Horizontes

EDITORIAL

2025-11-05T18:44:38+00:00

Indicators for student satisfaction in higher education

2025-10-13T15:32:10+00:00

Student satisfaction is an important component for academic and personal success in young university students. The recognition of the indicators of academic satisfaction allows improving the quality of education by generating well-being and commitment to learning. The objective of the present study was to evaluate research on the main indicators of student satisfaction, recognizing the contributions, trends, and dimensions. The study method was through systematic review using the prism. The search was developed in the ProQuest and EBSCOhost databases using Boolean operators AND and OR on the keywords student satisfaction, educational quality, academic commitment. The studies analyzed were 15, ranging from 2020 to 2024. The results showed that student satisfaction is influenced by teaching quality, availability of academic resources, institutional support, social climate and staff interaction.

Inquiry-based learning: developing critical thinking in higher education

2025-10-13T15:42:04+00:00

Higher education today has challenges; one of them is the low generation of critical thinking; enhanced by the use of inappropriate methodologies. By passively accepting information, the student is not able to question the situations presented to him.Methodologies such as Inquiry-based learning make the student question the provided information and look for alternative solutions, promoting higher-order thoughts. The present research is an analytical observational type, and its objective is to carry out a systematic review of bibliographic information in databases: PubMed, Scopus, Web of Science, Embase, from 2019 to 2023 on the variables mentioned in health sciences to provide a better analysis of both variables and to be able to establish the strengthening of critical thinking with this teaching methodology.

Instrumental competence and AI in translation: systematic review

2025-10-13T15:48:12+00:00

Translators function as communicative bridges when language obstructs assertive message transmission, ethically applying theoretical and practical knowledge to ensure fidelity and transparency. This skill constitutes translation competence, including instrumental competence. Artificial Intelligence (AI) contributes to the latter through documentary support tools and project management, suggesting potential influence on other translation competence components. This research analyzed the contribution of instrumental competence and AI in translation competence development, using PRISMA methodology for systematic literature review. Findings demonstrate that instrumental competence is essential for compensating translator deficiencies in other competences, specifically in linguistic proficiency and operational knowledge. AI tools enhance documentary search, project management, and pre-translation quality, optimizing the integral translation process. The instrumental competence emerges as a fundamental compensatory mechanism that bridges gaps between linguistic limitations and professional translation requirements, particularly when enhanced by AI-powered technologies.

Linking university research with society in Ecuador: a conceptual review

2025-10-14T14:17:31+00:00

This conceptual review analyzes university-society articulation in Ecuador through 44 academic sources (2014-2025). It identifies four main models: Triple Helix, interdisciplinary approaches, university-community partnerships, and teaching-research-participation integration. Highlights successful cases like ESPOL-Manglaralto and participatory methodologies, but reveals structural challenges: teaching-research imbalance (only 9% of faculty have high research competence), excessive administrative workloads, and limited resources. Proposes six strategic guidelines to strengthen university social responsibility, concluding that consolidation requires profound institutional transformations to overcome structural limitations and institutionalize successful experiences from the Ecuadorian university system.

Knowledge management in the public sector using artificial intelligence tools: A systematic review

2025-10-14T23:57:48+00:00

Knowledge is the most important process for personal and professional development. It currently facilitates adaptation to digital tools, with relevance in the public sector. The purpose of this study was to analyze knowledge management in the public sector using AI tools during the period 2019-2024. A systematic review was conducted using databases such as Scopus, Scielo, and Science Direct, with documents in English and Spanish, analyzing knowledge management and AI tools. The search established a primary number of 450 articles for the period 2019-2024, but studies relevant to the current research topic were selected, resulting in a total of 20 articles. It is concluded that the use of AI provides opportunities, reduces time, and better manages workload; however, there are critical challenges to face in the public sector.

Flipped classroom in improving learning among asian university students: systematic review

2025-10-15T00:12:52+00:00

The flipped classroom approach is an instructional method that engages students in active learning. This research was conducted to evaluate the flipped classroom approach to improving learning among Asian university students. The methodology used was a bibliographic review through systematic reviews in reliable databases such as Scopus and Web of Science. The keywords "flipped classroom" and "flipped classroom" were used for the search. The studies were from Asian countries during the years 2023 and 2024. Articles that did not consider learning improvement were excluded. A total of 237 scientific articles were obtained, and 48 were selected that met the proposed criteria. It is evident that using the flipped classroom in teaching improves learning among Asian university students and promotes motivation.

Application of learning based on the teaching of university english: a systematic review

2025-10-15T00:17:20+00:00

Task-Based Learning (TBL) represents a relevant pedagogical approach for English language teaching. Therefore, this research aimed to analyze the application of TBL in English teaching at the university level. For this purpose, a systematic review based on the PRISMA method was conducted, identifying 25 studies published between 2020 and 2024. The results revealed that TBL strengthens linguistic competencies (oral fluency, grammatical accuracy, technical vocabulary), develops transversal skills (critical thinking, collaboration), reduces anxiety, and increases student autonomy. However, challenges persist, such as insufficient teacher training, difficulties in managing heterogeneous classrooms, and a lack of adapted materials. Effectiveness is optimized through evaluative frameworks combining pre-post tests, qualitative performance analysis, and methodological triangulation. It is concluded that, despite its transformative potential, successful TBL implementation requires overcoming institutional gaps through practical teacher training, contextualized resources, and flexible curricular reforms.

Reading comprehension in student learning in basic education: a systematic review

2025-10-15T00:25:08+00:00

Reading comprehension is an essential skill, and many students struggle with it when analyzing and comprehending texts. Therefore, the objective was to identify the most relevant findings regarding barriers, approaches, and strategies for strengthening this skill. To this end, scientific articles were explored and analyzed in databases such as ScienceDirect, EBSCO, Scielo, Eric, and Redalyc, using the following search terms: ("Reading comprehension" OR "reading comprehension"); ("reading comprehension" AND "basic education"); ("reading comprehension") AND (learning OR teaching); ("reading comprehension" AND "elementary education"). For the qualitative synthesis, 37 articles were analyzed using the PRISMA method. The results indicate that there are internal and external factors that influence reading development, concluding with the need to implement strategies based on student characteristics and needs.

The intersections of well-being, socio-emotional learning, and scientific thinking in university students

2025-10-15T00:31:36+00:00

Subjective well-being (SWB), socio-emotional learning (SEL), and scientific thinking (ST) are crucial dimensions for the comprehensive development and success of university students. This narrative review study aimed to analyze the complex interconnections among these three domains in this context. To achieve this, a synthesis and analysis of relevant scientific literature was conducted, identified through research in academic databases and specific inclusion criteria. The results reveal that SWB, SEL, and ST are deeply interconnected and mutually reinforcing. Specifically, SEL emerges not only as fundamental for promoting well-being (mitigating stress, fostering satisfaction) but also as an essential catalyst for scientific thinking, by developing key skills such as self-regulation, effective collaboration, clear communication, and self-awareness. It is concluded that it is imperative for higher education institutions to adopt holistic and systemic approaches that actively integrate the promotion of SEL and well-being into the institutional culture and curriculum, recognizing them as strategic investments to train competent professionals and resilient, reflective citizens.

Impact of augmented virtual reality on independent learning for students with special needs

2025-10-15T00:51:37+00:00

Augmented virtual reality (AVR) has positioned itself as an innovative tool in education, especially for supporting independent learning for students with disabilities. This study explores its influence and effectiveness in this field. The objective was to analyze how AVR impacts the educational development of these students, identifying advantages and limitations. A systematic review was conducted using databases such as Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, selecting articles published between 2020 and 2024. The results showed that the implementation of virtual reality significantly contributed to improving the learning experience for students with various special educational needs. Increased motivation, understanding of complex concepts, and the development of practical skills were observed. However, limitations were identified related to high costs, technical complexity, and the lack of longitudinal studies evaluating its long-term effects. It is concluded that AVR has great pedagogical potential, although it requires adjustments to ensure universal accessibility.

Strategies to promote digital citizenship through virtual educational platforms in primary education: a systematic review

2025-10-15T01:01:39+00:00

Digital citizenship training has become an educational imperative in the current technological era. This study aimed to analyze strategies for fostering digital citizenship in elementary school students through the use of virtual educational platforms. To this end, a systematic review based on the PRISMA method was conducted, examining 30 scientific articles published between 2020 and 2024. The results identified various strategies that address dimensions such as digital literacy and security in virtual environments. Those that combine gamification, collaborative projects, and interactive activities stood out as the most effective. This integration increased critical thinking skills and reduced risky behaviors such as the indiscriminate sharing of personal data. It is concluded that maximum effectiveness in fostering digital citizenship is achieved through technical skills training, reflection on ethical implications, and active participation in collaborative virtual communities.

Analysis of environmental competencies in basic education: a systematic review

2025-10-21T02:27:17+00:00

The environmental crisis we are currently facing demands an urgent response, especially in basic education, which must contribute to protecting the planet. However, there are limitations in the integration of environmental education into the school curriculum, hindering the development of environmental competencies in students. This study aimed to analyze environmental competencies in basic education through a systematic review. The methodology was based on a systematic document review in the Scopus, SciElo, and ProQuest databases, considering publications between 2021 and 2025. The results show that environmental competencies encompass essential knowledge, skills, attitudes, and values for addressing ecological challenges, and that pedagogical proposals positively impact pro-environmental behavior. The conclusion highlights the importance of environmental competencies in basic education, making it essential to train teachers and implement active pedagogical strategies to foster environmental awareness and responsibility.

Emerging technologies in the communication area of primary education: a systematic review

2025-10-21T13:58:11+00:00

This systematic review study examines emerging technologies in primary education, focusing on their impact on learning communication skills such as reading, writing, and oral expression. Twenty-four articles published between 2020 and 2024 were analyzed, selected from recognized academic databases including Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, following PRISMA guidelines. The results reveal a growing trend towards the adoption of mobile devices and digital tools in the teaching-learning process. Significant improvements were identified in students' cognitive skills, particularly in reading comprehension, vocabulary development, and communication abilities. The use of tablets and smartphones has experienced a notable increase for educational purposes, evidencing a transformation in traditional teaching methods. This trend towards digitalization in primary education is manifested by the significant increase in the use of mobile technologies, reflecting the growing importance of these tools in student learning. The review provides a comprehensive view of how emerging technologies are changing the educational landscape at the primary level, offering new opportunities to enhance communication skills.

Coaching in transversal competencies of higher education, theoretical foundationsEl coaching ha adquirido relevancia en la educación superior por su potencial para desarrollar competencias transversales como la comunicación, la autorregulación y el lidera

2025-10-21T14:13:11+00:00

Coaching has gained relevance in higher education due to its potential to develop transversal competencies such as communication, self-regulation, and leadership, which are essential for employability in changing work contexts. However, a gap persists in the understanding of its sustained effects over time. The objective of this theoretical review article was to analyze the existing literature on the theoretical foundations of coaching and its influence on the longitudinal development of transversal competencies in university students. A systematic review guided by the 2020 PRISMA declaration was applied, conducting searches in Scopus, Web of Science, and SciELO between 2019 and 2024. Twenty-six relevant articles were analyzed through qualitative synthesis. The results show that Self-Determination Theory and Positive Psychology constitute the strongest conceptual pillars of coaching, explaining the development of intrinsic motivation, autonomy, and resilience. Likewise, individual, group, and digital coaching models were identified as promoting competencies such as effective communication, teamwork, and self-management. However, most studies evaluate only short-term effects, without longitudinal follow-up. The conclusion is that coaching represents an effective tool for strengthening human development in higher education, but research with extended evaluations and standardized measurement systems is needed to validate the sustainability of its results.

Visible thinking routines in education: Global evidence mapping. Systematic review

2025-10-21T14:40:16+00:00

Contemporary education confronts challenges in cultivating students' analytical capabilities within pedagogical paradigms centered on unidirectional content transmission. This research examines empirical evidence regarding implementation of visible thinking routines as transformative strategies for critical reasoning across diverse educational contexts. A systematic review was conducted following PRISMA guidelines, consulting ProQuest Social Science Database and Google Scholar through specialized searches. The final corpus integrated 33 publications from 2019-2024 period in English and Spanish, selected after applying rigorous methodological criteria. Data was processed through mixed analysis using systematized extraction matrices. Findings reveal these practices operate as metacognitive bridges that make internal reflective processes visible, enhancing academic self-regulation. Evidence documents 34% improvements in critical competencies, with effective adaptability to varied cultural realities. Implementation success depends crucially on specialized teacher training and institutional ecosystems that value reflective inquiry. Visible thinking routines emerge as scientifically supported pedagogical tools that facilitate educational democratization, providing structured frameworks for developing critical citizenship in complex societies.

Formative research in higher education: systematic review of pedagogical, professional, and research dimensions

2025-10-21T14:52:06+00:00

This systematic review analyzed 27 scientific articles using the PRISMA method on formative research in higher education, exploring three dimensions: pedagogical, professional, and research skills. Findings reveal significant challenges including inadequate teacher training, limited resources, and insufficient curricular integration. The study highlights the strategic role of faculty in implementing research methodologies and building a critical research culture from early university stages, aligned with Sustainable Development Goals. Formative research facilitates overcoming the theory-practice dichotomy, ensuring scientific production and preparing professionals adapted to contemporary challenges through development of essential research competencies and promoting comprehensive training with positive social impact.

Educational game theories: analysis for basic education students

2025-10-21T14:56:58+00:00

This theoretical analysis examines the educational value of play in basic education students through a systematic documentary review following PRISMA guidelines. Academic databases (Scopus, Scielo, Web of Science) were explored applying inclusion criteria for articles published in the last five years with theoretical focus. The research analyzes various theoretical perspectives: from psychogenetic theories of Piaget, Vygotsky, and Wallon, to contemporary approaches such as self-determination theory, dialogical theory, and logical games. Findings reveal that play functions as a cultural, pedagogical, and emotional medium for developing cognitive, social, and motor skills. A tension between traditional play and digital entertainment is identified, evidencing the negative impact of active play decline. The study concludes that play transcends preparation for adult life, constituting a critical tool for literacy, intrinsic motivation, and strategic planning. Results demonstrate that play must occupy a central and structured role in teaching-learning processes.

Learning preferences in university students from Latin America and Europe in the context of COVID-19: a systematic review

2025-10-21T15:34:04+00:00

This article aims to identify the preferred learning styles of university students in Latin America and Europe, in the context of and after the COVID-19 pandemic. The methodology developed to achieve the objective was that of a systematic review of the literature, in the Scopus, Web of Science and SciELO databases, with review and original articles, in the years 2020 to 2024. The results showed that the learning style depends on the current environment, innate ability and personal interest of the student. It was concluded that the research shows the need and importance of considering the student in his academic, social, personal, ethnic and generational environment, in order to achieve significant learning in his academic and professional training.

Developing critical thinking in elementary school students. Systematic review

2025-10-21T15:40:47+00:00

This study addresses the importance of fostering critical thinking in basic education due to technological changes and advances, highlighting the need to implement transversal competence in the educational system to form critical and democratic citizens. The objective is to analyze the results and collections of previous investigations on critical thinking in basic education students. A systematic review methodology was used, with the analysis of 20 articles from Scopus, Scielo and Ebsco databases, using the PRISMA 2020 method. The results show that critical thinking is developed using active methodologies, however, there are limitations to promoting the PC, such as the lack of teaching and updating the persistence of traditional methods. Concluding that there is an urgent need for changes in basic education to develop students' abilities to infer, analyze and argue, so that they can face technological challenges and have active participation in society.

Developing critical thinking with AI, AR, and VR: a systematic review

2025-10-21T15:50:46+00:00

The objective of this systematic review is to explore strategies to develop critical thinking through the integration of Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR) in education. Applying the PRISMA protocol, 32 articles from Scopus, Taylor & Francis, and Science Direct (2019-2024) were analyzed. The findings highlight a growing interest in these technologies, especially in higher education. AR is the most used, although the evaluation of critical thinking presents challenges, particularly in studies with AI. Successful strategies promote communication, collaboration, and problem-solving. It is suggested to research combinations of technologies and develop new evaluation tests.

Project-based learning to develop creativity in the classroom

2025-10-21T21:21:37+00:00

This article aims to evaluate the impact of project-based learning (PBL) on the development of student creativity. Its methodology is a systematic review following the PRISMA protocol, consulting Scopus, Web of Science, SciELO, Eric, ProQuest, and Ebsco. A total of 25 studies published between 2018-2024 were included. The results indicate that PBL significantly enhances creativity through collaborative work, real problem-solving, and interdisciplinary integration, especially when combined with STEM. The effectiveness varies according to the educational level and requires active teacher mediation in basic education. The conclusions indicate that PBL is a valuable methodology that demands an institutional culture favorable to active and autonomous learning for effective implementation.

Customization of training and development programs through machine learning algorithms

2025-10-21T21:36:09+00:00

The customization of training and development programs using machine learning algorithms has been used in different disciplines, but the understanding of these programs and their machine learning algorithms is still an area of great importance. The objective of the study was to analyze the various existing programs, their operation and their purpose in training. The systematic review was carried out using the PICO method. The sources of information were the Scopus and Scielo databases. The Boolean operators were AND and OR. The total number of studies found was 80, of which 40 articles were selected from the United States, Thailand, United Kingdom, India, Netherlands, England, South Korea, Indonesia, Iraq, China and Russia. According to the results, the customization of training and development programs through learning algorithms has a positive impact nowadays as it favors constant learning, optimizes our working time and adapts us to changes and trends.

Academic mobility and its impact on scientific output: a quantitative analysis

2025-10-27T15:52:11+00:00

International academic mobility has established itself as a crucial component in the careers of researchers, facilitating knowledge transfer, the expansion of collaboration networks, and access to advanced resources. This article presents a comprehensive quantitative analysis of the relationship between academic mobility and its impact on scientific production. Using a bibliometric study design and aggregated data from sources such as Scopus, Web of Science, and UNESCO statistics, a sample of 2,232 researchers from various disciplines and career stages was examined. The methodology employed combines descriptive and inferential statistical analysis, including Student's t-tests, chi-square analysis, and a multiple regression model to identify the predictive factors of scientific productivity. The results reveal that researchers with international mobility experience exhibit significantly higher performance compared to their non-mobile peers, with 30.6% more publications, 31.3% more citations received, and 52% more collaborators. The regression analysis confirms that international mobility is a positive and significant predictor (β = 0.342, p < 0.001) of scientific production, even after controlling for variables such as gender, career stage, and scientific field. These findings underscore the importance of policies promoting mobility as a strategy to enhance human capital and scientific development globally. The implications of these results for higher education institutions and research funding agencies are discussed.

Educational inequalities in rural andean areas of Peru

2025-11-05T15:19:29+00:00

Knowing the socioeconomic and pedagogical inequalities in rural areas of Peru is necessary and fundamental to generate educational support and sustainability policies. The main objective of this article is to identify and analyze the determining factors that contribute to educational inequalities in rural areas of Peru, through a systematic review of the scientific literature, in the Scopus, SciELO and WoS databases, using the methodological approach established by the PRISMA guidelines (2020). The analysis of a total of 27 scientific articles published in the period between 2019 and 2024 was carried out. The results reveal that educational inequalities in rural areas of Peru are influenced by economic, social factors, teacher training and the limitations in inclusive policies, highlighting the Andean regions as the most neglected by the State. It is suggested to develop comprehensive policies that prioritize the Andean regions, strengthening teacher training, promoting inclusion and increasing investment in infrastructure and educational resources to reduce existing inequalities.

Soft skills in college students: A systematic review

2025-11-05T16:04:28+00:00

Recent literature in the educational field recognizes the need to reformulate pedagogical methodologies in order to promote the development of soft skills in students. In this context, the purpose of this systematic review was to analyze the concept of soft skills and the effects of their strengthening in university education. For this purpose, a process of search, selection and analysis of scientific papers indexed in the Scopus and SciELO databases was carried out, using Boolean operators and keywords in Spanish and English. Eleven studies met the inclusion criteria and were examined according to their theoretical approaches, operational definitions and conclusions. The results show consensus on the importance of promoting soft skills as a means of improving employability and adaptation to the work environment. Likewise, the relevance of applying active methodologies that promote their integral development is highlighted.

Between inclusion and aggression: a systemic review of school violence against students with autism

2025-11-05T16:25:11+00:00

This research examines school violence against students with Autism Spectrum Disorder (ASD), focusing on its manifestations and consequences across emotional, social, and academic dimensions. A systematic review following the PRISMA 2020 methodology was conducted, analyzing 25 scientific articles published between 2015 and 2024 from PubMed and Scopus databases. The findings reveal that students with ASD experience high rates of bullying (verbal, physical, and social exclusion) as well as teacher harassment, with severe consequences including depression, anxiety, suicidal ideation, and poor academic performance. The study identifies a vicious cycle between social difficulties and victimization, exacerbated by insufficient inclusive policies that perpetuate this situation. The research concludes by emphasizing the urgent need to implement comprehensive prevention strategies and support systems to ensure safe, inclusive educational environments for both students and educators - ultimately aligning with the principles of Sustainable Development Goal 4

Operational framework for evaluating institutional decision-making capacity in Ecuadorian Educational Districts

2025-11-05T16:45:33+00:00

Ecuadorian educational districts face significant challenges in developing evidence-based preventive institutional decision-making capacities, despite advances in student advancement and the availability of national research on academic risk factors. The objective was to develop a theoretical and operational framework for assessing preventive institutional decision-making capacity in Ecuadorian educational districts through a systematic synthesis of national empirical evidence. The methodology employed a qualitative, descriptive-analytical approach to develop a conceptual framework with the analysis of 71 national references with primary empirical evidence post-2018 from Ecuadorian secondary education (8th-10th grades EGB and 1st-3rd BGU). The results generated an operational framework of 83 indicators in three dimensions: preventive analytical competence (25 indicators), institutionalization of decision-making processes (29 indicators), and organizational culture of preventive public management (29 indicators), invalidating traditional behavioral approaches by demonstrating weak correlations (r = -0.107 to 0.039, p = 0.715). The framework operates through multidirectional feedback, demonstrating robust correlations (r = 0.682–0.720). The research provides a methodological basis for institutional assessment instruments.

Self-regulation strategies in college students: A systematic review

2025-11-05T16:57:07+00:00

Self-regulation strategies involve the extent to which each student actively participates in their own learning process, which includes motivation, action, context, metacognition, and cognition. The objective of this article is to analyze the implications of self-regulation strategies for university students. Articles indexed in Scopus were considered as a methodology. Searches were conducted using the Boolean operators WITH, DOI, AND, and OR. For the analysis of inclusion criteria, open access articles were considered from 2021 to 2025, considering 18 Scopus articles, in English and Spanish. The results indicate that the development of self-regulation strategies improves students' academic performance and self-efficacy, especially those focused on metacognition. Furthermore, improved performance, overcoming challenges, and general well-being are facilitated by an educational environment that promotes emotional stability and self-control. In conclusion, feedback is an essential tool for fostering self-discipline, critical thinking, and independence in students.

When love hurts: A systematic review of intimate partner violence among university students

2025-11-05T17:19:40+00:00

Intimate partner violence among university students is a public health problem with diverse effects—emotional, academic, and social. This article sought to identify the impact of intimate partner violence on university students and to synthesize associated factors, consequences, and intervention strategies. We conducted a systematic review (2020–2024) using Scopus, PubMed, Web of Science, and SciELO, following PRISMA 2020 criteria; the final selection comprised approximately 24–25 studies. Findings indicate that the normalization of abuse, digital control, and alcohol use predominate; emotional dependence and personality traits also emerge as risk or protective factors. The most frequent consequences include depressive and anxiety symptoms, sleep disturbances, reduced resilience, and impaired academic performance. Recent evidence underscores the need for multilevel university interventions that combine prevention, early detection, psychological support, and socioemotional skill-building.

Study habits in college students before and during social isolation: a literature review

2025-11-05T17:58:57+00:00

With the emergence of COVID-19 and the health measures in place, distance learning was adopted in virtual environments, disrupting teaching. The objective of this article is to systematically review the literature on study habits before and during the COVID-19 pandemic. The methodology used consists of a systematic literature review, searching for articles in SCOPUS (2017 to 2023) and Mendeley. Eight original articles were selected using the PRISMA method. The results indicate that among the countries with study habits problems are Mexico (sleep quality: 66.7%), Peru (academic stress: 57.6%), the United Kingdom (adaptive learning problems online: 42%), and Saudi Arabia (no review before exams: 54%). Furthermore, before the pandemic, students had a high level of physical activity (53.3%). It is concluded that the educational paradigm shift due to COVID-19 had a negative impact on study habits, making it necessary to strengthen them.

Educational policies in inclusive teacher training

2025-11-05T18:22:58+00:00

The study aimed to determine the influence of educational policies on inclusive teacher training, considering teachers' perceptions of both variables. It was a basic quantitative research study applied to a sample of 88 teachers. The results showed a significant and high incidence (53.8%) of educational policies on inclusive training. The overall perception was positive, with 69.3% and 75% of participants rating Educational Policies and Inclusive Teacher Training, respectively, as high. However, the dimensional analysis showed gaps in pedagogical practice: the dimensions of Teaching Preparation (64.8%) and Enabling Learning Environment (68.2%) were concentrated at the medium level. It is concluded that, although teacher performance is high, practical preparation for addressing diversity is moderate. It is recommended to strengthen applied training, curriculum adaptation, and teacher self-efficacy.

Cellular and molecular biology in dentistry under an inclusive approach

2025-11-05T18:36:24+00:00

Learning objects (LOs) are educational resources designed to facilitate the understanding of specific concepts. This research developed LOs based on the Universal Design for Learning (UDL) model in the course of Cell and Molecular Biology for dentistry students. Using the DICREVOA methodology (Analysis, Design, Implementation, Evaluation, and Publication), two LOs were created and published: one for the Introduction to Cell and Molecular Biology module and another for the Cell Birth module. These resources are available on the UPS virtual platforms and in the institutional repository. The evaluation, carried out through validated questionnaires with the participation of students and expert instructors, showed positive results regarding quality and adaptability. Although the LOs offer flexibility and incorporate diverse media, the importance of addressing individual needs is emphasized. In conclusion, these reusable resources enhance digital learning and educational inclusion, adapting to different learning styles.

Educational program 'youth for Peace': reflection on political violence in peruvian students

2025-10-02T16:22:09+00:00

The objective of this research was to analyze the influence of the educational program "Youth for Peace" on critical reflection about political violence in Peru (1980-1992) among History and Geography students at Universidad Nacional Mayor de San Marcos. A pretest-posttest design without control group was employed with 60 senior students. Instruments included historical knowledge questionnaires, perception surveys, didactic observation guides, and sociocultural impact questionnaires. Results evidenced significant increases of 23% in historical knowledge, substantial improvements in critical perception (from 15% to 60%), increased didactic application of historical sources (from 35% to 78%), and strengthened commitment to human rights (from 22% to 68%). These findings confirm the effectiveness of educational programs oriented toward historical memory in building a culture of peace and developing critical thinking in future educators.

Probabilistic thinking or intuition in the Monty Hall dilemma

2025-10-02T16:33:30+00:00

This research explores the adaptation of the Monty Hall problem for implementation with high school students, within the framework of incorporating decision-making as a knowledge object in the Chilean curriculum. From a qualitative exploratory-descriptive approach, an instrumental case study is conducted with two students, using task-type interviews and deductive content analysis. To interpret the data, a cognitive dimension is assumed, considering the purposes of probability as analytical categories, and an intuitive-affective dimension, considering biases and heuristics of decision-making under uncertainty. Results reveal greater presence of the purposes of making decisions transparent under uncertainties and expressing qualitative knowledge through probabilities, along with persistence of the heuristic use of personal experience and equiprobability bias. The need to explore conditional probability from the frequentist approach is identified to improve teaching-learning processes.

Islets of rationality: didactic devices to address complex scientific problems in primary school

2025-10-02T16:38:54+00:00

This paper presents the systematization and analysis of an exploratory activity developed within the framework of the application of two didactic units for elementary basic education, focused on the complex problem of microplastics and their impact on human health. In order to organize and represent the students' ideas, a didactic device called a rationality island was used, through which the students established associations between diverse knowledge around a hypothetical situation. The results show the appearance of nine codes or groupings of ideas with which the students explain the presence of small plastic fragments in the blood.

Effectiveness of constructivism in emblematic educational institutions of Cusco: A case analysis

2025-10-02T16:55:15+00:00

This article addresses the management of constructivism in the learning process in flagship schools, a space in which students struggle to systematize their learning. The purpose is to highlight the contribution of constructivism in the educational system, fostering the learner's central role in constructing their own learning. The objective of this research was to determine to what extent the application of the constructivist approach enhances the learning process in secondary school students. The study followed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The results showed a direct and significant correlation between the application of the constructivist approach and improved student learning. Therefore, the management of constructivism based on educational theories and models favors the structuring of students' mental schemas during their learning process.

Factors of university failure from the student perspective

2025-10-02T17:04:36+00:00

Student failure is a multifactorial phenomenon that affects students, institutions, and society. This study identifies the factors that influence the failure of first-semester university students at a public university in northern Mexico. A survey with 52 items in seven dimensions was applied to 128 students. The results indicate that the main causes of failure are: lack of clarity in the professor's explanation, not expressing doubts in a timely manner, and insufficient study time outside the classroom. The analysis confirms that students perceive themselves as primarily responsible for their academic failure.

Flipped classroom and autonomous learning in students of a public university of Lima

2025-10-02T17:09:47+00:00

In today's globalized and ever-changing world, learning has evolved through different methods, along with student autonomy in how to develop it. Therefore, the flipped classroom method was introduced to reinforce autonomous learning. The objective of this research was to determine the relationship between the flipped classroom and autonomous learning in students at a public university in Lima. The methodology was quantitative, non-experimental, descriptive correlational, considering a census population of 121 students, and the technique employed were two indexed surveys. The results demonstrate that the flipped classroom is related to autonomous learning to a moderate degree (r = .448**), due to the educational techniques that favorably benefit the growth of students' autonomous learning capacities. It is concluded that there is a relationship between the flipped classroom and autonomous learning.

Leadership and technological education in public higher education institutes in ICA

2025-10-02T17:34:26+00:00

Education and educational quality have been one of the main concerns of many governors and leaders. The purpose of the research is to analyze the importance of leadership in technological education in the Ica-Peru region. The study is of an exploratory level, with a qualitative approach and phenomenological design, for which it was carried out using a semi-structured interview guide with six participants made up of a director and five teachers from the institution in question. The results show a greater inclination of the participants towards the type of democratic leadership, due to their training and their ability to work as a team. They also report that the budget assigned by the government is insufficient for their projects and institutional development, which would affect compliance. all your plans and objectives. It is concluded that leadership in technological education is important due to its role of guiding and directing an educational institution.

Training program for environmental management for agroecological producers in the municipality of Artemisa, Cuba

2025-10-02T17:40:38+00:00

The new science, technology, and innovation policies implemented in Cuba require transformations that enable them to respond to the demands of local sustainable development. This program aims to develop a training program on environmental management for producers on agroecological farms, contributing to capacity building through the university-production sector relationship. A mixed approach with a concurrent nested design was used, applying theoretical and empirical methods, including documentary analysis, observation, interviews, and surveys with 131 producers from the Sierra Maestra CCSF (Central Scientific and Technical Facility), university professors, and local specialists. The results identify shortcomings in environmental management and limited producer training, which led to the design and implementation of a flexible and contextualized training program. It is concluded that the program contributes significantly to strengthening environmental capacities among agroecological producers, promoting local sustainable development in the Artemisa region.

VUCA environment in pedagogical management of teachers in an educational network in Peru

2025-10-02T17:47:58+00:00

In the current context, characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), pedagogical management is constantly evolving and faces significant challenges. Therefore, this study aimed to investigate the influence of the VUCA Environment on teachers' pedagogical management in a specific educational network during the year 2023. A quantitative approach was adopted, and a non-experimental design of a transactional or cross-sectional causal nature was employed to analyze cause-effect relationships between variables. The study population consisted of teachers from an Educational Network of Ugel 02, totaling 198 participants, from which a stratified probabilistic sample of 131 teachers was selected. To collect data, a questionnaire based on the Likert scale, previously validated by experts, was used. Data analysis was conducted using descriptive and inferential analysis through SPSS statistical software version 27.0. Results revealed that 24.5% of the variability in pedagogical management can be attributed to the VUCA Environment, according to the Nagelkerke statistic. In conclusion, it was determined that the VUCA environment significantly influences teachers' pedagogical management in the Educational Network of Ugel 02 during the year 2023.

Gamified values teaching method to prevent school violence in primary-level children

2025-10-02T17:53:38+00:00

This qualitative and descriptive research proposes a value teaching method with a gamified approach aimed at preventing school violence among primary-level students. Based on the review of traditional and innovative approaches to values education, key values to be addressed were identified, and appropriate playful elements and gamification principles were selected according to the school context. The methodological proposal is structured in stages that include the analysis of the student profile, the selection of priority values, the definition of pedagogical strategies, the incorporation of gamification elements, the development of a mobile application prototype, and the evaluation of learning. The design of the digital prototype responds to the need to facilitate interactive, accessible, and contextualized teaching. The prioritized values (respect, empathy, self-control, effective communication, and tolerance) are addressed through playful dynamics, challenges, rewards, and individual progress tracking. Learning assessment is carried out using tools such as checklists, self-assessments, and peer feedback, all integrated into the application itself. This study provides a solid theoretical and methodological foundation for future practical implementations that seek to strengthen socio-emotional competencies in childhood and prevent violent behavior from a formative and technological perspective.

Educational barriers for women in STEM careers: University educational analysis in Paraguay

2025-10-04T15:54:31+00:00

Limited female participation in STEM careers constitutes a critical educational challenge requiring specialized pedagogical analysis and comprehensive approach from contemporary educational sciences perspectives. This study systematically examines specific educational barriers for women’s access to Science, Technology, Engineering, Mathematics careers at Universidad Nacional de Asunción, methodologically comparing Facultad Politécnica and Facultad de Ciencias Exactas during 2019-2021 period with longitudinal focus. Through 2×2 factorial ANOVA statistical analysis of 1,247 incoming students, significant differences in gender access were identified (F = 8.93, p < .01) and differentiated patterns between faculties with substantial pedagogical implications for evidence-based policy development. FPUNA presents persistent systemic barriers with average gap 68% indicating exclusionary pedagogical model, while FACEN demonstrates effective inclusive strategies with balanced participation 52% female evidencing successful educational methodologies. The Findings evidence the urgent need to implement evidence-based specific educational policies and transformative inclusive pedagogical methodologies ensuring sustainable equity in Paraguayan university STEM education with measurable transformative social outcomes.

Level of autonomy and family orientation in five-year-old children in rural Puno, Peru 2025

2025-10-07T13:54:06+00:00

The development of autonomy in five-year-old children in a rural institution in Puno, recognizing its importance for personal and social development from early childhood. The objective was to determine the level of autonomy as a result of family guidance. A quantitative descriptive approach was used, administering surveys to 16 parents to assess the children's security, confidence, and ability to perform daily tasks, make decisions, and demonstrate independence at home and in society. The results reveal that 53.3% of children present a high, unstable level of autonomy, occasionally performing activities on their own; 33.3% reach a stable level, performing their tasks independently; and 13.3% show a low, stable level, acting only when requested. It is concluded that children's autonomy depends both on the family environment and on the support and confidence that parents provide in the development of independent skills.

Communicative competence in English and learning strategies in higher education: challenges and global perspectives

2025-10-07T14:04:49+00:00

The objective of the research was to establish the correlation between communicative competence in English and learning strategies in the university context 2024. A quantitative approach, non-experimental design, correlational scope, and hypothetical-deductive method were used. The sample consisted of 58 students selected in a non-probabilistic manner, who were administered Likert-type questionnaires. The results showed a high positive correlation between the main variables (Rho = 0.764; p = 0.001). With regard to the dimensions, a moderate correlation was found with memory strategies (Rho = 0.575; p = 0.001) and metacognitive strategies (Rho = 0.541; p = 0.001), while cognitive (Rho = 0.651; p = 0.001) and social (Rho = 0.758; p = 0.001) strategies showed high correlations. It is concluded that learning strategies, in their various dimensions, are an essential factor in enhancing communicative competence in higher education.

Artificial intelligence and education: teaching methods, innovation, and transformation in pedagogy. Theoretical review

2025-10-07T14:14:33+00:00

This article examines the methodologies, theories, and their progress in the digital era of Artificial Intelligence, with special attention to their use in various educational forms such as virtual and in-person. The analysis of theoretical frameworks regarding how Artificial Intelligence modifies teaching processes, theories, and methodological models guides its implementation. The method involved an analysis based on theories, selecting Scielo and Scopus. The implementation of thematic, temporal, and linguistic filters allowed for the identification of 155 articles, of which 51 were examined for their importance. The study shows a transformation in teaching practices, focusing on the personalization of learning. It is deduced that Artificial Intelligence contributes to education, as long as its incorporation is based on solid pedagogical frameworks and inclusion policies that fit local and global contexts.

Perplexity in mathematical problem solving with university students

2025-10-07T14:22:19+00:00

To evaluate the influence of Perplexity on the solving of mathematical problems in first semester students at UNDAC (2024). Methodology: A quantitative study based on a positivist paradigm, with a quasi-experimental design (experimental and control groups). 63 students selected from a population of 171 participated, using a pre- and post-test validated by experts and with a reliability of α=0.868. Results: The experimental group achieved an average of 14.68 points after unit IV, with 6.35% obtaining the maximum grade (20 points), linked to the use of clear and structured prompts. Conclusion: Perplexity demonstrated a significant influence, evidenced by an average of 15.25 in the experimental post-test compared to 8.30 for the control group, validating its effectiveness in mathematical learning. The integration of tools such as Wolfram|Alpha (recognized in studies for its precision in mathematics) supports these findings, highlighting its usefulness in educational settings.

Gamification with educational software to strengthen learning among students at a public university

2025-10-07T15:07:21+00:00

The study evaluated the contribution of gamification with educational software to meaningful learning in university students. A quantitative approach was employed, using a quasi-experimental design with a comparison group and a treatment group, analyzed with SPSS 26 and Microsoft Excel. The sample included ninth-semester Engineering students, assessed before and after the intervention through a structured questionnaire. Results revealed that, in the treatment group, 73.3% reached expected or outstanding performance levels in the post-intervention assessment, compared to 100% who were at the initial or developing levels before the intervention. The median score increased from 7 to 15, representing a 114.29% increase. The Mann-Whitney U test showed statistically significant differences (p < 0.05), supporting the positive effect of gamification in strengthening meaningful learning.

Design and validation of a questionnaire to evaluate the graphic understanding of rural students

2025-10-07T15:17:20+00:00

Statistical graphs are widely used in education, which requires the development of skills to critically analyze them. The objective of this research was to design a validated questionnaire to assess graphic comprehension in 5th and 6th grade students in multi-grade rural schools, ensuring the clarity, relevance, and reliability of its items for application in diverse educational contexts. The study was descriptive in nature, validating a questionnaire using expert judgment. The analysis of the experts' scores shows a high consensus on the clarity, relevance, and relevance of the questionnaire items, with means and modes close to 5 and low standard deviations, indicating an adequate and reliable formulation. The Content Validity Coefficient values reflect the acceptance of the items. Qualitative feedback allowed for improvements in the writing, contextualization, and presentation, strengthening the validity and functionality of the instrument for application in rural contexts.

Transition from virtual to in-person teaching at UNA Puno: Teacher experience

2025-10-07T15:26:55+00:00

Higher education was impacted by COVID-19, largely adopting the virtual modality supported by Information and Communication Technologies (ICT). This study investigates the relationship between the application of ICT and the teaching-learning strategies used by Biomedical, Engineering and Social teachers during the 2023-2 semester at the National University of the Altiplano (UNAP), Puno. The research adopted a quantitative approach with a non-experimental design of a correlational transectional type. The population included teachers from the aforementioned areas; data collection was carried out through documentary analysis and a questionnaire with closed questions and a Likert scale. The results demonstrated the existence of a relationship between the application of ICT in virtual and in-person teaching during the pandemic and the teaching-learning strategies used by teachers. These findings offer valuable lessons about educational adaptation in times of crisis.

Andean motor stories on social skills in childhood

2025-10-07T15:37:23+00:00

The development of social skills in children is fundamental for their integral education. The aim of this study was to evaluate the effect of Andean motor storytelling workshops on the social skills of 5-year-old children. A quantitative approach with an explanatory pre-experimental cross-sectional design was used. Data were collected through observation, using a 45-item checklist of six dimensions of social skills, adapted from the instrument proposed by Goldstein. For hypothesis testing, the Wilcoxon rank test was used, the result of which showed a significant improvement in social skills, with a p-value of less than 0.001. Descriptive findings also confirmed that the 27 children who received the treatment experienced a positive change. This shows that the Andean motor storytelling workshops have a favorable impact on the development of social skills in children in the unit of analysis.

Quality in physical education: teaching performance and pedagogical accompaniment in the Dominican Republic

2025-10-07T15:44:31+00:00

Quality Physical Education is a fundamental pillar for the comprehensive development of students, promoting meaningful learning that transcends traditional physical activity. This study aims to analyze the relationship between pedagogical coordination and teacher performance in the field of Physical Education. A quantitative methodological approach was implemented, with a non-experimental correlational design. The sample consisted of 70 Physical Education teachers and 70 pedagogical coordinators from public and private schools in the Dominican Republic. The results show significant correlations between pedagogical support and teacher performance. It is concluded that effective pedagogical coordination generates positive impacts on educational practice, although specific instruments for the comprehensive evaluation of physical education practice need to be developed.

Technological tools and their relationship with research skills in university students

2025-10-07T16:01:12+00:00

The integration of technological tools in higher education has redefined research training processes. Therefore, the objective of this study was to analyze the relationship between the use of technological tools and research skills among education students at the National University of San Marcos in Peru. The study, which used a quantitative, basic, non-experimental approach and a correlational-cross-sectional design, administered two questionnaires to a stratified sample of 320 students. The results showed that only 12.8% of students reached an optimal level in technological tools and 10% in research skills, with a moderate correlation between the two variables (r = 0.711). The instrumental analysis dimension presented the greatest deficit (64.7% at the basic level). It is concluded that, to enhance research competencies, it is necessary to integrate technological tools into academic training, prioritizing their use with active methodologies and autonomous practices.

Learning styles and academic performance of english students, Universidad Nacional Autónoma de Tayacaja 2022

2025-10-07T16:10:18+00:00

The aim of the research has been to determine whether there is a difference in the academic performance of English students of the National Autonomous University of Tayacaja Daniel Hernandez Morillo (UNAT), Huancavelica, Peru 2022 as a function of their learning styles. With this purpose a sample of size 84 was taken (data from 17 students of Food Industries, 34 of civil engineering and 33 of forestry engineering), to whom a test was applied to identify their learning styles, a formal examination to measure their conceptual and procedural performance and a rubric for measuring their attitudinal performance. The arithmetic mean of these performances corresponds to academic performance. As a result of the research, it has been proven that there is no difference in the conceptual, procedural, attitudinal or academic performance of UNAT English students as a function of their learning styles with a level of 95 % certainty.

Transformational leadership: an alternative for change in education

2025-10-07T16:15:19+00:00

Teacher leadership is key to promoting a motivating, innovative, and development-focused environment. The objective of this research was to determine the relationship between transformational leadership and strategic planning at a public educational institution in Callao, Lima, Peru, in 2022. A quantitative and correlational approach was adopted. Two questionnaires were administered to a census sample of 69 secondary school teachers to collect data. The findings reveal a positive correlation (0.568, p<0.01) between transformational leadership and strategic planning. Intellectual stimulation showed the strongest relationship (r=0.573), followed by motivational inspiration (0.531), idealized influence, and individual consideration (both 0.462). It is concluded that fostering critical thinking, ethical example, empathy, and motivation improves strategic processes, aligning the team with institutional objectives. It is recommended to foster transformational leadership as a collective process to strengthen shared vision, innovation, and continuous improvement.

Research in humanities: academic bodies and educational innovation at Universidad Veracruzana

2025-10-07T16:25:20+00:00

This study analyzes educational innovation research developed by Academic Bodies in the Humanities Area at Universidad Veracruzana during 2024. The institutional instances that promote research are identified: General Directorate of Research, Linkage Directorate, and General Directorate of Academic Development and Educational Innovation. Using mixed methodology, 60 Academic Bodies from the area were analyzed, identifying 44 dedicated to educational innovation with 55 knowledge generation lines. Findings reveal that the Xalapa region concentrates the highest research activity with 29 lines focused on epistemological aspects, while didactic, pedagogical, and technological dimensions receive less attention. The research demonstrates academic commitment to improving educational processes, contributing to comprehensive student training and socially relevant knowledge development in the humanities field.

Educational innovation and digital skills in university education

2025-10-07T17:18:03+00:00

The present study aims to identify the relationship between digital skills and technological innovation in university students. To this end, a quantitative approach was employed, utilizing a non-experimental design and a cross-sectional relational level. Data was collected using validated questionnaires, administered to a representative sample of 150 university students. The results revealed a significant correlation based on Spearman's rho coefficient of 0.886, indicating a robust association. Relatively strong relationships were also observed between the use of digital tools and technological innovation, as well as security and digital skills, and communication and digital skills. In conclusion, there is a good level of agreement between digital skills and technological innovation. The findings underscore the importance of strengthening digital literacy to maximize the use of innovative technologies in academic and professional settings.

Movement-based pedagogical proposal for competence development

2025-10-13T15:12:58+00:00

This research arose from the need to study a proposal that would expand competencies in primary school students. The constructivist approach was adopted, which contributes as a guide to implementing teaching and learning strategies where students construct their own knowledge based on meaningful experiences. The objective was to analyze the perceptions of primary school administrators in the province of Ferreñafe, Peru, regarding competency development and a movement-based pedagogical proposal. A qualitative approach was used as the method, with two categories of analysis: one related to competency development and the other related to the movement-based pedagogical proposal. The research technique used was the interview, with a semi-structured question guide as the instrument. The interview was validated by a specialist and administered to primary school administrators familiar with the proposal. After the interviews, an analysis matrix was developed to organize and interpret the information collected through the Open Coding technique. The results of the studies indicate that the challenges of classroom practice in large educational institutions are reduced by the implementation of movement, as it enhances learning by increasing brain plasticity through the reorganization of neural networks. Finally, it was concluded that greater contextual knowledge is achieved through a movement-based educational approach, considering pedagogical and methodological elements that enable students to learn constructively.

Attitudes toward diversity in university students: a mixed study in the chilean context

2025-10-13T15:24:31+00:00

Diversity in university settings represents a fundamental challenge for inclusive higher education. The objective of this study is to analyze university students' attitudes toward diversity, as well as the factors that shape them. A mixed-method approach with an explanatory sequential design was used to examine attitudes toward five dimensions of diversity: cultural, socioeconomic, sexual and gender diversity, age diversity, and special educational needs (SEN). The quantitative phase involved 265 students who responded to a Likert-type scale; the qualitative phase involved a focus group with representatives from the different faculties. The results show a generally positive attitude toward diversity (M = 4.19; SD = 19.81), with greater acceptance toward SEN (M = 4.63; SD = 1.83) and less acceptance toward age diversity (M = 3.69; SD = 3.16). Significant differences were found based on the faculty of origin (χ² = 17.698; p = .001), with the Faculty of Education showing the most favorable attitudes (98.1%), while the year of training showed minimal variations. The qualitative analysis revealed that, although a favorable disposition is declared, implicit forms of discrimination persist. These findings guide the promotion of institutional actions to strengthen more equitable and transversal inclusive higher education

Perception of educational quality and academic satisfaction among graduate students: 2021–2025

2025-10-15T00:04:13+00:00

This study analyzes the perception of educational quality and academic satisfaction among graduate students in the humanities between 2021 and 2025, comparing global and Latin American contexts. The objective is to identify similarities and differences in the educational experience, considering technological, administrative, and pedagogical factors. The methodology consisted of a systematic review using the PRISMA approach, integrating 40 empirical studies and bibliographic reviews selected from international and regional databases, differentiating findings by region. The main results show that faculty-student interaction and institutional support are determining factors for a positive perception of educational quality. Globally, satisfaction in virtual programs reached an average of 64%, with better results in theoretical disciplines. In Latin America, digital gaps and limited teacher training reduced initial satisfaction, although a moderate recovery was observed in the post-pandemic period. It is concluded that it is essential to adapt pedagogical and institutional strategies to the context to improve the experience and satisfaction in graduate programs in the humanities.

Interactive art and sensory stimulation: an inclusive experience for cognitive disability

2025-10-15T00:08:53+00:00

Contemporary interactive art has become a dynamic field, transforming traditional practices and social interaction through digital technologies and advanced interfaces. The objective is to evaluate the effectiveness of a sensory light cube, equipped with ultrasonic sensor technology and programmable LED lights, in stimulating creativity, motor skills, and musical development in participants with cognitive disabilities. A qualitative, descriptive-exploratory approach was used, based on structured participant observation and systematic documentary analysis. The participants included six children and young people with varying degrees of cognitive disabilities. The results indicate significant improvements in motor coordination, musical rhythm development, emotional expression, and active participation during activities. Interactive art with inclusive technology proves to be a valuable and effective tool for recreational and educational activities, enriching participants' experiences and promoting their holistic development.

Short title in english academic stress and emotional regulation in procrastination in psychology students

2025-10-21T14:23:44+00:00

This study aimed to analyze how academic stress and emotional regulation affect procrastination in psychology students. Quantitative approach methodology, basic type and correlational-causal design, Academic Stress Questionnaire, Emotional Self-Regulation Questionnaire and Academic Procrastination Questionnaire were applied. The population was 402 students and a probabilistic sample of 198 psychology students from a Public University in the South. The results show that, mostly young, female and single, they present average levels of academic stress of 74.7%, eustress of 74.2% and distress in 61.6%; in terms of emotional regulation, 90.9% have a medium level and 13.6% low emotional suppression; in procrastination, 87.4% are at a medium level. In conclusion, both academic stress and emotional regulation significantly influence academic procrastination in psychology students at a public university in the South. An increase in stress is associated with greater procrastination, while effective emotional regulation reduces it.

Curriculum management and pedagogical practice in educational institutions of the initial level in the south of Peru

2025-11-05T15:36:17+00:00

The research seeks to establish the relationship between Curricular Management and Pedagogical Practice in Early Childhood Educational Institutions of the Local Educational Management Unit (UGEL) Lampa-Puno, 2021. For this purpose, a quantitative approach and a non-experimental correlational design were used, taking a non-probabilistic sample of 23 polidocente and multigrade Early Childhood Educational Institutions, with the participation of 23 directors and 45 teachers. In addition, for the data analysis, the interview was used as a research technique and two questionnaires were used as instruments: the first, referring to Curricular Management with 26 questions with a reliability of Cronbach's Alpha of 0.948; the second, on Pedagogical Practices, which was adapted from the indicators of the Framework of Good Teaching Performance (MBDD), consisted of 40 questions with a reliability of 0.956. It is concluded that there is an average positive relationship between Curricular Management and Pedagogical Practice by obtaining a value of rxy=0.601, which shows that the more active the participation and involvement of educational agents in the development and organization of the institutional curriculum and the establishment of improvement mechanisms for educational quality, the higher the levels of effective practices of teachers for the development of competencies.

Educational videos in the significant learning of elementary school students

2025-11-05T16:09:39+00:00

The study analyzes the use of educational videos as a significant didactic tool for elementary school students in the city of Huaral, department of Lima - Peru, in the period 2023.This research was carried out with a quantitative approach, applied type, with a quasi-experimental design. Two surveys validated by experts were used, with a reliability of 0.8 and a Cronbach's alpha of 0.7. The purposive sample consisted of 100 elementary school students. The use of educational videos in classes motivated 87% of students; 70% achieved significant learning and 65% indicated that teachers do not use them in class. According to the students, educational videos are useful for learning, but teachers need to be trained in their use.

Teachers' perceptions about didactic strategies to strengthen cultural identity in social sciences

2025-11-05T16:15:21+00:00

This research analyzes the perceptions of Social Science teachers on the implementation of didactic strategies to strengthen cultural identity in high school students of public institutions in northern Peru. With a qualitative approach, interviews validated by specialists were used and the information was analyzed through open coding. The results show that some teachers apply strategies related to cultural identity in their sessions, while others implement them through pedagogical innovation projects with positive results. It is concluded that it is essential for teachers to use creative, dynamic and innovative strategies that promote the strengthening of cultural identity in students. In addition, the importance of creating welcoming and motivating environments that stimulate collaborative and satisfactory learning is highlighted. The research suggests reinforcing the use of these practices to achieve a significant impact on the cultural development of students.

Impact of psychological school violence on academic motivation and emotional well-being among secondary school students in Chiclayo

2025-11-05T16:20:08+00:00

This study analyzes the impact of psychological school violence on academic motivation and emotional well-being among secondary education students in Chiclayo, Peru. It employed a quantitative, non-experimental, cross-sectional, and explanatory design, with a sample of 300 adolescents selected through probabilistic sampling. Validated instruments were used, including the School Violence Questionnaire (CUVE3-ESO), the Academic Motivation Scale (AMS), and the Subjective Well-being Scale (EBS-8). Findings revealed that 59.4% of students perceived moderate levels of psychological violence, which showed a significant negative relationship with motivation and emotional well-being. Regression analyses indicated that psychological violence explains 36.1% of the variance in academic motivation and 32.3% in emotional well-being (p < 0.05). The study concludes that psychological school violence is a key risk factor affecting students’ emotional health and academic engagement. It highlights the need for institutional prevention policies and psychoeducational interventions that promote safe, inclusive, and emotionally supportive school environments, aligned with the Sustainable Development Goals (SDGs 3 and 4) on health and quality education.

Relationship between the disposition toward critical thinking and computational thinking in engineering students from a peruvian University

2025-11-05T17:29:12+00:00

The study aimed to determine the relationship between the disposition toward critical thinking and computational thinking in engineering university students from a Peruvian university. A quantitative approach with a correlational scope and cross-sectional design was applied. The population consisted of 475 students, and the sample included 298 participants from different engineering faculties. Valid and reliable instruments were used: the Critical Thinking Disposition Scale and the Computational Thinking Scale. The results showed a positive and strong correlation (ρ = 0.817, p < 0.01), indicating that students with a higher critical disposition, characterized by openness to new ideas and reflective skepticism, tend to present higher levels of computational thinking. It is concluded that strengthening critical disposition within the university context fosters the development of computational thinking and promotes cognitive attitudes essential for the comprehensive training of future engineers.

Restorative school justice program in primary education

2025-11-05T18:08:50+00:00

This article analyzes the impact of a restorative school justice program implemented in primary school students in Ciudad Bolívar, Bogotá. This program seeks to peacefully transform conflicts by strengthening socio-emotional skills and promoting values such as respect and empathy. The methodology includes direct observations, semi-structured interviews, and open-ended questionnaires. Results show a significant reduction in classroom conflicts and increased collaborative participation among students. It is concluded that restorative school justice is an effective tool for improving school coexistence and promoting a peaceful environment.

Ludic Expression: methodological innovation to improve oral skills in primary school students

2025-11-05T18:13:42+00:00

Study based on the objective of sustainable development and quality education. Playful expression improves oral communication in an effective way, allows the expression of ideas and opinions, using varied vocabulary. The fun and dynamic game encourages active listening, strengthens peer interaction and teamwork. The objective was to demonstrate the improvement of oral communicative competence, method used quantitative approach, applied, explanatory, quasi-experimental design, study population elementary school students, technique, survey and rating scale instrument, for data analysis the Mann-Withney U test statistic was used. As a result, the “Ludic Expression” program obtained a significance value of p=0.000. In conclusion, it was determined that the application of the program presented significant improvements in oral communicative competence in elementary school students.