LÍNEA IMAGINARIA

CHALLENGES AND OPPORTUNITIES OF SOCIAL SCIENCES TEACHING IN RURAL AREAS: PERSPECTIVES FROM TEACHING EXPERIENCE IN COLOMBIA

Nelson Jaimes Rivera — Wed, 18 Feb 2026 00:00:00 +0000

This research explored the challenges and possibilities that teachers face when teaching social sciences in Colombian rural contexts. The study sought to characterize the pedagogical practices that teachers develop in these territories, identifying didactic strategies that connect local knowledge with disciplinary competencies. A qualitative phenomenological-hermeneutic approach was used during 2023-2024, with the participation of eighteen educators from six departments. Techniques included semi-structured interviews, classroom observations, planning analysis and focus groups, processed through thematic coding with ATLAS.ti. Results showed that 78% of teachers adapt official contents through territorial contextualization strategies. Five main categories were identified: pedagogy of place, use of local resources, multigrade methodologies, collaborative construction with the community and strengthening of citizenship competencies. Conclusions guide towards educational policies that recognize rural particularities, strengthen teacher training in contextualized methodologies and promote flexible curricula that articulate national standards with regional realities.

ALMAGUER AS AN OPPORTUNITY FOR REFLECTION, FROM OBJECTIVITY AND SUBJECTIVITY, FOR THE PEDAGOGICAL TASK

Luis Edmundo Ortiz Delgado, Ingrid Yurley Estupiñán Pineda — Wed, 18 Feb 2026 00:00:00 +0000

This article is developed within the educational and sociocultural context of the municipality of Almaguer, located in the south of the Cauca department, known for its natural wealth, rural traditions, and strong community identity. Based on the author’s pedagogical and experiential practice, it proposes a reflection on the relationship between objectivity and subjectivity in teaching, understood as complementary dimensions for comprehending educational reality. The study follows a qualitative, descriptive–reflective approach, grounded in participant observation and contextual interpretation. It analyzes the social and educational transformations caused by the COVID-19 pandemic, the challenges of education in rural areas with technological and economic limitations, and the strategies that emerged to sustain learning processes. The article emphasizes the relevance of strengthening teacher education from a human, critical, and contextualized perspective, where teaching becomes a reflective practice that integrates reason and sensibility, objectivity and subjectivity. Finally, it highlights the value of the Escuela Normal Superior Santa Clara as a space for educational transformation and social commitment, and calls for rethinking education as a means for sustainable community development.

ANALYSIS FOR THE CONSTRUCTION OF A VAN HIELE MODEL THROUGH THE ARTICULATION OF A PEDAGOGICAL PROPOSAL AND THE GEOGEBRA EDUCATIONAL PROGRAM, A RESOURCE IN INSTRUCTION FOR GEOMETRIC FIRST-TIMES WITHIN THE CARTESIAN PLANE

Diana Carolina Guarín Lizarazo, Jeisson Javier Bastos Camargo — Wed, 18 Feb 2026 00:00:00 +0000

The family is globally recognized as the fundamental cell of society, constituting the natural environment and the microsocial nucleus where its members develop. At the same time, school settings are consolidated as driving and transforming axes of both the individual and society, taking into account the four pillars of education (learning to know, learning to do, learning to be, and learning to live together). Therefore, this research report explored the relationship betweenparenting modalities and the roles assumed by students in school bullying situations was explored within a positivist vision of rational character, based on a cross-sectional quantitative methodological approach and a correlational design. This research was developed in a population of 192 students, selecting a sample of 75 minors (34 males and 45 females) and using as the main data collection resource the INSEBULL questionnaire to determine the roles that are present in bullying, an instrument that reports a Cronbach's alpha of 0.83. Similarly, the Parenting Styles and Dimensions Questionnaire was used, with a Cronbach's alpha of 0.88 for the democratic scale, 0.78 for the authoritarian scale and 0.67 for the permissive scale, which made it possible to describe the parenting modalities exercised by the caregivers of the students under study. The SPSS statistical software was used to examine the results, and a statistically non-significant correlation was found between the two variables, according to Fisher's exact test, which yielded a p-value of 0.663. Finally, based on the research process, a technical report was prepared, aimed at providing guidelines and/or suggestions to facilitate comprehensive and adequate attention to the phenomenon of bullying in school environments. It should also be noted that, in this work, it is concluded that the family is not the only variable in the configuration of human behavior, since there are several personal and external factors that influence the behavior of an individual. For this reason, different authors, such as Bronfenbrenner, emphasize that the person is immersed in multiple systems that directly affect his or her development.

IDENTITY AND MEDIA: AN ANALYSIS OF THE EFFECT OF STEREOTYPES ON CHILDREN AND ADOLESCENTS FROM AN EDUCATIONAL PERSPECTIVE

Magaly Arias Gamboa, Piedad Cristina Muñoz Higuita — Wed, 18 Feb 2026 00:00:00 +0000

This article examines how stereotypes disseminated by digital media influence the identity construction of Latin American children and adolescents and proposes a comprehensive pedagogical response to mitigate these effects. It begins with an epistemological theoretical framework that articulates social learning, cultivation theory, cultural studies, and intersectionality, emphasizing that media messages operate simultaneously as models of behavior and devices of symbolic power.

The arguments section contrasts the strengths and weaknesses of the corpus: interdisciplinary integration and regional updating are strong points, while the absence of rural longitudinal studies and the indirect measurement of identity limit generalization. Comparisons with international research show convergences in the effectiveness of critical creation and divergences related to the digital divide and school infrastructure.

Based on these findings, the pedagogical proposal expands the 3C model (Know Question Create) to five phases—Contextualize, Know, Question, Create, Connect—developed over a semester. It includes a 120-hour teaching diploma, multimedia production labs, and two cross-cutting themes: body literacy (video dance and digital parkour) and responsible consumption (carbon footprint and circular economy). A governance architecture is developed that allocates a fixed percentage of the municipal ICT budget to creative equipment and requires schools to report participation and diversity indicators.

The conclusions reinforce that critical media literacy is essential for digital citizenship and that the combination of analysis, creation, and community participation can erode internalized stereotypes. The article closes with an ethical call to democratize algorithmic culture, open licenses and repositories, and ensure that young people—regardless of their context—can narrate themselves with dignity, autonomy, and hope.

REFLECTIONS ON SOCIAL-EMOTIONAL COMPETENCIES IN JUNIOR HIGH SCHOOL STUDENTS IN HIGHLY VULNERABLE EDUCATIONAL CONTEXTS

Enrique Gil Maldonado — Wed, 18 Feb 2026 00:00:00 +0000

Action-based education is facing significant changes, and from this perspective, it is important to note that changes and transformations are evident on a daily basis, driven by various elements that permeate educational processes, such as the inclusion of technology in teaching practices. In addition, it is worth mentioning the contributions of augmented reality, among others. Indeed, from this perspective, it is appropriate to propose the following general objective: to reflect on the social-emotional skills of secondary school students in highly vulnerable contexts in Colombia. The methodology employed is based on an interpretative paradigm through a qualitative approach accompanied by the hermeneutic method, leveraging the technique of documentary analysis. The product is framed within a scientific essay that makes a significant contribution to society in general, as it includes a set of elements that should be considered in educational institutions in order to clearly understand the impact of socio-emotional competencies on the comprehensive education of students, based on processes that emerge from the documentary review and define actions and benefits for secondary education.

TEACHING NATURAL SCIENCES IN SECONDARY EDUCATION: A LITERATURE REVIEW IN THE FACE OF NEW EDUCATIONAL CHALLENGES

Jesús David Gelvez Ordoñez, Anderson Fabián Colmenares Cáceres — Wed, 18 Feb 2026 00:00:00 +0000

The teaching of natural sciences in secondary education in the Colombian context plays a fundamental role in the comprehensive education of students, as it promotes the development of observation, analysis, and understanding skills in relation to the content and space that surrounds them. The present article aims to consolidate the review of teacher support sources and their impact on learning outcomes in the classroom. The role of the teacher in the construction of knowledge is crucial, requiring continuous training, review of sources, and application of strategies that promote innovative teaching adapted to new models of learning and the reality of students. This study is a qualitative research project aimed at an interpretive análisis of the different bibliographic sources used in the teaching of natural sciences. The conclusions of this study seek to generate reflection on the teaching of natural sciences in the classroom and the construction of knowledge.

A REFLECTION ON THE FORMATION OF THE CRITICAL READER

José Darío Benítez Becerra, Elisa Fernanda Martínez Rubiano — Wed, 18 Feb 2026 00:00:00 +0000

Thinking about the formation of critical readers is a fundamental basis for considering how, within pedagogical spaces, human development can be strengthened, insofar as reading has redefined human processes of meaning-making and the configuration of one’s worldview, allowing individuals to enrich both their subjective and social spheres. In this sense, it becomes necessary to propose reflective perspectives regarding the formation of critical readers in the school setting—an environment called to face this challenge—drawing on the theoretical contributions of semiotics and on several proposals by Professor Fabio Jurado concerning the reading of literary texts. This is framed within the methodological structure of Gadamer’s hermeneutic method, adopting a comprehensive approach to ontological reality that enables interpretation and access to the underlying discourses present in the texts that surround us, thereby highlighting essential elements of the method such as understanding and its subsequent interpretation. Accordingly, the first section of this essay explores certain pathways related to critical reading as dialogism among texts. The second section analyzes the way meaning is configured in a poem by Rogelio Echavarría, using selected interpretive models to identify how meaning is constructed and interpreted, as well as to trace intertextual dialogues with other texts. Finally, the essay elucidates the need to integrate the contributions of semiotics and hermeneutics to guide the formation of critical readers capable of uncovering within texts those symbolic structures, tensions, and intertextual dialogues that shape meaning in its deepest, most crafted form, along with the internal and cultural relationships that sustain it.

SCIENTIFIC LANGUAGE AS A PROMOTER OF CRITICAL THINKING IN COLOMBIAN EDUCATIONAL INSTITUTIONS

Wed, 18 Feb 2026 00:00:00 +0000

Contemporary education faces the challenge of training autonomous students who are capable of understanding, analyzing, and transforming the reality in which they live. In this process, scientific language becomes a fundamental tool, as it allows for the construction of knowledge based on evidence, experience, and argumentation. Encouraging the use of scientific language in school not only promotes disciplined learning, but also fosters the development of critical thinking in today's students. From this perspective, the following general objective is proposed: to reflect on scientific language as a promoter of critical thinking. in Colombian educational institutions. Thus, the methodology used is defined by qualitative research through the interpretive paradigm, which relies on a qualitative approach and, along with this, presents the hermeneutic method applied through content analysis. Since scientific language is characterized by its precision, objectivity, and ability to describe phenomena in a systematic and clear manner, when students discover their skills and learn to use the tools that lead to the development of abilities to interpret information, formulate hypotheses, and argue coherently, this process promotes much deeper learning and, in turn, helps them to reflectively question what is happening in their environment.

LEARNING STYLES AND THEIR IMPACT ON ACADEMIC PERFORMANCE

Wed, 18 Feb 2026 00:00:00 +0000

Learning styles refer to the preferences or habitual ways in which students process, understand, and retain information during their educational process. These styles can be classified into different categories, such as visual, auditory, kinesthetic, among others, and are related to the cognitive, affective, and social characteristics of the student. The relationship between learning styles and academic performance has been the subject of numerous studies, given that understanding how each student prefers to learn can offer keys to optimizing pedagogical strategies and improving academic results. Therefore, the objective of this article was to analyze the impact of learning styles on students' academic performance. To achieve this goal, a qualitative methodology will be used based on an essay-type text. It is important to analyze how the identification of and attention to learning styles influence academic performance, measured through grades, knowledge retention, and transferred skills. Some studies suggest that personalizing the educational process can significantly improve academic performance; However, other researchers caution that empirical evidence does not always support a direct causal relationship.

AY AND ART STRATEGIC FOUNDATIONS IN PRESCHOOL EDUCATION TEACHING

Mileidy Pérez Peña, Yeicy Liliana Rodas Mendoz — Wed, 18 Feb 2026 00:00:00 +0000

Early childhood education is one of the challenges for the educational system, because it is at this stage where the individual's personality is formed, that is, at the age at which they attend preschool, positive learning must be encouraged that links the development of the subject in a way appropriate to the demands of society, in this regard, the purpose of this article is to understand the strategic foundations implicit in art and play for teaching in preschool education. This is an argumentative essay type article, where a series of reference sources are presented, where it starts from the conceptualization of play and art and how both are elements of a strategic nature that impact preschool education, with which the development of classes is based and children are offered a basis to motivate them towards the achievement of significant learning. The evidence presented in the conclusions demonstrates that art and play correspond to strategic foundations that directly impact preschool teaching, given that it is highly active and requires strategies that spark interest in school.

THE EFFECTS OF CURRICULAR FLEXIBILIZATION IN THE 21ST CENTURY ON THE LEARNING OF THE NATURAL SCIENCES

Germán Cruz González. — Wed, 18 Feb 2026 00:00:00 +0000

Curricular flexibility in Colombia has a significant impact on natural science learning, both positive and negative. While it allows for more contextualized and relevant education, it also poses challenges in terms of teacher training and learning assessment. To maximize the benefits of curricular flexibility, it is crucial that educational policies continue to promote teacher training and the provision of adequate resources so that all students, regardless of their geographic location or economic situation, can access quality education in the natural sciences.

ANALYSIS OF THE LITERATURE ON INCLUSIVE EDUCATION AND TEACHING PRACTICES

Wed, 18 Feb 2026 00:00:00 +0000

Inclusive education means that all people, regardless of their characteristics, abilities, or needs, have access to a quality education. This, in turn, presents a challenge for the government and the education system, which seeks to offer an education that guarantees all possibilities and opportunities for people with disabilities. It aims to overcome the difficulties that arise in the learning process, both in teacher performance and for students. To achieve this, education must focus on strengthening pedagogical practices; that is, schools must adapt to the learning styles of each individual, which amounts to a process of recognizing difference within school environments.

The analysis presented below stems from documentary findings produced in recent years regarding inclusive education, using a qualitative approach. The results have revealed the low level of student participation in learning processes, concluding that progress must be made towards a model that addresses the needs of different disabilities, based on the principles of inclusion (quality, diversity, relevance, participation, equity, and interculturality). This requires didactic strategies that transform classrooms into inclusive educational environments, aiming to improve quality processes and build fairer, more equitable, and democratic societies that guarantee education for all people in all contexts.

CRACKS IN THE VOCATION: A COMPARATIVE ANALYSIS OF BURNOUT SYNDROME AMONG URBAN AND RURAL TEACHERS

Wed, 18 Feb 2026 00:00:00 +0000

Burnout syndrome is becoming increasingly common in teaching and educational practice. This article therefore compares its incidence among teachers working in urban and rural areas that are difficult to access, based on the specific conditions that characterize each educational environment. In urban areas, the fast pace, institutional pressure, and competitiveness generate a type of exhaustion linked to excessive demands and constant evaluation, while in rural areas, isolation, scarcity of resources, and pedagogical loneliness lead to silent and sustained wear and tear. Based on these realities, the article proposes a reflection on the “cracks” that open up in the teaching vocation, understood as the emotional and ethical fractures that arise when the context overwhelms the teacher's capacity to respond. Finally, it seeks to understand how the environment influences the experience of burnout and how, through self-care, resilience, and institutional support, teachers can rebuild the meaning of their educational practice.

FAMILY SUPPORT AND EDUCATIONAL COMPLEXITY: A VIEW FROM THE THOUGHTS OF EDGAR MORIN

Mauxi Jacqueline Matagira Mendoza — Wed, 18 Feb 2026 00:00:00 +0000

The purpose of this research article is to study the social and educational issues linked to family support in students´academic development and the complexity of education, interpreted through the thinking of Edgar Morin. The aim is to understand how family co-ressponsability enhances or limits educational processes, considering the school as a complex system where multiple social, cultural, and emotional factors interact. In relation to the above, family support constitutes a fundamental element in the comprehensive development of students and must be understood from a complex perspective that recognizes the interaction of multiple dimensions. Based On Morin thinking, the need to strengthen bonds of co- responsability between family and school is proposed, overcoming reductionist views that conceive education solely as academic instruction. The article propposes moving toward educational models that integrate cognitive, emotional, and social aspects, creating a network of relationships that promote meaningful and sustainable learning.

EMOTIONAL CARTOGRAPHIES: RESILIENCE AND EDUCATION AMONG THE YOUTH OF SOACHA

Yuri Lizeth González Parra, María del Pilar Morera Galindo — Wed, 18 Feb 2026 00:00:00 +0000

The purpose of this article is to provide a deeper and more holistic view of the municipality of Soacha, a territory that, at first glance, stands as a symbol of resistance, but also of resilience. Soacha should be recognized for its perseverance, its determination, and its indomitable spirit. This work proposes the creation of emotional cartographies, in which the students of Soacha trace their experiences through thousands of situations marked by violence, displacement, inequality, femicide, dysfunctional families, insecurity, and economic and social hardship — and, why not, the challenges within the educational system itself, as it struggles to respond to an ever-growing demand.

It is there, in that struggle, where education becomes an illusion on a map — a space where emotions reveal their vulnerabilities. Through this article, we aim to generate motivational experiences supported by theoretical frameworks, allowing students to express their life stories and to become bridges of transformation. By reflecting on their lived experiences, they can reinterpret adverse contexts and rediscover in education the hope of shaping a different way of life.

Implementation of computational thinking in curriculum, as an enhancer of the development of skills 21st century.

Oscar Sánchez Mora, Ligia Esther Varón Rodríguez — Wed, 18 Feb 2026 00:00:00 +0000

The evolution of the fourth industrial revolution has accelerated technology and society today, this in turn generates a series of challenges and projections from education and science, with the aim of ensuring that children and young people acquire various skills that help them meet the challenges of the working world, thus, the inclusion of Computational Thinking in educational institutions can become a key tool to achieve this goal. Computational Thinking is an approach that allows us to decompose complex problems into smaller ones and find optimal solutions, applying the principles of computer programming, at the same time it is a fundamental skill in the globalized world, since it allows us to analyze information, design processes and make decisions more effectively. This article reflects on the connection between the incorporation of Computational Thinking in various curricula around the world and how this situation can enhance some competencies, among which we have problem solving, creativity, critical thinking, metacognition and teamwork. In order to carry out this essay type article, a well-founded search of information from various authors and internationally recognized journals was carried out. This article concludes that the implementation of Computational Thinking in the educational curriculum enhances various competencies that are indispensable in today's globalized world of the 21st century.

WORK STRESS AMONG PRIMARY SCHOOL TEACHERS AND ITS IMPACT ON THE DEVELOPMENT OF TEACHING PRACTICES.

María Katherine Salom Gutiérrez, Lizeth Karina Parada Albarracin Correo — Wed, 18 Feb 2026 00:00:00 +0000

Work-related stress among primary school teachers manifests as a set of demands that exceed the resources available to them in their daily school life. The burdens of planning, assessment, classroom management, and addressing diversity generate sustained tension that can affect the clarity of pedagogical interventions. Therefore, the general objective of this study is to analyze the implications of work-related stress on the development of pedagogical practices in primary education. To achieve this, a qualitative methodology will be used, presented as an essay. Within this framework, pedagogical decisions can become more conservative or inconsistent under pressure. The intensity of these experiences varies according to contexts, resources, and institutional support, but their presence is common in different educational systems. Understanding these dynamics is key to designing effective responses. The impact of stress on pedagogical practices is expressed in time management, curricular coherence, and the implementation of teaching strategies. When demands increase, teachers tend to simplify activities or reduce critical pedagogical reflection. This can limit innovation and the inclusion of active methodologies that enrich student learning.

FUNDAMENTALS OF EDUCATIONAL INCLUSION FOR THE DEVELOPMENT OF TEACHING PRACTICES

Angie Estrada, Carlos Santos — Wed, 18 Feb 2026 00:00:00 +0000

The foundations of educational inclusion constitute the theoretical and ethical basis that support the transformation of school systems toward more equitable models that respect diversity. One of the fundamental principles is the recognition of human rights, which establishes that everyone has the right to a quality education without discrimination. This legal and moral framework encourages educational institutions to eliminate barriers and guarantee equal opportunities for all students, promoting an environment in which the dignity and equality of each individual are valued. To achieve this goal, a qualitative methodology will be used, based on an essay-type text. The sociocultural dimension is fundamental to these foundations. Diversity in the classroom is seen as a wealth that enriches the pedagogical process. The variety of abilities, learning styles, cultures, languages, and experiences requires that teaching practices be flexible and adapted to the particular needs of each student. From this perspective, the pedagogical foundations of inclusion promote a student-centered approach, where differences are valued and strategies are designed to enable their active and meaningful participation in the educational process. Diversity ceases to be an obstacle and becomes an opportunity to learn from one another and build more diverse school communities.

ICT-MEDIATED TEACHING FOUNDATIONS FOR THE DEVELOPMENT OF NATURAL SCIENCE DIDACTICS

JOSE DUVAN BUENDIA CONTRERAS, MARILYN FIGUEROA ARIZA — Wed, 18 Feb 2026 00:00:00 +0000

Natural science didactics benefits from the capacity of ICTs to represent complex processes: chemical changes, biogeochemical cycles, planetary systems, among others. Dynamic simulations allow experimentation with invisible variables and the observation of consequences over time, enriching the understanding of causal relationships and fundamental principles. In this sense, this article aims to analyze the ICT-mediated teaching foundations for the development of natural science didactics. To achieve this, a qualitative methodology will be used, presented as an essay. The expected outcome is that ethics and digital literacy should permeate natural science didactics. It is essential to teach students how to interpret sources, handle data rigorously, recognize biases, and ensure the veracity of scientific information in digital environments. Scientific citizenship is strengthened by knowing how to evaluate evidence and communicate findings responsibly. The integration of ICTs into science education should be based on principles of accessibility, interdisciplinarity, critical thinking, and authentic assessment. These technologies should support the construction of scientific knowledge, investigative experience, and the active participation of students in learning communities, experimentation, and dissemination.

USE OF PROBLEM-SOLVING AS A TEACHING ALTERNATIVE IN MATHEMATICS TEACHING

Juleisi Jurado Uribe, Vilma Rosa Celis — Wed, 18 Feb 2026 00:00:00 +0000

The use of problem-solving as a teaching alternative in mathematics teaching represents a fundamental strategy for promoting active, meaningful, and contextualized learning. Instead of focusing solely on memorizing procedures or passively transmitting knowledge, this methodology invites students to engage directly in problematic situations that require reflection, analysis, and the search for solutions. Therefore, the objective of this article was to analyze the uses of problem-solving as a teaching alternative in mathematics classes. To achieve this goal, a qualitative methodology based on an essay-type text will be used. Using problem-solving as a teaching alternative in mathematics teaching not only improves students' cognitive and metacognitive skills but also transforms the classroom into a dynamic space where learning becomes an active and interactive experience. This strategy prepares students to face complex challenges in different academic and everyday settings, fostering a positive attitude toward mathematics and developing essential skills for their overall education.

FUNDAMENTALS OF MATHEMATICS DIDACTICS IN THE TEACHING PROCESSES

Valentina Correa Quintero, Mariluz Luna Laguado — Wed, 18 Feb 2026 00:00:00 +0000

Mathematics didactics is based on the idea that teaching is facilitating the construction of meaning. This implies valuing students' prior knowledge and situating new concepts in relevant and functional contexts. Teaching should not be limited to the transmission of rules; it should promote understanding, reasoning, and the ability to transfer knowledge to real-life situations. The foundation is meaningful learning, where mathematical ideas are structured into stable and interconnected conceptual frameworks. In this sense, this article aims to analyze the foundations of mathematics didactics for the development of teaching processes in Colombia. To achieve this, a qualitative methodology will be used, presented as an essay. The expected outcome is that interaction between teacher and student, as well as peer collaboration, facilitates knowledge construction. Within this framework, the curriculum is interpreted as a flexible guide that adapts to contexts, needs, and learning levels. Mathematics didactics recognizes differences in learning styles, paces, and cultural backgrounds. Therefore, it proposes a variety of strategies, resources, and representations to ensure that all students have access to the concepts. Pedagogical differentiation is conceived as a necessary practice to avoid exclusion and promote equity.

BILINGUALISM AS AN ENHANCER OF COGNITIVE SKILLS IN EDUCATIONAL CONTEXTS

Lucy Marcela Carrero Ceron, José Antonio Rodrigo Maffe — Wed, 18 Feb 2026 00:00:00 +0000

Bilingualism is often associated with advantages in executive functions, such as inhibitory control, cognitive flexibility, and working memory. Students who are bilingual demonstrate a greater capacity to select relevant information and suppress distractors, which facilitates performance on tasks requiring selective attention and conflict resolution. Therefore, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing how bilingualism is taught as an enhancer of cognitive skills in Colombian educational contexts. The results indicate that the debate on the impact of bilingualism has focused on the transfer of disciplinary learning. In educational contexts, conceptual structures can be consolidated more robustly when reinforced in two languages, facilitating the cognitive plasticity necessary to adapt concepts to new situations and solve problems flexibly. For this reason, it is considered that bilingualism could influence creativity and the generation of ideas. The experience of navigating between linguistic codes broadens perspectives, encourages divergence, and enhances the ability to establish relationships between disparate concepts, which is especially valuable in interdisciplinary projects and the resolution of complex problems.

CONCEPTS OF INCLUSION IN THE FRAMEWORK OF UNDERSTANDING CURRENT EDUCATIONAL REALITIES IN COLOMBIA

Yennifer Paola Ortega Horlandy, Martha Patricia Salamanca Suárez — Wed, 18 Feb 2026 00:00:00 +0000

Concepts of inclusion within the framework of understanding current educational realities in Colombia reflect a complex and dynamic process that seeks to respond to the diverse needs of students and the country's social transformations. Given this, a traditional view can be identified that associates inclusion with the physical integration of students with disabilities or special needs into regular classrooms, focusing primarily on the elimination of physical barriers and basic curricular adaptation. In a broader sense, this article aims to interpret, from a theoretical perspective, conceptions of inclusion within the framework of understanding educational realities in Colombia. To this end, an essay will be conducted within the framework of adopting qualitative methodology from an interpretive and hermeneutic perspective. As a result, it is recognized that inclusion entails transforming teaching practices, curricula, and school environments to address different ways of learning, as well as valuing cultural identities and particular contexts. In Colombia, this is reflected in public policies and educational programs that seek to guarantee rights through intercultural and pluralistic approaches, promoting an education that respects the country's ethnic, linguistic, and social diversity.

INFLUENCE OF THE SOCIO-AFFECTIVE DIMENSION ON COMPREHENSIVE EDUCATION IN COLOMBIA

Leidy Carolina Rivera Rivera, Mary Luz Martínez Amado — Wed, 18 Feb 2026 00:00:00 +0000

The socio-affective dimension plays a fundamental role in the comprehensive education of students in Colombia, as it directly influences their emotional, social, and cognitive development. In the Colombian educational context, this dimension is related to aspects such as self-esteem, motivation, social skills, and empathy, which are essential for promoting meaningful learning and harmonious coexistence in educational institutions. In this regard, the general objective is to analyze the influence of the socio-affective dimension on comprehensive education in Colombia. As a result, it is clear that the influence of the socio-affective dimension on comprehensive education in Colombia is profound and multifaceted. It contributes to emotional well-being, improves interpersonal relationships, and fosters civic values essential for building a more just and inclusive society. To achieve this, it is essential that educational institutions adopt integrated pedagogical approaches that promote positive affective environments and train teachers in socio-emotional strategies. Only through collaborative efforts between educational policy, the educational community, and families will it be possible to fully enhance this vital dimension for complete human development in Colombia.

PHYSICAL EDUCATION IN EARLY CHILDHOOD: KEY TO INTEGRAL DEVELOPMENT FROM THE SCHOOL

Sergey Rodríguez Medina — Wed, 18 Feb 2026 00:00:00 +0000

This article analyzes the role of physical education in early childhood from a pedagogical perspective, recognizing it as an essential component for the integral development of young children. At this stage, the body and movement not only represent the natural growth of the child but also serve as key tools for learning, socialization, and emotional self-regulation.

Despite its importance, physical education is still often viewed in many educational contexts as a secondary or merely recreational subject, lacking integration with the pedagogical objectives of early education. This limited perspective restricts opportunities for children to explore, express themselves, and construct knowledge through bodily action.

Various studies have shown that physical education has a positive impact on cognitive, motor, emotional, and social development. Recent research indicates that structured physical activities foster self-regulation, concentration, logical thinking, and affective expression. Additionally, the implementation of planned motor interventions has been shown to significantly support the development of both gross and fine motor skills in preschool-aged children.

The theoretical review includes investigative and systematic approaches that highlight the need to incorporate physical education as a cross-cutting axis in early education. Authors such as Beck and Martin (2022), Castro and González (2023), and Rodríguez and Gámiz (2024) emphasize that play and movement should be active components of the curriculum, as they promote academic learning, emotional bonding, and healthy habits from an early age.

In this context, the article proposes revaluing the role of the physical education teacher as a comprehensive educational agent, equipped not only with technical and motor skills but also with pedagogical and emotional competencies, in order to ensure meaningful support in children's developmental processes.

POSTMODERNITY AND TECHNOLOGY: THE TRANSFORMATION OF KNOWLEDGE IN THE DIGITAL AGE

Wed, 18 Feb 2026 00:00:00 +0000

One of the most important transformations of knowledge in the digital age represents one of the major challenges facing postmodern society, which is in the grip of smart technologies, algorithmic mediation, and the reconfiguration of education. This paper describes the epistemological, pedagogical, and ethical implications of the extensive use of ICT, focusing mainly on its effects on knowledge construction and teaching practice. Methodologically, a qualitative exploratory approach has been followed, based on a critical review of the most recent scientific literature on this subject. Among the most important results, the need to reconfigure the role of the teacher towards that of a facilitator and mediator is identified, as well as the importance of accommodating emerging learning theories such as connectivism, which respond to the need for autonomous or collaborative learning among students. At the same time, the ethical tensions affecting privacy, equity in access to technology, and the responsibility involved in the use of artificial intelligence in learning environments are highlighted. The conclusions suggest that it is not just a question of integrating technology into the classroom, but rather of committing to a critical, ethical, and humanistic education that allows students to develop the necessary skills to function responsibly in a complex and constantly changing digital environment.

VIDEO ART, CRITICISM AND REFLECTION FROM THE INDIVIDUAL IDENTITY TO SOCIAL INTERACTION IN ADOLESCENTS.

Gabriel Cacua Caicedo — Wed, 18 Feb 2026 00:00:00 +0000

This article presents an investigative study focused on classroom processes that integrate Art and Technology, using Video Art (as a manifestation of New Media Art) to promote digital literacy and the development of transdisciplinary skills. This study stems from a diagnosis revealing low ICT usage and a weak conceptual foundation in secondary education. To address this, an interdisciplinary pedagogical intervention combining Arts Education and Social Sciences is proposed. Through the analysis of references to universal video art and themes of contemporary art, the research seeks to have the adolescent address political, social, cultural and identity issues. The ultimate goal is to strengthen critical and reflective thinking, aligning with the strategic visions of the MEN and UNESCO, to form autonomous and comprehensive citizens capable of interpreting and questioning their reality through creation with digital technologies.

THE IMPACT OF DIGITAL COMPETITION AND ETHICS ON THE QUALITY OF SCIENTIFIC RESEARCH.

Rocio Porras Torres — Wed, 18 Feb 2026 00:00:00 +0000

In recent decades, scientific research has undergone an unprecedented transformation driven by the accelerated advancement of digital technologies, reconfiguring both information access methods and the essential competencies that researchers must possess to successfully navigate increasingly digitalized environments. This study critically examines the intersection between digital competencies and ethics in university scientific research, analyzing how these dimensions jointly influence the quality of academic production. An analytical-synthetic documentary review was conducted on 20 scientific articles published in indexed journals between 2004 and 2025, organized into seven thematic sections ranging from the conceptualization of digital competencies to emerging trends. Results reveal an evolution from instrumental conceptions toward multidimensional approaches integrating cognitive, methodological, and ethical capabilities. It was identified that 78% of academics recognize data management as a critical competency, while alarming data show that 82% of theses present evidence of plagiarism and 96% of faculty acquired digital competencies autonomously. The discussion evidences an institutional paradox: growing scientific production on the topic but unsatisfactory real capabilities of faculty, particularly in Latin American contexts. It is concluded that developing comprehensive training programs articulating technical, pedagogical, and ethical dimensions is imperative, overcoming current fragmentary approaches to ensure quality scientific research in the digital era.

EL DESINTERÉS POR LA FORMACIÓN ACADÉMICA ENTRE LOS JÓVENES COLOMBIANOS: CAUSAS ESTRUCTURALES, FAMILIARES Y CULTURALES Y CONSECUENCIAS SOCIALES

Jairo Pabón Duarte — Wed, 18 Feb 2026 00:00:00 +0000

This review article analyzes how disinterest in academic education affects the opportunities and quality of life of young people in Colombia. Based on this assumption, it examines the causes of growing disinterest in academic education, delving into structural factors such as low socioeconomic status, territorial inequalities, and quality failures in the Colombian education system. It also considers factors related to the family environment, where lack of parental support, limited expectations, and domestic responsibilities contribute to the precariousness of the school trajectory, as well as cultural aspects that affect social norms related to education and the professional aspirations of the younger generations. The study is based on a theoretical framework grounded in social representation theory and hermeneutics, which allows for an understanding of the meanings that young people attribute to school and studying. Methodologically, a theoretical review of the literature in indexed databases, state reports, and recent official statistics (2020-2025) is developed, focusing on basic and secondary education, in order to ensure an updated and contextualized perspective. The results of the review show the complex interaction between macrostructural determinants (poverty, territorial gaps, low quality, and effects of the pandemic), family factors (educational capital of the household, conflictive environments, work, and caregiving), and cultural factors (perceptions of school as unhelpful, culture of immediacy, gender norms), as well as their consequences in the reproduction of social inequalities, the reduction of human capital, school dropout, youth labor exclusion, and the weakening of social cohesion. Research gaps are identified in rural, ethnic, and border contexts, and it is concluded that intersectoral policies and more relevant educational practices are needed to reverse youth academic disengagement and its repercussions on contemporary Colombian society.

THEORETICAL - PEDAGOGICAL MODEL FOR TEACHING READING COMPREHENSION IN ENGLISH

Wed, 18 Feb 2026 00:00:00 +0000

Reading comprehension in English should be understood as the ability to construct meaning from a text. It is central to effective language education and should be approached from an integrative perspective that includes cognitive, metacognitive, and socio-affective aspects. In fact, reading comprehension is not a passive process of decoding words, but rather involves constant interaction between the reader and the text, where the latter is interpreted through the activation of prior knowledge, inference, and critical reflection. From this perspective, it is pertinent to consider the following objective: to analyze the theoretical-pedagogical framework for teaching reading comprehension in English in lower and upper secondary education in Colombian educational institutions. The methodology used is part of a documentary review, which led to a hermeneutic analysis, thus generating an academic essay that contributes a theoretical construction in relation to strategies, techniques, and resources that teachers should use in classrooms. In this sense, it seeks to venture into the area of English, which is currently gaining ground in society, and from there, it seeks to ensure that the quality of education is highly significant. Therefore, the academic essay brought with it a vision of what should be, what is, and an extrapolation of knowledge applicable to the form and manner of teaching English in educational institutions.

TEACHER WELL-BEING AND ITS INFLUENCE ON EDUCATIONAL QUALITY: A COMPARATIVE DOCUMENTARY REVIEW BETWEEN LATIN AMERICA AND EUROPE

Lesdy Andrea Guisao Álvarez, Lucero Castaño Osorio — Wed, 18 Feb 2026 00:00:00 +0000

This article aimed to analyze the dimensions of teacher well-being and their influence on educational quality through a comparative documentary review between Latin America and Europe. Qualitative, descriptive, and comparative design was developed, based on the content analysis of fifteen research studies published between 2018 and 2025, selected from databases such as Scopus, Web of Science, SciELO, and Redalyc, in addition to reports from organizations such as UNESCO and the OECD. The documentary units were systematized into a thematic matrix that allowed for the identification of categories, associated factors, and common patterns in both contexts. The results show that teacher well-being is a critical element of educational quality, studied in six dimensions: emotional, professional, institutional, social, and material well-being, as well as welfare policies. In Latin America, conditions of job insecurity, administrative overload, limited recognition, and a lack of sustained policies predominate, affecting teacher motivation and commitment. In contrast, in Europe, well-being is conceived as a labor right supported by regulatory frameworks, work-life balance policies, and the integration of mental health programs. This reveals that challenges related to excessive administrative processes and pressure for results persist. The comparative analysis shows that job stability, institutional support, ongoing training, and support for emotional health are determining factors for strengthening educational quality. Finally, it is concluded that teacher well-being should be assumed as a priority in educational planning, in the development of public policies, and in educational management, articulating sustainable measures that promote a balance between demands and resources, the preservation of personal and social integrity, and institutional reciprocity. Therefore, investing in teacher well-being means guaranteeing more equitable, sustainable, and high-quality education.

DIDACTICS OF MATHEMATICS CENTERED ON LUDOPEDAGOGY AS A TEACHING ALTERNATIVE IN PROBLEM SOLVING

Gloria Janeth Pabón Gambo, Leti Yadira Peñaloza Niño, Lucy Amparo Jaimes Lizcano — Wed, 18 Feb 2026 00:00:00 +0000

Nowadays, education requires significant changes to make the teaching process an attractive action for the students; that is why the ideal way is sought for a teaching that adjusts to the demands of society and that manages to channel efforts in function of a teaching model that manages to erase barriers and therefore leaves aside the traditional ways so that from the classrooms new models are generated in function to what exists nowadays and from that look the following general objective emerges: to analyze the incidence of ludopedagogy as part of the didactics of mathematics in the solution of problems. The methodology of this theoretical contribution is shown by means of a collection of bibliographic materials to which a content analysis was made and from which a scientific essay was originated, which presents a set of theoretical and practical elements that teachers should handle in order to achieve an effective teaching in problem solving, which is fundamental to guarantee a quality teaching process; in this way, actions are consolidated that can be used in the training of students and which strengthens the conceptual and procedural elements acquired in the classroom.

ANDRAGOGY: AN EDUCATIONAL APPROACH BASED ON EVERYDAY LIFE AS A COMPLEMENT TO TEACHER TRAINING

Irwin Alexis Contreras, Isleyda Flórez Villamizar — Wed, 18 Feb 2026 00:00:00 +0000

Education has become the driving force behind the development and progress of society, giving rise to a set of theoretical and conceptual elements that contribute to the comprehensive training of students. This is why it is necessary to look to andragogy as a tool for teachers to constantly update their knowledge. The intention of this theoretical approach is to reflect on andragogy as a pedagogical action in everyday life as a complement to teacher training. The methodology used is based on content analysis, which involved a literature review covering a set of interrelated aspects, such as andragogy as a theory of learning, together with the epistemic conceptions of andragogy and education. These elements are complemented by the theoretical models that support andragogy as a resource for everyday training. Next, emphasis is placed on trends and innovations related to the application of andragogy, followed by a discussion of methodological strategies related to andragogy as a complementary action to education. From this standpoint, it can be concluded that andragogy is becoming an element of marked importance for teacher training, which currently requires constant updating in order to successfully face the changes and transformations that are coming.

RECREATION AS AN ACTIVE METHODOLOGY IN THE TEACHING PROCESS IN THE TECHNOLOGICAL AGE IN VENEZUELAN BASIC EDUCATION

Anthony L Flórez Angulo, Libardo Flórez Villamizar — Wed, 18 Feb 2026 00:00:00 +0000

Education today faces momentous changes. As technological advances occur, it is moving away from a traditional teaching model to a way of teaching framed by what deep learning brings with it, showing that educational institutions today are rushing headlong into a technological era where advances are here to stay and it is necessary to rethink education. This is why the following proposal has emerged, which focuses on reflecting on recreation as an active methodology in the teaching process in the technological era in Venezuelan basic education. The methodology used is based on a literature review that resulted in a theoretical compendium of the most significant arguments that converge in analyzing recreation as an active methodology and its impact on teaching in the technological era. This allowed me to become familiar with a set of knowledge and theories related to a holistic training process that, on this occasion, shows the lines of action that should be followed in the classroom in order to contribute to a more effective education from the perspective of what is happening in today's society and, therefore, the requirements of educational institutions.

RECREATION AND CREATIVITY IN THE CLASSROOM: NEW WAYS TO IMPLEMENT THE TEACHING AND LEARNING PROCESS IN PRIMARY EDUCATION IN VENEZUELA

Libardo Enmanuel Flórez Angulo, Arelys Flórez Villamiza — Wed, 18 Feb 2026 00:00:00 +0000

Education has recently faced countless changes and transformations, some marked by global macro-policies, others by multiculturalism and digital technologies that have impacted the academic training process. From this perspective, the following objective is taken into account: to reflect on recreation and creativity in the classroom with new ways of implementing the teaching and learning process in Venezuelan primary education. The methodology used is based on documentary analysis, which resulted in a literature review. It is important to note that this theoretical contribution to the theoretical and procedural foundations observed daily in primary school classrooms It is important to note that an in-depth analysis and reflection was carried out on different texts that show that recreation and creativity must go hand in hand and walk in parallel to offer teachers tools that allow the teaching and learning process to rediscover society's demands to take on new educational models imbued with the advances and transformations that are taking place in the educational system with the noble intention of improving pedagogical processes and, therefore, the quality of education.