Revista Mexicana de Investigación e Intervención Educativa

Editorial

2025-08-24T14:54:50-05:00

Estimados autores:

La transformación educativa, tan anhelada como necesaria, se encuentra hoy en el centro de los debates académicos, sociales y políticos a nivel mundial. En tiempos en que la incertidumbre y la aceleración tecnológica desafían las formas tradicionales de enseñar y aprender, resulta imprescindible repensar los marcos epistemológicos, metodológicos y prácticos de la educación. Este número de la Revista Mexicana de Investigación e Intervención Educativa se articula precisamente en ese cruce entre innovación, inclusión y tecnología, como dimensiones clave para delinear nuevos horizontes educativos más justos, críticos y sostenibles.

Las contribuciones que conforman este volumen reflejan una pluralidad de voces, contextos y enfoques, pero convergen en una misma convicción: la necesidad de una educación transformadora, situada en la realidad y orientada a la mejora continua. En estas páginas se exploran experiencias que van desde el uso ético y pedagógico de la inteligencia artificial en las aulas, hasta el fortalecimiento de las competencias digitales del profesorado en escenarios híbridos. También se abordan estrategias para una inclusión educativa efectiva, con especial énfasis en poblaciones vulnerables, estudiantes con necesidades educativas específicas y comunidades históricamente marginadas.

La tecnología, abordada críticamente, aparece como una herramienta con potencial democratizador, capaz de abrir oportunidades para personalizar el aprendizaje, facilitar la evaluación formativa, dinamizar el trabajo colaborativo y favorecer la accesibilidad. Sin embargo, este potencial solo puede realizarse si se integra en un enfoque pedagógico intencionado, que no descuide la dimensión ética ni las condiciones materiales de su implementación. Innovar no significa simplemente incorporar dispositivos o plataformas, sino promover procesos reflexivos, creativos y culturalmente pertinentes que respondan a los desafíos concretos de cada territorio.

La inclusión, por su parte, es entendida en este número no como una política complementaria, sino como una condición estructural de la calidad educativa. Desde esta perspectiva, los autores analizan modelos de intervención, políticas públicas, programas institucionales y recursos didácticos orientados a reducir las brechas educativas y a fortalecer el sentido de pertenencia de todos los actores del sistema educativo. En todos los casos, la inclusión se presenta como un horizonte ético, político y pedagógico que interpela tanto a las instituciones como a los sujetos.

Los artículos reunidos aquí dialogan entre sí, construyendo un mosaico de experiencias, análisis y propuestas que invitan a imaginar la educación no como una estructura rígida, sino como un campo de posibilidades en constante reconstrucción. El lector encontrará en este número estudios de caso, investigaciones empíricas, reflexiones teóricas y modelos de intervención que, desde distintos niveles y regiones, apuntan a resignificar el sentido y los fines de la educación contemporánea.

La Revista Mexicana de Investigación e Intervención Educativa reafirma su compromiso con la circulación del conocimiento académico riguroso, socialmente comprometido y orientado a la mejora de las prácticas educativas. Agradecemos profundamente a los autores por compartir sus aportaciones, así como a los pares evaluadores que, con su lectura crítica y generosa, garantizan la calidad científica de esta publicación.

Este número no solo ofrece contenidos para ser leídos, sino también para ser pensados, discutidos y aplicados. Que estas páginas sirvan como punto de partida para nuevas investigaciones, intervenciones institucionales y alianzas colaborativas en pro de una educación más equitativa, creativa y transformadora.

Comprehensive assessment of communication skills: an innovative approach in technical and vocational education

2025-08-24T15:02:21-05:00

The learning process is a complex and fundamental phenomenon in human development that involves the acquisition of knowledge, skills, and attitudes through experience, teaching, and interaction with the environment. Throughout history, various theories have attempted to explain how individuals learn, ranging from behaviorism to constructivism. The comprehensive assessment of communication skills in technical and vocational education is a key aspect, as it directly impacts students' academic and professional performance. It allows for the identification of strengths and areas for improvement by facilitating the implementation of effective pedagogical strategies. Effective communication is not only essential for academic performance but also influences job placement and professional development. The comprehensive assessment of these skills allows for measuring progress in areas such as oral expression, reading comprehension, and written production, ensuring that students acquire the communication skills necessary for their field of specialization.

The effects of mindfulness practices on speaking anxiety and performance among introvert vs. extrovert EFL learners

2025-08-24T15:09:42-05:00

This study examined the effects of mindfulness practices on speaking performance and speaking anxiety among introverted and extroverted English as a Foreign Language (EFL) learners. A non-equivalent quasi-experimental pretest-posttest design was used with 60 intermediate male EFL learners aged 17–23 from a private language institute in Ardabil, Iran. Participants were divided into four groups: two experimental groups (extroverts and introverts) who received mindfulness training, and two control groups who did not. The mindfulness program included eight 40-minute sessions aimed at fostering awareness, focus, and relaxation techniques to reduce anxiety and enhance speaking skills. Results indicated that mindfulness significantly improved speaking performance and reduced anxiety levels in the experimental groups compared to controls. Learners who underwent mindfulness training showed notable progress in speaking ability and decreased anxiety. The findings suggest that integrating mindfulness into language education is an effective approach to addressing common challenges such as speaking anxiety and performance issues. Additionally, the study emphasized the importance of considering individual differences, such as personality type, when implementing mindfulness interventions. Overall, this research offers valuable insights into how mindfulness can enhance speaking skills and alleviate anxiety in EFL learners, providing useful implications for language teachers, educators, and researchers aiming to improve language teaching methodologies.

Use of Instructional Design in the Bachelor's Degree in Innovation and Educational Technology at the Autonomous University of the State of Hidalgo

2025-08-24T15:17:22-05:00

This article shows a review and comparison of how the Teaching and Learning Process is carried out through Instructional Design within the Bachelor's Degree in Innovation and Educational Technology offered by the UAEH, seen from the perspective of the student and the advisor, accompanied by a theoretical support to achieve its effective and efficient development. This was achieved through a mixed research applied to a sample belonging to this educational program.

Some reflections on the influence of metacognition on the production of written texts in multigrade education

2025-08-24T19:16:59-05:00

In the present study, the topic of teaching and learning in the processes of reading and writing in a multigrade primary education classroom is addressed, to promote the production and interpretation of texts, considering how the development of metacognitive thinking influences it. A report is provided on the implementation of an educational development project in a multigrade primary school located in a semi-rural area. Within the framework of the research, different stages of investigative work were carried out, including a phase of pedagogical intervention; the purpose of which was to analyze the difficulties in the development of literacy processes that arise in a multi-grade classroom, to promote the interpretation and production of texts through the development of metacognitive thinking.

Physical Education at the High School Level

2025-08-24T19:30:47-05:00

The work of this research is located in young people who are studying upper secondary education in Mexico, the students participating in this research work are between the ages of 14 and 18 and are part of school groups that study, among others, the physical education subject that evaluates them and assigns a grade at the end of each completed educational sequence and at the end of their semester the sum gives them a passing or failing grade as the case may be, this work was based on the conception that students have the subject of Physical Education and academic titles. We found very good references regarding what is proposed and developed in a physical education class and the concept that students have of their teachers. The positive thinking that the students express about the subject in question and the teachers who guide the activities in Physical Education are relevant. The participants in this research consider their subject important and relevant for their education and performance in the current academic degree and for life in society; The contents worked on in each session are and will be useful for your good physical condition, the maintenance of adequate health and the search for improving your quality of life with regard to daily motor action.

Inclusive physical exercises for students with attention deficit hyperactivity disorder (ADHD) from the Physical Education perspective

2025-08-24T19:36:22-05:00

Attention-deficit/hyperactivity disorder (ADHD) is a predominant neurodevelopmental behavioral disorder with diverse symptomatic manifestations. Its most relevant characteristics are associated with inattention, impulsiveness, and hyperactivity in students. The objective of this study was to develop a system of physical exercises with an attitudinal and inclusive approach to promote the development of play-motor coordination among students with ADHD in physical education classes. A qualitative-quantitative case study was conducted using observation, surveys, and document review to characterize the initial state of the object, supported by the triangulation technique. Initial findings reveal limitations in the students' motor coordination and poor methodological and attentional work on the part of the teacher. A system of physical exercises for the development of play-motor coordination was designed using a structural-functional systemic approach and was applied for 15 weeks in physical education classes. The results of the pedagogical intervention in the case studies demonstrate the functionality and effectiveness of the exercise system, which demonstrates its relevance and value.

Teaching strategies using digital resources to develop creative writing skills in seventh grade.

2025-08-24T19:43:22-05:00

Creative writing is the crucial axis for the development of expressive, communicative and cognitive skills. The objective was to develop a teaching strategy with technological tools to boost creative writing in seventh grade students. The research was quantitative and classified as a correlational study, as it seeks to identify the relationship between the application of teaching strategies using technological resources and the development of creative writing skills. It has experimental and cross-sectional characteristics. The implementation of the teaching strategy, linked to information technology resources, enabled the development of writing skills, leading to improved results in storytelling, communication, critical analysis, independent learning, and teamwork. It demonstrates a high level of acceptance among teachers regarding the implementation of the pedagogical strategy in terms of its application, benefits, and educators' ability to recommend the experience. After applying the Iadov and NPS indices, an improvement in the teaching-learning process was observed, reflected in both grades and required skills. The student survey showed an increase in their perceptions, close to two units in all questions, and an average score of 4.09 (good).

Voices of Dominican educational stakeholders on national test results, 2024

2025-08-24T21:06:11-05:00

This study analyzes the voices of Dominican actors regarding the results of the National Tests 2024. In a context where standardized evaluation takes on a strategic role, the aim is to understand how these actors construct explanations about student performance and what implications they attribute to the results in terms of educational quality. An interpretative paradigm was adopted, a qualitative approach based on semi-structured interviews with outstanding students, teachers, and coordinators. The analysis was conducted through open coding, linking individual narratives with institutional contexts. Students attribute their performance to study strategies, emotional preparation, teacher support, and socioeconomic context. Teachers highlight the influence of pedagogical support, curricular coherence, and institutional conditions. Coordinators, on the other hand, emphasize educational management and equity as key elements. Tests are valued as useful tools if they are adequately contextualized, but there is concern about their reductionist or decontextualized use. It is concluded that these assessments, beyond their certifying function, can guide pedagogical improvements if integrated into reflective processes. The study invites a reconsideration of the purpose of assessment from a critical and inclusive perspective, proposing future research on the link between assessment, educational justice, and decision-making.

Education for Sustainable Development: References for Practice in Primary Education Institutions

2025-08-24T21:18:36-05:00

The global approach to teachers' responsibility for Education for Sustainable Development is reiterated in national policies, but in practice, the lack of coherence and coordination of influences leaves gaps that must be addressed in every classroom and educational institution. The systematization of the concepts and proposals of several authors in Latin America reveals some ideas that are essential for their practice, reflecting questions the authors have posed during their ongoing training projects at the Carlos Rafael Rodriguez University of Cienfuegos. The problem posed was: What experiences can be used as ESD benchmarks? In primary education institutions in Cienfuegos. The objective was to identify benchmarks and proposals for ESD in primary education institutions in Cienfuegos. The aim is to systematize scientific works disseminated through academic networks using a focus on content analysis and the integration of ideas that guide decisions in educational practice. The proposal, in addition to serving as a reference for the authors' work, is also used as a perspective for analysis by other educators interested in the topic.

Working with anniversaries for the development of Ecuadorian cultural identity

2025-08-24T21:33:18-05:00

This study was carried out with the objective of designing an implementation guide for the anniversaries through a bibliographic review and field study that allows teachers in practice to connect history content with reality in order to generate participatory, contextualized and culturally relevant teaching with the development of the cultural identity of ninth-year upper basic students. The research has a qualitative approach, with an ex post-facto, empirical, field and descriptive type of research. Interviews were applied to ninth-year basic education teachers and their behavior in teaching history to students of the same year was observed. With this, it is known that traditional memorization methodologies discourage students from learning the anniversaries, which is why a proposal of 7 didactic teaching strategies for ninth-year students is made.

The impact of using GeoGebra on learning plane geometry: A quasi-experimental study with architecture students

2025-08-24T22:10:13-05:00

The objective of this work is to evaluate the impact of GeoGebra on plane geometry learning in Architecture students through a controlled quasi-experimental study. A quasi-experimental design was implemented with 65 first-semester Architecture students from the University of Guayaquil, divided into an experimental group (n=33, with GeoGebra) and a control group (n=32, traditional method). Pre-postintervention tests, perception questionnaires, structured observations, and semi-structured interviews were applied during two academic cycles (2023-2024). The experimental group showed significant improvements in academic performance (M=78.3±8.2 vs M=70.1±9.5; t(63)=3.72, p<.001) and conceptual understanding. ANCOVA analysis confirmed the treatment effect (F(1,62)=15.43, p<.001, η²=0.20). Students demonstrated greater spatial visualization capacity, better understanding of geometric transformations and relationships between shapes. 87% perceived that GeoGebra facilitated their learning. As a result, it is obtained that GeoGebra constitutes an effective tool to significantly improve the teaching-learning of plane geometry in Architecture students, based on constructivist principles that favor dynamic visualization and deep conceptual understanding.

Assessment of the perception of anxiety, self-esteem and emotional intelligence in higher education students

2025-08-24T22:38:27-05:00

In Mexico, higher education constantly faces diverse challenges that require appropriate intervention to achieve quality education. Poor academic performance is considered one of these challenges. However, it is a complex issue due to the diverse factors that affect student performance; these may be related to academic, social, or psychological factors. The objective of this study was to evaluate the perception of anxiety, self-esteem, and emotional intelligence in second-semester students of the Bachelor's Degree in Educational Inclusion with low academic performance. A descriptive, mixed-method study was conducted using standardized assessment instruments (BAI, TMMS-24, and EAR). A high prevalence of anxiety symptoms, low self-esteem, and deficits in emotional intelligence management were found. These findings reflect that university students are vulnerable to developing emotional disorders that, if they do not receive timely interventions, can affect their academic performance and personal lives. It is considered necessary to create comprehensive programs within institutions to provide university students with the tools to meet the demands of their environment and thereby improve not only their academic performance but also their personal and social lives.

Inclusive soccer practices for students with autism spectrum disorders in physical education

2025-08-25T09:33:01-05:00

The objective of this study was to develop an inclusive teaching strategy, guided by an adapted instructional approach, for teaching soccer to students with autism spectrum disorders in physical education classes. The research was conducted under a positivist paradigm, based on structural-functionalist theory, with a descriptive-explanatory depth, a qualitative-quantitative approach, and an experimental nature in its pre-experimental form. Strategies such as directed passing and visual support were used, which facilitated decision-making and integration into the team game. These results successfully impacted ball reception and control, demonstrating progress in the stability and precision of technical execution. The application of the strategy in a pedagogical context allowed us to consider it as a process aimed at maintaining a dynamic balance between the organization and implementation of teaching and learning related to soccer practices, through a constant search for teaching resources adapted to students with ASD.

The 5E instructional model applied to experimental natural sciences and technology within the Technological Baccalaureate

2025-08-25T10:05:36-05:00

The 5E instructional model has proven to be highly effective across various disciplines. This paper aims to support and exemplify its application in the field of natural sciences from the perspective of teachers who deliver related subjects within the Dirección General de Educación Tecnológica Industrial y de Servicios (DGETI). This approach gains relevance in light of the significant curricular reforms stemming from collaborative efforts initiated in 2019, when stakeholders in upper secondary education contributed to the development of the Common Curricular Framework for Upper Secondary Education (MCCEMS, for its acronym in Spanish). As a result, educators adopted the learning progression model, along with changes to the names, structure, and content of courses that were previously taught separately—physics, chemistry, biology, and ecology—and which are now integrated from the perspective of Experimental Natural Sciences and Technology. The five phases of the 5E model—Engage, Explore, Explain, Elaborate, and Evaluate—enable students to actively construct knowledge through experience and reflection. The purpose of this work is to illustrate the use of the inquiry-based model across different contexts through Curricular Learning Units, thereby fostering the development of competencies aligned to the graduate profile of the technological high school education in Mexico.

Inclusive strategy for learning chess in students with autism spectrum disorder in physical education.

2025-08-25T10:12:58-05:00

Chess, based on well-defined rules and an orderly structure, is an accessible and easy-to-understand activity for children with autism spectrum disorder. The study aimed to design an inclusive strategy for teaching chess to students with autism spectrum disorder in Physical Education. A non-experimental, descriptive, cross-sectional study with a qualitative approach was conducted. The sample consisted of a group of students, including one diagnosed with an autism spectrum disorder. Observation and interviews were used to characterize the research objective. It was found that the subject has a visual learning style and requires structured and personalized support. An inclusive strategy for learning chess was designed using the systemic structural-functional method. Its essence consists of three stages, including a sequence of methodological steps that allow teaching this type of student in Physical Education classes. This proposal was submitted to the teachers' opinions using focus groups. It was theoretically and methodologically relevant to intervene in inclusive physical educational practice.

Artificial intelligence as a tool for academic development in the business administration program at UTEQ

2025-08-25T10:23:18-05:00

Artificial intelligence (AI) has become a key tool for academic development in the Business Administration program at the Quevedo State Technical University (UTEQ). This study analyzed its impact using a mixed approach, combining surveys of 150 students and 30 teachers, along with qualitative interviews. The results showed that 78% of students and 65% of teachers perceive benefits in AI integration, highlighting tools such as intelligent tutoring systems (85% acceptance) and adaptive platforms (72%). In addition, 70% of students reported improvements in their grades, and 80% valued immediate feedback. However, challenges such as lack of teacher training (40%) and resistance to change were identified. Statistical analysis revealed significant differences according to academic level and teaching experience (p < 0.05). These findings support the need for an implementation model that combines technological tools with continuous training, ensuring personalized and collaborative learning.

Body expression activities for the inclusion of students with immunological diseases in Physical Education

2025-08-25T10:31:47-05:00

The inclusion of students with illnesses of the immunologic system in the class of Physical Education in Ecuador confronts limitations due to the lack of strategies that you/they take in consideration its limitations and potentialities. To tenor with the above-mentioned the objective of the present was to elaborate a program of activities of corporal expression for the students of third of high school of the educational unit of the city of Guayaquil. He/she sinks the mixed road with descriptive reach, the methods empiric document analysis, quasi-experiment and observation are pondered; while in the theoretical order the inductive-deductive and analytic-synthetic, as well as in systemic focus. A sample of 10 students is used that present immune illnesses. The necessity is detected of incorporating activities of corporal expression to achieve the inclusion of the students. A program of activities of corporal expression is designed that ponders the balance activities, propioceptives and the activities of relationship body space and rhythm by means of the sport motive abilities. The setting in practice of the program allows to conclude that it is valid to achieve the inclusion of the students with illnesses of the immunologic system in the class of Physical Education.

From the classroom to the industry: dual education, a new educational challenge in Mexico's technological baccalaureate

2025-08-25T10:47:12-05:00

Dual education in Mexico represents an innovative strategy to strengthen technical training at the upper secondary level by combining theoretical teaching in educational institutions with professional practices in companies. Based on examples from Europe, especially in Germany, this methodology aims to increase young people's employment insertion, reduce school dropout rates, and connect the education system with the needs of the labor market. The Technological Baccalaureate, a key component of this model, faces challenges such as outdated curricula, limited business participation, and insufficient infrastructure. However, successful cases like CETIS 71 in Reynosa demonstrate that, with strategic alliances and proper follow-up, dual education can generate positive impacts on students, companies, and institutions. The benefits include the development of technical and social skills, greater educational relevance, tailored talent training, and strengthening corporate social responsibility. However, challenges persist such as the lack of comprehensive regulation, insufficient training of tutors and teachers, and cultural resistance. To consolidate this model, actions are proposed such as strengthening the regulatory framework, encouraging business participation, improving infrastructure, and professionalizing the involved actors. Well-implemented dual education can be a driver of economic development, social equity, and active citizenship in Mexico.

Teaching Molecular Biology and Biodiversity: Integration and Bioethical Considerations

2025-08-25T10:55:48-05:00

The objective of this research is to analyze how the integration of Molecular Biology, Biodiversity, and Bioethics in the training of Biology Education students can improve their ability to address complex natural phenomena and promote more effective teaching in secondary education. This participatory observational study focuses on the ability of Biology Education students to identify the interdisciplinary links between Molecular Biology and Biodiversity, emphasizing the bioethical approach to these relationships. Through a mixed-methods approach, it has been shown that providing future educators with analytical tools favors the development of better pedagogical conditions for the teaching-learning process in secondary school. The statistical data corroborate the viability of integrated learning that considers the complexity of natural phenomena, as well as the importance of environmental conservation. This study has also provided a roadmap for the implementation of integrative teaching methods in other disciplinary groups within the program's curriculum. By incorporating a bioethical approach into teaching, university education is projected to improve, with a lasting impact on secondary school, preparing students to face current and future environmental challenges. This approach seeks not only to enrich academic training but also to foster a critical and responsible awareness in future educators regarding their impact on the environment.

Integration strategy for team cooperation between students with and without disabilities in Physical Education

2025-08-25T12:55:16-05:00

Cooperative work is an important educational resource for developing social skills, empathy, and mutual respect among students. The study aimed to design an integration strategy for team cooperation between students with and without disabilities in physical education classes. This was a non-experimental study with a mixed approach and a descriptive-explanatory scope. It used interview methods, observation, and document analysis to characterize the current status of school inclusion, which revealed contradictions between teacher statements and observations made during the educational process. These results demonstrated the need to design a five-phase strategy: diagnosis, planning, execution, evaluation, and adjustment, based on the fundamental principles of equity, respect for diversity, and the comprehensive development of socio-emotional competencies. The proposal was validated using focus groups, and the teacher evaluators considered the strategy to be relevant in its structure, applicable to the inclusive pedagogical process of physical education, and consistent across its phases.

Artificial intelligence in educational planning: A new tool for teachers

2025-08-25T12:59:37-05:00

This article explores the potential of artificial intelligence (AI) in lesson planning by primary school teachers within the context of the New Mexican School. The COVID-19 pandemic accelerated the use of digital tools, prompting teachers to adopt platforms such as YouTube, Classroom, and Zoom. However, although these technologies facilitated teaching, the question arises about the teacher’s relevance in a digital environment. This study reaffirms the indispensable role of the teacher in fostering critical and creative thinking. Using a qualitative approach, teachers from Hidalgo, Puebla and the State of Mexico were interviewed to explore their experiences with AI tools such as Canva, ChatGPT, and Gemini. The results show that 33.3% of respondents consider AI "very useful" for lesson planning, while 66.7% find it "somewhat useful." However, all expressed an interest in learning more, noting the lack of specific ongoing training as a barrier. The study concludes that, despite the challenges, artificial intelligence has the potential to optimize teaching and personalize learning. However, to achieve effective integration, it is essential to offer accessible training programs that foster technological innovation. The research suggests that AI can transform education if it is accompanied by changes in teaching practices and greater collaboration between researchers and educators.

ChatGPT as a feedback mediator to improve narrative competence in students of basic general education

2025-08-25T13:07:52-05:00

This study analyzes the impact of using ChatGPT as a feedback tool in improving narrative competence in seventh-grade students in General Basic Education. Using a quasi-experimental design with pretest and posttest measurements, a five-session teaching intervention focused on the production, revision, and rewriting of stories was applied, where the experimental group received feedback through ChatGPT and the control group worked with traditional feedback. The texts were evaluated using an analytical rubric that considered coherence, narrative structure, creativity, grammar, and style. The results show statistically significant improvements in the experimental group, with notable differences in coherence and narrative creativity, and a high effect size in the comparison between groups. These findings demonstrate the pedagogical potential of generative language models as mediators of the narrative writing process in school contexts, especially when integrated into structured teaching proposals that encourage rewriting and textual reflection.

Teaching Botany in the STS interpretation of local agrarian traditions

2025-08-25T13:19:26-05:00

The paper argues for the need to reorient the teaching of botany at the University of Cienfuegos from an integrative perspective that combines the Science-Technology-Society (STS) approach with local agrarian traditions, in order to strengthen food sovereignty and agricultural sustainability in the region. Currently, the teaching of botany in programs such as Biology Education and Agronomy is limited to taxonomic and physiological aspects, without addressing its practical application in food production or its relationship with local knowledge. Through a review methodology based on a guide text and 25 other academic sources selected from Google Scholar based on criteria of relevance, timeliness, and methodological diversity, a reconceptualization of botany was proposed that transcends its descriptive approach to incorporate historical, sociocultural, and technological dimensions. This entails the interaction between traditional knowledge and scientific innovations, as well as projects that connect students with local producers. The university emerges as a key player in this transformation, not only as a trainer of professionals, but also as a bridge between academic knowledge and the needs of the agricultural sector. Integrating the STS approach into Botany would help address challenges such as climate change, soil degradation, and dependence on external inputs, contributing to more equitable and sustainable agricultural development. This proposal not only enriches academic training but also strengthens the cultural identity and productive resilience of communities, aligning with the Sustainable Development Goals.

Methodological strategy to enhance attention and information retention among elementary school students in rural areas

2025-08-25T13:29:56-05:00

This study aims to design a methodological strategy to enhance sustained attention and information retention in fifth-grade students of Basic Education in rural contexts of Ecuador. The proposal is based on the Divertiaprendizaje approach, developed by Drs. Lenin Tremont Franco and Nelly Hodelín Amable, which integrates emotional, playful, creative, and experiential dimensions, grounded in principles of neuroeducation to foster meaningful and lasting learning. The research was conducted at the "Luis Aníbal Yépez" Major Educational Unit in the canton of La Concordia, Santo Domingo de los Tsáchilas province, using a descriptive design with a mixed-methods approach that included teacher surveys, classroom observations, and document analysis. The findings revealed patterns of distraction, low participation, and a predominance of traditional methodologies. Based on this diagnosis, a strategy was designed comprising three didactic stages adapted to the rural environment, aimed at energizing attention, stimulating working memory, and promoting learning connected to students’ lived experiences. This proposal, centered on playful and creative methodologies, seeks to become a replicable tool that contributes to the improvement of contextualized rural education, integrating emotion, motivation, and cognition to strengthen students' holistic development.

Inclusive University, a sustainable and creative perspective

2025-08-25T13:36:49-05:00

Higher Education faces challenges and difficulties related to funding, equal conditions for access to and progress within studies, improved teacher training based on competencies, the enhancement and preservation of teaching, research, and service quality, the relevance of curricula, the employability of graduates, the establishment of effective cooperation agreements, and equal access to the benefits of international cooperation. One of the key challenges for Higher Education is achieving equality and equity in access for all students; this challenge becomes even greater when it involves students with disabilities, who must be guaranteed educational attention at this level of instruction. Providing educational support to students with disabilities in Higher Education worldwide requires substantial changes in cultures, mindsets, policies, and offerings. It involves recognizing everyone's right to quality education, regardless of the particularities and characteristics that influence developmental variability, which in turn demands a transformation in educational practices and the ongoing training of faculty members.

Case study of a student with Huntington's disease in the eighth year of Basic General Education

2025-08-25T13:47:12-05:00

Juvenile Huntington's Disease (JHD) is a rare hereditary neurodegenerative condition that progressively affects motor, cognitive, and behavioral functions. Its onset during school age presents significant challenges for the education system, as it impairs learning, socialization, and the student’s emotional well-being. This case study focuses on an eighth-grade student with a confirmed JHD diagnosis and aims to analyze how the disease impacts her school life, while proposing pedagogical strategies that support inclusive and quality education. Using a qualitative approach and the case study method, the research explores the student’s experience within her family, social, clinical, and educational environments. Through interviews, direct observation, and analysis of medical and psychoeducational reports, the main difficulties were identified, including progressive loss of fine motor skills and oral communication challenges. In response, an educational intervention was designed based on Divertiaprendizaje and gamification, incorporating playful and dynamic activities tailored to her needs. The results indicate that with timely curricular adaptations, flexible teaching strategies, and empathetic support from educators, it is possible to foster active participation, self-esteem, and enjoyment of school in students with JHD. The study also emphasizes the importance of interdisciplinary collaboration among schools, families, and healthcare professionals. This research helps bring visibility to an under-addressed reality and offers an educational approach that can be replicated in similar contexts, contributing to the fulfillment of the right to truly inclusive education.

Relationship between Burnout Syndrome and Socioemotional Skills in a Private School in Quito

2025-08-25T20:23:22-05:00

Currently, the teaching profession demands a high level of emotional exertion, and Burnout Syndrome—understood as a state of exhaustion derived from chronic work-related stress—represents a growing concern. On the other hand, Socio-emotional Skills are cultivated in multiple environments such as the workplace and school, allowing people to establish effective, cordial, and collaborative interactions. The main objective of this research was to analyze the relationship between Burnout Syndrome and Socio-emotional Skills in teachers from a private school in Quito. A quantitative approach with a non-experimental, correlational design was employed on a sample of 31 teachers with more than five years of work experience. The Maslach Burnout Inventory (MBI) and the Self-perceived Teacher Competence Scale (ECAD-EP) questionnaires were administered. The results revealed a low to medium level of Burnout Syndrome, although with considerable Emotional Exhaustion in almost half of the sample. The self-perception of Socio-emotional Skills was high across all dimensions. The correlational analysis confirmed the alternative hypothesis, as an inverse and moderate relationship between Burnout Syndrome and the teachers' Socio-emotional Skills was evidenced (r= -0.416). It was concluded that professional burnout, and particularly exhaustion, is directly related to a decrease in the educators' Socio-emotional Skills, especially their self-efficacy.

Socio-psychological determinants of value development in students: A meta-analytical review of negative behaviors and the educational-social dynamic

2025-08-25T20:33:02-05:00

This study examined the value preferences of 392 undergraduate students from health sciences, science and literature, and education faculties at universities in Tabriz during the 2023–2024 academic year, using a stratified random sampling method to ensure balanced representation of both entry-level and senior students. The findings reveal that students prioritize academic achievement, family welfare, and interpersonal harmony as core values guiding their behavior and aspirations. Moral values such as responsibility, honesty, and integrity were highly endorsed, indicating that ethical consciousness remains significant despite contemporary challenges. However, values related to formal recognition and social prestige showed greater variability, reflecting personal, cultural, and contextual influences. The results underscore the crucial role of educational environments in shaping students’ psychosocial and moral development, aligning with Bronfenbrenner’s ecological systems theory that emphasizes the impact of school contexts as critical microsystems. Positive educational experiences reinforce moral values and promote well-being, while academic pressures, teacher-student misalignment, peer conflicts, and institutional shortcomings pose challenges that may adversely affect students’ mental health, social adjustment, and ethical sensitivity. The complex interaction of individual traits, family background, socioeconomic status, and school climate further influences value formation, highlighting the need for holistic educational strategies. The study advocates for value-oriented pedagogies, socio-emotional learning, and comprehensive support services to foster critical thinking, ethical reasoning, and collaboration, thereby preparing students for academic success and responsible citizenship. Ultimately, the findings emphasize the transformative potential of universities not only as knowledge centers but as spaces for cultivating ethically conscious, socially engaged individuals ready to contribute to a just and equitable society.

Cultural and artistic education in the national curriculum: Relevance, barriers and strategies for integration and pedagogical innovation

2025-08-25T20:39:14-05:00

This study examines the relevance, obstacles, and strategies for integrating Cultural and Artistic Education (CAE) into the curriculum of a private educational institution in Ecuador. Using a qualitative approach and a single-case study design, data were collected through semi-structured interviews, focus groups, non-participant observations, and document analysis. Findings reveal a high appreciation for CAE among teachers, administrators, and students, yet a gap persists between its rhetorical recognition and effective implementation. Curricular integration remains at an early stage, mostly dependent on individual initiatives without systematic institutional support. Key barriers include limited instructional hours, lack of sustained pedagogical support, and the prevailing perception of CAE as a supplementary subject. Participants suggest strengthening initial and ongoing teacher training, incorporating CAE as a transversal axis in the Institutional Educational Project (PEI), promoting inter- and transdisciplinary projects, and expanding community outreach. The study concludes that revaluing CAE requires clear institutional policies, active learning methodologies, and specific governance structures such as the proposed CAE Council. Although results are not generalizable, they provide insights for reflecting on the role of the arts in comprehensive education and exploring opportunities for pedagogical innovation in similar contexts.

Número completo (septiembre-diciembre)

2025-09-08T09:55:16-05:00

Editorial

Dr. C. Jorge Luis León-González

Evaluación integral de habilidades comunicativas: un enfoque innovador en la educación técnica y profesional

Yudit Santana-Castillo, Yoel Jiménez-Gómez

The effects of mindfulness practices on speaking anxiety and performance among introvert vs. extrovert EFL learners

Seyyed Nasser Mousavi, Hojjat Ravan Nakhjavan

Uso del Diseño Instruccional en la Licenciatura en Innovación y Tecnología Educativa de la Universidad Autónoma del Estado de Hidalgo

Sara Guadalupe Cruz-Cerón, Erika González-Farfán, Jorge Armando Manzano-Martínez

Algunas reflexiones sobre influencia de la metacognición en la producción de textos escritos en la educación multigrado

Maritza Librada Cáceres-Mesa, Edwin Rangel-Cruz, María Guadalupe González-Esquivel

La Educación Física en el nivel Medio Superior

Mónica Llergo-Young, Julio Cesar Ambris-Sandoval, Oscar Enrique Mato-Medina, Rafael Torres-Becerra, José Enrique Oliver-Heredia

Ejercicios físicos inclusivos para estudiantes con trastorno por déficit de atención con hiperactividad desde la Educación Física

José Luis Chulli-Barahona, Rubén Castillejo-Olán, Giceya de la Caridad Maqueira-Caraballo

Estrategias didácticas mediante recursos digitales para desarrollar habilidades de escritura creativa de séptimo de Básica

Carlos Pablo Mayorga-Cotto, Edgar Augusto Zambrano-Padilla, Alberto Medina-León, Peggy Danny Ricaurte-Ulloa

Voces de actores educativos dominicanos sobre resultados de pruebas nacionales, 2024

Ana María Núñez-Manzuet, Luis César Ruiz-García

Educación para el desarrollo sostenible: referentes para la práctica en las instituciones de educación primaria

Surayeisy González-Chaviano, María Magdalena López-Rodríguez del Rey, Jorge Misas-Hernández

El trabajo con las efemérides para el desarrollo de la identidad cultural ecuatoriana

Clara Margarita García-Castillo, Tatiana Elizabeth Anzules-Beltrán, Elsy Rodríguez-Revelo

El impacto del uso de GeoGebra en el aprendizaje de la geometría plana: Un estudio cuasiexperimental en estudiantes de Arquitectura

Graciela Abad-Peña, Katia Lisset Fernández-Rodríguez, Alina Rodríguez-Morales, Yordenis Ramos-López

Evaluación de la percepción de ansiedad, autoestima e inteligencia emocional en estudiantes de educación superior

Ana Guadalupe Rivera-Castro

Prácticas de fútbol inclusivas para estudiantes con trastornos del espectro autista en la Educación Física

Ricardo Alexander Moreira-Guerrero, Rubén Castillejo-Olán, Giceya de la Caridad Maqueira-Caraballo

El modelo instruccional de las 5E aplicado en las ciencias naturales experimentales y tecnología dentro del Bachillerato Tecnológico

Oziel Garza-Zavala, Anai Jaime-Nevares, Sergio Antonio Terán-Treviño

Estrategia inclusiva para el aprendizaje del ajedrez en estudiante con Trastorno del Espectro Autista en la Educación Física

Rommel Wladimir Chalacán-Palacios, Rubén Castillejo-Olán

La inteligencia artificial como herramienta de desarrollo académico en la carrera de administración de empresas de la UTEQ

Washington Anda-Solms, Eddye Aurelio Alvarado-Reyes, Mireya Stefania Zúñiga-Delgado

Actividades de expresión corporal para la inclusión de estudiantes con enfermedades inmunológicas en la Educación Física

Gloria Katherine Rodríguez-German, Damaris Hernández-Gallardo, Sonia Guerra-Iglesias

Del aula a la industria: la educación dual, un nuevo reto educativo en el bachillerato tecnológico de México

Yuniva Virginia Calderón-Juárez, Yolanda Cruz-Cruz, Sergio Antonio Terán-Treviño

Enseñanza de la Biología Molecular y la Biodiversidad: Integración y Consideraciones Bioéticas

Roxana Pérez-Montesdeoca, José Alejandro Couto-González, Michel Quevedo-Cepero

Estrategia de integración para la cooperación en equipos de estudiantes con y sin discapacidad en la Educación Física

María de los Ángeles Mosquera-Holguín, Madeleine de Lourdes Pumagualle-Montecé, Sonia Guerra-Iglesias

Inteligencia artificial en la planeación didáctica: Una nueva herramienta para los docentes

Roberto Bautista-López

ChatGPT como mediador de retroalimentación para mejorar la competencia narrativa en estudiantes de Educación General Básica.

Sandra María Gaona, Raidell Avello-Martínez, Tatiana Tapia-Bastidas

La enseñanza de la Botánica en la interpretación CTS de las tradiciones agrarias locales

José Alejandro Couto-González, Roxana Pérez-Montes de Oca, Michel Quevedo-Cepero

Estrategia metodológica para potenciar la atención y retención de información en estudiantes de educación básica en áreas rurales

Felipe Elías Vargas-Jiménez, Estela Yojani Rueda-Aponte, Nelly Hodelin-Amable

Universidad Inclusiva, una mirada sostenible y creativa

Yiddishy Rodríguez-Veloz, Lourdes Veloz-Cruz, Lorena del Carmen Bodero-Arizaga

Estudio de caso a estudiante con enfermedad de Huntington de octavo año de Educación General Básica

Janett Elizabeth Vera-Vélez, Bertha Alexandra Zevallos-Calvo, Nelly Hodelin-Amable

Relación entre Síndrome de Burnout y Habilidades Socioemocionales en un colegio particular de Quito

Xavier Solano-Jaramillo, Miriam Iglesias-León

Socio-psychological determinants of value development in students: A meta-analytical review of negative behaviors and the educational-social dynamic

Rahil Najafov

Educación Cultural y Artística en el currículo nacional: Relevancia, barreras y estrategias para la integración e innovación pedagógica

Itta Avilez-Verdezoto, Noemí Suárez-Monzón