Scientific journal T&E

Editorial

Dr. Luis Cardona — 2025-09-30

From Silence to Speech: Artificial Intelligence as an Ally in the Development of English Oral Expression.

Wilton Antonio Cordoba Ibarguen — 2025-09-30

This paper examines the studies that have been conducted on the use of artificial intelligence (AI) as a pedagogical ally in the teaching and learning of oral expression in English as a foreign language between the years 2021 and 2025; the selection and retrieval of information was performed in databases such as Scopus, Google Scholar, SciELO, Redalyc, and Dialnet. After a detailed and in-depth analysis, it was found that artificial intelligence (AI) has a range of potentialities that can improve the development of this skill by providing immediate and personalized feedback, access to autonomous practices, simulation of real conversations, and adaptability to the level of each student. The research concludes that AI has transformative potential in teaching and learning English speaking. However, there are still implementation, methodological, and ethical challenges.

Motivation and cognitive flexibility in academic performance: an analysis using the ToS (Tree of Science) methodology

Marlyn Yancelly Arteaga López — 2025-09-30

Academic performance is conceived as a student's ability to demonstrate knowledge. It is closely linked to motivation, due to its influence on enhancing self-confidence in task execution, and to cognitive flexibility, given its role in adapting to various changes within the school context. This study employed the Tree of Science methodology, which analyzes citation networks of scholarly articles in chronological order, providing an overview of the field’s foundational works and current research trends. The findings highlight the influence of both school and family environments on academic outcomes, as well as the importance of interest and the use of strategies to face educational challenges. Key factors such as healthy habits, physical activity, and a balanced diet are emphasized for their positive effects on academic performance, while anxiety and lack of sleep are noted for their negative impact on learning and concentration.

Theoretical trends on Van Hiele theory and the development of geometric thinking: systematic review 2015-2024

Froilán David Díaz Salgado — 2025-09-30

This article presents a methodical bibliographic review in 5 specialized databases on Van Hiele theory and the development of geometric thinking. A documentary and discourse study were carried out, with a tendency towards online research or searching for secondary sources and data on the Internet. The search was carried out in the Scopus, Google Scholar, SciELO, Dialnet and JSTOR databases, initially finding 74.280 publications and by including search criteria such as additional fields the number of documents was reduced to 2.352; then, they were filtered by the year range 2015-2024; also that they were part of the education category or the mathematics area and that the documents found were doctoral theses, books, book chapters or articles; and of course of high relevance and immediate access, leaving a selection of 14 articles that have affinity with this research. Finally, it can be concluded that the topics studied are current and tend to increase, in addition to being aimed at determining the level of development of geometric thinking, recognizing the theoretical aspects of Van Hiele theory and how these two variables relate to the use of teaching strategies.

Systematic review of cumbia as a pedagogical strategy to strengthen motor coordination in children aged 5-10 years

Liliana Báez — 2025-09-30

This systematic review analyzes the pedagogical potential of cumbia, a traditional Colombian dance, as a strategy to strengthen motor coordination in children aged 5 to 10. The study was developed under the guidelines of the PRISMA methodology and focused on literature indexed in the Scopus database, published between 2018 and 2025. After applying inclusion and exclusion criteria, 11 studies were selected. The findings show that cumbia contributes significantly to the development of fine and gross motor skills, which are part of the bodily dimension, while favoring the strengthening of cognitive, emotional, and sociocultural dimensions in school contexts. Throughout the analysis, five fundamental theoretical approaches were identified: motor development, psychomotor education, the sociocultural approach, meaningful learning, and bodily education. Additionally, a bibliometric analysis was conducted, revealing growing scientific visibility on the topic, with a sustained increase in publications from 2021 to 2023. Ukraine led in impact with 57% of total citations, while Belgium stood out for its efficiency with 26 citations per article. The institutions with the greatest visibility were the National University of Ukraine on Physical Education and Sport and the University of Murcia. These results confirm the consolidation of an emerging field with high academic potential. It is concluded that the incorporation of rhythmic and cultural practices such as cumbia constitutes an innovative, inclusive, and contextualized pedagogical strategy, with great potential for comprehensive child development.

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Didactic Transposition in Teaching Variational Thinking: A Systematic Review of the Literature (2013–2025)

Diana C. Mendoza — 2025-09-30

This study aims to analyze the existing literature on the application of didactic transposition in the teaching of variational thinking. A systematic review was done following PRISMA guidelines, involving searches in Scopus, Google Scholar, Redalyc, Scielo, and Dialnet. Studies were retrieved using keywords related to didactic transposition and variational thinking. The inclusion criteria comprised documents published between 2013 and 2025, written in either Spanish or English. Articles not directly related to the topic or outside the specified period were excluded. Twenty-five documents met the eligibility criteria, enabling the identification of four main categories: (i) impact of didactic transposition, (ii) mathematical representation and comprehension, (iii) strategies for developing mathematical competencies, and (iv) study of variational thinking. Bibliometric analysis revealed that three Q1-ranked papers account for 96% of all citations, whereas 56% of the output originates from Colombia, underscoring the need to enhance the visibility and impact of Latin American research. The findings indicate that didactic transposition substantially improves teaching by transforming complex knowledge into accessible learning, thereby strengthening variational thinking across diverse representations and contexts. This transformation fosters holistic student development and cultivates fundamental mathematical skills.

Documentary review on bonds at school and its impact on coexistence, academic performance and emotional well-being of students

Karen Lorena Galeano Jiménez — 2025-09-30

The article presents a documentary review using a qualitative-hermeneutic approach, whose main objective was to analyze the impact of interpersonal relationships in school on students' coexistence, academic performance, and emotional well-being. The methodology involved a rigorous search and analysis of literature in academic databases, categorizing research on school coexistence, affective bonding, secure attachment, and emotional intelligence.

The most relevant findings indicate a marked prevalence of studies on school coexistence (50%) and affective bonds (25.9%), underscoring the critical importance of interpersonal relationships for comprehensive development and the acquisition of socio-emotional skills. These skills were found to be essential for creating an empathetic and communicative school environment, while their deficiency can lead to conflict and violence. The majority of the literature reviewed (64.8%) uses qualitative methodologies, reinforcing the in-depth understanding of how these capacities can be integrated and their link to interpersonal and emotional intelligence.

The main findings confirm that positive school coexistence acts as a fundamental protective factor for learning and personal development, especially for students from disadvantaged backgrounds. Interpersonal interactions directly impact academic performance and emotional well-being, justifying the implementation of programs and policies that promote emotional education and the development of socio-emotional skills, with teachers as key mediators. Finally, the study highlights the importance of strengthening student participation and inter-institutional collaboration to ensure inclusive educational environments that guarantee the right to equality and the free development of personality, positively influencing coexistence, academic performance, and emotional well-being.

The Paradox of School Autonomy

Carol Paola Molina Vargas — 2025-09-30

This essay critically examines the real scope of school autonomy in public educational institutions in the district of Santa Marta (Colombia), within the framework of educational decentralization promoted by the Ministry of National Education as a State policy. Although the legal framework grants schools the authority to self-manage their pedagogical, administrative, and evaluation processes, in practice, this autonomy is severely limited. This tension constitutes what is herein referred to as the paradox of school autonomy: a formally recognized right that is not effectively exercised in vulnerable contexts.

From an argumentative approach based on documentary review, regulatory analysis, and contextual interpretation, the essay presents six arguments that explain this contradiction. First, institutional evaluation is often reduced to filling out formats, without follow-up or methodological appropriation. Second, family and socioeconomic dynamics hinder the effective participation of parents and students. Third, there is a structural weakness in participatory institutional culture, preventing the development of collective evaluation and improvement processes. Fourth, there is a disconnect between improvement plans, the PEI (Institutional Educational Project), and the school’s daily practices. Fifth, schools operate in a context of political instability, administrative turnover, and governance problems, which fragment their planning capacity. Finally, the absence of contextualized and flexible evaluation models suited to the realities of public schools is evident.

The analysis concludes that school autonomy, rather than serving as a transformative tool, has been emptied of meaning due to the tensions between normative discourse, institutional conditions, and everyday practices. To overcome this paradox, institutional evaluation must be reoriented as an ethical, pedagogical, and contextualized practice that invites educational actors to engage in critical and collective reflection aimed at improving education from within the territory.

The power of social networks in everyday life. Reflective Approach

Alejandro Urrego Álvarez — 2025-09-30

Social media has profoundly transformed the way we communicate, stay informed, and entertain ourselves. Their ability to connect people around the world, disseminate content, and promote products and services is undeniable. However, behind these benefits lies a troubling reality that directly affects our quality of life. Excessive use of these platforms is altering our behavior, interpersonal relationships, daily habits, and, above all, our mental and physical health. Young people, in particular, have become the most vulnerable population to digital addiction, often without being fully aware of the impact this has on their overall development. This article seeks to encourage reflection on the role social media plays in our lives and the degree of control we actually exercise over its use. Through concrete data and practical recommendations, we aim to raise awareness about the need to adopt healthy digital habits. We start from the premise that the internet, although omnipresent, continues to be a space that lacks appropriate critical education. Therefore, we call for individual introspection to determine whether our use of it is truly assertive and beneficial to our well-being.

Technology and school coexistence: documentary review on change in school dynamics.

Luz Aida Gamero Lagares — 2025-09-30

The integration of Information and Communication Technologies (ICT) in education has a significant impact on school coexistence. This qualitative study analyzes the dynamics, challenges, and strategies implemented by educational institutions in response to the role of ICT in this context, based on a documentary review of 65 academic articles. The findings show that ICT has transformed school dynamics, introduced new challenges for coexistence, and prompted institutional strategies to maintain a healthy educational environment. It is concluded that ICT serves as a key tool to promote participation, collaboration, and learning, while enriching the school climate. Additionally, the importance of teacher training is emphasized to address technological challenges and reduce the digital divide.

Researching in Rural Contexts: Invisible Barriers in a Doctoral Thesis on Inclusive Education and Attention to Diversity

Nataly Santos Amado — 2025-09-30

This essay is based on a research experience situated in the rural context of the municipality of Lebrija, Santander. It reflects on the methodological, ethical, logistical, and psychosocial tensions that emerged during the fieldwork of a doctoral thesis on inclusive education, developed from a critical perspective. The study problematizes the urban-centric orientation of the current inclusive education policies, highlighting the limited integration of a territorial approach. The research is being carried out in five public educational institutions located in hard-to-reach areas, shaped by structural inequality, poverty, geographic dispersion, and limited infrastructure. The author proposes methodological adaptation strategies, exposes the invisible barriers present in the formative process, and emphasizes the need to implement well-being policies for doctoral students as part of institutional care and ongoing support