo and Himes (1972) provide a framework for understanding the importance of developing communicative skills that transcend language and cultural barriers, promoting dialogue and mutual understanding in the context of the port of Buenaventura.

Bodies in Resistance. Trans identities in school

María Fernanda Guzmán Puentes — 2025-10-28

The current time that we live in the school thought as a dispositif of subjectivation, shows how discourses and practices that seek to promote the naturalness of traditional positions on gender that impose the hegemonic dichotomy based on feminine and masculine roles for the formation of students and that leave out of the lens other manifestations of identities which, being diverse and part of the so-called minorities, are made invisible and treated as abnormal, generating outbreaks of violence in different scenarios. Amid tensions, the body is positioned as a place of people’s resistance that opens the possibility of thinking from other forms of identity different from those imposed by a heteronormative gender system but that imply the revision of the ways in which the school operates, and all the elements involved in it to build the materiality not only of the bodies but of the identities themselves and the way we see the others.

Higher education and its relationship with liquid modernity from the Natural Sciences

Saul Enrique Restrepo Vásquez — 2025-10-28

The importance of this article lies in examining, from the Natural Sciences program at the Popular University of Cesar, how academic content and teaching practice influence educational quality in the context of liquid modernity, a concept introduced by Zygmunt Bauman which reflects a social and cultural environment in constant change and fluidity, posing challenges for the current educational system in Latin America and particularly in the Cesar region, Colombia, whose general objective is to understand the influence of the main challenges of liquid modernity on the basic premises of education, specifically in the teaching and learning of Natural and experimental Sciences, in order to identify potential improvements in educational quality.

From this generality raised above, the topic was worked on from the teaching work in the classroom, since the students present ephemeral knowledge when evaluating the topics addressed and based on Zygmunt Bauman's approach, it can be understood how liquid modernity affects the quality of education due to contemporary change and teaching pedagogical practice.

Finally, the present study was carried out using the documentary review methodology through which it seeks to understand the interventions that redefine the teaching practice in the Natural Sciences program and at the same time promote teaching methods that enchant students and improve the quality in higher education.

School Leadership and Artificial Intellgence

Huber Alvaro Vargas Rojas — 2025-10-28

The role of the school manager in leading innovation processes is essential to strengthen school management. In this sense, Artificial Intelligence -AI- as an innovation tool begins to play a relevant role. Therefore, it is essential to know: What types of AI tools can be used in the management of the educational field? What are its advantages or benefits? What are the barriers and challenges? What are the strategies that school directors can use to implement Artificial Intelligence tools in school management? To achieve these purposes, a systematic review is carried out in the Google Scholar and Semantics Scholar databases of review articles and scientific articles, with two inclusion criteria: by relevance or limited in the period 2020 to 2024. Initially, the role of the school director is addressed; then, the categories of AI associated with the educational field are investigated, with their advantages, challenges and barriers, and finally, how school directors can face the implementation of AI in school management is addressed. Most of the tools studied in various investigations are for use by teachers and students. There is still a need to study the strategies that school directors can use to implement AI tools to strengthen school management in educational institutions.

School governance as a pillar of comprehensive education

Patricia Argüello Niño — 2025-10-28

The title "School government as a pillar of comprehensive education" examines the relevance of School Government in the current educational context, highlighting its crucial role in the formation of responsible and participatory citizens. The importance of School Government means its ability to promote democracy, autonomy and the feeling of loss among students, which contributes to a more comprehensive and holistic education. In this sense, the documentary review carried out analyzed the structure and functioning of School Government in educational institutions in general, identifying both its strengths and weaknesses. That is, based on the published academic literature to obtain a comprehensive and multifaceted vision of the topic, the main conclusions reveal that a well-structured and active School Government contributes significantly to the formation of more committed and responsible students. We identified various good practices that can be replicated and the need for continued capacity and strong institutional support to optimize the effectiveness of School Governance.

Pedagogical proposal for coexistence and peace in the Municipality of Piedecuesta Santander

Luis Antonio Caballero Villamizar — 2025-10-27

This article refers to a pedagogical strategy for coexistence and peace based on play or role play aimed at educational institutions in the municipality of Piedecuesta, department of Santander, Colombia. The methodology is based on a qualitative approach in which a bibliographic review is carried out where seven elements are identified to contribute to coexistence and peace, as well as concepts, characteristics and actors involved such as students, teachers, directors and parents are analyzed and authorities. Likewise, conclusions are presented on pedagogical strategies and the elements that can be taken into account by educational institutions for coexistence and peace.

Systematization of experiences, an educational and environmental approach in rural communities in northwestern Ecuador

Cinthya García-Romero — 2025-11-05

Education is currently a key component of social transformation, in rural areas the reality faces territorial, economic, cultural, social and even environmental limitations, which makes it difficult for students to access quality education. In the Andean Chocó Biosphere Reserve there are several parishes that are characterized by their biodiversity and are part of the rural area of the Metropolitan District of Quito. The research focuses on the analysis of experiences on the educational and environmental dynamics, to identify and understand the daily practices and the community's perception of the environment. Particularly, in this area the educational institutions are single-teacher (12.9%), multigrade (16.1%) and some offer up to the Unified General High School (51.6%). The reality from the educational approach reflects the need to strengthen the management of specific educational needs (61.3%), curricular planning (29%) and the implementation of innovative methodologies (29%). While from the environmental approach, outdoor activities (72.4%) and activities focused on the knowledge of biodiversity and natural environments (51.6%) are carried out in only half of the educational institutions. Faced with this reality, it is imperative to improve intervention strategies, adapt socio-environmental dynamics to local realities and encourage community participation to effectively address environmental and educational challenges. The inclusion of environmental education in this area of high biological interest is transcendental to promote community resilience by integrating traditional knowledge with innovative approaches.

Physical-release activity as a didactic tool to improve executive functions in monterian schoolchildren with ADHD

Claudia Patricia Monsalve Vertel — 2025-11-05

The present work seeks to determine the effects of a physical-playful activity program as a pedagogical strategy to improve executive functions in Monteria schoolchildren with attention deficit hyperactivity disorder, in this framework it has been determined that this school population presents alterations in executive functions, such as planning, organization, self-control variables associated with behavioral and behavioral aspects, these determined by a genetic, behavioral and environmental etiology, which trigger alterations and do not allow optimal cognitive, school, family and behavioral development of schoolchildren; This means that for the neurodevelopmental disorder various types of treatments have been implemented, including psychosocial, psychoeducational and pharmacological, the latter improve but also have adverse effects such as nausea, dizziness and arrhythmias at the autonomic level among other difficulties that alter executive functioning. However, in the last decade, physical exercise and play have emerged as a therapeutic treatment due to their effectiveness, low cost, and easy access for this population of high social vulnerability. In this sense, the study will be developed with a sample of 40 Monteria schoolchildren with attention deficit, hyperactivity and impulsivity ADHD between 8 and 14 years old. The type of research is a quantitative approach in which information collection techniques will be used with validated questionnaires such as the effect and structured and validated interviews, later they will be used for the analysis of the information with the SSPS and for the analysis and results through inferential and estimation statistical processing.

Formative assessment

Gladys Torres Castro — 2025-11-05

The purpose of this article is to explore the concepts of formative assessment, specifically those related to the feedback given by the teacher and the learner's peers on the difficulties identified and the way in which the learner, through the conclusions reached from the reflective and shared dialogue, transforms the error into a learning opportunity. However, this process remains fixed on understanding the existence of the difficulty, but not the transition between the learning achieved in the classroom and the real context of the learner.

A reflection is made about the real purpose of formative assessment as a link between the learning and skills achieved in the school setting and the praxis of everyday reality.

Analysis of didactic practices to develop critical reading in middle school students

Isabel Vargas Guzmán — 2025-11-05

This research focuses on analyzing critical reading comprehension skills in middle school students in the municipality of Nilo in Cundinamarca, since critical reading requires a deeper process than simply decoding words, i.e., techniques and methods must be taken into account to develop analytical and evaluative skills. Therefore, the critical level allows students not only to understand the content of the text, but also to question, reflect and evaluate the information presented, important aspects in an environment rich in data and opinions. Now, the research method is analytical and empirical in nature, combining the review of existing literature and the realization of a didactic sequence based on argumentative texts. Therefore, the first step is to identify and analyze the current teaching methods used by Nile language teachers, in order to evaluate their effectiveness in developing the critical level, because the observation and survey methods will provide a clear picture of the existing processes in the students. In this sense, the relevance of this research lies in its potential to transform the teaching of critical reading, identifying the factors that influence the educational process, developing teaching strategies appropriate to the context of the learners. However, this intervention not only aims to increase the level of comprehension, but also aspires to become a model that can be replicated in other educational institutions, both nationally and internationally.

Conceptions of exploring the environment as a guiding activity in early childhood education

Luisa Fernanda Vargas Jaramillo — 2025-11-05

The importance of guiding activities lies in their approach to what and how early education is carried out, both in terms of content and strategies in the teaching and learning processes at this educational level. Therefore, in order to investigate the conceptions about exploration of the environment as a guiding activity in early education, a qualitative and documentary-type research was developed in which research developed in the educational field in the last 5 years was used as data in order to explore from which perspective this guiding activity has been implemented. The information analyzed showed that the exploration of the environment is usually focused mainly on natural or material aspects, neglecting the importance of the social, cultural and symbolic environment in which children live. This limitation has prevented this activity from being effective in the treatment of cultural diversity, which is a common reality in most educational institutions. This demonstrates the need to include the cultural and symbolic dimension in this activity to achieve the objectives of early education.

Reflection on teaching practice

Saira Johana Velandia Díaz — 2025-11-05

In recent years, the leading role of the teacher has been left behind by various educational policies and administrative actions where pluri-functionalism has generated various changes around his figure. From being the leader in the classroom, he is amended to be a strict subject of precise goals, delimiting, in some cases, his dynamism and motivation.

He and the teachers are the essential figures that mark the turning point towards the achievement of clear objectives determined at the beginning under the bases of planning, motivation, humanism that emanate from the managerial role in their work. However, directive leaders must offer the teacher opportunities based on the teacher's affective discourse. This involves feedback and evaluating beliefs and opinions. Diversity in the education scene becomes essential.

The role of the manager must be supported by appropriate pedagogical knowledge and the administrative and humanistic line. Guiding the teacher around the search for alternative perspectives will allow understanding their practice, and this will strengthen the processes towards achieving quality.

The approach by which we will direct this article will be qualitative, where we will deploy a thematic analysis about the teaching task and the managerial role. As a conclusion, we will take some arguments about the impact of various public policies on the deterioration of work and its educational practice.

Educational platforms mediating processes in management and administrative functions in rural IE

Claudia Cruz Vergara Guzmán — 2025-11-05

Rural educational institutions often face significant challenges in terms of administrative management due to limited resources, limited access to technologies and trained personnel, as well as lack of adequate infrastructure. This research focuses on improving management and administrative functions in rural IE as well as in other types of institutions that require the implementation of a comprehensive educational platform. The implementation of a methodological process is required in accordance with the thematic principles and the functional criteria that converge in the study variables, thus it is essential to have methodical guidelines from the quantitative and qualitative data, which is why the Mixed research paradigm with an action investigative method as the theoretical-practical abutment. Techniques and instruments focused on participant observation, open and closed surveys and semi-structured interviews are used to collect data. With all of the above, it is intended that with the implementation of an educational platform specifically designed to improve directive and administrative functions in rural IE, there will be a positive impact on the efficiency and effectiveness of school management in these areas. In the same way, a possible conclusion that could be reached would be that continuous evaluation and adjustments based on performance indicators, satisfaction surveys and case studies will ensure that the educational platform has a sustained positive impact on administrative management and directive, contributing to the improvement of educational quality.

Curricular Planning In The Development Of Pedagogical Practices In Primary Education

Kely Luz Villadiego Almentero — 2025-11-05

Curricular planning is one of the most significant aspects of pedagogical practice. It is a process in which the teacher structures actions to strengthen the formative development of students and achieve meaningful learning. It constitutes the main educational element of the teacher's competence that allows him to contextualize and adjust national and institutional guidelines and make decisions that directly affect learning and educational results. From this perspective, the research purpose is to identify and analyze the elements of the educational process related to curricular planning and pedagogical practices in the field of primary basic education, making a reflective study with a view to strengthening teaching practice and obtaining quality results. The documentary review carried out is based on the qualitative approach, hermeneutic method and content analysis of the conceptions, characteristics and detailed record of the elements that intervene in the process. The findings reveal that curricular planning is essential in the educational field, especially in primary education, where the foundations of learning and the integral development of children are laid. The teacher as an educational planner represents a primary factor in the training of the student, whose pedagogical practice, from an adequate and structured curricular planning, allows to effectively face the educational challenges of the classroom and the current educational changes, promoting critical thinking in the student and the application of acquired knowledge in the resolution of situations presented in their environment.

Physical education and motor development: keys to the comprehensive strengthening of the human being

Silvio Rafael Villera Coronado — 2025-11-05

The article: Physical Education and Motor Development: Keys to the Integral Strengthening of the Human Being, analyzes from a multifaceted methodology, the role of physical education in human development. Physical education is a discipline that improves students' physical, motor and health skills. It involves motor, cognitive, emotional, social skills and physical activity. Participating in physical activities from an early age is essential for motor development, and for performing daily tasks safely and efficiently. Gross and fine motor skills are essential for physical activities and allow children to explore and interact with their environment. The relationship between physical activity and cognitive development is significant and how important physical activity is in the curricula of the scalers. Students learn social skills, improve their self-esteem and reduce stress and anxiety by developing cooperation, teamwork and fair play. In addition, it promotes a sense of belonging and community, which are essential for emotional well-being. The article advocates a physical education that integrates motor, cognitive, emotional and social development. Educators, policy makers and parents are called upon to recognise physical education and ensure that it remains a component of the education system. It therefore argues that physical education would enhance human development, in terms of cognitive and social interactions and not just physical ones.

Emotional education as the foundation of school coexistence in rural contexts

Catia Margarita Viloria Villadiego — 2025-11-05

The study is corred out in the Ébano corregimiento of Los Córdobas, addressing the existence of a social and cultural problem that is common in this type of institution in the context of the department of Córdoba, evidenced in intolerance, apathy for study, aggressiveness of students, the detriment of moral values, the low academic level of parents, the disintegration of the family nucleus, the difficulty in coexistence. Social violence. This research aims to address the causes that generate difficulties in school coexistence, relying on the curricular transversality of socio-emotional skills, designing a program of pedagogical strategies based on the development and applicability of socio-emotional and civic skills in the Institution, with a significant sample that allows us to conclude that school coexistence and the importance of adequate conflict resolution, based on the practice and applicability of socio-emotional skills, is decisive for improving the school environment. , being necessary in EI to convert conflict situations into socialization experiences, generate disciplinary environments in the classroom, develop citizenship skills and develop civic competencies and emotional management skills to build peaceful coexistence.

Perspectives of applied augmented reality as a learning strategy for natural sciences in basic secondary

Maribel Zarate-Camacho — 2025-11-05

Currently, there are different technological tools used in the field. One of these strategies is Augmented Reality (AR). This review explores perspectives, trends and approaches on the Use of Reality as a Pedagogical Tool in the teaching of natural sciences and environmental education for secondary school students. Recent Research is Examined That Highlights the Effectiveness of RA to Improve the Learning Process, Addressing Special Times and Challenges Related to the Implementation of This Technology in Educational Environments. The Exploration and Systematic Review is Performed in the Google Scholer, Redalyc, Scielo Analytics and Elsevier Databases. Finally, the article concludes with an analysis of the implications that RA presents in educational practice and possible directions for future research are proposed, highlighting the need for a comprehensive approach in the implementation of RA to strengthen Natural and Environmental Education.

Didactics in Colombia

Narda Paola Rubio Sierra — 2025-11-05

Didactics is recognized as a developing field that investigates the teaching and learning process, with the primary goal of promoting the best ways to transmit knowledge, skills, and competencies to students, thereby facilitating their holistic development and their ability to face societal challenges. On the other hand, pedagogical accompaniment is established as a strategy that fosters teacher reflection and supports educational practice thru guidance and the incorporation of contextualized teaching methods relevant to the educational process. This practice encourages the creation of support networks, the exchange of resources, and collaborative work among teachers who share similar objectives.
Initially, a review of the theoretical foundations of didactics, as well as the pedagogical accompaniment strategy, is presented. Additionally, it offers an overview of the emergence of new teaching methodologies in Colombia, where learning revolves around the student and strategies are established to actively involve them in their educational process. In the second part, a reflection is presented on the limited or nonexistent implementation of innovative teaching methods in Colombian schools and the national government’s approach to implementing pedagogical support strategies thru the Todos a Aprender Program.
The conclusions of the analytical essay are presented, drawn from a review of the literature and reflection informed by the national context. First, didactics promotes the acquisition of knowledge thru the development of context-adapted strategies, methods, and techniques that facilitate learning. Likewise, pedagogical support promotes teachers’ professional development, the adjustment of learning methodologies, and the cross-curricular integration of subject areas thru reflection on pedagogical practice. Reflection on the national context yields a third conclusion: the persistence of traditional methodologies in classrooms despite the emergence of innovative teaching approaches. Finally, reference is made to the Todos a Aprender Program, considered a good national government strategy that supported classroom practices, enabled the exchange of experiences and learning processes, and fostered teacher training.
Finally, it is worth mentioning that incorporating active teaching methodologies in the classroom is essential for developing meaningful learning experiences centered on students’ holistic development and aimed at fostering life skills

Editorial

Manuel Villero Pacheco — 2025-10-28