TRASCENDERE

SCHOOL COEXISTENCE FROM AN EMOTIONAL PERSPECTIVE IN TEACHING PEDAGOGICAL PRACTICE

Edwin Abello Ordoñez — 2026-06-15

The objective of this scientific essay was to analyze teachers' emotional perceptions of their experiences in the classroom, delving into the teacher's role and management of school coexistence. It identified factors influencing this process, such as family environments, the use of new forms of communication, and the digital age, as well as the scope of action for strengthening school coexistence through strategies employed by teachers, such as dialogue and inclusion. The study involved systematically analyzing teacher focus group testimonies and conducting a literature review, generating qualitative results that facilitated the understanding and interpretation of the phenomena arising from the experiences of both teachers and elementary school students. Highlighting the conflict as a negative concept that needs to be restructured as an opportunity to transform school environments, dialogue is an indispensable method for the teacher as a leader, mediator, and inclusive observer and guide in the diverse contexts in which students develop and the new modes of interaction and communication. Emphasizing the teacher's role is the ability to guide school coexistence through vocation and empathy, while adhering to norms and rules, as experience has shown these to be obsolete methods. Likewise, the cooperative and collaborative work of students and parents, guided by values and principles for the well-being of society as humanity, especially in school coexistence, is the catalyst for changing attitudes and behaviors both within and outside of school environments. This fosters harmonious environments in which the teacher is the primary agent if they possess the capacities, skills, and competencies to act proactively, based on their perception of the student's reality.

INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT), A DIDACTIC ELEMENT FOR STRENGTHENING PEDAGOGICAL PRACTICE

Karen Zuleidy Sánchez Granados — 2026-06-15

Today's teachers face a series of challenges in classrooms or learning environments, this is largely due to the transformations and changes that society has experienced, defining a sociocultural context where one of its main characteristics is the emancipation and proliferation of advances and developments in fields such as science and technology. From this, it is understood that the pedagogical practice of teachers has also undergone important changes in order to adapt to changes in the environment; it is relevant to note that Information and Communication Technologies, known as ICTs, have exerted a notable influence within the transformations in teaching practice, because they have been in a hurry to incorporate them as teaching resources to complement the teaching process and generate a promising effect on the learning of students, because thanks to these tools, school days become creative and innovative as well as very motivating not only for students but for teachers themselves as well. Therefore, this scientific essay aims to establish the connection between ICTs as a didactic element for strengthening pedagogical practice. It will rely on a review of documents as a methodological element. It will describe important definitions of terms such as didactics, ICTs, and pedagogical practice, and then establish the connection with the teacher's pedagogical practice.

TEACHING PRACTICES AND MEDIATION PROCESSES IN READING INSTRUCTION FROM ITS SOCIAL FUNCTION

Maribel Becerra Suárez — 2026-06-15

Introduction: Reading instruction is configured as a structural axis of school education, mediating access to knowledge, participation in written culture, and the understanding of social reality. Objective: The objectives of this scientific essay are: 1) To analyze theoretical frameworks on the role of reading as a mediating process, and 2) To interpret pedagogical practices for teaching reading with a social function based on empirical studies. Methodology: From a deductive approach, this essay engages with the theoretical and empirical frameworks that explain why reading should be understood as a mediation between the individual and social reality in the classroom. Results: The analysis shows that teacher mediation is crucial for reading comprehension when it integrates cognitive, metacognitive, and sociocultural dimensions that connect text and context to foster critical interpretation in students. Conclusion: Reading acquires a social function when pedagogical mediation organizes interpretive experiences linked to the student's environment.

ARTIFICIAL INTELLIGENCE IN SECONDARY EDUCATION IMPLEMENTED THROUGH COLLABORATIVE WORK FOR THE TRANSFORMATION OF TEACHING PRACTICES

Marysol Patiño Correa — 2026-06-15

This essay aims to examine the incorporation of Artificial Intelligence (AI) in secondary education (EDU) through Collaborative Work (CW) to transform Pedagogical Practices (PPs), with the intention of contributing to educational advancement in a society characterized by information and technological development. The benefits and applications of AI in teaching (TCH) will be discussed, highlighting its strengths, limitations, and the impact it may have on students (STUs) and educators (EDRs). Furthermore, it will be argued how CW combined with AI can foster the transformation of PPs and promote comprehensive education of the student (St) in dynamic and complex environments. It is affirmed that the responsible and ethical integration of AI in EDU, combined with CW, represents a crucial opportunity to transform PPs. This will enable the development of cognitive, social, and critical skills in STUs, preventing their passive dependence on technology. For getting into it, it is essential for families to adopt a critical stance and for educators to develop innovative pedagogical strategies that position STUs as active agents in their own learning process, while the educator serves as a guide and mediator, directing AI as an extension of human thought that enhances autonomy and meaningful learning. This prepares STUs to face the challenges of an ever-changing digital society. Additionally, a critical perspective on AI will be presented, emphasizing not only its capacity to optimize information management and impress with its autonomous learning—which has raised concerns among experts about potential risks to humanity—but also proposing a focus on its use to enhance cognitive skills and the intellectual development of students, thereby fostering the growth of human intelligence.

A LOOK AT LIFE THROUGH SUBTLE LEARNING

Meleidy Naindu Alonso Roa — 2026-06-15

The article reflects on subtle learning as an implicit and continuous process that is built throughout life through everyday experiences, social relationships, and emotional experiences. From a critical and complex perspective, traditional educational models are questioned, and a holistic form of education is proposed—one that recognizes the role of will, enjoyment, and critical thinking. Subtle learning is presented as a pathway to transforming pedagogical practices and strengthening care for oneself, for others, and for the other, thereby contributing to the formation of autonomous subjects committed to social transformation. Through dialogue with authors such as Assmann, Maturana, Bohm, Morin, and Briggs and Peat, subtle learning is understood as a means of re-signifying education by acknowledging the influence of the invisible, the symbolic, and the affective in the construction of knowledge and in everyday decision-making. In this way, the article concludes that integrating subtle learning into pedagogical practices involves embracing education as an ethical, social, and political process of far-reaching scope, with transformative potential at both personal and collective levels.

ANALYSIS OF A DIGITAL OVA TOOL AS SUPPORT FOR READING LEARNING FROM A NEURODIDACTIC PERSPECTIVE

Mercedes Navas Julio — 2026-06-15

Reading learning is a fundamental process in children’s school trajectory due to its transversal nature and its direct impact on academic performance. This written work aims to analyze the use of a digital tool known as a Virtual Learning Object (OVA) as support for reading learning in first and second grade students at Castillo de Ilusiones Educational Institution in the municipality of Cúcuta, from a neurodidactic perspective. Methodologically, the study was developed under the constructivist paradigm, with a qualitative, descriptive approach and an actionresearch design. Information was collected through the PROLECR Test, semistructured interviews, checklists, and documentary analysis of the guidelines issued by the Colombian Ministry of National Education. Findings revealed low levels in reading processes, associated with weaknesses in reading prerequisites, limited family support, and effects derived from the pandemic context. It was also identified that students have access to technological resources, which represents an important pedagogical opportunity. It is concluded that the integration of a digital OVA tool, mediated by neurodidactic principles, promotes motivation, autonomous learning, and the progressive strengthening of reading processes.

NEW WAYS OF READING AND WRITING WITH TRANSFORMATIONS OF THE LITERACY PROCESS IN THE MULTIMODAL ERA

Omaira Yohana Chaparro Chávez — 2026-06-15

This essay examines the transformations brought about by the digital and multimodal era in the field of reading and writing. It also explores how different semiotic modes influence pedagogical practices in the classroom, demanding new skills and digital literacy. Through a theoretical review, the essay explores the challenges and opportunities presented by multimodality, highlighting the need to foster digital and semiotic literacy, writing, and reading by examining these transformations from a pedagogical perspective. This analysis addresses the challenges and benefits of transforming traditional reading and writing practices and transitioning to multimodal digital texts that integrate different semiotic modes (image, sound, video, and writing in new communicative configurations). This study examines the need to incorporate pedagogical strategies that lead to multimodal literacy in educational environments, in accordance with innovation and technology, in order to foster critical reading and writing mediated by ICTs. It concludes that classroom practices and teacher training require a renewal toward the current multimodal era, which does not represent the disappearance of printed text, but rather its support to complement and enrich practices that require multiliteracy and digital literacy, envisioning critical thinking and the contemporary reading and writing process.

IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE AS A DIDACTIC TOOL IN RURAL SCHOOLS IN COLOMBIA

Janeth Bautista Forero — 2026-06-15

The essay analyzes the implementation of artificial intelligence (AI) as a didactic tool in rural schools in Colombia, starting from gaps that affect access, quality, and relevance. Through a review of theoretical frameworks, regulatory guidelines, and international experiences, it examines AI’s potential to personalize learning, support multigrade classrooms, provide adaptive feedback, detect dropout risk, and optimize resources under limited connectivity. The central proposition holds that AI can contribute to educational justice if its integration is critical, ethical, and context-sensitive, guided by digital equity and cultural relevance. AI is conceived as a repertoire of intelligent tutors, learning analytics, natural language processing, and conversational agents designed with offline-first and low-resource criteria to enhance teacher scaffolding and strengthen formative assessment. The text acknowledges risks: algorithmic biases, automation that displaces pedagogical judgment, gaps in teacher uptake, and regulatory shortcomings in privacy and transparency. To address them, the proposal is organized into five pillars: resilient infrastructure and connectivity; situated teacher training and support; open, contextualized technological development; community participation; and data governance with child protection measures. A gradual roadmap is outlined with evaluable pilots, indicators for learning, school retention, and teacher well-being, algorithmic audits, and remediation mechanisms. The conclusions emphasize that AI neither replaces the pedagogical relationship nor solves structural deficits; nevertheless, it can catalyze improvements when aligned with the curriculum and sustainable policies. Finally, a collaborative research agenda is proposed to document effects and design community-based solutions.

ETHNOEDUCATION IN AFRO-DESCENDANT TERRITORIES IN COLOMBIA

Orlanyz Cetre Perea Mosquera — 2026-06-15

This research analyzes ethnoeducation as an emancipatory pedagogical, political, and cultural dimension, essential for the survival of Afro-descendant territories in Colombia. Through a critical and reflective analysis, the study examines how this educational model functions as a mechanism for identity reconstruction, promoting social justice within communities that have historically faced systematic exclusion and invisibility driven by hegemonic power structures. The study emphasizes that the effective implementation of the Afro-Colombian Studies Chair (CEA) and the integration of ancestral knowledge into the official curriculum are not merely thematic additions, but rather decisive pillars for the transformation of school environments. These elements facilitate a transition from standardized, Eurocentric educational models toward approaches of critical interculturality, where local knowledge engages in equitable dialogue with universal knowledge. The findings conclude that the true autonomy of Afro-descendant peoples depends on the convergence of the current regulatory framework notably Law 70 of 1993 and daily pedagogical praxis in the classroom. It is imperative to strengthen teacher training through an ethno-development lens and to solidify the bond between schools and community councils. Only an education that emerges organically from the reality of the territory can mitigate the State's historical debt, ensuring dignity, recognition, and the full exercise of rights for Black communities within the national landscape.

POLITICAL EDUCATION AS THE FOUNDATION FOR UNDERSTANDING LATIN AMERICAN REGIONAL GEOPOLITICS

Oscar Eduardo Santos Reina — 2026-06-15

The article analyzes political education as an essential foundation for fostering a critical and autonomous understanding of regional geopolitics in Latin America, a region marked by historical inequalities, asymmetrical power dynamics, and persistent democratic fragility. It highlights the shift in academic literature over the last two decades from classical deterministic and Eurocentric geopolitical approaches to critical and decolonial perspectives that question hegemonic narratives and privilege epistemologies specific to the South. This shift positions political education not only as a means of transmitting knowledge, but also as a tool for the decolonization of knowledge, capable of forming critical subjects who can interpret territorial conflicts, disputes over natural resources, regional integration processes, and global competitions. Therefore, significant gaps in the literature are identified in the explicit articulation between political pedagogy and geopolitical thought, as well as the persistence of Eurocentric views that reproduce epistemic dependencies. As a proposal, intercultural pedagogies based on the dialogue of knowledge, the incorporation of innovative digital tools, national curriculum reforms, and strategic alliances to overcome resource constraints are recommended. Finally, it is concluded that political education grounded in critical and decolonial approaches is essential for strengthening sovereignty, environmental justice, plurinationality, and informed citizen participation, thereby contributing to democratic consolidation and regional autonomy in a context of global geopolitical reconfiguration.

THE COLOMBIAN EDUCATIONAL MODEL: A PILLAR FRAMED BETWEEN UTOPIA AND REALITY

Nubia Stella Solano Pico — 2026-06-15

The Colombian educational model is a topic that has always been and will continue to be considered important to address. This text addresses the most relevant challenges and issues in the subject, related to educational policies and the entities that should intervene when it comes to education in Colombia. It analyzes aspects as significant as inequality, access to education, the quality of education, as well as the progress that has been made and the proposals for improvement. The aim is to raise awareness about the importance of quality education, one that opens doors for children and adolescents so that, when they enter the classrooms, they do not receive knowledge in a mechanical and traditional manner, but can be trained competently, critically, and autonomously, thereby facing the challenges presented by today's society. If the Colombian educational model manages to evolve and is not just a utopia, but a reality then it will be possible to talk about equity in education, where students are provided with equal opportunities within the framework of a more just and equitable society in which exclusion is not the way to resolve differences, but rather dialogue and negotiation are promoted and spaces are provided for discussion and recognition; only in this way can schools build scenarios of peaceful coexistence and contribute to the formation of lives and communities capable of pursuing the cherished dream in education.

EPISTEMOLOGICAL FOUNDATIONS OF EDUCATIONAL RESEARCH FROM THE PERSPECTIVE OF MARDONES AND URSÚA: TOWARD PARADIGMATIC COMPLEMENTARITY

Pedro Lorenzo Carpio Ruiz — 2026-06-15

This essay analyzes the three paradigmatic positions that Mardones and Ursúa (1982) suggest within the philosophy of the human and social sciences, exploring their relevance to addressing educational phenomena. A critical-reflective approach was adopted, based on a review of the text *Philosophy of the Human and Social Sciences: Materials for a Scientific Foundation*, with the aim of understanding the foundations, strengths, and weaknesses of each paradigm. The results show that the Empirical-Analytical position can contribute to the development of methodological rigor and the capacity for generalization, tending to reduce educational complexity to observable variables. Meanwhile, the Phenomenological, Hermeneutic, and Linguistic position delves into understanding of meaning and the subjectivity of educational actors. While the Dialectical or Critical-Hermeneutic stance relativizes the political and emancipatory dimension of knowledge, that is, it seeks to integrate understanding with a critique of the dominant power relations in the educational process. Therefore, it is concluded that the approach to educational phenomena calls for a paradigmatic awareness in the educational researcher that transcends exclusivism and advances toward justified forms of epistemological complementarity, in which the selection of a paradigm responds to the nature of the educational phenomenon, as well as to the research questions and the cognitive interests that guide the research work.

DIGITAL RESOURCES INNOVATIVE MEDIA IN THE PROCESS OF TEACHING READING COMPREHENSION IN BASIC SECONDARY EDUCATION IN COLOMBIA

Carlos Alberto Torres Acosta — 2026-06-15

Pedagogical strategies have been evolving at all times and digital resources cannot be left aside; they coexist with these virtual learning environments (VLEs) such as virtual classrooms, augmented reality, and Android or iOS applications, This leads teachers to seek new teaching methods, which is how the following general objective arose: To compare theoretical and practical foundations on the implementation of digital resources as innovative means in the process of teaching reading comprehension in basic secondary education in Colombia. This scientific essay was achieved through the support of a qualitative approach using content analysis techniques and the hermeneutic method, which revealed a set of knowledge that forms the essential basis for the teaching process. The result was that pedagogical strategies are marked by digital resources and have become an ally in the process of academic education and training. Finally, it is concluded that these aspects contribute to the quality of education and to adjusting it to what society demands today.

THE DIGITAL GAME READUP AS A TEACHING STRATEGY TO STRENGTHEN READING COMPREHENSION IN PRIMARY SCHOOL STUDENTS

Víctor Fulvio Triana Pallares — 2026-06-15

This scientific article is the result of an investigation aimed at understanding the role of the digital game readup as a teaching strategy to strengthen reading comprehension in second grade students of Primary Basic Education at the Educational Institution (I.E.) San José, Peracos Campus, located in the Trigal del Norte neighborhood, in the city of Cúcuta. At the point, the methodological view is based on a qualitative approach, interpretive paradigm and phenomenological method for the technique and instrument for data collection. A semi-structured interview was constructed with six students along with their families, and an initial diagnostic test was also applied to understand and analyze the deficiencies in reading comprehension before and after using the digital game readup. Regarding the conclusions, the final evaluation assessed the children's reaction after using the game and showed significant improvement in attention span and consolidation of subject learning, gradually reducing weaknesses throughout the school year. Finally, the findings revealed that the use of technological resources can improve reading comprehension through all the multimedia elements included in the software, thereby sparking students' interest.

APPROPRIATION OF COMPUTATIONAL THINKING BY PRIMARY SCHOOL TEACHERS UNDER THE IMPACT ON THE DEVELOPMENT OF TRANSVERSAL SKILLS IN THE CLASSROOM

Wilmer Escorcia Vega — 2026-06-15

Computational thinking (CT) has gained relevance in basic education, not only in STEM areas but also as a cross-curricular tool for the development of cognitive, communicative, and social skills. This essay analyzes the level of CT appropriation by primary school teachers, as well as its application in the classroom and its impact on strengthening transversal skills. Based on a documentary review and analysis of training experiences promoted by the Colombian Ministry of National Education, progress and challenges in the integration of CT into teaching practice are identified. Programs such as the diploma in computational thinking developed with EAFIT and resources such as the "Green Code" guide, which have sought to strengthen teaching capacities in this field, are examined. The findings show that, although there is growing awareness of the importance of CT, gaps persist in its conceptual and methodological appropriation. A continuing education pathway is proposed that articulates CT with the school curriculum, promoting its use as a strategy to enhance skills such as problem-solving, critical thinking, and collaboration. This analysis invites us to rethink teacher training from an integrative perspective, recognizing CT as a cross-cutting axis in educational transformation.

TEACHING PRACTICES FOR THE DEVELOPMENT OF EMOTIONAL COMPETENCIES IN PRESCHOOL: A DOCUMENTARY ANALYSIS BETWEEN 2020 – 2025

Yanith Díaz Quintana — 2026-06-15

Introduction: In early childhood education, the development of emotional competencies has become a fundamental educational pillar due to its connection with school adjustment, social interaction, and well-being. Objective: This scientific essay aims to systematically analyze the current state of knowledge regarding teaching practices focused on developing emotional competencies in preschool education. Methodology: Using a deductive approach, this scientific essay supports the thesis that socio-emotional development in preschool education depends on the coherence between pedagogical foundations, daily teaching practices, and institutional guidelines that shape the child's learning experience. Results: Evidence shows that early socio-emotional development depends on the coherence between pedagogical foundations, teacher interactions, and institutional guidelines. Practices based on play, affective mediation, and cooperative interaction promote emotional regulation and positive school relationships. Conclusion: Emotional education in preschool should be understood as a structural component of learning, not merely as a curricular supplement.

IMPACT OF ARTIFICIAL INTELLIGENCE ON BASIC SECONDARY EDUCATION IN COLOMBIA

Yebrail Cruz Vargas — 2026-06-15

Education today faces countless changes and transformations, one of which is emerging through the use of artificial intelligence (AI), which offers opportunities to revolutionize teaching in classrooms by modernizing student experiences and facilitating the work of teaching staff. The purpose of this study is to reflect on the impact of artificial intelligence on basic secondary education in Colombia. Documentary analysis was used, which led to the development of a theoretical approach reflected in a scientific essay, based on a detailed review of what is happening in some educational institutions, from a theoretical and critical analysis that constitutes the theoretical basis for the implementation of artificial intelligence in classrooms, taking into account that educational processes can be more efficient with the use of artificial intelligence. This has resulted in contributing to the learning experience of students through the implementation of artificial intelligence applications that, in just a clip and in milliseconds, can provide answers or, failing that, organize tasks, bearing in mind that humanization must always be taken into account in order to provide effective answers. This is how a significant contribution is made to achieving quality education.

ANALYSIS OF THE APPLICATION OF SOCIAL NETWORK ANALYSIS IN ELEMENTARY AND HIGH SCHOOL EDUCATION

Jemberson Bedoya Tique — 2026-06-15

In this study, a bibliometric analysis of the literature using Social Network Analysis (SNA) in classroom dynamics at the elementary and secondary education levels was conducted. The Scopus database was used to search articles, and Vosviewer software was used to analyze the findings. The quantity and nature of academic production was systematically studied, describing the predominant thematic axes and identifying the most influential journals and authors contributing to this field. A marked interest and an increasing trend in publications over the last 10 years were determined. Furthermore, research is found within a multidisciplinary field, highlighting areas such as social sciences and psychology. Four thematic groups were identified: SNA in general, interpersonal relationships, learning, and bullying. In addition, some thematic axes that may be innovative for future research are provided, thus providing a roadmap for educators to guide evidence-based strategies to address the complexity of school social networks.

INTELLIGENT TUTORING SYSTEMS (ITS) BASED ON ARTIFICIAL INTELLIGENCE (AI) APPLIED TO THE TEACHING AND LEARNING OF MATHEMATICS

Michael Danilo González Solano — 2026-06-15

The purpose of this systematic review was to analyze the theoretical, technological, and pedagogical advances in the development and application of Intelligent Tutoring Systems (ITS) in the teaching and learning of mathematics, in order to identify recent trends, empirical contributions, and methodological challenges during the 2021–2025 period. The study followed the methodological guidelines proposed by Kitchenham and Charters (2007) and the PRISMA (2020) framework. It involved a comprehensive search across high-impact academic databases such as Scopus, Web of Science, ERIC, ACM Digital Library, SciELO, Redalyc, and Dialnet, using Boolean combinations in English and Spanish related to “Intelligent Tutoring Systems” and “Mathematics Education.”

Out of fifteen identified studies, eleven met the inclusion criteria established under the PICOS model and were analyzed through three main axes: technological-pedagogical, cognitive-didactic, and evaluative. The findings reveal that the integration of adaptive models, learning analytics, and personalized feedback improves both diagnostic accuracy and student motivation. Likewise, ITS, when implemented with teacher mediation, enhance conceptual understanding, self-regulation, and positive attitudes toward mathematics.

However, methodological challenges persist, including design heterogeneity, the scarcity of longitudinal studies, and the lack of standardized metrics for assessing deep learning. Overall, the results confirm that ITS represent a highly promising tool for achieving more personalized, reflective, and evidence-based mathematics instruction—provided that their implementation is grounded in sound pedagogical and ethical principles.

EARLY CHILDHOOD EDUCATION AND SOCIO-EMOTIONAL DEVELOPMENT IN COLOMBIA

Diana Patricia Benavides Garcés — 2026-06-15

Early childhood education in Colombia plays a fundamental role in children's socio-emotional development, as this stage is crucial for laying the foundation for social, emotional, and cognitive skills that will support their overall growth. In the country, educational policy has recognized the importance of promoting environments that foster emotional development from the earliest years, integrating pedagogical approaches that prioritize attention to emotions, empathy, and emotional regulation. For this reason, this essay's general objective is to analyze how early childhood education promotes socio-emotional development in Colombia. It is clear that in Colombia, early childhood education programs are designed to strengthen socio-emotional competencies through recreational activities, cooperative games, and inclusive pedagogical practices. Pedagogy at this stage seeks to promote skills such as self-esteem, autonomy, empathy, and peaceful conflict resolution. Furthermore, it is recognized that the family and community environment has a direct impact on a child's emotional development. Therefore, educational institutions work in conjunction with families and social organizations to create support networks that promote healthy emotional growth.

FROM CALCULATION TO ACTION WITH STRATEGIES THAT UNITE MATHEMATICS AND ENTREPRENEURSHIP IN EDUCATION

Alvaro Daniel Moreno Torres — 2026-06-15

The purpose of this article is to analyze and synthesize academic literature related to the teaching of contextualized mathematics and its articulation with educational entrepreneurship in rural education contexts. The study was conducted under a descriptive bibliographic review approach, structured in four phases: systematic literature search, definition of selection criteria, information retrieval, and evaluation of the quality of the selected articles. The literature was organized into thematic clusters that allowed the classification and analysis of the approaches, methodologies, and contributions of the reviewed studies. The findings reveal a convergent trend toward the need to overcome traditional approaches focused on abstract calculation, highlighting the importance of contextualization, meaningful learning, and mathematical modeling as strategies that strengthen the understanding and application of mathematical knowledge. Likewise, it is identified that rural education offers favorable conditions for pedagogical innovation, especially through flexible teaching strategies, multigrade classrooms, and integrative approaches such as STEM. Within this framework, educational entrepreneurship emerges as an articulating axis that enables the mobilization of mathematical learning toward action, decision-making, and local development. The conclusions indicate that the articulation between mathematics and entrepreneurship in rural education constitutes a relevant pedagogical strategy to respond to the educational and social needs of rural territories.

EDUCATIONAL IMPLICATIONS OF EARLY USE OF DIGITAL TECHNOLOGIES IN CHILDHOOD: PROPRIOCEPTIVE DEVELOPMENT, COLLABORATIVE PLAY, AND LANGUAGE.

Duqueiro Silva Suárez — 2026-06-15

This article aims to analyze the effects of the use of mobile devices at early ages and their effects on language development and other neuropsychological conditions in childhood. We have started from a critical review of recent scientific literature and using the conceptual framework of child development, we explore how premature and prolonged exposure to screens can affect and interfere with children's linguistic acquisition processes, socioemotional skills and executive functions. The findings show that the use of technology without the active mediation of parents or caregivers and in contexts with little interaction tends to limit communicative experiences, drastically reducing expressive vocabulary and affecting the construction of meaningful bonds. Likewise, we also discuss the implications of this phenomenon for educational, family and social institutions, at the end of which we propose recommendations aimed at regulating the use of mobile devices and screens, seeking to promote linguistically enriched environments and strengthen the digital literacy of parents, caregivers and teachers. This study concludes that the quality of human interactions remains irreplaceable for comprehensive development in the early years of life.

PEDAGOGICAL CHALLENGES AT THE BEGINNING OF THE SECONDARY SCHOOL CYCLE: LITERATURE REVIEW AND SCHOOL ADAPTATION PERSPECTIVES.

Yuceli Puentes Bohórquez — 2026-06-15

This review article analyzed the main causes and consequences of low academic performance and the adjustment challenges students face in their transition from primary to secondary school, based on a systematic mapping of recent literature. A descriptive literature review was conducted in academic databases between 2015 and 2025. In addition to this exclusion criterion, priority was given to geographical diversity, finding national and international research in Spanish. The studies were classified into four categories: Academic Performance and Personal Factors, Influence of Family and Social Context, School Climate and Teaching Practices, and Strategies and Approaches for School Adaptation. Qualitative and quantitative research on performance, school climate, and family support during the transition from fifth to sixth grade was identified. The reviewed studies agree that the multiplicity of teachers, the lack of family support, and variations in evaluation methodologies generate emotional and academic difficulties. Emerging strategies based on technological resources, school coexistence, and strengthening study habits were identified. It is concluded that the transition to secondary school requires a comprehensive school- family-teacher approach, aimed at strengthening adaptation and school retention.

RELEVANCE OF PARENTAL CONTROL IN THE USE OF ICT IN EDUCATIONAL

Verónica Gómez Barbosa — 2026-06-15

This literature review analyzes the impact of parents on the use of Information and Communication Technologies (ICTs) in school settings, based on a systematic review of doctoral theses and scientific articles published between 2020 and 2025. The objective was to identify theoretical and empirical contributions on parental mediation, digital support, and the school-family relationship in technological literacy. The methodology was developed using a qualitative documentary approach, supported by the search, selection, and analysis of academic sources from recognized databases such as Scielo, Redalyc, Dialnet, and Google Scholar, as well as university repositories in Latin America and Europe. The findings show that active parental mediation and ongoing communication between families and schools promote critical, responsible, and educational use of ICTs. It was also confirmed that shared digital literacy between both educational actors strengthens equity in the teaching and learning processes. However, gaps persist due to social inequalities, a lack of family technology training, and the limited inclusion of parents in educational policies. It is concluded that parental involvement is a key factor in promoting digital inclusion and improving educational quality. The review highlights the need to strengthen institutional programs that integrate families into the school digital culture, ensuring ethical, emotional, and sustained support in the use of technologies.

AN ICT-MEDIATED PEDAGOGICAL STRATEGY FOR TEACHING LINEAR FUNCTION TO STUDENTS WITH HEARING IMPAIRMENTS

Fernel Arévalo Ropero — 2026-06-15

The master's thesis focused on the implementation of a pedagogical strategy based on Information and Communication Technologies (ICT) to teach the concept of linear function to a student with hearing impairment. The methodology involved conducting a family and academic diagnosis, designing pedagogical strategies, and implementing the proposal with the student. The results showed that the use of the ICT tool GeoGebra was highly effective, especially for the student with hearing impairment. GeoGebra allowed for a visual representation of mathematical concepts, removing barriers of auditory language and promoting the active participation of the student in the classroom. In conclusion, the use of GeoGebra as an ICT tool in teaching linear function was highly beneficial for the student with hearing impairment. It was recommended to continue using GeoGebra as an integral tool in the teaching process, providing training to teachers, and adapting activities and materials according to the specific needs of the student. Additionally, it was emphasized the importance of complementing the use of GeoGebra with other pedagogical strategies and didactic resources for comprehensive learning.

DIGITAL SKILLS OF TEACHERS IN THE RESTRUCTURING OF THE TEACHING AND LEARNING PROCESS

Isadira Bayona Mirada — 2026-06-15

The teaching and learning process has been modified or rethought in the last years of the 20th century and in the intervening years of the 21st century, which is why it has required greater and better preparation of teachers to face the current challenges of education with the implementation of technological resources and digital tools in educational processes. This is why teachers must have digital skills with which to adapt teaching and learning processes to the new reality. This article analyzes how teachers' digital skills contribute to restructuring the educational process to respond to the demands of contemporary society. The research is carried out in a documentary type with a qualitative descriptive approach and the technique of recording previous works to which an explanatory scope is given, specifically on various works carried out on the digital competencies that teachers have developed to restructure the teaching and learning process, for which six works that deal with the topic are selected, which are presented in an analysis matrix, reaching the conclusion that the teacher, developing and applying digital competencies, can significantly improve their practice. pedagogical, using a variety of tools that benefit both the professional part and the best performance of the students.

CREATIVE ATTITUDE AS THE FOUNDATION OF ENTREPRENEURIAL CULTURE

Marinela Higua Torres — 2026-06-15

The research that was carried out aimed to propose solutions specific to the educational context, making use of the creative attitude of the entrepreneurial culture, in the application of school environmental entrepreneurial projects (PREAE; in primary school students of the educational institution La Iberia in Riosucio Caldas, in secondary school the Florentino González headquarters E la hoya in Cincelada Municipality of Coromoro Santander and middle school in the educational institution La Milagrosa in Vitervo Caldas. This research posed the question: How to build a learning environment that fosters the creative attitude of the entrepreneurial culture in children and young people of the three official educational institutions of Colombia in the face of different situations of the immediate environment? What was intentionally intended was to design an innovative learning environment, taking into account Bloom's taxonomy and the learning strategy of teaching for understanding, so that students they were able to recognize the creative attitude, promote it and propose solutions using the creative attitude of the entrepreneurial culture; a prototype design based on the LXD model (design of learning experiences) was applied, which aimed to make the learning environment experiential to form an unforgettable, varied and growing in complexity learning experience, adapted to educational contexts and assuming the risks involved in challenging these responsibilities.

TEACHERS' DIGITAL SKILLS: REFLECTIONS FROM THE PEDAGOGICAL PRACTICES OF WRITTEN LANGUAGE IN PRIMARY EDUCATION

Ronald Antonio Rodríguez — 2026-06-15

The purpose of this article was to characterize teachers’ digital competencies and analyze their impact on pedagogical practices at the Institución Educativa Rural Cocha Medina Silva in the municipality of Muzo, Boyacá, Colombia, during the year 2024. The study was based on the recognition that digital competencies go beyond the mere instrumental mastery of ICT, as they involve their critical, creative, and pedagogical integration into teaching and learning processes. The research was framed within the interpretative paradigm and adopted a qualitative ethnographic approach, supported by the analytical description of teaching practices in their natural context. Participant observation and semi-structured interviews were applied as the main data collection techniques with three fifth-grade primary school teachers. The results are divided into two sections: Analytical Unit 1—interpretation of the observation process, and Analytical Unit 2—interpretation of the interview script. The findings revealed a transitional process between traditional pedagogical practices and those mediated by digital technologies. Although teachers use tools such as Educaplay and Canva to make classes more dynamic, there remains a limited techno-pedagogical appropriation, particularly in the design of strategies that foster digital literacy and collaborative learning. The study provides significant reflections on the need to strengthen teachers’ continuous and contextualized professional development, aimed at enhancing digital competencies that transform pedagogical practices and, consequently, improve the quality of education.

READING AND TECHNOLOGY IN CONTEMPORARY EDUCATION: AN ANALYSIS OF NEW CLASSROOM PRACTICES

Yadith Patricia Murillo Valderrama — 2026-06-15

This research analyzes the strategic relationship between reading and digital technologies in contemporary education, based on the tension between the digital culture that characterizes students and the permanence of traditional pedagogical practices that incorporate ICT in an instrumental and superficial way. The main objective was to explore how the strategic relationship of digital technologies affects the development of reading comprehension and the transformation of classroom practices, identifying difficulties in reading, current theoretical references and forms of teacher integration. A mixed sequential explanatory approach was used, with a non-experimental descriptive-interpretive and correlational design. The sample was made up of 60 basic education students, 6 teachers and 2 directors, selected intentionally. Surveys, semi-structured interviews, classroom observations, and document analysis were applied. The analysis combined qualitative coding (open and axial) with descriptive and correlational statistics. The results showed that 75% of students achieved high levels of reading comprehension when ICT was integrated through planned didactic sequences, compared to 35% in situations of limited use. In addition, 67% of teachers use technologies for predominantly instrumental purposes. It was concluded that improving reading does not depend only on the incorporation of technology in isolation, but on integrating it critically through coherent didactic sequences, proposing an integrative model of reading - ICT - critical mediation to strengthen new classroom practices.

INTEGRATION OF TECHNOLOGICAL TOOLS TO ENHANCE COMMUNICATIVE COMPETENCE IN ENGLISH

Andrea Milena Moreno Carvajal — 2026-06-15

The project focused on enhancing the communicative skills of eighth and ninth-grade students at the Jaime Garzón public school in Cúcuta. To achieve this goal, innovative strategies were implemented that incorporated technological tools such as Canva and Pixton. These platforms facilitated the design and execution of training activities aimed at strengthening the English language. The quantitative methodology used allowed for a thorough analysis of the results obtained. The findings of the study indicated that the integration of technology in the classroom, with a specific focus on English language teaching, had a positive effect on student participation, thereby stimulating their linguistic competence. This approach emerged as a valuable alternative to the traditional emphasis on knowledge assessments, which often overlook crucial aspects such as oral and written expression in a second language. Interaction with digital tools not only increased students' interest and motivation but also promoted active and participatory learning. A significant change in classroom dynamics was observed, favoring a more enriching learning process. In conclusion, the combination of innovative pedagogical strategies supported by technology proved effective in revitalizing communicative skills within an educational context. This approach not only develops the linguistic competencies necessary for a globalized era but also provides relevant digital skills for the personal and professional development of students, better preparing them for future challenges.

ENGLISH LANGUAGE TEACHING AS A TRANSFORMATIVE PRACTICE: CRITICAL LITERACY, INCLUSION, AND INTERCULTURAL CITIZENSHIP

Yeison Duban Gomez Castillo — 2026-06-15

This essay explores how English language teaching can become a transformative practice when it integrates critical literacy, intercultural communicative competence, and mediated reading based on Vygotskian sociocultural theory. Drawing on the inclusive context of the school context, it examines how diversity migration, cultural identities, social vulnerability, and special educational needs requires methodologies that acknowledge students’ backgrounds and ways of learning. The essay proposes a didactic sequence combining multimodal reading, critical dialogue, cooperative work, and intercultural exchanges, enabling students to use English to interpret social discourses and engage respectfully in diversity. It concludes that language teaching aligned with inclusion can strengthen citizenship, participation, and social transformation within the school setting.

APPLICATION OF ICT TO STRENGTHEN SCIENTIFIC COMPETENCIES IN SECONDARY SCHOOL STUDENTS

Yuly Alejandra Perdomo Aguirre — 2026-06-15

This study aimed to analyze the improvement of scientific competencies through the development of a technology-mediated pedagogical strategy in seventh-grade students. The research was conducted using a qualitative approach with an action-research design, focused on understanding and transforming educational practices in the classroom. Initially, students' preconceptions about ecosystem dynamics were assessed, identifying difficulties associated with rote and decontextualized learning. Subsequently, a digital educational resource was designed and implemented through synchronous sessions supported by virtual platforms, fostering interaction, reflection, and meaningful learning. The results showed improvements in conceptual understanding, a greater capacity to explain ecological phenomena, a strengthening of scientific thinking, and increased motivation for learning. It is concluded that the pedagogical mediation of technology, integrated with active methodologies, promotes meaningful learning of scientific knowledge and contributes to the advancement of scientific competencies in secondary education.

GOOGLE CLASSROOM AS A TOOL FOR DEVELOPING RESEARCH SKILLS IN SECONDARY SCHOOL STUDENTS.

Jorge Luis Sandoval Carvajal — 2026-06-15

This study analyzed the impact of Google Classroom as a pedagogical tool for improving research skills in tenth-grade students at the Juan Cristóbal Martínez School, located in Girón, Santander. A pedagogical strategy was developed that combines qualitative methods of a hermeneutic-phenomenological nature, with a predominance of a mixed-methods approach, and descriptive quantitative procedures. A total of 32 students participated, and instruments such as surveys and observation logs were administered, which were validated through expert review. Initial findings showed limitations in formulating questions, seeking reliable information, and critically examining data. After the implementation of the Classroom-mediated strategy, a notable improvement was observed in observational, inquiry, and problem-solving skills, as well as an increase in the students' autonomy and digital literacy. It is established that the incorporation of virtual learning spaces, especially Google Classroom, promotes knowledge development, academic research, and critical thinking. Thus, it is confirmed as a useful didactic tool for reinforcing research skills in secondary education.

ARTIFICIAL INTELLIGENCE AND THE TRANSFORMATION OF TEACHER IDENTITY IN THE DIGITAL AGE

Yeraldin Smir Vides Guerrero — 2026-06-15

This academic essay analyzes how Artificial Intelligence (AI) is transforming teacher identity in the context of the digital age. The research is based on the premise that the rapid advancement of intelligent technologies is changing not only pedagogical practices but also teachers’ self-perception, values, and competencies. Through a documentary review and theoretical-critical reflection, it examines how AI redefines educational roles, poses new ethical and emotional challenges, and demands a more

flexible, reflective, and humanistic teacher training. It also discusses the risks associated with the automation of educational processes, such as depersonalization and the loss of

pedagogical meaning, proposing alternatives based on digital ethics, technological literacy, and humanistic pedagogy. The essay concludes that artificial intelligence should not be seen as a threat to the teaching profession but as a catalyst to strengthen teacher identity, broaden competencies, and promote a more inclusive, creative, and human-centered education.