DIALÉCTICA

MATHEMATICAL COMPETENCIES FOR THE TEACHING OF GEOGRAPHY: CHALLENGES AND PERSPECTIVES

2026-09-16T16:21:43+00:00

The teaching of geography has traditionally been oriented toward the description of places, natural phenomena, and territorial distribution; however, current curricula demand a more integrative approach that incorporates mathematical competencies to strengthen spatial, statistical, and metric thinking. This essay explores the relevance of contextualized geographic education in solving real-world problems through the use of mathematical tools such as scales, coordinates, measurements, projections, and territorial data analysis. It is argued that this integration promotes the development of critical reasoning, spatial literacy, and an understanding of territory from an interdisciplinary perspective.

Methodologically, the study was developed under a qualitative, documentary, and analytical-reflective approach. A review of academic literature published between 2020 and 2025 was conducted, including indexed scientific articles, Latin American research, and official documents from the Ministry of National Education and the Colombian Institute for the Evaluation of Education. The sources were selected according to criteria of thematic relevance, timeliness, and contribution to interdisciplinary didactics. The analysis was carried out through thematic categorization, identifying key axes such as spatial thinking, territorial modeling, geospatial technologies (GIS), socio-critical approaches, and educational gaps.

The findings show that curricular integration fosters logical reasoning, the interpretation of territorial data, and real-world problem-solving. Likewise, the use of digital tools and active methodologies strengthens student motivation and critical thinking. It is concluded that integrating mathematical competencies into geography teaching constitutes a contemporary educational necessity that contributes to the formation of citizens capable of analyzing, modeling, and responsibly intervening in their environment.

STRENGTHENING READING IN PRIMARY EDUCATION FROM A DIDACTIC AND INSTITUTIONAL PERSPECTIVE OF WELL-BEING MEDIATED BY DIGITAL TOOLS

2026-09-16T16:21:40+00:00

The reading comprehension is a fundamental hability to the academic performance in all areas of knowledge in the primary school and it is the base for the good performance in the secondary, media and high levels. The present research seeks strengthen the reading process supported in the use of software cuadernia with fourth and fifth grade students in Primary Education. The flaws presented by these students in pruebas saber 5º in the reading comprehension component motivated and gave the proposal. The research is the cuantitative focus and it is developed in four steps: Diagnosis, desing, implementation and evaluation. The proposal uses the cuadernia tool, it can create an interactive digital noteboot and this is based on the pragmatic, flexible, didactic and virtual method of reading comprenhension encompassing literal, inferencial and critical level. Like a result can find that students improve their engagement and encouragement with the class, hight self valoration with the ir solve capacity with problems. increase their answers and show a high domain in the reading levels. In conclusion, is that the implementation proposal is favorable for students in a social, institutional and individual level having a positive impact of the results in the academic level.

IMPROVING SCHOOL COEXISTENCE THROUGH MOODLE FOR FIFTH GRADE STUDENTS IN MONIQUIRÁ, COLOMBIA

2026-09-16T16:21:34+00:00

This study aims to strengthen school coexistence through the design and implementation of a virtual learning environment (VLE) supported by Moodle for fifth-grade students at a private educational institution in Moniquirá (Boyacá). The study adopted a mixed approach, with a quantitative predominance, phenomenological method, and descriptive design. The sample included 28 individuals (16 girls and 12 boys, aged between 10 and 12 years) and 15 teachers in the diagnostic phase. During the methodological process, a pretest and posttest were administered in the form of an e-survey with a Likert scale, organized into five categories (educational technologies, digital resources, classroom methodology, school coexistence, and socio-family environment), and a SWOT analysis was performed to guide the intervention. The VLE, developed between October and November 2025, facilitated the incorporation of multimedia resources, forums, and interactive activities on values, school conflict, and the prevention of bullying and cyberbullying. The results showed that, after the intervention, Moodle was more highly valued as a teaching tool, motivation and participation increased, teacher-student communication and cooperative learning improved, and there was greater awareness of the risks of social media and the impact of bullying. The conclusions highlight that pedagogical mediation with Moodle is a viable strategy for promoting more positive coexistence practices when integrated with collaborative activities, teacher support, and family participation.

THE EDUCATOR'S CHALLENGE: READING PRACTICE AND TEXT PRODUCTION IN SECONDARY SCHOOL STUDENTS

2026-09-16T16:21:39+00:00

This article stems from qualitative research framed within the pos-positivist paradigm and conduces through teaching practice in a Spanish language classroom. The study is grounded in the observation that ninth grade students exhibit poor reading habits, written output limited to brief responses with little argumentation, difficulty retaining material learned in class, a lack of subject mastery during oral presentations, and low motivation to explore content independently. These issues present a central pedagogical challenge, requiring teachers to design strategies aimed at the holistic development of communicative competencies. Consequently, the study´s general objective is to develop strategies to strengthen reading practices and argumentative writing among ninth grade students in the Spanish Language program at the Republic of Uruguay Educational Institution in Medellín, Antioquia. Methodologically, the study employs an action research design, utilizing data collection tools and pedagogical interventions integral to the teaching learning process. In summary, the implementation of coordinated didactic strategies, dialogue with families, and the use of learning guides are fundamental elements for transforming classroom dynamics. The research fostered a significant increase in student motivation regarding creative expression, active listening, and oral participation. Thus, the classroom experience demonstrates that when students feel they are active protagonists in their own reading and writing processes, their participation increases.

THE USE OF THE VIRTUAL LEARNING OBJECT AS A DIDACTIC TOOL FOR READING COMPREHENSION IN PRIMARY SCHOOL

2026-09-16T16:21:37+00:00

This article examines the pedagogical mediation of a Virtual Learning Object (VLO) as a valuable teaching tool for strengthening reading comprehension skills in primary education in rural contexts. Using a qualitative approach and following the phases of action research (action plan, action, observation, and reflection), the general objective was achieved, which focused on determining how the mediation of a virtual learning object strengthens reading comprehension processes in students in multigrade classrooms in a rural educational institution. Consequently, in the action plan phase, a diagnosis and instructional script for the VLO were designed. Subsequently, in the action and observation phases, the training experience was developed and, at the same time, the participant observation technique was applied and the data was recorded in a field diary. Finally, in the reflection phase, the benefits evidenced in the reading comprehension processes mediated by the VLO were identified through an interview and exit assessment. The VLO enabled autonomous learning, and the audiovisual resources allowed readers to self-regulate at each stage of reading. Likewise, it was found that automatic feedback for each activity was essential for identifying opportunities for improvement. It is concluded that the meaningful mediation of a VLO begins with the planning and definition of objectives, content, activities, and evaluation, which reaffirms the pedagogical, didactic, and technological value in the design of a digital educational resource.

THE CHALLENGE OF STRENGTHENING MATHEMATICAL THINKING IN ELEMENTARY SCHOOL STUDENTS

2026-09-16T16:21:35+00:00

The resistance of students to learning mathematics, specifically those related to algebraic thinking, compromises the development of logical reasoning, which is essential for different activities in everyday life. This article is derived from the research called 'Photomath for 2x2 linear equations in ninth grade junior high school students, Villa del Rosario-Norte de Santander' its objective was to establish the impact of implementing a pedagogical strategy mediated by a digital application in the classroom for the development of mathematical thinking of students, this through diagnosing the initial performance of the participants, designing a pedagogical intervention strategy and evaluating the achievements obtained with the group. The methodological design applied was the mixed approach of the educational action type with techniques such as the survey and the knowledge test, the data analysis was done through the consolidation of statistics and the theoretical triangulation, the findings were explained with the consulted references. The results showed an improvement of 90%, since the students went from not knowing the methods for solving equations to incorporating them in their cognitive structures, reflecting an appropriation of knowledge through the use of technology. In this sense, the use of the digital application was not constituted as the center of the research, but as the means that allowed the students' interest to be stimulated by using didactic sequences with activities and contents that were meaningful to them.

COMPUTATIONAL THINKING: THE TEACHER'S GUIDE WITH GOOGLE CLASSROOM

2026-09-16T16:21:31+00:00

This article presents the results of a research project conducted with teachers at the Julio Mejía Vélez Agricultural Educational Institution in the municipality of Alto Baudó, Chocó. The study initially identified a gap in teachers' technical and pedagogical skills for developing Computational Thinking (CT) in their students. The main objective was to strengthen these competencies in primary school teachers through a didactic strategy integrated into Google Classroom, where the procedure for developing the educational proposal was structured step by step. After a diagnostic phase that revealed critical weaknesses in critical thinking, algorithms, and basic concepts, the intervention was implemented with a sample of 10 teachers. The post-test results indicate that, after the training, the teachers developed a positive attitude and a better understanding of key concepts such as abstraction and decomposition. It is concluded that strengthening teachers' technical knowledge and their proficiency with digital tools are determining factors that facilitate student learning and motivation in the classroom.

CRITICAL THINKING AS A DRIVING FORCE IN LESSON PLANNING FOR PRIMARY SCHOOL TEACHERS.

2026-09-16T16:21:29+00:00

This research report aims to analyze the impact of critical thinking and computational thinking on pedagogical planning among primary basic education teachers. The study was conducted under a quantitative approach, using a cross-sectional experimental design with a descriptive scope, in order to identify changes in lesson planning resulting from the implementation of a formative strategy mediated by digital resources. The participants were primary education teachers who engaged in a professional development process focused on strengthening higher-order cognitive skills such as analysis, reflection, decision-making, and logical organization of ideas. Data collection involved the application of planning evaluation instruments before and after the intervention, allowing for a comparative analysis of changes in learning objectives, didactic coherence, and the sequencing of instructional activities. The results indicate that the intentional integration of critical thinking and computational thinking significantly improves pedagogical planning, promoting greater coherence among objectives, activities, and assessment, as well as the design of structured and contextualized learning situations. Additionally, the findings show that technological tools acquire pedagogical value when they are embedded within a clearly defined formative strategy oriented toward reflective teaching practice. It is concluded that lesson planning constitutes a strategic space for the transformation of teaching practices and that the articulation of critical thinking, computational thinking, and teacher professional development fosters sustainable processes of pedagogical innovation in primary basic education.

THE EFFECT OF LEGITIMIZING EVERYDAY AESTHETICS ELEMENTS IN TEACHING AND LEARNING POETRY CREATION IN SECONDARY LEVELS

2026-09-16T16:33:00+00:00

This article seeks to unveil an overview about poetry teaching practices performed in school environments, bearing in mind the role these occupy in nowadays educational settings as a pedagogical tool. The teaching of poetry has privileged canonized and instrumentalized practices, displacing situated poetry production that sets authentic students' communicative experiences of secondary levels of schools. Thus, this disengagement between traditional practices in poetry production teaching and learning practices and situated poetry production limit meaningful learning of written production of poetry and strengthen the idea of poetry as an unrelated knowledge in life. Under this framework, there is a proposal of enriching the poetry production teaching practices from the basis of a conscientious integration of everyday elements that enrich the sense of aesthetics in written production of poetry in classrooms, setting a new approachement for reading and writing skills. It is evidentiated that, legitimizing everyday elements in poetry creation does not imply a lack of literary rigor, on the contrary, it implies broadening the aesthetics and pedagogical prospecto towards democratizing know-how poetry, strengthen authentic students' voice and resignify the relation between language, creativity and learning

ACTIVE EDUCATION THROUGH GAMIFICATION FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE

2026-09-16T16:32:58+00:00

Learning the English language has currently become a challenge, and this has represented various efforts in the educational system of Colombia and other Latin American countries to overcome difficulties related to technology access and pedagogical gaps, in order to integrate active and innovative strategies that encourage students' motivation to develop their potential skills in listening, speaking, writing and reading in English, in such a way that they are able to demonstrate universal communication processes and in multicultural contexts. In this sense, this article aims to reflect on the contributions of using active education through gamification, under the proposition of being a didactic strategy that integrates game elements and digital resources that impact cognitive and motivational aspects, which can improve listening comprehension, reading, speaking and writing skills. Therefore, various studies, articles, theses, and others are explored and supported the extensible benefits of gamification for English language teaching. This provides a reference framework for arguing and proposing the creation of enabling environments that combat apathy, promote motivation, and enhance English language proficiency as enabling conditions for meaningful and in-depth learning.

PEDAGOGICAL KNOWLEDGE AS AN EPISTEME THAT CONNECTS DISCIPLINARY KNOWLEDGE AND PRACTICE IN THE CONFIGURATION OF TEACHING IDENTITY

2026-09-16T16:22:08+00:00

This essay analyzes the significance of pedagogical knowledge in shaping teacher identity and practice in the context of the transformations characteristic of post-industrial society. It starts from the thesis that traditional training models, focused exclusively on disciplinary mastery or the application of technical resources, are epistemically insufficient to address the complexity of the classroom. Consequently, pedagogical knowledge is posited as the indispensable link between the rigor of disciplinary knowledge and the effectiveness of educational action, thus overcoming the historical dissociation between the two. This study characterizes such knowledge not as a set of instrumental recipes, but as a complex episteme that integrates theoretical, practical, and ethical dimensions. It highlights that teachers' identities are constructed through systematic reflection on their work, which allows them to move beyond the role of passive executors to become autonomous intellectuals and social architects of learning experiences. As a central finding, it concludes that the critical appropriation of pedagogical knowledge provides teachers with the necessary tools to solve everyday problems, innovate in their methodology, and adapt to contextual changes without losing their formative essence. Finally, a transformation in teacher training models is proposed, in which action research and the integration of theory and practice are fundamental, allowing teachers to regain their social legitimacy and their capacity to transform educational reality from a conscious and humanizing perspective.

SOLVING MATHEMATICAL PROBLEMS WITH AN IMPACT ON READING COMPREHENSION BASIC PRIMARIA

2026-09-16T16:22:06+00:00

Education is the pillar of society, within this process it is common to apply problem solving in learning, when it is used in the mathematics classroom a relevant factor arises, reading comprehension. Faced with the presentation of questions, which need to be answered (problems) and can be solved by analyzing it coherently in a logical and reasoned way by elementary school students. This essay adopts an argumentative and critical approach, reflections on the impact of reading comprehension on the resolution of mathematical problems and the position of research teachers on the subject. In summary, various studies suggest that the language in sentences and the specific vocabulary of mathematics represent a significant barrier for students when trying to understand and solve problems. Lack of clarity in complex linguistic terms and structures can lead to misunderstandings, affecting your ability to identify relevant information and apply appropriate procedures. This highlights the importance of developing critical reading skills and understanding of mathematical concepts, skills that favor a better interpretation of data and, consequently, the selection of more effective solution strategies. When the teacher acts in the mathematics classroom, it helps to improve school life, guides the development of problem solving through the use of techniques and methods that allow the incidence of reading comprehension in the resolution of problems with a positive impact, recognizing in the student the ability to adequately interpret the questions asked and make judgments proposing solutions.

THE TEACHER'S ROLE IN CREATING INCLUSIVE CLASSROOMS: BEYOND CURRICULUM ADAPTATION

2026-09-16T16:22:05+00:00

This article examines the teacher’s role in building inclusive classrooms beyond mere curricular accommodation, understanding inclusion both as a right and as school improvement. Through a document review and a theoretical–critical analysis of pedagogical evidence, it argues that inclusive quality depends on planning for diversity from the outset rather than correcting ex post. It proposes a framework for teacher action that integrates: Universal Design for Learning (UDL); formative assessment as the hinge of instruction; co-teaching and multi-tiered systems of support; care for the socio-emotional climate; social and culturally sustaining pedagogy; as well as the implementation of digital accessibility criteria. Building on this framework, an operational proposal is set out along three strands: the first is ongoing professional development focused on UDL, assessment, and co-teaching; the second involves designing learning experiences and inclusive assessment with clear goals, multimodal materials, and gradual scaffolding; and the third relates to shared responsibility, belonging, and multi-tiered supports that can keep students in their general education classroom. The analysis concludes with a minimum viable itinerary consisting of planning each unit with UDL, collecting periodic evidence to inform instructional decisions, and reserving protected time for co-planning, as well as with enabling institutional conditions such as instructional leadership, accessibility audits of digital resources, and a system of indicators that measures participation, belonging, and progress.

ENVIRONMENTAL COMPETENCIES IN HIGHER EDUCATION: A CRITICAL AND FORMATIVE PERSPECTIVE

2026-09-16T16:22:04+00:00

Contemporary society is currently facing significant challenges regarding socio environmental issues, and higher education has a crucial role to play in addressing them. Higher education must not focus solely on transmitting knowledge about the environment; its primary role should be to foster critical reflection and active participation among its key stakeholders the students regarding the ecological and social reality that surrounds us. This document is based on a review and critical analysis of scientific and policy literature. The results indicate that environmental competencies constitute a fundamental pillar of environmental education. From this perspective, developing environmental competencies goes beyond merely learning definitions and concepts or adopting individual ecological practices. Environmental competencies entail a comprehensive educational process that integrates knowledge, values, skills, and attitudes, enabling future professionals to understand the complexity of environmental problems and contribute to their transformation. In light of these challenges, this essay advocates for methodological approaches such as problem based learning, contextualized case studies, and community level interdisciplinary initiatives as educational strategies that link academic knowledge with the socio environmental realities of specific territories. Fostering environmental competencies in universities should aim to cultivate a critical and participatory "eco-citizenship," capable of exerting political influence to both create the common good and transform the structural conditions that drive the environmental crisis.

CREATIVE WRITING IN THE CONTEXT OF POSTMODERNITY: AN OPPORTUNITY FOR THE DEVELOPMENT OF LIFE SKILLS

2026-09-16T16:22:02+00:00

Contemporary education faces the challenge of preparing students not only academically, but also to develop essential life competencies needed to navigate the complex, changing world of the postmodern context in which this preparation unfolds. This reflective essay highlights the importance of creativity as a complex thought process associated with writing, and it presents creativity as a powerful didactic and pedagogical tool for fostering communicative competencies and life skills among students. The essay is organized in three parts. First, it briefly describes the problem that motivates this reflection, based on the prevailing conception of writing as a mere school activity. It then provides a theoretical overview of creative writing and postmodernity, tracing their relationship. Finally, the essay closes with the author's reflections, offered as a conclusion, on how the postmodern context can serve as a pretext for motivating creative writing in the classroom.

DIGITAL TEACHING COMPETENCIES: TRANSFORMATION AND STRENGTHENING THROUGH SCHOOL PRACTICE

2026-09-16T16:22:00+00:00

The expansion of digital technologies has profoundly transformed teaching dynamics, modes of pedagogical interaction, and the organization of learning in contemporary schools. In this context, teachers’ digital competencies play a crucial role in understanding how educators address the challenges of digital culture and re-signify their pedagogical practice in technology-mediated environments. Within this framework, this scientific essay aims to analyze, from a comprehensive perspective, the development of teachers’ digital competencies based on the transformations experienced in school educational practice in digitalized contexts. The text is constructed through an interpretative approach, oriented toward understanding the pedagogical meanings that emerge from teachers’ experiences with the use of technology in the classroom.Throughout the analysis, different conceptual approaches to teachers’ digital competence are examined, as well as the tensions that arise between the incorporation of technological innovations and the persistence of traditional pedagogical practices. In this regard, the essay argues that teachers’ digital competencies should not be understood solely as technical skills related to the use of digital tools, but rather as a pedagogical and cultural construction embedded in the interaction among teachers, technologies, and educational contexts. From this perspective, educational digitalization is interpreted as a process that gradually transforms the teacher’s role, shifting from a transmitter of content to a mediator of learning in digital environments. This allows for a deeper understanding of the transformations in school educational practice, recognizing that the pedagogical appropriation of technologies is built through experience, professional reflection, and the cultural dynamics inherent to each educational context.

COMMUNICATIVE SKILLS IN DOCTORAL EDUCATION: FOUNDATIONS, CHALLENGES AND CONTEMPORARY PERSPECTIVES

2026-09-16T16:21:58+00:00

The purpose of this article is to systematically analyze the relevance of communicative skills in doctoral education, understood as a set of discursive, argumentative, rhetorical, and academic competencies essential for the production, validation, and dissemination of scientific knowledge. Based on a theoretical and analytical review of specialized literature in higher education, academic communication, and research training, the study examines the main conceptual approaches to communicative skills at the doctoral level, as well as their implications in key processes such as scientific writing, academic argumentation, specialized oral communication, and interaction within scientific communities. The findings reveal that, although doctoral programs emphasize methodological and disciplinary rigor, significant weaknesses persist in advanced communicative training, affecting the quality of academic production, scientific visibility, and knowledge transfer. In this regard, strengthening doctoral communicative skills is recognized as a strategic axis for the development of critical thinking, research autonomy, and effective integration into national and international academic networks. Finally, challenges and perspectives aimed at the explicit and systematic integration of academic communication into doctoral curricula are proposed.

Mathematics in the Holistic Development of Primary School Students in the Context of the Digital Society

2026-09-16T16:21:57+00:00

Drawing on a critical and reflective perspective, this essay examines the central role of mathematics education in fostering active citizenship within a society profoundly reshaped by digital technologies. In a global context marked by the rapid expansion of artificial intelligence, mass data processing, and constant connectivity, mathematical competencies have taken on a renewed significance—they are no longer merely academic requirements but essential conditions for autonomous, critical participation in social life. Throughout these pages, the argument is made that teaching mathematics in primary school entails far more than conveying algorithmic procedures: it involves cultivating logical reasoning, computational thinking, and the capacity to engage critically with reality. Drawing on constructivist and sociocultural frameworks, the essay advocates for pedagogical practices that prioritize meaningful learning, equity, and the pedagogically grounded use of technology. The central conclusion is that ensuring inclusive, high-quality mathematics education is an indispensable condition for expanding students' life opportunities and building solid foundations for sustainable development.

Teacher Mediation for Understanding Complex Additive Problems: Between Discourse and Technology

2026-09-16T16:21:56+00:00

This study examines the role of teacher discourse as an explicit factor in the mobilization of mathematical knowledge when integrated into technology enhanced learning environtments. In this context, the discourse produced by the teacher enables the conversion of dynamic iconic representations (3D images) into symbolic representations characteristic of the additive structure. This conversion does not occur spontaneously in the student; it requires pedagogical intervention to articulate natural language with formal mathematical language. Thus, the teacher's word transcends the role of information transmitter and acts as a semiotic device that directs the student's attention toward the structural attributes of the mathematical situation, favoring the construction of shared meanings around addition and subtraction operations. From this perspective, technological tolos particularly those incorporating three-dimensional representations and dynamic animations do not replace human mediation but rather expand its semiotic potential by offering new registers of representation upon which teacher discourse acquires meaning. The 3D image then becomes a common reference object that the teacher can point to, name, verbally transform, and link to the corresponding symbolic expression, generating cognitive bridges between the perceptual and the abstract. To this end, classroom situations are analyzed in which discursive mediation articulates dynamic iconic representations with the mathematical notation system, evidencing how the teacher's language acts as the backbone of the learning process.

TRANSVERSAL PROJECTS AND THEIR RELATIONSHIP WITH HUMAN RIGHTS EDUCATION IN BASIC SECONDARY EDUCATION IN COLOMBIA

2026-09-16T16:21:54+00:00

This article, written as an essay, analyzes the relationship between Mandatory Transversal Pedagogical Projects (PPTO, for its Spanish acronym) and Human Rights Education in basic secondary education in Colombia, following the implementation of Law 115 of 1994. This regulation, promulgated after the Political Constitution of 1991, sought to modernize the educational system, promote holistic development, and recognize education as a fundamental human right. Within this context, transversal projects emerged as strategies to strengthen ethical, democratic, environmental, and cultural dimensions that are not always addressed in depth within traditional subjects. The text argues that, although the PPTOs have broad legal support, their application faces difficulties such as disciplinary fragmentation, a lack of curricular articulation, time constraints, and a reduced understanding of their pedagogical scope. In many cases, these projects are executed as regulatory requirements rather than comprehensive formative processes. It is emphasized that transversality must be understood as an integrative tool that links the school with social reality, moving beyond isolated subject-based teaching. The article highlights projects with a greater affinity for human rights education, such as sexual education and citizenship building, Afro-Colombian studies, education for democracy, the "Cátedra de la Paz" (Peace Studies), and the School Environmental Project (PRAE). These allow for the addressing of issues such as racial discrimination, gender inequality, the environmental crisis, and democratic participation, promoting critical thinking and social responsibility. Finally, it concludes that human rights education must be the central axis of transversal projects, guiding a critical, investigative, and democratic pedagogy. Only through a real articulation between curriculum, context, and active participation can students be formed who are capable of understanding social complexity and transforming their environment based on respect, dignity, and justice.

EDUCATIONAL STRATEGIES IMPLEMENTED IN OTHER COUNTRIES TO OVERCOME LOW BIRTH RATES (TEACHERS AT RISK IN COLOMBIA)

2026-09-16T16:21:53+00:00

This article aims to analyze educational strategies implemented in other countries to overcome low birth rates. A literature review explores strategies and methods that have demonstrated positive results or successful experiences. Eight articles, notes from recognized universities, and national and international videos were reviewed. These were selected from a pool of 20, based on inclusion and exclusion criteria. The methodology employed involved searching the document repositories of undergraduate theses from the Universidad Pedagógica Experimental Libertadores (UPEL), Dialnet, Scopus, SciELO, Google Scholar, and official websites of the Colombian Ministry of National Education (MEN), the National Administrative Department of Statistics (DANE), and UNESCO. The following keywords were used in the search: Low Birth Rates, Demography, Student Enrollment, and Teaching Profession. The search focused on articles and notes from recognized universities (due to the scarcity of doctoral dissertations and articles on the topic) published within the last 10 years, articles from indexed journals, and doctoral dissertations.

DIGITAL ETHICS AND CRITICAL CITIZENSHIP ON SOCIAL MEDIA: A LITERATURE REVIEW AND PEDAGOGICAL CHALLENGES IN LATIN AMERICA

2026-09-16T16:21:51+00:00

This article reviews recent literature on digital ethics and citizenship education in social media to identify emerging pedagogical approaches and ethical challenges in contemporary education. A literature search was conducted for studies published between 2020 and 2025 in Scopus, ScienceDirect, Redalyc, SciELO, and Dialnet, selecting works focused on digital ethics education, critical citizenship, and the pedagogical use of social media in school and university contexts. The analysis revealed four main themes: digital ethics as the foundation of critical citizenship; the shift from approaches focused exclusively on security to frameworks of ethics of care and deliberation; gaps in teacher training to promote observable behavioral changes; and the incorporation of communicative responsibility, data governance, and informed consent into educational practices. The results show conceptual progress, but also limitations in the assessment of civic-ethical performance (such as verifying, attributing, dialoguing, and rectifying) and a weak curricular translation of these criteria into tasks and rubrics, especially in online collaborative activities and those focused on digital equity. It is concluded that digital ethics education should be considered a cross-cutting theme in civic education, shifting the focus from "how much they publish" to "how they deliberate and care." Furthermore, it is recommended to prioritize assessable interventions, such as a cross-cutting module on digital ethics, teacher training programs centered on care and deliberation, and support and equitable access policies that strengthen critical autonomy, social responsibility, and democratic participation in digital environments.

THE ETHICS OF THE LOWER SECONDARY EDUCATION TEACHER

2026-09-16T16:21:50+00:00

The dependence on technology, and currently on Artificial Intelligence (AI), within the development of the educational process and society requires a reconfiguration of the ethical foundations of teachers in secondary school, which are essential for the comprehensive education of students at a complex stage of their development. It is necessary to confront the new challenges that arise, among which algorithmic biases and privacy risks stand out. The general purpose of this essay is to analyze the ethics of secondary school teachers in the face of AI influence. In this regard, the aim was to identify the challenges that emerge from the use of AI and to propose integrative pedagogical strategies for the social development of students in relation to their context. Methodologically, a qualitative analysis was conducted of academic texts published between 2021 and 2025 from repositories, primarily: Redalyc, SciELO, and Dialnet. This study aims to interpret the ethical transformations within the educational context and discern the risks associated with the misuse of AI, which can lead to passive dependence in students and undermine critical thinking and creativity. It also examines training for mediation within the teacher's pedagogical practice, contributing strategies for curriculum development and reflections on the legal frameworks that regulate AI use from the teacher's ethical perspective. Finally, the essay promotes clarity and transparency in the application of emerging technologies and the preservation of human values by recognizing the teacher as a critical actor in the mediation of technology and AI from an ethical pedagogical standpoint.

SCHOOL VIOLENCE AND ARMED CONFLICT IN COLOMBIA: A BIBLIOGRAPHIC REVIEW FROM EDUCATION

2026-09-16T16:21:48+00:00

War does not end in territories; it is also transformed and embodied within schools. For this reason, the purpose of this article is to conduct a bibliographic review of the scholarly production on the relationship between armed conflict and school violence in Colombia from an educational perspective. To this end, a structured search was carried out in SciELO, Redalyc, Dialnet, and Google Scholar, complemented by reference tracking, using Spanish and English terms associated with armed conflict, school violence, school coexistence, rural schooling, peace education, and historical memory. Inclusion criteria were applied to empirical studies, state-of-the-art reviews, literature reviews, and theses with explicit methodologies, focused on educational institutions and school actors in Colombia, while documents lacking sufficient academic traceability or outside the school domain were excluded. Given the heterogeneity of approaches and research designs, a comparative narrative synthesis organized around thematic axes was adopted. The findings show that school violence can be understood, in part, as an expression and transformation of armed dynamics in affected territories, through insecurity, displacement, deterioration of school climate, normalization of force, and difficulties in coexistence, with particular emphasis on rural contexts. Likewise, educational responses linked to peace education, historical memory, school mediation, and the reconstruction of the social fabric are identified, although gaps persist in outcome evaluation, in the articulation between territorial policies and schools, and in the conceptual comparability of school violence in conflict settings.

NEUROEDUCATION IN PRIMARY EDUCATION: A SYSTEMATIC REVIEW OF STRATEGIES FOR MEANINGFUL LEARNING

2026-09-16T16:21:47+00:00

This research aimed to analyze the contributions of neuroeducation to primary education through a systematic review focused on identifying strategies that promote meaningful learning. Methodologically, the study was conducted following the PRISMA methodology, which strictly governs the processes of searching, selecting, evaluating, and analyzing scientific evidence. To this end, academic databases (Google Scholar, Dialnet, Redalyc, and SciELO) were consulted, and 12 scientific articles published between 2022 and 2025 and related to neuro-education and learning in primary education were selected. The findings indicate that neuroeducation strategies help students develop cognitive skills, reading comprehension, executive functions, motivation, and participation. Furthermore, the reviewed studies agree that incorporating neuroscientific principles into pedagogical practice contributes to more inclusive, dynamic, and personalized learning environments. However, limitations related to teacher training, limited application, and a lack of empirical research in Latin American contexts were evident. Therefore, it is concluded that neuroeducation is a highly relevant line of research for changing educational processes and enhancing meaningful learning in primary education.

SOCIO-EMOTIONAL SKILLS IN THE LEARNING PROCESS OF ELEMENTARY SCHOOL STUDENTS

2026-09-16T16:21:45+00:00

The importance of the development of socio-emotional skills in the learning process is denoted from an ethical and pedagogical stance in response to contemporary challenges in education. The purpose of this academic essay was to analyze and substantiate how socio-emotional skills influence the integral development of the student and the quality of educational processes. It seeks to make visible that learning is not only a cognitive activity, but also an emotional, relational and ethical one. For this reason, various bibliographic sources such as articles, degree projects, laws and decrees were investigated in order to generate reflections on the importance of socio-emotional skills, integral development, social interactions, self-knowledge, self-regulation, empathy, conflict resolution. The results of the literature review in the repositories of Scielo, Dialnet, Redalyc, show that in educational institutions, being teaching centers, socialization processes are developed between students and teachers, and they are spaces where attention should be paid to the development of emotional intelligence, empathy teamwork, self-control, and continuous support, which are conceived as human skills that have allowed people to evolve in society. Finally, it is highlighted that the positive teaching environment reinforces both attentional and motivational cognitive capacity, favoring learning. The flourishing of socio-emotional skills Education symbolizes an effective means to reach students and train them for social, affectionate, harmonious coexistence, where the culture of peace is fostered.

ADAPTIVE PLATFORMS AND PERSONALIZATION OF MATHEMATICS LEARNING A THEORETICAL APPROACH BASED ON DIDACTIC INTERMEDIATION

2026-09-16T16:21:44+00:00

Information and communication technologies represent a transformation for global society. Those born in this era are digital natives who communicate, learn, and interact using tablets, smartphones, and game consoles, and who can articulate their specific needs for information and knowledge construction. The major challenge for educators is to provide appropriate instruction to these students and to impart skills that will enable them to thrive in a changing world. The purpose: to reflect on the impact of adaptive platforms and the personalization of mathematics learning as a theoretical approach from the perspective of didactic mediation. The literature review methodology was employed; this approach results in a scientific essay that makes a significant contribution to the teaching process. In this way, pedagogical practices are strengthened, converging to create experiences focused on enhancing the quality of basic education, thereby ensuring new teaching methods and improved pedagogical practices centered on didactic mediation. Changes in the world mean that education must transform to prepare students for a constantly evolving world; the use of technologies as part of the educational environment can facilitate this mission, as they provide students with a controlled and stimulating environment that resembles reality; it is also possible to.