Horizontes

Digital skills of basic education teachers in the teaching of visual arts

2025-07-29T21:42:49+00:00

In Education, the collateral effects of the health crisis modified the ways and strategies of teaching, being one of the greatest difficulties to migrate from a traditional teaching context to an exponentially virtual one. In art education, the challenges to adapt the knowledge and practices of the visual arts, was no exception; therefore, the objective of this study investigates the digital competencies possessed by primary education teachers who teach visual arts. It also seeks to know what technological resources were used for artistic work in the student body. Methodologically, it was considered a mixed and exploratory type of research. For data collection, a Likert-type scale questionnaire was applied and an open-ended question was asked to 23 elementary school teachers. Through descriptive statistical processing and content analysis of the results obtained post-pandemic, it was concluded that there is a scarce use of Information and Communication Technologies (ICT) for artistic creation. Also, it was possible to observe that most teachers have no training in the disciplinary area of visual arts.

Perception of accreditation and staff attitude at a Peruvian university

2025-07-29T21:59:49+00:00

For the sustainability of educational quality standards in accreditation, the attitude of the personnel involved plays a fundamental role. Due to this, the present research aimed to determine the relationship between the perception of accreditation and the attitudes of the teaching and non-teaching staff of the Faculty of Education of the Federico Villarreal National University, in Peru. Using a quantitative, correlational approach, non-experimental and cross-sectional design, two questionnaires were applied to 131 participants. The results showed a poor perception of accreditation for 52% and a bad attitude for 45%. In addition, a positive and significant correlation was found between the variables (r = 0.971), as well as with the dimensions of attitude: cognitive (r = 0.944), affective (r = 0.932) and behavioral (r = 0.918). It is concluded that strengthening a favorable and proactive attitude is significant in accreditation processes.

Impact of collaborative strategies for reflective teaching practice

2025-07-29T22:27:12+00:00

Teacher training improves educational quality by fostering collaboration, the exchange of ideas, and comprehensive professional development. The objective of the research was to determine the impact of collaborative strategies on the development of reflective practice of primary education teachers in Peru. Through a pre-experimental quantitative research and the application of a questionnaire to 21 teachers, data were collected before and after the implementation of the strategies. The findings indicate a significant change in the dimensions of teacher reflective practice after employing collaborative strategies. 100% reached a high level, while in reflection on practice, the percentage increased from 57.1% to 66.7%. The Wilcoxon Test confirmed the positive impact of the intervention on reflective practice. It is concluded that collaborative strategies are effective tools to improve the quality of teaching and learning at the primary level.

Metacognitive strategies program to improve autonomous learning in pre-professional practice students

2025-07-29T22:36:35+00:00

Metacognitive strategies strengthen autonomous learning, preparing students to face their future work life. The objective of the research was to determine the impact of the metacognitive strategies educational program on the autonomous learning of pre-professional practice students of the Faculty of Education Sciences and Humanities of the National University of the Peruvian Amazon during 2021. An evaluative and longitudinal study was carried out, with a pre-experimental design on a sample of 60 students divided into two groups, control and experimental, to whom a rubric was applied and the impact of the intervention was evaluated. The comparative analysis shows that metacognitive interventions significantly improved the autonomy and effectiveness of learning in students; the scores of the experimental group increased from 12.37-12.67 to more than 15 points, and the average of autonomous learning rose from 12.40 to 13.47, evidencing the effectiveness in self-planning, self-regulation and self-assessment for various learning styles. It is concluded that integrating metacognitive strategies enhances the autonomy and effectiveness of learning.

Digital tools and anxiety management in teachers of Lima's educational institutions

2025-07-29T22:44:42+00:00

The use of digital tools and the management of anxiety among teachers working in two distinct areas—rural and marginal urban—in the context of the post-COVID-19 pandemic in Lima Provinces was investigated. A quantitative comparative study was conducted, utilizing the Mann Whitney U statistical test, with a sample of 134 teachers of regular basic education, using the Spielberger anxiety scale. The results showed that teachers experience similar levels of anxiety when using digital tools, suggesting that the vast majority of respondents perceive having more anxiety in both areas, due to multiple factors that may arise when using digital tools. It is concluded that in both study areas, the differences are not significant, with state anxiety (0.067) and trait anxiety (0.429). Therefore, there is no difference in anxiety levels in managing digital tools between the study communities of Lima Provinces in the post-pandemic context of COVID-19.

Information and communication technologies and digital competencies in university teachers from Ica, Peru

2025-07-29T23:03:28+00:00

Technological and communication tools facilitate the access, processing and transmission of information. This research aimed to determine the relationship between Information and Communication Technologies and digital skills in teachers at a public university in Ica, Peru, in 2024. The study was carried out with a quantitative, correlational and cross-sectional approach, with a descriptive scope, covering a sample of 55 teachers. The results indicated that 78.2% of educators reached an optimal level in the use of technologies, while 3.6% experienced difficulties in integrating them into their teaching practice. A very high correlation was observed, with a coefficient of 0.967, between the variables analyzed, which shows that the use and integration of technologies are closely related to the significant development of digital skills in teachers. These findings underline the need to strengthen the pedagogical use of Information and Communication Technologies in the field of university education.

Teaching activities with AI to promote biology learning in high school students

2025-07-30T14:25:24+00:00

Artificial intelligence-powered teaching activities foster student learning by personalizing education and making it more interactive. The aim of the study was to evaluate the impact of artificial intelligence-powered teaching activities on the learning of biology in first-year high school students at a school in Guayaquil, during the year 2024. A descriptive quantitative approach was used, complemented by quasi-experimental research. The sample consisted of 76 students. The results highlight that AI-supported educational activities achieved significant improvements in Biology learning, with 78.9% of students in the experimental group showing notable progress. The Student t-test showed significant differences between the scores of the experimental and control groups, with a high effect size (d = -1.858). It is concluded that these activities significantly improved Biology learning, increasing student motivation and engagement.

Intelligent Academic Tutoring: Analysis of Student Satisfaction with the TUTOR AI Tool

2025-07-30T14:36:02+00:00

The integration of artificial intelligence (AI) tools in higher education has transformed academic tutoring by offering personalized and continuous support. This study aimed to determine university students’ satisfaction with the AI-based tool TUTOR AI. A quantitative approach was employed through the application of a structured questionnaire, assessing five dimensions: resolution of academic queries, generation of study materials, time management and planning, formative assessment, and overall satisfaction. Results indicated a high level of general satisfaction (M = 5.00), with the highest ratings in study materials (M = 4.36) and formative assessment (M = 4.22). No significant differences were found by gender, but differences by academic level were observed (p < .001). The strongest correlations emerged between planning and formative assessment (r = 0.87). It is concluded that TUTOR AI is an effective tool for academic support, although improvements are needed in the clarity and precision of automated responses.

Social representations in institutional management: organizational commitment in public education managers in Chiclayo, Peru

2025-07-30T14:44:54+00:00

School management is fundamental to foster organizational commitment and a culture of continued improvement among educational actors. With the objective of analyzing social representations on institutional management and organizational commitment of directors in a Public Educational Institution of Chiclayo during the year 2024. A quantitative and descriptive-exploratory study was carry out. Through semi-structured interviews with four directors, dimensions such as organizational commitment, leadership and school management processes were analyze. The results reveal divergent concepts between innovative and systemic management versus traditional practices centered on administration. Furthermore, tensions will be found between the discourse on commitment and its weakness in daily practice, due to failures in leadership, teaching participation and work climate. To overcome these gaps, it is crucial to create spaces for trust, effective communication and joint reflection, which would allow teachers to be empower and consolidate a highly committed educational community.

Perception of exogenous factors on invested learning among university students

2025-07-30T14:53:18+00:00

The flipped classroom strategy is increasingly used in higher education institutions with the intention of improving learning. The objective was to evaluate the effectiveness of exogenous factors on flipped learning in undergraduate students at a university in northern Lima. Methodology. A quantitative approach, descriptive design and basic level study was carried out. The sample consisted of 269 undergraduate students of the VIII cycle. Results. Although most of the results are not perceived as significant, the presence of exogenous factors for learning through the inverted classroom makes the teacher to consider the inclusion of participatory strategies based on virtual environments. Conclusions. It is necessary for teachers to update their pedagogical strategies to improve the effectiveness of the flipped classroom, but above all they should value the family, motivational, self-esteem and autonomy factors of the student's context.

Perceptions on neurodidactics, neuroscience, and critical thinking in secondary education

2025-07-30T15:01:45+00:00

Strengthening analytical and reflective skills is key to enhancing students' capacity for deep reasoning and informed decision-making. The objective of this research was to analyze the perceptions of secondary school teachers and medical surgeons regarding the application and challenges of neurodidactics and neuroscience in the development of critical thinking among students in public schools in Lambayeque, Peru. A qualitative approach was adopted with a descriptive-interpretative, non-experimental, and cross-sectional design; interviews were conducted with four teachers and four medical surgeons. The results indicate that neurodidactics is perceived as innovative and essential for cognitive development, although it faces barriers such as lack of training and resources. Critical thinking is valued but limited by rote methods, and neuroscience supports these practices, improving learning and decision-making. It is recommended to train teachers and promote innovative methodologies to enhance learning and critical reasoning.

Analysis of bilingualism (kichwa-spanish) through andean stories in Intercultural Bilingual Education

2025-07-30T16:29:04+00:00

This study addresses Kichwa-Spanish bilingualism in the Intercultural Bilingual Education system with the insertion of Andean stories as a didactic strategy. For this purpose, qualitative research with ethnographic design was developed, using the techniques of participant observation, field diary, interviews, critical-reflexive analysis, axial coding with ATLAS.Ti 9.1.3, of the data collected and documented in two educational institutions in Guaranda, Ecuador. The results showed the absence of contextualized methodological proposals that favor the learning of Kichwa, and the improvement of the family-school-community relationship. Also, the preference of Spanish in the classroom over the ancestral mother tongue was identified, which limits the effective development of bilingualism. We conclude by implementing Andean stories in the teaching-learning process towards the preservation of Kichwa as a cultural identity, emphasizing the need for intercultural teaching strategies for meaningful and equitable learning.

Written production of english in a public school in Lima, Perú

2025-07-30T16:47:22+00:00

In the process of learning a language, both innate and external perspectives significantly influence the relationship between the student and English. These variables determine the behavior and disposition of students towards the acquisition of an unknown language. In order to assess the written production competence of English in secondary school students from a state school, a quantitative and descriptive-exploratory methodological approach was use. A written production test was applies to 305 second and fourth grade students. The results showed that 45% did not respond adequately, attributing this to the lack of motivating pedagogical strategies, such as poor reading habits and lack of vocabulary knowledge. It is conclude that teaching strategies are essential to strengthen the ability to write, and the use of motivating technological tools can encourage continuous learning. It is essential that students find pleasure in learning through activities that promote their development.

Research competencies in peruvian schools as seen by teachers

2025-07-30T17:01:18+00:00

The development of investigative skills in students requires prepared and updated teachers, who can provide future citizens with the ability to make appropriate decisions according to the situation they have to face, therefore in this research the purpose was to describe the investigative skills in the Peruvian school as seen by teachers, the qualitative route was chosen in the methodology, with a phenomenological design, using a semi-structured interview which was applied to thirty EBR teachers, the study allowed to infer through the coding of the queries made, that a significant number of teachers know the investigative skills, however, they find it difficult to develop them in the classroom with their students.

Metacognitive strategies and academic self-efficacy in higher education students

2025-07-30T17:14:33+00:00

Metacognition and self-efficacy are essential for self-regulated learning, promoting greater confidence in academic abilities. The objective of the research was to determine the relationship between metacognitive strategies, their dimensions and academic self-efficacy of higher education students in Peru. Based on a quantitative, correlational approach with a non-experimental cross-sectional design, two questionnaires were applied as an instrument to measure the study variables to a sample of 177 students. It was found that 78.5% of the students are over 25 years old, with a female predominance. Previous academic performance is significantly associated with the use of metacognitive strategies and self-efficacy. The dimensions of self-knowledge (?=0.410), self-regulation (?=0.367) and evaluation (?=0.388) correlate positively with self-efficacy (p=0.000). However, metacognitive planning is lacking, with 33.3% at a very low level. These findings suggest the need to strengthen planning and consider contextual factors in educational interventions.

Digital literacy in initial education in the post-pandemic stage digital literacy

2025-07-30T17:23:21+00:00

Digital literacy involves the use of digital formats, collaborative work, and the use of virtual tools, which became widespread during the Covid 19 confinement. The objective of this research was to analyze digital literacy in early childhood education in the post-pandemic stage; a qualitative approach was used, with a phenomenological design, using the interview technique whose instrument was the interview guide. The content processing was carried out through the Atlas.ti.9 program. The results showed that digital literacy favors learning processes in all curricular areas, it was concluded that the following are favored: autonomy in the platforms; progressive learning; revaluation of the teacher, accompaniment after school hours; parents facilitated the material conditions for learning; the change of educational media affected the well-being and health of the actors of education in the emotional area.

Video as a didactic resource to improve students' oral expression of the english language

2025-07-30T17:32:39+00:00

Esta investigación tuvo como objetivo determinar el efecto del material auténtico como recurso didáctico en la mejora de la expresión oral de inglés en estudiantes de secundaria. Adopta un enfoque cuantitativo y un diseño cuasiexperimental. La población consistió en 58 estudiantes de quinto año de secundaria, con la muestra compuesta por 29 estudiantes de la sección A, seleccionados mediante muestreo no probabilístico. Se desarrollaron quince actividades de aprendizaje con el grupo experimental utilizando material auténtico como recurso didáctico, mientras que al grupo de control no se le aplicó ningún estímulo. Los resultados fueron significativos, mostrando que el 59% de los estudiantes en el grupo experimental alcanzaron el nivel esperado de expresión oral, y el 41% alcanzó un nivel destacado. En cuanto a la prueba de hipótesis, el valor de la prueba estadística fue U = 6.566, con un nivel de significancia por debajo del 5% (p < 0.05), lo que demuestra la efectividad del material auténtico como recurso didáctico en la mejora de la expresión oral en el grupo experimental.

Emotional intelligence, critical thinking, and decision-making in engineering students at a Peruvian University

2025-07-30T22:27:37+00:00

Transversal competencies, such as emotional intelligence, critical thinking, and decision-making, are essential in shaping university students in the 21st century. In this regard, the present research aims to determine the relationship between these competencies in environmental engineering students at a public university in Peru. This study employed a quantitative methodology, with a correlational scope, non-experimental design, and cross-sectional approach. The sample consisted of 101 students who were administered the TMMS-24 test, the CPC-2 critical thinking questionnaire, and the Melbourne DMQ. The results showed that most students demonstrated adequate levels of emotional intelligence and critical thinking, while the decision-making variable was predominantly at a moderate level. The correlations found were positive and strong between emotional intelligence and critical thinking (rs = 0.424), and between critical thinking and decision-making (rs = 0.477); and weak between emotional intelligence and decision-making (rs = 0.266). It is concluded that these competencies are interrelated, and their development complements the students’ academic and professional profiles. The findings provide empirical evidence that may guide pedagogical strategies aimed at integrating emotional, cognitive, and decision-making competencies into higher education.

Perception of the use of ICT in english students at a public university

2025-07-30T22:43:15+00:00

ICTs have been integrated into educational activity, being important in learning English because the student interacts and maintains fluid communication, facilitating their learning. Its objective was to describe the use of ICTs in English students at a Public University. The methodology was basic, quantitative, non-experimental, transversal and descriptive. The population and sample were 216 students, the technique was the survey and the instrument was a 20-item questionnaire. The results revealed that 94% of students perceive that the use of ICT in learning English is positive. Likewise, acceptance was found by students to integrate social networks, Google, email and web pages that contribute to the purpose of learning. It was concluded that the students' perception is positive because they consider that ICTs present diverse opportunities for learning English.

Evaluation of postgraduate teaching performance in times of pandemic

2025-07-30T22:55:41+00:00

The evaluation of teaching performance is a strategically important factor in improving the teaching and learning process. The purpose of this research was to analyze the performance of postgraduate teachers, in the virtual class process, in the curricular experiences developed in the years 2020 and 2021 at the Education and Communication Sciences Unit of the National University of Trujillo (Peru). It was a type of evaluative research, applying a questionnaire to 441 students. At the end of the first year of research, it was found that the teaching performance in the dimensions of planning, implementation and evaluation reached a regular level, while in the implementation of the teaching and learning process it reached a high level; in the second year, a high level of teaching performance was identified in the three dimensions, contributing values to each of the analyzed indicators.

Research competencies in university students

2025-07-30T23:04:52+00:00

Research competencies have the primary function of improving future professional performance and, currently, it is considered a fundamental pillar to promote research skills in the academic training of universities. The objective of this research was to describe research competencies in university students. It is of quantitative type and descriptive design, through descriptive statistics and measurement of results in frequency tables, 158 students of the tenth cycle of a public university participated. A research competencies questionnaire adapted by the researcher was used as an instrument. The results indicate that 100% of the students in this study have research competencies, where 57.6% indicated a moderately adequate level and 42.4% an adequate level. It is concluded that the majority of university students demonstrate abilities to elaborate the research project with coherence respecting the writing style established according to international standards.

Neurolearning in the professional training of early childhood education students

2025-07-30T23:13:09+00:00

Currently, neurolearning is increasingly emerging as a relevant field in vocational training given the importance of cognitive processes and executive functions of the brain for optimizing learning. The study aimed to explore the relevance of neurolearning in the vocational training of early childhood education students. The research adopts a qualitative approach, through the phenomenological method, along with the application of surveys to 208 students and interviews with 6 teachers. The data were processed with the Atlas.Ti program. The results showed that neurolearning provides valuable tools that improve educational quality and favor the comprehensive development of students. It is concluded that neurolearning emerges as an essential component in the professional training of early childhood education students, by offering a solid framework to understand and optimize learning processes in early childhood.

Neuroeducation and oral expression of the English language in university students

2025-07-30T23:22:57+00:00

Neuroeducation is an emerging discipline that combines neuroscience, psychology, and education to optimize the teaching-learning process. This research aimed to determine the relationship between neuroeducation and English language proficiency in university students. To this end, it used a quantitative, basic approach and a correlational, non-experimental design. The sample consisted of 110 students, and two surveys and two questionnaires were used as the main techniques and instruments. The results highlight that the application of neuroscience principles in teaching can positively contribute to the development of this linguistic competence, with a level of confidence evidenced by a Rho correlation coefficient of 0.284 and a p-value of 0.003. It is concluded that there is a significant relationship between neuroeducation and English language proficiency. This suggests that greater application of neuroscience principles will lead to improved English language proficiency.

Post-traumatic stress disorder in rape victims aged 18–29 from Potosí, Bolivia

2025-07-30T23:32:00+00:00

Sexual violence is a major stressor and a traumatic event that can trigger posttraumatic stress disorder (PTSD), among other psychological consequences. The objective of this study is to analyze the clinical characteristics of PTSD in female victims of rape between the ages of 18 and 29 in Potosí, Bolivia, during 2024. A mixed-method approach was used, with a propositional, descriptive, and cross-sectional design and a sample of 24 participants. Structured surveys and questionnaires were administered, along with four standardized instruments to assess PTSD symptoms, depression, anxiety, and general psychological distress. The results showed a high prevalence of severe PTSD and depression symptoms, with elevated levels of anxiety and multidimensional psychological distress. An increase in symptom severity with age was observed, and a significant relationship was observed between victimization by family members and clinical severity. It is concluded that it is essential to develop culturally adapted interventions that consider sociodemographic and temporal specificities to optimize psychological care for this vulnerable group.

Cultural identity and self-esteem in future teachers of southern Peru

2025-07-30T23:38:40+00:00

Self-esteem and cultural identity can enhance intercultural teaching and the personal development of future teachers. In this sense, the objective was to determine the relationship between cultural identity and self-esteem in students of Public Pedagogical Higher Education Institutes (IESPP) in southern Peru, with training in Bilingual Intercultural Education. Using a quantitative correlational design, cultural identity was measured using an adapted scale from Canales (2016), and self-esteem was assessed with the Rosenberg Test. The results showed that self-esteem ranged from 31% to 40%, indicating medium and high levels. In contrast, cultural identity remained high, reaching 83.4%. These findings suggest a low positive relationship between self-esteem and cultural identity in this student group. Consequently, a more detailed analysis and consideration of other possible factors are required to fully understand this relationship.

Educational management in the development of teaching innovation in Peruvian schools

2025-07-31T14:23:00+00:00

This research is based on the need to study the influence of educational management on the development of teaching innovation in schools. The objective was based on analyzing the perceptions of Peruvian education specialists regarding the categories: “educational management” and “teaching innovation”. In this qualitative study, the interview technique was applied and a guide of semi-structured questions was used as an instrument. The versions of the interviewees were analyzed through the Open Coding technique. The results show that, for most of the interviewees, educational management is centered on the pedagogical leader who, from his role, promotes innovation in teachers. Finally, it was concluded that there is an interrelation between educational management and teaching innovation, and it was also determined that, despite the progress made in teaching innovation in Peru, it still needs to be strengthened through effective management strategies.

Emotional intelligence of university students in the post pandemic period by COVID-19

2025-07-31T14:28:56+00:00

After a period of two years of confinement caused by the effects of the pandemic and the transition to virtual education, which caused a lack of mobility throughout the urban area, a notable impact on emotional health was observed, giving rise to manifestation of predominantly negative emotions among the university student population. Understanding that the possession of adequate emotional health is an essential factor for optimal academic performance and comprehensive well-being, this study proposed to contribute to the improvement of the management of emotional intelligence through the implementation of emotional ecology workshops. as a strategy to address the situation experienced. The study sample consisted of 417 young individuals, of which 30 students participated in the tutoring workshops, which were carried out both virtually and in person. A questionnaire was used to evaluate the level of emotional intelligence, and the results were analyzed using the Student t test. For verification, the total numerical scores obtained in the even and odd items were considered. The results revealed that the application of emotional ecology workshops positively contributes to improving the management of healthy and balanced emotional intelligence.

Digital tools and formative evaluation applied by teachers in the post-pandemic context

2025-07-31T20:54:13+00:00

The context of the COVID-19 pandemic challenged teachers who had to adapt their pedagogical strategies to achieve learning with technology as an elementary support, therefore this research aimed to analyze how teachers apply digital tools during the teaching process. formative evaluation upon return to face-to-face classes. A qualitative approach methodology and phenomenological design were used, 9 collaborators participated. The technique was the interview, the instrument being a semi-structured guide. The results show that during this post-pandemic context, teachers use very few digital tools, although they recognize that they are effective for carrying out formative evaluation. It is concluded that the use of digital tools is currently very scarce, this is due to factors specific to the teacher and the context in which they work; Among the few used by teachers are WhatsApp, YouTube and Google forms.

Suicidal ideation and perceived stress in university students from Asunción

2025-07-31T21:03:47+00:00

The university demands and responsibilities faced by university students throughout their studies generate a series of significant stressors, contributing to the development of mental health problems such as suicidal ideation. The objective of this study was to identify the relationship between suicidal ideation and perceived stress in university students from Asunción, Paraguay. A quantitative, descriptive, and non-experimental approach was used, applying the Beck Suicidal Ideation Scale (SSI) and the Perceived Stress Scale (PSS-10) to a sample of 100 students. The results showed a positive and statistically significant correlation between total suicidal ideation and total perceived stress, indicating that higher levels of subjective stress are associated with increased suicidal thoughts. It is concluded that perceived stress is a relevant factor related to suicidal ideation in this population, underscoring the importance of implementing prevention and mental health care strategies in universities.

Khan Academy in the resolution of quantity problems in students from an educational institution in Peru

2025-07-31T21:11:48+00:00

There is a relevant educational trend to implement effective strategies to improve student learning and strengthen academic skills, mainly in the area of ??mathematics. The present study aims to examine the effect of Khan Academy and the resolution of quantity problems on students of an educational institution. For this, a quantitative quasi-experimental design methodology was applied; which used a survey as a technique and a questionnaire as an instrument, validated through expert judgment, with a very high reliability of 0.82. Subsequently, 12 sessions were developed, the experimental group being those who worked with Khan Academy (KA); Completing this research with an exit evaluation (post test) to both groups, then the Mann-Whitney U statistic was applied to independent samples, obtaining a significance level of p value of 0.000, where p<0.005, which denotes the existence of a significant difference in scores between the groups. Thus concluding that there is a positive effect of Khan Academy on the resolution of quantity problems and its four dimensions analyzed.

Academic stress and coping styles in psychology students at private universities

2025-08-04T15:27:06+00:00

Stress in the educational setting has been widely studied in the academic literature due to its impact on the well-being of university students. The objective is to analyze the relationship between academic stress and coping styles in psychology students at private universities in Bolivia and Paraguay. The approach is quantitative, correlational, and comparative, applying the Systemic Cognitive Inventory (SISCO SV-21) and the Stress Coping Questionnaire (CAE). The sample was non-probability and convenience sampling, with a total of 277 students. The results indicated a significant correlation between stressors and symptoms of academic stress (r = 0.627; p < 0.01). Differences in coping styles were found by country: Bolivian students excelled in emotional control and positive reappraisal, while Paraguayan students employed more emotional and social support strategies. The findings indicate a significant relationship between academic stress levels and coping styles among psychology students at private universities in Bolivia and Paraguay.

Public policies and incentives for scientific equity for women in the Andean region

2025-08-21T22:46:30+00:00

Gender equity in science, technology, and innovation is a persistent challenge in the Andean region, where gaps in female participation in scientific research limit the development of regional knowledge and innovation. The objective of this study is to evaluate the impact of public policies and programs promoting female research in the Andean region during the period 2015-2024. Through a systematic documentary analysis and case study evaluation, the regulatory frameworks, funding instruments, and evaluation mechanisms implemented to reduce gender inequalities in the scientific field are examined. The results show heterogeneous progress across countries, with Colombia and Peru leading the implementation of specific programs, while Bolivia and Ecuador show more incipient initiatives. The conclusion is that gender equity in science and technology constitutes both an ethical imperative and a strategic necessity for the sustainable development of the Andean region.

Metacognitive skills in university students: A systematic review on their development and application

2025-08-04T15:39:28+00:00

Metacognitive skills allow individuals, among other things, to plan, monitor, and evaluate their own learning, which contributes to more effective performance. In this context, the present research aimed to analyze the development and application of metacognitive skills in university students. To do so, a systematic review based on the PRISMA method was carried out, where 30 studies published as of 2020 were identified. In the analyzed studies, it was identified that students use strategies such as planning, self-assessment, and problem solving. These strategies have a positive impact on skills such as reading comprehension, academic writing, and mathematical modeling. In addition, strengths were seen in areas such as planning. Interventions based on metacognitive strategies proved to be effective in improving critical thinking and written production. It is concluded that it is advisable to promote the development of metacognitive skills in students.

Family emotional support and the achievement of social competences in university education: systematic review

2025-08-04T15:47:37+00:00

This study addresses the importance of family emotional support in the acquisition of social skills in university students, a key aspect for their comprehensive development and academic success. The objective is to analyze the impact of family emotional support on the acquisition of social skills in university education. A systematic review was conducted with a qualitative approach and documentary design, following PRISMA standards. The search was conducted in the Scopus (10), Web of Science (5), and Scielo (25) databases, selecting 40 studies published between 2020 and 2024. The results show that family emotional support contributes positively to the development of social skills, although its influence varies depending on the quality and characteristics of the support. It is concluded that strengthening this support is essential to developing resilient, empathetic students with high self-esteem, suggesting the need for educational policies that promote social learning and emotional well-being in university education.

The action research in the educational sector: Systematic review

2025-08-04T15:57:25+00:00

It is crucial to emphasize the fundamental role of action research in the professional growth of teachers and in fostering skills in both students and educators, addressing challenges and proposing essential solutions. The aim of this study was to analyze the outcomes of its implementation in the educational system. The methodology employed was a systematic review of works conducted between 2020 and June 2023. After applying eligibility criteria, 22 eligible articles were identified. Findings indicate that the application of cycles involving planning, action, observation, and reflection facilitates the resolution of educational issues and promotes collaboration among those involved. In conclusion, these findings are vital for educational improvement and provide a solid foundation for future research and policies grounded in action research.

Formative assessment in learning: A systematic review

2025-08-05T21:44:11+00:00

Formative assessment is a continuous and strategic process within the educational field that seeks to monitor and improve learning through ongoing feedback between teachers and students. The objective of this study is to analyze the impact of formative assessment on learning. The approach is qualitative, guided by a systematic review of studies in the Scopus, EBSCO Host, Scielo, Google Scholar, and Mendeley databases, valid between 2018 and January 2022, in Spanish and English, following the PRISMA methodology, selecting 18 articles for the review. The results point to the urgency of persevering in supporting students toward the development of curricular competencies, improving their learning, based on relevant and appropriate assessment training. It concludes that there is a commitment to improving student learning by adequately including formative assessment. It is considered essential and a priority in the teaching-learning process and in school management.

Andragógic education and learning the english language through symbolic representations: systematic review

2025-08-05T21:59:53+00:00

Andragógical education, centered on adult learning, has been consolidated as an essential approach to optimizing English language teaching, favoring motivation and meaningful learning through student experience and autonomy. The objective is to analyze the learning process of andragógical education students for better communication in the English language through symbolic representations, specifically pictograms. The approach is quantitative. Under a systematic review for it, the PRISMA protocol was applied. 87 articles were identified, selecting 9 studies published between 2014 and 2023. The databases used were Scopus and Google Scholar. The results indicate that pictograms offer significant benefits for adult students such as understanding concepts, promoting active participation, motivation and inclusion with different learning styles. It is concluded that the implementation of pictograms as a pedagogical tool in andragogical education for English learning generates a positive impact on the learning process of adult students.

Technological resources in basic education in Latin America

2025-08-05T22:08:47+00:00

Technology has achieved great advances nowadays, especially in education, creating the need to incorporate it into the educational environment from an early age, since it is the subject of interest in a digitally globalized world, so the objective of this article is to understand the importance of the use of technological resources in basic education. The study was carried out by reviewing 8 documents, obtaining valuable information for the investigation of the topic of study. Evidencing that the use of technological resources in the teaching and learning process provides better results in terms of knowledge development of basic education students due to the high interactive, creative and innovative contents, concluding that with the use of these tools digital skills are developed in a virtual era with globalized information and a demanding society, in addition to developing motivation in terms of acquiring new knowledge.

Challenges for self-directed learning in adult education: a systematic review

2025-08-05T22:17:35+00:00

Self-directed learning is a concrete possibility for adults to learn and/or continue learning, without age being a limitation. It was a systematic review study that included works published between 2014-2023; Scopus, Ebsco and WOS were searched; The findings were organized in Excel and classified according to author/year, title, database, methodology and contribution. The objective was to analyze research on self-directed learning in adult education and identify the proposals that have been applied to date to achieve this goal. The PRISMA methodology was used, registering 910 studies and 20 full-text articles in English and Spanish were included. It was concluded that self-directed learning is an option for adults to continue learning despite their restrictions and the proposals mediated by technology and the internet are varied depending on each need.

Trends and challenges of gamification and artificial intelligence in education: systematic review

2025-08-05T22:26:16+00:00

Innovative educational techniques and strategies enhance meaningful learning, foster creativity, and prepare for global challenges. The objective of this article was to describe the state of research on the trends, challenges, and impact of gamification and Artificial Intelligence in education. The methodology used was a qualitative systematic review, selecting 15 articles from 2021 to 2025 using the PRISMA method. The results highlight the transformative impact of these techniques, enhancing motivating, personalized, and efficient learning; they foster critical skills such as computational thinking and problem-solving, while improving active participation and knowledge retention. The conclusions indicate that gamification and AI converge to transform the educational experience, promoting more motivating, interactive, and personalized learning. However, their implementation faces challenges such as teacher training, student adaptation, and ethical considerations.

Challenges of artificial intelligence in secondary education: a systematic review (2020-2025)

2025-08-05T22:42:25+00:00

The analysis of the challenges associated with the integration of Artificial Intelligence (AI) in secondary school students globally reveals a complex panorama, due to the accelerated advance of technology in education. This study aims to analyze the challenges associated with the integration of AI in secondary school students globally. A systematic review was carried out applying the PRISMA methodology. Boolean operators were used to select review and original articles in English, Portuguese and Spanish (2020-2025), excluding articles irrelevant to the topic investigated. The MyLOFT application was used to access the SciELO, Scopus and Web of Science databases. It is concluded that AI is changing secondary education worldwide and this has great benefits as well as challenges.

Environmental awareness in primary education students: systematic review

2025-08-05T22:57:02+00:00

Environmental awareness has emerged as a crucial topic on the contemporary educational agenda, which is due to the fact that current generations feel a high concern for the environment and sustainability, which is why it is imperative to understand how they perceive and respond to environmental issues. Based on this, the study aimed to analyze the practices to generate environmental awareness in primary education students; To this end, a systematic review supported by a Prima scheme was carried out using databases such as Scielo, Google Scholar, Latindex, Elsevier, Dialnet, Taylor & Francis, Scopus and ProQuest, considering the last five years, initially selecting 81 articles that were subjected to certain inclusion criteria that included the studies being environmentally conscious, carried out on primary or basic level students and written in English or Spanish, while articles that did not meet these criteria were excluded; Finally, there were 43 articles about the implementation of environmental awareness in primary education students. The systematic review allowed us to conclude that theoretical information is important, but by itself it is not enough to generate environmental awareness in primary school students, which is why it is necessary to complement it with practical experiences, interactions with the natural environment and the integration of experiential activities.

Meaningful learning as a driver of change in basic education: A systematic review

2025-08-05T23:03:46+00:00

The objective was to analyze the impact of meaningful learning on educational transformation. The methodology used was the PRISMA method. Inclusion criteria were considered, considering articles published in databases such as Scopus and Scielo. Keywords such as meaningful learning, educational transformation, development strategies, and basic education were included; with open-access articles in English and Spanish; using the Boolean operators AND and OR. Likewise, articles published from 2020 to 2025 were considered. Exclusion criteria included articles published before 2020, closed-access articles, and excluding the analysis of books, conferences, and theses. The selected articles were from Scopus, WOS, and Scielo in English and Spanish. The conclusion was that meaningful learning is achieved by linking theory with practice, contextualizing concepts, and encouraging active student participation. Therefore, curricular planning and the development of education programs in general and teacher training in particular guarantee meaningful learning. In strategies to develop meaningful learning in students, the educational system has adapted and developed new pedagogical models to combine teaching with the intrinsic characteristics of digital students, active models, contextualization of content, localization and personalization of experiences in learning activities, workshops to engage students, writing skills, interpreting findings and formulating recommendations, computational thinking practices, application of Gowin's V, GeoGebra, concept maps, project-based learning, collaboration and dialogue, independent work, and experiential learning.

Effectiveness of reading comprehension strategies applied to university students: a systematic review

2025-08-06T01:21:16+00:00

Reading comprehension is crucial for academic success and the comprehensive development of students. Because of this, the present research aimed to analyze the effectiveness of reading comprehension strategies applied to university students. To do so, a qualitative systematic review of 34 studies published between 2020 and 2024 was conducted, based on the updated PRISMA guide. The studies explored various interventions, such as digital tools, Flipped Learning, gamification, constructivist approaches, and cognitive/metacognitive strategies. The results indicate that these strategies, in general, are effective in improving reading comprehension and foster skills such as critical analysis, autonomous and collaborative learning, and motivation. However, their success depends on factors such as teacher training, availability of resources, and management of resistance to change. It is concluded that, in their implementation, the specific needs of students and educational contexts must be taken into account.

Teaching mathematics in schools in times of emerging technologies

2025-08-06T01:28:34+00:00

This article analyzes the challenges and opportunities of teaching mathematics through emerging technologies, focusing on their pedagogical impact and the challenges teachers face when incorporating digital tools. It highlights the concept of "instrumental distance," which highlights the gap between the potential of technologies and their effective application in the classroom. The methodology used was a systematic review of literature published between 2020 and 2024 in databases such as Scopus, Web of Science, and Scielo. The results indicate that tools such as GeoGebra and dynamic geometry software can enrich learning, stimulate motivation, and strengthen logical thinking. However, barriers are identified, such as insufficient technological training for teachers and unequal access to digital resources. It concludes that it is necessary to develop effective training strategies and programs for the equitable integration of technologies in mathematics education.

Environmental education in basic education: a systematic review

2025-08-06T01:38:33+00:00

Environmental education in basic education is key to addressing the environmental crisis. The objective of this article is to analyze the existing scientific literature on environmental education in basic education as a basis for understanding our environment. To do so, 17 articles from Scielo, Scopus and WoS are considered under the PRISMA protocol. A qualitative approach with content analysis was applied. The findings show barriers such as lack of time and resources in the curricula, the predominance of theory over practice, and the need to train teachers. Initiatives such as school gardens, workshops and recycling are highlighted to promote environmental attitudes. Despite the advances in environmental education, its effective integration requires a holistic approach that involves students, teachers and communities. Eco-efficiency is implicit in pedagogical practices and the importance of achieving a more effective and sustainable environmental education is underlined.

Leadership styles in university education: a critical analysis

2025-08-06T01:48:34+00:00

Leadership styles play an essential role in the university academic environment. These approaches encompass the many ways that faculty, students, and administrative staff interact. The main objective of the research was to present a scientific evidence base around the various styles of leadership in the field of university education. The methodology adopted for this study consisted in carrying out an exploratory PRISMA systematic review, which involved the meticulous analysis of scientific articles obtained from the Myloft platform of database journals such as Scopus and Scielo. The results derived from this process revealed that Higher Education Institutions must take into consideration key factors, such as transformational leadership, leadership oriented towards gender diversity, as well as leadership that promotes an inclusive environment

Research skills and learning in secondary school students. A systematic review

2025-08-06T01:53:43+00:00

The development of research skills in secondary school students is a fundamental pillar for the development of critical thinking and the active construction of knowledge during the school years. The objective of this study is to analyze the effects of strengthening research skills on learning in secondary school students. This is a systematic review with a qualitative approach, following PRISMA 2020 guidelines during the 2015-2016 period. The search was conducted in databases such as Web of Science, SciELO, SCOPUS, and Institutional Repositories. Twenty articles were selected for review. The results indicate the need for pedagogical strategies that integrate knowledge management, the use of ICTs, and active methodologies to strengthen research skills. It is concluded that strengthening research skills is a technical process that involves the development of attitudes and values ??that motivate curiosity, critical reflection, and social commitment, essential elements for the comprehensive development of students in secondary education.

Managerial leadership and educational quality in regular basic education: Systematic review

2025-08-06T02:00:43+00:00

Educational systems require effective leadership, which allows carrying out processes that contribute to improving the performance of teachers, the performance of students and the effectiveness of administrative processes. The objective was to describe the influence of managerial leadership on the educational quality in Regular Basic Education institutions, starting from the question How does the leadership of managers influence the educational quality of Basic Education institutions? A systematic review was carried out applying the PRISMA methodology using the search equation “Managerial leadership” + “Educational Quality” AND “Regular Basic Education”. The inclusion criteria were publications between 2019-2023; in Spanish, English and Portuguese; in SCOPUS, SCIELO, DIALNET, REDALYC and EBSCO; that involve at least one of the study variables. It was concluded that optimal managerial leadership allows achieving goals at different deadlines, ensuring educational excellence.

Creative writing by basic education student in latin america: systematic review

2025-08-06T02:06:56+00:00

The writing is attended to from various methodologies with the aim of achieving higher learning, such as creativity. The objective of this article was to analyze creative writing in basic education students in Latin America through the review of research developed in the last 11 years; using the PRISMA methodology for the review of studies and publications in journals indexed in the Scopus, Scielo, EBSCO and Dialnet databases, between the period of years from 2011 to 2022. The analysis includes the criteria: (a) Creative writing and reading-writing skills (b) Action Research Experiences in creative writing, (c) creative writing educational programs involving virtual tools and artistic techniques. In conclusion, the reviewed articles influenced applied research, demonstrating the high level of orientation of creative writing as proposals for pedagogical innovation in the praxis of Latin American basic education.

Developing research skills: A contextual reality in higher education

2025-08-06T02:15:42+00:00

Investigative skills represent an essential component in the academic training of university students, equipping them with the skills and knowledge necessary to identify problems, generate scientific knowledge and apply innovative solutions in professional and social contexts. The objective is to analyze the theoretical elements that support investigative skills during the university training process. The methodology has a qualitative, hermeneutic approach, with a documentary design. A structured behavioral interview was carried out in February 2024 and applied to 45 professionals. Information processing is carried out using deductive thematic analysis techniques. The results indicate skills such as the ability to use scientific knowledge, identify problems, acquire knowledge, clarify phenomena and formulate conclusions, however, a gap between investigative skills and their practical application is evident. It is concluded that there is a need to strengthen investigative training from a practical and pedagogical perspective, focusing on the training of teachers and future professionals.

Cultural identity in basic education students: A systematic review

2025-08-06T02:22:41+00:00

The sense of belonging of a group or individual in society is defined as cultural identity, which makes it imperative to explore the factors associated with it in the context of basic education. The objective is to analyze research published between 2013 and 2023 that has evaluated initiatives aimed at promoting the development and strengthening of cultural identity in basic education students. The methodology is qualitative, consisting of a systematic review according to the PRISMA protocol guidelines, and the database used was Scielo. After applying inclusion and exclusion criteria, 15 articles were included in the review. The results show that the strengthening of cultural identity in basic education students in Latin America is achieved primarily through the integration of cultural content and interculturality in education. The conclusions highlight the importance of defending cultural rights in indigenous communities and the implementation of educational practices with an intercultural approach.

Playful activities for socio-emotional and learning development in students: A systematic review

2025-08-06T02:30:03+00:00

Recreational activities are an ideal tool for the socio-emotional development of students. The objective was to analyze recreational activities as a pedagogical strategy for the development of socio-emotional and learning skills in students. A systematic review was implemented using the PRISMA method. The search was carried out using the variables "social-emotional development” "playful activities” “Pedagogical strategy" using in the equations the Booleans AND and OR. 471 journal articles indexed in the SCIELO, REDALYC and DIALNET databases were analyzed. The inclusion criteria were: articles between 2018-2023, in English, Spanish and Portuguese; easily accessible, with adequate and consistent results with relevance to the topic of study, including 13 investigations for the review. It is concluded that through playful activities students learn to express and regulate their emotions, build positive relationships and acquire self-control skills, benefiting their learning.

GeoGebra in the basic educational environment: a systematic review

2025-08-12T15:23:55+00:00

The integration of digital technologies in education has driven new strategies for teaching and learning mathematics. In this context, GeoGebra software has established itself as a widely used teaching tool in basic education. This study conducts a systematic review of research published between 2010 and 2023 that analyzes its application at this educational level. A qualitative methodology with a documentary approach was used, under the PRISMA criteria, and databases such as Scielo, Redalyc, Dialnet, and Google Scholar were consulted. From a total of 1,285 documents, 21 articles that met the inclusion criteria were selected. The findings show that GeoGebra promotes understanding of mathematical concepts, stimulates motivation, and improves academic performance. It is concluded that its use in the classroom promotes meaningful learning and strengthens the mediation between the student, the content, and the digital environment.

Factors that foster the development of inquiry competency

2025-08-12T15:34:07+00:00

Inquiry competence provides academic and motivational benefits, it is a valuable methodology, where there are factors involved in its development; some of these factors are experiences, collective action and feeling for learning. The objective of the study is to analyze research on the factors that favor the development of inquiry competence through a review of the literature. The design used for the study is the documentary analysis, with a qualitative approach, was carried out through a bibliographic review of 41 sources from different databases such as Scopus, Google Scholar, Scielo and Dialnet, among others. The results indicate that the factors involved in the development of inquiry promote skills and abilities such as critical thinking, synthesis, inferences, decision making, autonomous learning and teamwork. The findings agree that the development of the inquiry competence improves the understanding of concepts to help the development of higher order cognitive processes of application and analysis, showing research capabilities of the natural and social world through scientific methods. Factors including inquiry as a strategy, inquiry skills, scientific method, inquiry-based learning, competence and scientific literacy are discussed.

Feedback in teaching and learning processes: Systematic review

2025-08-12T15:42:24+00:00

Feedback is a key tool in improving teaching and learning processes. The aim of this study was to systematically analyze scientific output related to the use and impact of feedback in different educational contexts, identifying approaches, strategies, benefits, and challenges. To this end, a systematic literature review was conducted, considering 23 empirical and theoretical studies published between 2012 and 2022. The search was carried out in databases such as Scopus, Scielo, Redalyc, and ERIC, using descriptors combined with Boolean operators. Inclusion and exclusion criteria were applied to ensure the relevance and methodological quality of the sources. The studies analyzed reveal a predominant focus on formative feedback, dialogic feedback, and self-regulation. Benefits such as the development of critical thinking and improved learning are highlighted, as well as challenges in teaching implementation and student interpretation. Therefore, effective feedback requires an adaptive strategy, centered on the student and sustained by pedagogical dialogue.

Application of tongue twisters in the development of phonological awareness in five-year-old infants

2025-08-12T15:52:01+00:00

Phonological development is a core element of communication in the integral education of children, especially in their first years of life. Therefore, the purpose of this study is to assess the impact of the implementation of tongue twister workshops on phonology in five-year-old infants belonging to the Micaela Bastidas Puyucahua-Abancay Initial Educational Institution N° 208. Methodologically, the study had a quantitative orientation of explanatory level and pre-experimental design with two measurements (pre- and post-test) whose sample selection was intentional with the participation of 36 students of the school. The technique applied was observation and the instrument was an observational form. The results were obtained by applying the Wilcoxon signed-rank test, concluding that 92% of the children overcame their linguistic-communication problems, demonstrating the effectiveness of the workshops to enhance phonological skills in five-year-old children.