DIALÉCTICA

DESAFÍOS Y OPORTUNIDADES DE LA DIDÁCTICA EN ENTORNOS VIRTUALES: UN ENFOQUE BASADO EN LA TECNOLOGÍA

2025-06-01T20:56:13+00:00

The advancement of teaching in digital environments has brought with it both challenges and advantages for current education. This article explores how technologies can function as a transformative agent in educational processes that take place on digital platforms. Using a methodological approach that combines quantitative and qualitative techniques, case studies were evaluated in educational institutions that have implemented pedagogical strategies supported by technological tools. The main findings reflect that the most notable barriers include the opposition to change expressed by some teachers and the insufficiency of the necessary technological infrastructure. However, important benefits were also identified, such as the possibility of personalizing learning, expanding access to education, and strengthening digital skills in both teaching staff and students. To overcome these challenges, a comprehensive strategy is proposed that includes inclusive public policies, ongoing teacher training, and the creation of innovative educational methodologies adapted to digital contexts. It is also essential to promote digital literacy and guarantee equal opportunities in accessing information and communication technologies, ensuring that these tools contribute effectively to learning. This article emphasizes the need to consider the particularities of digital spaces and to continue researching their long-term impact in the educational field.

APLICACIÓN MÓVIL WEB COMO ESTRATEGIA PEDAGÓGICA PARA FORTALECER LAS COMPETENCIAS CIUDADANAS EN ESTUDIANTES DE UNDÉCIMO GRADO

2025-06-01T20:56:16+00:00

This research project was developed as a master's thesis in Educational Technology Management, with the general objective of determining the influence of a pedagogical strategy using a mobile web application to strengthen citizenship competencies among eleventh-grade students at the Jesús Emilio Jaramillo Monsalve Educational Institution in Chita municipality. The initial problem emerged from observing persistent conflicts between students that deteriorated the school environment. Methodologically, a mixed approach was implemented with 14 students. Data collection instruments included written tests, surveys, and observation forms. The analysis was conducted in three levels: first, classification and coding by categories; second, qualitative description of graphs; and third, analysis and interpretation of variables. The mobile technology-based strategy significantly strengthened students' citizenship competencies, showing a remarkable transformation in decision-making, respect for diversity, and agreement-building indicators. Low performance practically disappeared while high performance increased across all three areas. Results demonstrate how the mobile web application, through its interactivity and accessibility, not only improved quantitative indices but also developed practical skills for democratic coexistence and active citizen participation. During implementation, we faced two logistical challenges. The first concerned the availability of the multipurpose classroom functioning as a computer lab, where initial schedule conflicts were resolved through collaborative agreement with the subject teacher. The second challenge arose from power outages in the rural area, causing two sessions to be rescheduled. Although the application can function without internet connection, it requires an enabled intranet. The project ultimately showed how educational technology can effectively address behavioral and social challenges in educational settings, providing students with practical tools for conflict resolution and democratic participation while improving the overall school environment.

DIGITAL TOOLS TO STRENGTHEN LEARNING IN THE NATURAL SCIENCES AREA FOR FOURTH-GRADE BASIC PRIMARY STUDENTS

2025-06-01T20:56:20+00:00

The present article is the result of a research study aimed at implementing digital tools to strengthen the learning of Natural Sciences among fourth-grade primary students at the Luis Enrique Barón Educational Institution, located in Maní, Casanare. To this end, a methodological pathway was established based on a quantitative approach and a quasi-experimental design. First, a pre-test was conducted to assess the students' prior knowledge in the area of Natural Sciences. Next, learning units were implemented using digital tools such as the Natural Sciences App, YouTube, and Paint. Finally, a post-test was conducted to determine the effectiveness of the applied treatment. The results indicate that, before the implementation of the digital tools, the percentage of incorrect responses was 51%, whereas, after the application of the treatment, this percentage decreased to 12.14%. This allows us to conclude that the use of digital tools significantly influenced the learning of Natural Sciences among fourth-grade students.

THEORIES OF ENGLISH LANGUAGE TEACHING BASED ON THE MEDIATION OF EDUCATIONAL TECHNOLOGIES IN ETHNO-EDUCATION CONTEXTS

2025-05-30T15:30:18+00:00

This article aims to study the theoretical bases for teaching English from the didactic mediation of educational technology in the ethno-educational context of rural communities in the south of the department of Tolima. In this case, the research studies the way in which the inclusion of designed technologies and ethno-educational practices support the learning of English as a foreign language in the context of communities, respecting their cultural idiosyncrasy. In this line of research, a qualitative study was carried out that included semi-structured interviews, participatory interviews and document analysis where significant advances were observed in the motivation and learning of students and difficulties regarding teacher training and digital inequality. It is concluded that Educational Technology has a potential that could be used to use English as a language that can be learned in any culture without altering its essence. In addition, certain strategies are offered that would significantly improve the implementation of this technology in these rural areas.

PEDAGOGICAL PRACTICES OF CITIZEN SKILLS: DIALOGUE FOR COEXISTENCE

2025-06-01T20:56:12+00:00

The topic of "competencies" in the educational field is of significant interest and debate, as it involves reflecting on new strategies that link education and society, generating questions about the role of education and its relevance in a globalized context. This text presents the findings of a study on the pedagogical strategies employed by teachers in the development of Citizenship Competencies and evaluates the performance of students at the Instituto Técnico Alejandro Gutiérrez Calderón in San José de Cúcuta, Colombia. This study utilized a qualitative approach and hermeneutic method, focusing on the Citizenship Competencies standards of the Ministry of National Education: 1) Coexistence and peace; 2) Participation and democratic responsibility; and 3) Plurality, identity, and appreciation of differences. The research population included 15 teachers and 300 secondary school students in the morning session, with semi-structured interviews and focus groups selected as data collection methods, and informants chosen accordingly. The results indicate that citizenship competencies in the classroom are based on dialogue and accompaniment by the teaching staff, practices that should be revealed and enhanced.

ESCUELA ACTIVA E INTELIGENCIA EMOCIONAL EN EL MEJORAMIENTO DE PRUEBAS EXTERNAS DEL COLEGIO PABLO NERUDA

2025-06-01T20:56:15+00:00

There is an assumption in Colombian society that a student from a low socioeconomic background will certainly get low results on external tests. The research carried out in this article was conducted precisely to analyze how can an appropriate methodology influence better performance on external tests and competences, regardless of the students' socioeconomic level. For this reason, in 2020, the interdisciplinary project "Vale la pena soñar" (It's Worth Dreaming) emerged. This last one uses the principles of active school and the George Pólya method for problem-solving, combined with the implementation of emotional intelligence and neurolinguistic programming, it was structured into a program that was implemented at Pablo Neruda School in the city of Cucuta. This mixed-methods research with a pre-experimental design was carried out with the same group of students from 2020 to 2023 during their school years, starting out when they were in eighth grade and concluding when they finished eleventh grade. To meet the proposed objectives, a special group of teachers and a school counselor was formed, and a diagnostic phase was initiated, after which both academic and socio-emotional strategies were proposed, this came up in a methodology based on interdisciplinary topics that were applied throughout the four years. The results showed that the eleventh-grade students of 2023 were the best graduating class in the history of this institution, achieving fourth place in Norte de Santander. Furthermore, they demonstrate to be well-rounded individuals with a desire for improvement, regarding education as the best way to be happy with the expectation of becoming successful professionals and achieving social mobility that allows their families to reach the goals of well-being based on personal effort.

AND REVALUATION OF AFRO-COLOMBIAN ORALITY IN TULUÁ, VALLE DEL CAUCA

2025-06-01T20:56:19+00:00

The diverse manifestations of Afro-Colombian oral traditions, such as sayings, stories, verses, and myths, constitute a cultural treasure for the intergenerational transmission of knowledge, values, and cultural practices. With this motivation, this article presents the design of a pedagogical proposal called "Voces del Pacífico" (Voices of the Pacific). This pedagogical intervention is carried out for the conservation and revaluation of Afro-Colombian oral traditions in Tuluá, Valle del Cauca, with the objectives of promoting the recognition and preservation of the oral traditions of the Afro-descendant community, strengthening students' cultural identity, and fostering respect for cultural diversity within the community. The methodological design has a qualitative approach, using the modality of special projects with the steps specific to the original design. A group of eight older adults was selected as informants to collect testimonies, some examples of which are presented. The product was a proposal with its description, objectives, content, intervention strategies with an interdisciplinary perspective, and its evaluations. Some findings from the application are presented, with the transcription of a legend and a décima from the oral traditions of the Afro-Pacific region, offered by the older adults. The study concludes with a forward-looking visión, in future applications of the proposal, for promoting Afro-Colombian culture within an inclusive education that contributes to building a more equitable and just society.

CRITICAL THINKING AND CREATIVITY IN SIXTH GRADE STUDENTS, INTERVENTION STRATEGIES

2025-06-01T20:56:07+00:00

A number of studies have shown the importance of the critical thinking and the creativty of the students but few have studied the correlation between variables. This research project has as objective determine wether there is any correlation between critical thinking and the creativity skills of the students of sixth grader. It is a quantitative research, using a predictive correlational design between variables with a single group, the population corresponds to 37 children with aged between from 10 to 12 years old both genders of sixth grader of Liceo Cooperativo Campestre School of sogamoso city, only one group is used in the study to whom a subscale of the questionnaire is implemented that evaluates thinking skills MSQL. That evaluates critical thinking of turtle creativity questionnaire, In addition some questions that indicate the family scheme of the participants are annexed.The results show the existence of a significant among the variables, but it does not indicate any correlation between these and variable variables such as the family scheme and the genders of the participants. There is a significant percentage of students with a low level of critical thinking and creativity, so the answer is an intervention plan that stimulates the development of thinking skills and creativity skills.

SOCIO-CRITICAL PEDAGOGY OF SCHOOL DROPOUTS IN SECONDARY EDUCATION

2025-06-01T20:56:09+00:00

The article seeks to explore how socio-critical pedagogy is applied to school dropout in secondary education institutions, using a thematic content methodology, qualitative approach and descriptive-explanatory design, tracking documents on school dropout and socio-critical pedagogy, taking as exclusion criteria those that deviate from secondary education or that focus on the pure socio-critical approach. The results obtained revealed that socio-critical pedagogy constitutes a compelling methodology to counterbalance the issue of school dropout. Among the recurring concepts detected are: student participation, critical reflection, collaborative dialogue, socio-educational structures, among others. The results indicated that socio-critical pedagogy can provide a solid conceptual framework for understanding and addressing dropout in secondary education, centered on terms such as emancipation and awareness, to arouse in secondary school students, active participation in their social attitudes to minimize school dropout. The findings underline the integration of socio-critical pedagogy as an effort against the phenomenon of student dropout based on autonomy and awareness, which could transform educational and social organizations for a more inclusive and equitable education for all participants. of the community.

EDUCATION FOR EMPLOYMENT AND THE HUMAN DEVELOPMENT. AN OPPORTUNITY FOR COMPREHENSIVE TRAINING WITH A VIEW TO SUCCESSFUL EMPLOYMENT FROM COLOMBIAN FORMAL EDUCATION

2025-06-01T20:55:46+00:00

Education for employment and the human development represents an opportunity for Colombians who have been unable to complete their studies through the traditional route, but whom through the programs developed under this structure can be trained in an art, could be trained for some art, profession or career, to subsequently be linked to the labor field. The aim of the article was to review the contribution of education to the growth and well-being of society, by demonstrating from a theoretical review the implications of job training or education for employment and its relationship with human development, since all activities carried out by people must imply for them dignity, pride and satisfaction of the needs that result in their well-being and that of their environment. Training must undoubtedly lead to both individual and group empowerment, so that their performance is characterized by commitment, creativity and innovation. Finally, it can be stated that Education for the work and human development is not only about training for an art, trade or profession, it is a training that stands out for its humanizing and social character. In Colombia, training programs in this area allow the apprentice to be linked to the labor field.

THE DEVELOPMENT OF TRAINING PROCESSES AS PART OF THE USE OF ICT TO ACHIEVE EDUCATIONAL QUALITY

2025-06-01T20:55:18+00:00

The development of training processes in the context of the use of ICT has become a crucial element to achieve educational quality. ICT offers tools and resources that can enrich the teaching-learning process, allowing educators to diversify their methodologies and adapt to the needs of students. In light of this, the present article assumed as its general objective to analyze the development of training processes as part of the use of ICT to achieve educational quality in Colombia. For this reason, it was framed in a qualitative methodology of a documentary type, since an essay was developed that seeks to emphasize the recognition of the realities surrounding the use of ICT in education. In this sense, the idea emerged as a result that for these technologies to really contribute to improving educational quality, it is essential that their integration in training processes be planned and structured, considering both the pedagogical objectives and the characteristics of the educational environment.

FAMILY EDUCATION: A DECISIVE FACTOR FOR LEARNING

2025-06-01T20:55:33+00:00

The family is considered one of the fundamental settings for the socialization of the child
and where formative development processes take place, especially in the field of social
and moral values, because it is the first group with which the person relates, hence the
human relationships that occur in this environment. They are essential in the development
of personality, but also, they focus on the constitution of formative evidence, in which an
education is generated from the family group. For this reason, the present argumentative
essay type article, proposes as an objective: To understand the education offered in
families and how this can become a support for the construction of significant learning, for
this particular, a qualitative methodology is developed, focused on the actions inherent to
the establishment of situations that have to do with a documentary research model, due to
the consultation of multiple sources that define the aspects in question within this writing.
In the development of the article, it was possible to determine that the consulted sources
point to the fact that the family is essential for the child to build an adequate learning,
however, in some of these environments the fact is presented that some parents are
busy with other matters so they neglect the education of their children. Specifying these
elements, it refers to a process in which families are essential for the development of the
training processes, in this sense, it is evident how in the concretization of the findings the
influence of the family is unavoidable in the construction of learning for life. In conclusion, a
process is highlighted in which it is the family, the group that corresponds to the education
of their children, their socialization and also to locate the essential educational centers
for this purpose, with which the construction of significant and pertinent learning will be
achieved.

IMPACT OF INCLUSIVE EDUCATION ON THE ACADEMIC AND SOCIAL DEVELOPMENT OF STUDENTS IN A RURAL ENVIRONMENT

2025-06-01T20:53:52+00:00

This scientific paper aims to analyze the impact of inclusive education in rural areas of Colombia over the last six years. This is a context in which it is necessary to work not only on academic and social development, but also to enhance and guarantee high quality education, ensuring the inclusion of students with special educational needs (SEN) through the fundamental role played by teachers in rural areas, as well as the importance of promoting authentic human development invulnerable contexts. The school is not only a place for teaching but must also act as an agent of social change and become a nucleus for training and a focal point for community activity. In this sense, it is indispensable to implement educational policies that foster inclusive education and promote the development of a sustainable popular economy. Given that the issues concerning how it has been stipulated from the framework of the Political Constitution and in the National Ten-Year Education Plan, called ‘The road to quality and equity’ 2016-2026, aim to priorities the development of the rural population, reducing the gap between urban and urban education. Similarly, the Colombian Congress issued Law 115, the General Education Law (1994), Article 46 of which proposes inclusive education as an integral and equitable part, aiming at equal opportunities of access to educational services. This indicates that the country has sufficient legislative tools in place to endorse and commit to the right to education without distinction.

TEACHING SOFT AND HARD SKILLS: KEY TO THE HOLISTIC TRAINING OF STUDENTS

2025-06-01T20:55:20+00:00

During this essay, an analysis of the teaching of soft and hard skills is carried out, highlighting
their relevance in terms of the holistic training of students. Hard skills are specific technical
skills and soft skills are interpersonal and self-management skills. The balance that can
exist between both skills is highlighted for better student performance that will allow them
to better face the challenges in the current and future labor market. It is concluded that
education must adapt to these needs, promoting a comprehensive development that
combines both types of skills to form competent and versatile professionals, highlighting
that educational establishments must play a crucial role for this integration, promoting an
approach that allows both technical development like personal growth.

LOW BIRTH RATE IN COLOMBIA: CAUSES AND REFLECTIONS ON ITS IMPACT IN THE FUTURE OF EDUCATION

2025-06-01T20:55:37+00:00

Birth rate is a demographic term that indicates the number of births that occur in a
population over a given period of time, often expressed as a rate or proportion on a
standard basis. This indicator facilitates the evaluation and interpretation of the natural
growth or decrease of the population and is essential for the economic, political and
social planning of a country or region. Its impact on the educational field is notable, since
it directly influences the demand for academic institutions, the distribution of resources
and the supply of training programs, establishing a key relationship between population
dynamics and the development of the educational system. Therefore, the purpose of this
essay is to analyze the causes of the low birth rate in Colombia and understand how this
phenomenon can affect or benefit education, in this case, through a reflective analytical
approach based on the selection of both national and international data, associated with
demographics and education in recent years.

KNOWLEDGE TRANSFORMATION AND CONSTRUCTION IN THE DIGITAL AGE: THE ROLE OF THE TEACHER IN THE USE OF AI IN CLASSROOMS

2025-06-01T20:55:09+00:00

This article explores the impact of artificial intelligence (AI) on the teaching and learning process, highlighting the role of teachers as mediators in its integration into the educational sphere. It provides a historical overview of the evolution of AI, from its early conceptualizations in literature texts, to the pioneering scientific developments to evaluate the ability of machines to mimic human intelligence. The article also addresses key points in AI development, such as the emergence of expert systems and advances in deep learning. AI offers diverse perspectives in the educational context, such as personalized learning and optimizing teaching through digital tools, but also poses significant challenges, including the potential dehumanization of the educational process, technological dependence, and the need to ensure the privacy and security of students' data. Therefore. AI should be conceived as a complementary tool in education, never as a substitute for teachers. Some platforms have already validated their usefulness for optimizing teaching, where human mediation remains essential to ensure the integral development of learners. The success of AI integration in education will depend on a balance between technology and teaching, ensuring that learning continues to be a human, reflective, and socially meaningful process.

EDUCACIÓN Y CIUDADANÍA: REFLEXIONES SOBRE EL IMPACTO DE LA MODERNIDAD Y LA POSMODERNIDAD EN EL SUJETO ACTIVO

2025-06-01T20:55:25+00:00

This essay analyzes the impact of modernity and postmodernity on the construction
of the political and citizen subject, which is based on the idea that human history has
been shaped by social, ethical and scientific transformations that influence lifestyles
and conceptions of the world. He relates this process to Comte’s law of three stages
(theological, metaphysical and positivist) and the emergence of modernity in Europe
between the 18th and 19th centuries. Modernity is understood as a period of emancipation
and consolidation of universal values, although loaded with contradictions by prioritizing
reason and science, as authors such as Quijano and Mariátegui point out. In contrast,
Bauman describes postmodernity as a stage of individualism and consumerism, while
Villoro criticizes the unfulfilled promises of modernity and proposes a community vision
based on collective values. The essay highlights the role of education as a key to forming
critical and active citizens, capable of overcoming passive citizenship and promoting the
common good. It concludes by underlining the importance of redefining citizenship in
the postmodern era to build authentic democracies based on ethics, deliberation and
collective action in the face of contemporary inequalities.

TRADITIONAL GAMES FROM PHYSICAL EDUCATION AS A STRATEGY FOR THE DEVELOPMENT OF SOFT SKILLS IN JUNIOR HIGH SCHOOL STUDENTS

2025-06-01T20:53:46+00:00

In a society characterized by the rapid advancement of technology and science that becomes a challenge for the different countries, including Colombia, where there are also constant changes characterized by new ways of communicating and interacting among high school students that leads to a disfigurement in terms of the development of soft skills, which has an impact on school and social coexistence. To this effect, the concern arises to deploy an article in the form of an academic essay whose objective is focused on highlighting the importance of traditional games from physical education as a strategy for the development of soft skills with high school students, based on the pedagogical experiences lived in the Educational Institution Megacolegio El Progreso, Yopal Casanare with students of the sixth and seventh grades. The intention of this study is to reflect on the detachment of students from the traditional that is part of their cultural heritage, while the influence and impact of new digital trends increases to the same extent that the student assumes a greater addiction to social networks, games, challenges that are part of the enormous consumption of information within the daily life of young people; hence, the importance of exploring experiences that allow to discuss in relation to physical education as a compulsory subject where you can.

EMOTIONS ALSO GO TO SCHOOL WITH A LOOK FROM EARLY CHILDHOOD

2025-06-01T20:55:41+00:00

Emotional education is essential for human development and it is essential to address it
from its earliest stages in the educational field, which favors managing and reacting in an
assertive manner. Each process that our body experiences internally generates different
experiences in the environment that surrounds it and its culture. The relationship that
is acquired with the teacher in its first learning processes in early childhood is vital, not
only in its learning but also in how students manage their emotions in the educational
environment; but there is a fundamental role for the family and those around them because
taking into account that these are their first processes that foster and strengthen ties that
will allow students to enhance their skills with more security, it is essential to strengthen
the family-school alliances that contribute and more so today in which due to different
situations in life there are no longer nuclear families, but extended ones in a momentary
coexistence of who takes care of the children. It seeks a deep reflection of society and the
role of vital education in emotional processes in early childhood and recognizes its being
in each of its facets, which give a vital turn to the life of each of the students who are being
formed in an integral way.

TEACHING WORK IN PROMOTING SCHOOL COEXISTENCE

2025-06-01T20:55:13+00:00

Interpersonal relationships are of vital importance for human societies, since within them values such as respect and equality are manifested for all subjects, thus allowing the comprehensive training of the subjects both directly and of those around those who receive the training. To achieve this, this essay-type article aims to analyze the teaching task in promoting school coexistence. For this, the epistemological foundations are analyzed from theoretical sources that will allow for a comprehensive vision of the outstanding elements necessary for the healthy coexistence of the subjects.

THE PEDAGOGICAL KNOWLEDGE OF NATURAL SCIENCE TEACHERS FROM A DIALECTICAL PERSPECTIVE

2025-06-01T20:55:27+00:00

The pedagogical knowledge of teachers is conceived as a dynamic and relational
process that goes beyond the mere transmission of knowledge. In the context of natural
sciences, this knowledge encompasses not only technical mastery of disciplinary content
but also the ability to contextualize it, promoting situated teaching that connects scientific
theories with students’ cultural, environmental, and social realities.Therefore, this article
aims to contrast from a dialectical perspective how teachers build and transform their
pedagogical knowledge when interacting with sociocultural dynamics, facing tensions
between traditional approaches and the demands of contextualized education. The
methodological process that was used was a qualitative approach to interpret reality
through an essay that started from a bibliographical survey arguing the postulates
that are narrated in it, proposing an emergent and adaptive knowledge, shaped by the
interactions and the ethical-environmental commitment of the teachers.It is concluded that
pedagogical knowledge, from a dialectical perspective, is a dialogical and participatory
process. Teachers are critical agents who, through experience and reflection, co-construct
meaningful and transformative pedagogical understandings tailored to the contextual
needs of their educational communities

THE ROLE OF SCHOOLS IN THE EDUCATION OF CRITICAL CITIZENS

2025-06-01T20:53:49+00:00

Schools play a fundamental role in the development of critical citizens, as they promote analytical thinking and reflection on social reality. Through a curriculum that encourages debate, research, and discussion, students learn to question established norms and develop a critical stance toward the problems that surround them. Education should not only focus on the acquisition of knowledge but also on cultivating skills such as empathy, tolerance, and respect for diversity, essential elements for developing individuals capable of actively participating in a democratic society. Therefore, this article aims to analyze the role of schools in the development of critical citizens. To achieve this goal, a qualitative methodology will be used, based on an essay-style text. The conclusion is expected to be that educators have the responsibility to guide young people in developing a critical consciousness that allows them not only to understand their environment but also to contribute to its transformation. For this reason, schools are key to empowering future citizens with the necessary tools to analyze, question, and act for the common good.

BRIEF OVERVIEW OF THE GENERAL DIFFICULTIES OF THE TEACHER PROFESSION AND TRAINING IN LATIN AMERICA

2025-06-01T20:55:45+00:00

This article explores some of the most recognized difficulties in the field of the teacher profession and training in Latin America. In it you will find topics such as the role of ICT in teacher training and performance, the challenges and difficulties encountered, the choice of teaching as a profession and vocation, the need for educational policies in the territories and the co-responsibility of the different actors, the role of innovation and creativity, integrated from the very condition of being a teacher in the current era; topics that allow us to have a broad and general view of teaching in Latin America.

EPISTEMOLOGY OF MULTIPLE INTELLIGENCE IN LEARNING CONTEMPORARY EDUCATION

2025-06-01T20:55:17+00:00

The theory of multiple intelligences was proposed by Howard Garner in 1983, which revolutionized the idea that intelligence was unique, demonstrating that beings are diverse in field of knowledge, defining intelligence as a capacity and not as something fixed and innate. In This sense, it is considered that to the extent that education evolves, researches and becomes more technical, society in the same order is transformed and therefore contributes to the development of humanity. That ism the of innovation in pedagogical practice limits the development of student' abilities, capacities and skills, unfavorably affecting.
The purpose of this scientific essay is to deconstruct the epistemology of multiple intelligences in contemporary education learning, highlighting the diversity of approaches that have recently emerged in this field and how these paradigms affect our perceptions about the acquisition of knowledge and skills. Within this context, the way in which theories impact pedagogical methods and curriculum design is highlighted, and the different approaches that provide a more inclusive and personalized framework for learning are explored, taking into account the diversity of cognitive abilities of students. students.

GAPS BETWEEN THE INCLUSIVE EDUCATION PROPOSAL AND THE PEDAGOGICAL PRACTICE IN EDUCATIONAL INSTITUTIONS

2025-06-01T20:55:31+00:00

Human diversity causes the presence of subjects with differentiated characteristics to be considered. For this reason, it is appropriate to consider the presence of the inclusive education approach, which is manifested as one of the contributions to improving the quality of training in scenarios. of social equity, in this regard, this essay analyzes the discrepancy between the proposed inclusive education policies and the reality ineducational institutions. Through a bibliographic review and analysis of case studies, the main challenges and barriers that schools face to implement effective inclusive education are identified, so that teachers commit to the appropriate treatment of children and thus education is formulated by and for all. Strategies are proposed to close this gap and promote equitable, quality education for all students.

FROM THEORETICAL CONSTRUCT TO PRACTICE: DIALOGICAL ETHICS AS A DIDACTIC STRATEGY TO STRENGTHEN DIGITAL ENGAGEMENT

2025-06-01T20:53:51+00:00

The reflection of this essay revolved around two main goals: the first was to recognize the theoretical constructs of dialogical ethics to propose some basic meanings of Habermasian ethics, centered on the moral-discursive use of practical reason, organized around four principles: universality, impartiality, consensus, and inclusion. These concepts shaped an ethic where moral validity was constructed through participatory, rational, and fair dialogue, thus promoting respect and equity in social coexistence, fundamental values in the didactic involvement of the classroom. The second was to delve into the complexity of the use of digital tools and rapid technological evolution in relation to the creation of a dialogical ethical code that enabled students to reflect from a transmedia perspective, with information, transparency, the use of data, and the management of emotions in the face of technological interaction. The research methodology employed was qualitative, based on the interpretation of texts on dialogical ethics as a pedagogical tactic to strengthen the use of digital tools.

ENVIRONMENTAL-SUSTAINABLE TRAINING IN PRIMARY BASIC EDUCATION

2025-06-01T20:55:48+00:00

The training processes that originate in the constitution of the towns are promoted from actions that emerge from primary education, one of these, and perhaps the one with the greatest connotation, is environmental training, which promotes sustainable actions, given that an ecological balance is required to address the improvement of the quality of education that impacts sociocultural development, with attention to this, the purpose of this argumentative essay is to interpret environmental-sustainable training in primary basic education, in this case, is considered the appropriation of a documentary study, with attention to a qualitative investigation, for this, referential information is configured in which environmental and sustainable training is defined as foundations of education basic primary, as results, the need to energize training in the first years of life is established, with attention to a transversality that implies a true sustainable commitment in which the various alterations that the environment presents are valued and how from the process of school training, problem solving is generated. In the conclusions, it is appreciated how the appreciations aimed at sustainable environmental training are one of the specific school demands of each of the primary school students.

DISRUPTIVE CRITIQUE OF GAMIFICATION AS AN EDUCATIONAL STRATEGY IN THE 21ST CENTURY

2025-06-01T20:55:19+00:00

The 21st century is accompanied by the emergence of new emerging educational
proposals linked to ICTs, showing themselves to be promising sources of improving
teaching-learning processes in classrooms. In this essay, gamification will be discussed
as a competent pedagogical strategy for the current needs of education, for which
documentary information from doctoral theses, scientific articles, books and magazines,
consulted in libraries and virtual repositories, was taken into account as an epistemic
source under the categories of gamification, motivation, game and operant conditioning.
Exposing successes and failures of gamification in its theoretical bases and structures,
as well as in the relationship with motivation and its use in the classroom. Managing
to conclude that gamification can be a useful methodology sporadically in classes, by
improving extrinsic motivation and not intrinsic motivation, preventing its uses from being
extrapolated in time, contexts and the understanding of concepts. At the same time, its
behavioral factor is evident when using operant conditioning to generate motivation and
changes in the user, indicating the possible consequences of its misuse, such as stress
or detachment from the activity when exposed to these stimuli for long periods of time.

GAMIFIED LEARNING ENVIRONMENTS AND THEIR RELATIONSHIP WITH INTRINSIC MOTIVATION IN THE EDUCATIONAL FIELD

2025-06-01T20:55:36+00:00

Assuming that every educational process develops satisfactorily is a fundamental
principle of education. For this reason, the creation of environments where all participants
feel comfortable and willing to engage in learning could be essential. Based on this, the
present essay addresses the importance of intrinsic motivation and how it can influence
each individual’s desire to engage in activities for pleasure and satisfaction, without
requiring external rewards. It highlights the possibility of a motivational teaching process
aimed at fostering meaningful, autonomous learning towards higher levels of academic
performance, while also addressing student demotivation. In this context, gamification
can be an effective strategy to stimulate motivation during this process, as it involves
elements, dynamics, and interactions inherent to games that can foster interest and
enjoyment in learning, thanks to the possibility of turning conventional activities into more
attractive and effective experiences. From the above, it can be initially concluded that
there is a need for sufficient awareness about learning, gamification, and motivation,
which likely emphasizes relevant and organized planning while considering mediational
methods and technological resources that, together, can help create dynamic educational
environments that stimulate both intrinsic and extrinsic motivation, depending on the
student’s disposition towards learning and the success of the educational process.

REVOLUTIONIZING READING COMPREHENSION: THE IMPACT OF DIGITAL TOOLS IN PRIMARY EDUCATION

2025-06-01T20:53:54+00:00

Reading comprehension is a key skill for students' academic and social development, especially in the early stages of schooling. In rural contexts, its enhancement faces specific challenges, such as the limited integration of Information and Communication Technologies (ICT) in classrooms. This essay argues that the implementation of a digital educational application, designed from a meaningful learning approach, can significantly improve literal, inferential, and critical reading levels in primary school students. Based on an action-research project carried out with third-grade children in a rural Colombian school, this paper reflects on the importance of linking learning with context, motivating the reader, and adapting technological tools to local realities. The results show significant progress in reading performance, as well as a positive transformation in students’ attitudes toward reading. Furthermore, it highlights the need to strengthen technological infrastructure and teacher training in rural areas to ensure equitable and quality education.

LA FENOMENOLOGÍA COMO MÉTODO DE INVESTIGACIÓN DE LAS EMOCIONES DE LOS DOCENTES: UNA OPORTUNIDAD PARA LA REFLEXIÓN

2025-06-01T20:55:23+00:00

The concept of comprehensive training for students began to gain importance a few
decades ago, so the educational field as well as educational policies have emphasized
that to achieve this purpose it is of special relevance to include emotional education for
both the student population and the teaching population, it is recognized that educators
are a fundamental axis that contributes to the comprehensive training and quality
education, likewise it is emphasized that not only solid academic knowledge is required,
but also an adequate emotional management. Nowadays, it is necessary for educators to
have emotional competencies to face the challenges that their profession demands. This
demand for emotional competencies in teachers, which has been driven by contemporary
educational policies, motivates the use of qualitative methods such as the philosophical
phenomenological approach to explore, from a deeper and more detailed perspective,
teachers’ emotions and their impact on the school context. The purpose of this essay is
to reflect on phenomenology as the appropriate method to investigate emotions in the
educational process, highlighting its advantages, its limitations and the implications it
can have on teaching practice. On the other hand, recent research using this method to
better understand teachers’ emotions and their relationship with the school environment is
reviewed and critically analyzed, concluding that phenomenology offers a powerful tool for
emotional analysis in the educational sector. Finally, this method allows the development
of effective intervention strategies that respond to the emotional needs of both teachers
and students, thus promoting an educational environment with greater collaborative,
humane and inclusive interaction.

GENERATIONAL CHALLENGES IN EDUCATION IN THE DIGITAL AGE: ARTIFICIAL INTELLIGENCE AS AN INCLUSIVE TOOL

2025-06-01T20:55:39+00:00

In today’s world, Information and Communication Technologies (ICT) have had such a great impact that society has been forced to assume their use in order to meet the requirements demanded by this information age, which seems to have marked an important change in traditional dynamics, resulting in marked differences in technological skills among the different members of the social group. This then highlights those people who were not born or grew up with it, called “digital immigrants”, and their counterpart those who from birth have made use of technology as common tools of their daily lives, distinguished under the name “digital natives”. Therefore, this article aims to analyze how AI and ICT can improve education, not only as innovative resources, but also as inclusive tools that facilitate the learning of students with special needs. Likewise, the importance of teacher training is highlighted to reduce the technological gap and promote pedagogical strategies that respond to the characteristics and learning styles of the new generations, without forgetting the impact of artificial intelligence for the group of students with special conditions, regarding its use as a means of inclusion, thus minimizing various barriers, from all of which we can conclude the importance of the teacher in terms of the adaptation and use of ICT tools, in addition to the deployment of relevant teaching methods, which allow to take greater advantage of the innate skills of digital natives.

DIGITAL COMPETENCIES OF UNIVERSITY PROFESSORS IN SEARCH OF A HYBRID TEACHING MODEL WITH DEEP LEARNING

2025-06-01T20:55:12+00:00

The society in recent times has faced relevant and significant changes that become the basis for promoting hybrid teaching and deep learning; which brought with it a set of contents that are relevant to know and which fall on the following general objective: To analyze the digital competencies that university teachers should have in search of a hybrid teaching model with deep learning; applied in the Venezuelan context. The innovative tendencies in the educational field emerge every day in search of a high impact on society, hence the need to strengthen in everything that deep learning brings with it. It is for this reason that a qualitative methodology is applied centered on the technique of content analysis from which the present theoretical contribution defined by an academic essay arises; with which it is intended to offer educational actors tools, knowledge and strategies to promote deep learning that teaches everything that young people like today; but when it is clear that it is an era of digital natives, where technologies have been empowered by countless scenarios that converge in new ways of teaching and managing the different contents that arise from technological advances and changes.

CIVIL RESPONSIBILITY WITHIN THE TEACHING ROLE

2025-06-01T20:55:26+00:00

Nowadays, educational systems are highly influenced by various factors and elements;
all those transformations at the political, economic and social level have a direct impact
on the conceptions that are held about the educational process. The teaching profession
as a humanistic and purely social discipline is one of the main areas that undergoes
great changes because of the conditions of the environment. Being a teacher today is
not the same as being a teacher in the 20th century and even more so if this reality
is perceived from the legal field. All the norms, laws and decrees in force demand a
high level of commitment from practicing teachers since figures such as legality, due
process, responsibility, among many other topics become a crucial part of the educational
discourse. In this sense, this essay examines the complexity and implications of civil
liability in the context of the teaching role in Colombia, exploring how social and legal
demands influence the performance and obligations of educators. Through the analysis
of cases and legal theories, the challenges and responsibilities faced by teachers in their
daily practice are discussed, to conclude that it is necessary for the State to create a
program whose objective is the legal protection of teachers in practice, to propose a
reform to the regulations that govern legal sanctions for teachers, and to include legal
training in the curriculum of undergraduate programs that train graduates in the country.

COLOMBIAN BASIC PRIMARY EDUCATION IN THE CONTEXT OF THE POST-PANDEMIC: A CRITICAL READING FROM THE CONCEPT OF RESILIENCE.

2025-06-01T20:53:47+00:00

The presence of social changes is imminent, especially in the context of immediacy that exists today, due to the presence of technology, not only at the sociocultural level, but at the educational level, where the insertion of the same has been forceful, an event that shaped its insertion was the social confinement suffered in 2020, due to the presence of Covid-19, for this reason, this argumentative essay type article is presented whose purpose is; perform a critical reading from the concept of resilience in Colombian primary basic education in the post-pandemic context. For this particular, a qualitative approach was developed, from the guidelines of a documentary investigation, in which various reference sources were used that allowed us to refer as results that the Covid-19 pandemic revealed serious shortcomings in the Latin American educational system. among them, the basic primary level, due to situations related to aspects such as logistics, represented in a low provision in schools and schools by the government entity with deficient computer and Internet systems. Among the conclusions, it is evident how the attitude of the teachers, from the principle of resilience, has made it possible to partially overcome the shortcomings and weaknesses present, especially in the children, who in virtual education did not achieve the effective development of the competencies. , so joint work is required to delimit the contributions of virtuality and the development of in-person presence to interact directly with the student.

MATHEMATICS AND MUSIC THROUGH GAMES IN COLOMBIAN EDUCATION

2025-06-01T20:55:43+00:00

The essay argues that the integration of play in the teaching of mathematics and music in Colombia is
crucial to improve academic performance and promote the integral development of students, arguing
that play acts as an effective pedagogical tool by allowing children to explore mathematical concepts in a
playful way and create a collaborative environment that favors social learning. In addition, the connection
between music and mathematics is highlighted, where musical skills can enhance mathematical reasoning,
and it is mentioned that play and music help develop socioemotional skills essential for academic and
personal success. Methodologically, a qualitative approach was adopted based on the bibliographic
review of academic studies on the relationship between play, music and learning, the analysis of case
studies in Colombian educational institutions, the exploration of innovative pedagogical strategies and the
evaluation of current educational policies, which made it possible to substantiate with academic evidence
and concrete examples the importance of play in the teaching of these disciplines. In conclusion, we
advocate the implementation of educational policies based on advanced didactic processes that generate
strategies, tools and resources to promote innovative methodologies and create a more equitable learning
environment.

REFLECTIONS ON MATHEMATICAL COMPETENCE: CHALLENGES AND OPPORTUNITIES IN THE SCHOOL ENVIRONMENT.

2025-06-01T20:55:15+00:00

The development of competencies today requires a vision of mathematics as an educational, social, political, cultural, technological and economic activity present in all scenarios of daily life. The purpose of this essay was to analyze the need to transform the traditional teaching of mathematics conceived until now in order to develop effective competencies in students. The reason was to examine pedagogical practices to contrast them with the current needs of students, promoting meaningful and applied learning. Through a critical analysis, the conceptions and limitations of the traditional approach were identified and innovative pedagogical strategies that promote critical, creative and applied thinking in mathematics were reviewed. The responsibilities of teachers and the impact of continuing education on the implementation of these strategies were discussed. She concluded by highlighting that the transformation of pedagogical practices in this science of knowledge requires a real paradigm shift, integrating reflective and innovative approaches that promote know-how, critical and creative thinking, motivation and the real application of mathematics in the daily lives of children and young people.

THE NEW SCHOOL FLEXIBLE EDUCATIONAL MODEL, AN ALTERNATIVE FOR SCHOOL PERMANENCE IN THE RURAL CONTEXTS OF COLOMBIA

2025-06-01T20:55:28+00:00

The following essay, the Flexible Educational Model (FEM) Escuela Nueva (EN) is explored as an effective solution to address school dropout in rural areas of Colombia. This model, adapted to the individual needs and characteristics of students, promotes meaningful learning and guarantees the right to education for diverse and vulnerable populations. By fostering autonomy and responsibility, FEM enables students to make decisions about their learning process, contributing to reducing school dropout, driven by factors such as the need to work, lack of interest, and difficulties adapting to the traditional educational system. However, the implementation of FEM faces obstacles, including insecurity, poverty, state abandonment, and decontextualized pedagogical practices. Despite these challenges, it is expected that the model will transform education in rural areas, making it more relevant and applicable to students’ daily lives. As a result, an increase in school retention, integral development of students, and a decrease in migration to urban areas in search of better educational opportunities is anticipated, consolidating FEM’s role as a key tool for educational progress in rural contexts.

EDUCATIONAL INNOVATION FOR STRENGTHENING READING AND WRITING SKILLS AND COMPETENCIES AT THE PRIMARY LEVEL

2025-06-01T20:53:50+00:00

The purpose of this essay-type article is to reflect on the advantages of educational innovation to strengthen the skills and competencies of the reading and writing process at the Primary Basic Education Level, considering the didactic strategies that can be implemented in pedagogical practices, facilitating not only the learning of reading and writing, but also encouraging love and interest in these two communicative skills that are essential for students throughout their academic training. Concluding that a love of reading is instilled from childhood, making it a fundamental habit for improving student performance in both primary and secondary school.

IMPORTANCE OF READING COMPREHENSION AS A FUNDAMENTAL ELEMENT IN THE TEACHING-LEARNING PROCESS IN ELEMENTARY SCHOOL STUDENTS IN COLOMBIA

2025-06-01T20:53:38+00:00

Education, nowadays, has become an issue of great importance for society; day by day, it is possible to observe how the processes of education and academic training are more demanding as for example when it was necessary to venture into virtual teaching models at the time of the pandemic or how teachers have had to be updated to be able to go hand in hand with what raises artificial intelligences; Among other aspects that are worth rethinking, the general objective of this theoretical approach focuses on reflecting on the importance of reading comprehension as a fundamental element in the teaching-learning processes of elementary school students in Colombia. Elements that allow to deepen on theoretical contributions centered on studies and therefore on duly proven works that show the incidence of reading comprehension. The methodology is based on a review carried out through some web search engines such as SCOPUS, Sciencie-Direct and Google Scholar, from which some documents were taken that allowed the construction of this contribution through an academic essay; It is significant to mention that conceptual contributions and procedural elements are derived that come to facilitate the teachers actions and good practices so that from the classrooms it is possible to strengthen the teaching of reading comprehension in order to improve the academic performance of students in basic education; thus ensuring quality in educational processes such as teaching and learning from which the quality of education arises.

SOCIAL REPRESENTATIONS OF THE ARMED CONFLICT IN COLOMBIA AND ITS IMPLICATIONS IN A PEDAGOGICAL PRACTICE FOR PEACE

2025-06-01T20:53:24+00:00

Every day society faces changes and transformations that arise from everyday life; such as the situation of the armed conflict in Colombia and its implications in various scenarios; it is only necessary to take a look at the daily news in the different media to learn about a dynamic that has taken over some geographical spaces; where the struggle for power and authority in strategic geographical areas is accentuated every day; However, in this case an approach is made on education in Colombia, specifically at the secondary level; reason that leads to raise the following general objective: To generate theoretical reflections on the social representations focused on the armed conflict in Colombia and its implications in the pedagogical practice for peace in secondary education. The methodology used is based on a qualitative research, through the interpretative paradigm, under the technique of documentary analysis; it is convenient to point out that it was possible to obtain as a result an academic essay with the purpose of analyzing the sequels that originate from the armed conflict and the reflection that the social representations that each student has and the family environment affect the development and the improvement of the student's performance; This situation leads to a detailed approach of the social phenomenon to which the culture of peace adheres and of course requires attention in search of alternatives to deepen on the subject, in search of the quality of the teaching processes.

A LOOK AT THE TRANSFORMATIONS OF EDUCATION FROM THE USE OF MOBILE DEVICES IN LEARNING

2025-06-01T20:53:42+00:00

The objective of this documentary review article is to analyze the impact of mobile devices on the learning process from various educational contexts. The main categories in which these devices have laid the foundation for other related studies are addressed. To this end, 16 national and international articles were reviewed that explore the topic from different perspectives: some highlight the benefits of mobile devices in the classroom and their positive impact on the development of the educational process, while others emphasize the difficulties derived from their use. inappropriate. It is concluded that, although mobile devices have the potential to enrich learning, their effectiveness depends on the implementation of clear pedagogical strategies and the strengthening of a culture of responsible use in educational environments.

RECOGNITION AND SUPPORT FOR RURAL COMMUNITIES IN EDUCATIONAL MANAGEMENT: AN IMPERATIVE FOR CONTEMPORARY EDUCATIONAL POLICIES

2025-06-01T20:53:12+00:00

Recognizing and supporting rural communities in educational management represents an act of social justice, as well as being a strategy to build more equitable, inclusive and resilient societies. This approach must be at the center of contemporary educational policies, ensuring that education is a driver of transformation and progress for all. This article analyzed the current state of research on rural policies in Colombia and its recognition of the fundamental role of rural communities in educational management. The methodology was oriented, from a systematic documentary review of studies and scientific articles carried out in the last decade (2014-2024), in three databases: Google Scholar, Redalyc and Dialnet, through this review we sought to analyze how these policies can be adapted to the sociocultural particularities of rural students. In this sense, it is considered that valuing the particularities of the local context can allow the design of inclusive and equitable curricula that favor the integral development of communities, since the recognition of the rural environment in education promotes relevant pedagogical practices, based on the cultural particularities of each region, thus contributing to overcoming the historical barriers of access and educational quality in these contexts. In addition, integrating rural communities in the construction of educational policies can strengthen school management, promoting an education adapted to local realities. This perspective seeks to guarantee quality academic training, promoting the integral development of these communities, from the recognition of local traditions as pillars of the educational process to advance towards more equitable and inclusive systems in rural areas of the Colombian geography.

CITIZEN COMPETENCIES FOR PEACEBUILDING FROM THE EDUCATIONAL SETTING

2025-06-01T20:53:28+00:00

This systematic review article aims to examine how citizen competencies influence peacebuilding within educational settings, highlighting the role of education as a key driver in fostering a culture of peace. From the review of 15 national and international articles, it is concluded that contextualized pedagogical strategies, based on participatory, collaborative and reflective methodologies, strengthen the formation of students as active and responsible citizens. The inclusion of the Peace Chair in school curricula, when implemented actively and adapted to social contexts, has a positive impact on the development of democratic values and the promotion of peaceful coexistence. The importance of the teaching role is also highlighted, whose continuous training is essential to lead the strengthening of these competencies. Likewise, joint work between schools, families and communities is essential in internalizing the values of peace. By combining emotional and cognitive development it is essential to cultivate skills such as empathy and peaceful conflict resolution. This analysis reaffirms that active peace education has the potential to transform educational environments into resilient, inclusive spaces capable of contributing to the development of a peaceful society.

THE STEAM MODEL IN SECONDARY EDUCATION AS AN EDUCATIONAL STRATEGY FOR THE ACQUISITION OF 21ST CENTURY SKILLS

2025-06-01T20:53:17+00:00

The intention of this essay is to analyze the STEAM (Science, Technology, Engineering, Arts and Mathematics) model as an effective educational strategy for the acquisition of 21st century competencies in secondary education. In a context where students question the usefulness of academic knowledge, STEAM is presented as an innovative proposal that integrates traditionally disconnected disciplines, promoting academic experiences in their own contexts and modifying their realities. This perspective fosters technical skills, soft skills and digital literacy, which are important in a world that offers us constant challenges. The methodology employed is theoretical in approach and focuses on a search of indexed pedagogical writings related to the topic, including relevant research that explores the relationship between STEAM and 21st century skills enhancement. The article is organized around a theoretical and empirical review of recent literature, exploring the foundations of the STEAM model, its evolution from the STEM approach, and its alignment with pedagogical theories such as constructivism, multiple intelligences theory, and project-based learning. In addition, case studies and practical experiences are presented, such as the INECICU STEAM Fair in Pereira, Colombia, which demonstrate how STEAM can transform secondary education by integrating essential knowledge, skills and competencies for the 21st century. The findings highlight that although STEAM implementation is blurred by a lack of teacher training and limited resources, especially in rural contexts, it represents a unique opportunity to transform secondary education into a space for innovation and growth. STEAM not only trains students for the world of work, but also empowers them as critical, creative and engaged citizens, thus contributing to the evolution of the Colombian education system.

THE USE OF SPELLING RULES FOR HIGH SCHOOL STUDENTS AND THEIR TEACHING TODAY

2025-06-01T20:53:32+00:00

The article addresses the problem of the poor use of spelling rules in high school students, identifying their impact on written communication and educational quality. Its general objective was to analyze how these rules are currently applied and taught, highlighting their relevance in learning processes. Methodologically, the research follows a qualitative approach based on a documentary review, using databases from the last 10 years to identify pedagogical theories and strategies applied to the Colombian educational context. The results show that the disuse of spelling rules affects the coherence and cohesion of student texts, hindering their understanding. Factors such as the lack of emphasis on their teaching in educational institutions, the excessive use of technology and the lack of reading are highlighted as elements that aggravate this problem. Likewise, the need to incorporate innovative pedagogical strategies that reactivate interest in spelling is underlined, prioritizing teaching capacity and the design of attractive methodologies for high school students. In conclusion, the study highlights that mastery of spelling rules is essential to ensure clear and effective communication. A comprehensive approach to teaching is proposed, combining technological tools with traditional practices, to reinforce their learning. This will not only strengthen linguistic skills but will also contribute to the professional and social development of students, allowing them to face the challenges of the contemporary environment.

SOCIOEMOTIONAL COMPETENCIES AND THEIR EFFECTS ON EDUCATIONAL INCLUSION: A CASE STUDY AT THE CAMACHO ANGARITA INSTITUTION, MUNICIPALIT OF LIMÓN, CHAPARRAL, TOLIMA, COLOMBIA

2025-06-01T20:53:20+00:00

The objective of this work is to explore the link between students' socio-emotional competencies and academic effectiveness through inclusive education practices at the Camacho Angarita educational institution in the Limón District of the Municipality of Chaparral, Tolima, Colombia. It was carried out through an exhaustive review of the literature and a theoretical analysis, which emphasizes the need to have socio-emotional skills to ensure inclusion in this environment. The methodology used is a qualitative approach, which includes the use of semi-structured interviews with teachers, among others. The findings deduced that there is a positive correlation between the academic performance and the socio-emotional competencies of these students, as well as a great impact on the social inclusion of the learners. It is concluded that the development of these students' skills improves their academic achievement, thus contributing to social inclusion inside and outside the classroom.

GAMIFICATION AS A METHODOLOGICAL STRATEGY IN TEACHING AND LEARNING ENGLISH FROM CURRENT SCIENTIFIC PUBLICATIONS

2025-06-01T20:53:36+00:00

Gamification in the learning of English as a second language poses a significant challenge for educational institutions, especially in its stimulation of students' predisposition and responsibility, which is why its teaching faces various challenges that include students' disinterest, in addition to limited motivation, that is, drawbacks that seem to influence academic performance. For this reason, this academic article was developed from various foundations resulting from the search, as well as analysis, of the research trends around gamification as a methodological strategy in the teaching and learning of English, but also of the particularities derived from this research in various educational contexts, in order to offer a global vision in this regard.

INTEGRATION OF ICT IN MATHEMATICS EDUCATION: IMPACT ON THE LEARNING OF BASIC EDUCATION STUDENTS

2025-06-01T20:53:23+00:00

Other wording: This study aims to analyze the impact of the integration of Information and Communication Technologies (ICT) on mathematics learning among high school students. The research evaluated how the incorporation of digital tools, such as mathematical applications and educational platforms, influences students' understanding and academic performance in mathematics. The systemic review methodology was used on 15 national and international articles. The results of the study reveal a significant improvement in students' understanding and performance in mathematics, attributed to the integration of Information and Communication Technologies (ICT). The incorporation of digital tools, such as simulations and mathematical applications, facilitated a more dynamic and effective interaction with mathematical concepts, allowing tangible visualization and manipulation of abstract problems. This ability to represent concepts in a clearer and more accessible way contributed to a deeper and more lasting understanding of the subject. The increase in student interest and motivation, evidenced by their greater participation in class and better retention of concepts, demonstrates that ICT creates a more engaging and stimulating learning environment. The personalization of learning, provided by educational platforms that tailor resources and feedback to individual needs, allowed students to progress at their own pace and style.

EXPLORING CONCEPTIONS OF DISORDERS AND DISABILITY, MENTAL HEALTH PROBLEMS, PSYCHOSOCIAL DISABILITY AND MENTAL DISORDER: A REVIEW OF THE LITERATURE

2025-06-01T20:53:41+00:00

In Colombia, during and after the COVID-19 pandemic, some children and adolescents presented symptoms that impacted their mental health. An increase in the levels of anxiety, depression, stress, among others, was observed. Although these symptoms can manifest themselves in different ways, it is crucial to differentiate their classification: mental health problems (or diseases), mental disorders and psychosocial disability. To this end, entities such as the World Health Organization (WHO) and the American Psychiatric Association (APA) have developed criteria to categorize these disorders. Although these constructs originate in the health sector, their incidence in education has generated great challenges when thinking about quality education, which has led to the need to transcend from medical models focused on rehabilitation to social and rights-based models that promote values of inclusion and equity, but has also created terminological ambiguities that hinder the conceptual distinction between mental health problems, mental disorders and psychosocial disability, which perpetuate homogenizing practices, attitudinal barriers and social stigmas. Therefore, the main objective of this research is to establish a conceptual distinction between these categories, using a descriptive-exploratory methodology based on the review of academic literature. Documents from international entities that classify developmental disorders and national policies related to the participation of people with diagnoses were included, in addition to searches in databases such as Google Scholar, Scielo, Dialnet and Scopus. Research on higher education and those that do not explicitly address the conceptualization of the terms analyzed were excluded. The findings highlight the importance of providing support that addresses the particularities of each individual. It is concluded that a clear and precise understanding of these concepts is essential to move towards inclusive and rights-based practices.

THEORETICAL FOUNDATIONS OF UNIVERSAL DESIGN FOR LEARNING, SUPPORT IN PEDAGOGICAL PRACTICE

2025-06-01T20:53:25+00:00

To advance inclusive education, it is important to identify the theoretical foundations of universal design for learning, as a support in pedagogical practice, highlighting that alternative for transformation and recognition of the needs of students or barriers that teachers have ay the time of pedagogical planning, where reasonable adjustments are implemented taking into account the tools, styles, ways of learning. In order to understand and interpret how universal design allows the teacher to create spaces that strengthen the processes I pedagogical practice. A review of the literature will be carried out that theoretically supports the universal design for learning as a support in the teaching work that is developed before, during and after each moment of planning, this is developed before, during and after each moment of planning, this theoretical review allows contextualizing the three elementary principles and guidelines that are relevant for the strengthening of educational praxis that emphasizes teaching and learning, at the same time, take into account the three networks that are known for neuroscientific foundations. The methodology is based on a qualitative, interpretative approach, with a theoretical documentary review technique that is focused on the framework of universal design between the historical and the current. It is concluded that universal design is important for learning in the process of executing the plans designed by the teacher to interact with the learning that the student must acquire, demonstrating the different ways of reaching knowledge, affectivity and strategy.

IMPACT OF DIGITAL RESOURCES ON READING COMPREHENSION IN LATIN AMERICAN EDUCATIONAL CONTEXTS: A LITERATURE REVIEW STUDY

2025-06-01T20:53:44+00:00

This study analyzed the impact of digital resources on reading comprehension within Latin American educational contexts through a systematic literature review. Eight empirical and quasi-experimental studies, published between 2013 and 2024, were selected and analyzed, focusing on the use of digital technologies to enhance reading comprehension at various educational levels. The methodology involved the collection and categorization of data based on learning types, levels of comprehension, textual typologies, and digital resources employed. The results indicate that digital tools are effective in improving reading comprehension, particularly at the literal and criterial levels. However, inferential and critical comprehension showed no significant improvements, suggesting the need to supplement these tools with other pedagogical strategies. Additionally, the study highlighted that student motivation and engagement increase with the use of interactive technologies such as Interactive Whiteboards (IWBs), which is crucial in educational contexts with technological limitations. The conclusions emphasize that while digital resources can enhance learning, their effectiveness largely depends on the available infrastructure and teacher training. The lack of adequate technological access and insufficient teacher preparation limits the potential benefits of these tools. The study concludes that further research and adjustments to digital strategies are necessary to more effectively address the various dimensions of reading comprehension, with particular focus on inferential and critical comprehension.

THE GENDER APPROACH IN COLOMBIAN EDUCATIONAL INSTITUTIONS: ADVANCES AND CHALLENGES

2025-06-01T20:53:15+00:00

In the educational context, gender equity has been a challenging goal to achieve. It arises from feminist efforts to attain equality in women's rights compared to men in modernity, where certain advancements can be observed, even though challenges remain. Therefore, the purpose of this academic essay is to present the progress and challenges of the gender approach in education, particularly at the preschool, primary, and secondary levels. To this end, a thorough review of both primary and secondary sources was conducted, including government documents and reports, as well as books, theories, and references. From this analysis, it becomes evident that the underlying principles of gender equity often seem to fade in the current reality, with limited substantive implementation, possibly due to the persistent patriarchal culture within the educational system, along with economic and social issues that contribute to gender inequality. Finally, from a differential and intersectional approach, possible actions are proposed to renew the necessary structures for the consolidation and sustainability of the gender approach as a matter of collective interest.

SCHOOL RETENTION: SOCIO-EDUCATIONAL POLICY STRATEGIES FOR DROPOUT MITIGATION

2025-06-01T20:53:30+00:00

The general objective of the research presented here is to explore the positions that, in order of Colombian educational policies, are being carried out and implemented, as strategic actions of school retention, to tackle the phenomenon of school dropout, in the strengthening and permanence of the student in the educational system, in an active and participatory manner. For this purpose, a documentary review type research will be applied, exploratory, descriptive, descriptive, explanatory of various articles of law, academic and scientific articles, dealing with the subject, under the dialectic scheme, seeking to spin from the interpretive method, such analysis, for the insight of the current reality of this situation that affects the entire student population educational community, seeking to provide a broad and prospective vision of the current Colombian National scheme, in its school interventionist form.

REFLECTIONS ON THE TEACHING OF MATHEMATICS FROM THE TEACHER'S CREATIVITY IN RELATION TO THE NUMERICAL COMPETENCIES OF ELEMENTARY SCHOOL STUDENTS

2025-06-01T20:53:18+00:00

The teaching of mathematics from creativity is relevant to know it and to deepen on all aspects that give rise to form blocks of attention for students to improve their academic performance in terms of numerical skills; reason that leads to take into consideration some aspects of marked importance on the teaching processes and from this theoretical position is that the present general objective arises: To reflect on the models of teaching mathematics from the creativity of the teacher against the numerical skills of elementary school students in Colombia. The methodology is framed in a documentary analysis, which resulted in the present theoretical approach; it is appropriate to point out that it was concluded that the models of mathematics teaching from creativity show a set of knowledge and tools that the teacher must have at hand to make the academic processes a theoretical-procedural path that contributes in a good way to strengthen the performance of students and therefore the quality of education.

THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON CRITICAL THINKING IN SECONDARY SCHOOL STUDENTS

2025-06-01T20:53:35+00:00

The present article aimed to reflect on the impact of artificial intelligence (AI) on the learning process of secondary school students, specifically concerning the development of critical thinking and the ability to learn autonomously. To address this goal, the existing literature on the use of AI tools in education was reviewed, case studies were analyzed, and the implications of technology in education were debated. The results indicated that, while AI can offer significant advantages, such as personalized learning and continuous support, there is also the risk of dependency that might reduce students' motivation to acquire knowledge independently. The reflection suggested that excessive use of AI could lead to a decline in critical skills and autonomous capability. In conclusion, the article emphasized the importance of balancing the integration of AI in education to ensure that these tools complement rather than replace the autonomous learning process, thus promoting a comprehensive development of students' educational competencies.

TECHNOLOGICAL COMPETENCIES AS A DIDACTIC FOUNDATION IN TEACHING PRACTICES

2025-06-01T20:53:22+00:00

The presence of technologies today has caused daily activities to be transformed, with emphasis on the development of autonomous and automated knowledge. In relation to this, it is appropriate to carry out an article whose purpose is: Understanding the presence of Technological competencies as a didactic foundation in pedagogical practices are assumed as a generic element, given that technological competencies are essential in the development of the subject. For this reason, it is important to recognize that these competencies are the capabilities that teachers possess. To work with technology, in relation to this, it is necessary to mention that a process of documentary review of different authors who work on this particular was carried out, in addition to this, the interpretative process of the source is valued, as a basis for understanding. of these competencies as a didactic foundation. As a result, it was established that technological competencies are essential in the performance of the teaching task, especially in the pedagogical space, given that they are required either as a resource or as a strategy, which act directly in the improvement of processes. of teaching and learning. In conclusion, it can be assumed that the presence of technological competencies is urgently needed as a means that bases didactic action in the referenced space for pedagogical practices, hence the pedagogical implications of this particular are oriented 2towards the dynamization of didactic processes, with emphasis on improving both the teaching and learning processes.

THE GENDER APPROACH IN COLOMBIAN EDUCATIONAL INSTITUTIONS: ADVANCES AND CHALLENGES

2025-06-01T20:56:02+00:00

RURAL EDUCATION A CHALLENGE FROM THE TECHNICAL AND TACTICAL

2025-06-01T20:55:49+00:00

Education as a system is developed through educational models, which in practice must be focused according to the context to which they will be applied, that is, rural areas and urban areas. Therefore, we can find that educational institutions (EI) located in urban centers address integrated models such as “graduate school” or “traditional school” focused in turn on theories such as constructivism, meaningful learning, among others; Meanwhile, in rural areas, flexible models are faced such as the “new school” up to primary and post-primary secondary. Now, in Colombia, I.E., are observed that link two educational models, that is, they alternate the traditional school with the new school; which means that the teacher in his role as facilitator must strengthen his skills and attitudes necessary to perform his work effectively and efficiently, in turn adapting his learning to the new reality. Rural education in Colombia has historically demonstrated technical and tactical shortcomings, this being evidenced in the low results of students in census tests that measure the quality of education, which is why improvement efforts must arise in a tripartite manner, that is, between education professionals, the I.E and the teacher training faculties where teaching practice is also combined with rural and urban life.

INTELITICS: REDEFINIENDO EL SUJETO EDUCATIVO EN LA ERA DE LA INTELIGENCIA ARTIFICIAL

2025-06-01T20:56:04+00:00

This article examines the profound reconfiguration of educational subjectivities in the era of Artificial Intelligence (AI) and Information and Communication Technologies (ICT). Grounded in Foucault's concept of “technologies of the self,” Castells' theory of the information society, Piscitelli's reflections on digital education, Turkle's analyzes of digital identity, Han's critique of the transparency society, and Jiménez-Agudelo's ideas about “plug and play bodies,” the study explores how these technologies are primarily redefining the nature of learning and the identity of teachers and students. It analyzes how AI and ICT not only transform pedagogical practices, but also radically reconfigure power relations, autonomy and the construction of knowledge in the educational field. The article investigates the implications of this identity metamorphosis, addressing issues such as “algorithmic governmentality”, the emergence of “posthuman intelligences”, and the fusion between the biological and the digital in education. Based on these theoretical frameworks, it is argued that the integration of AI and ICT in education is not a mere adaptation of tools, but rather a paradigmatic change that requires rethinking mainly the concepts of learning, cognition and educational identity. The article proposes a critical approach that, instead of seeking to preserve traditions, ventures into the exploration and configuration of new educational models that respond to the emerging realities of the digital age.

TIC INNOVATION: A PERSPECTIVE FROM THE CLASSROOM

2025-06-01T20:55:53+00:00

Information and Communication Technologies offer innovative resources and tools that facilitate the acquisition of knowledge and the development of skills. These technologies allow for dynamic and accessible learning, adapted to the needs and pace of each student, promoting interactive and collaborative methods that enrich the educational process. The purpose of the article is to inspire teachers to, through their initiatives and creations, take on the challenge of exploring with their students a variety of educational content that enriches the learning process. This not only facilitates the understanding of the topics, but also fosters motivation and awakens in students a genuine desire to learn, applicable in various areas of knowledge. The methodological structure is to guide the reader in understanding how Information and Communication Technologies can enhance learning, by focusing on improving academic performance, encouraging cooperative work, stimulating creative thinking and increasing student motivation. This approach is complemented by a series of practical steps to effectively integrate ICT in the classroom, and is enriched by a reflection on the impact of these practices on the development of digital competences and life skills.

PERCEPTIONS OF YOUNG TENTH GRADE STUDENTS ABOUT CONSUMPTION OF PSYCHOACTIVE SUBSTANCES IN PUBLIC SCHOOLS IN BOGOTA COLOMBIA

2025-06-01T20:55:58+00:00

This essay-type article is aimed at observing the stage of this situation in the city of Bogota in Colombia in recent years. The population under study are tenth grade students, in socioeconomic levels of strata 1, 2 and 3, in which difficulties associated with the consumption of licit and illicit psychoactive substances are observed. The main problem is the lack of knowledge about the students' perceptions regarding the consumption of harmful psychoactive substances (PAS). Therefore, the aim is to have a reference on the perceptions of young people, in order to contribute to the processes of health promotion and prevention of consumption from the educational sector. In addition, to strengthen the role of education in the appropriate use of information and to correct erroneous perceptions about PAS. The main conclusions are directed towards the importance of the school in strengthening consumption prevention campaigns and the promotion of healthy practices that can help prevent young students and their families from sinking further into the scourge of drug addiction due to the consumption of harmful psychoactive substances.

SOCIAL MAPPING AS AN EDUCATIONAL TOOL FOR THE RECOGNITION OF GEO HISTORICAL PROCESSES IN LOCAL SPACES.

2025-06-01T20:56:01+00:00

Talking about educational tools as the central axis for the learning areas where the multidisciplinary integration of learning knowledge and knowledge is sought, allows promoting the comprehensive teaching process in the student community. That is to say, the innovation of social cartography as an innovative element in the recognition of the geographic space, an activity that will take place in a strategic scenario where some conceive information, space and territory. Analyze social cartography as a basis for understanding and applying educational morphology as a tool and resource in education. In this sense, cartography, where the vision of the future and the fight tactic are traced as a physical environmental space, and geographically delimited where a system of interrelationships takes place that produce a set of interpersonal relationships based on the needs of the community. Social cartography has a set of graphic representations that improves the understanding and comprehension of the representations where they offer information and know how to transform social problems in the study scenarios. The realization of this study is proposed with the intention of implementing social cartography as a pedagogical tool that serves to recognize geohistorical processes in local spaces, a powerful work tool considered in the educational field of new practices in the execution and its purpose is that students have knowledge that facilitates the management of information in the different processes and effective teaching-learning advances.

FROM TRADITIONAL TO TECHNOLOGY-MEDIATED TEACHING

2025-06-01T20:56:03+00:00

The article, product of documentary analysis, is focuses on the evolution of education, starting from Plato´s contributions, through steps al specific moments in history, where the perception about teaching in that time is highlighted. In this respect, the first idea has to do with the knowledge as a virtue or gift for holding public office and taking decisions on the basis of justice and justice. morality, later in Rome the foundations were laid for education of greater coverage, not only in terms of those who could participate in this process (men and women) but also the areas that were covered, among which are language, mathematics, art, activity and physics, morality. In the Middle Ages, the emergence of the university is considered as the greatest contribution, there is a long period of transition marked by the rise of science as the measure for the explanation of phenomena instead of explanations based on the belief in God, this era was called modernity, a model that over time presented exhaustion because it was based on the training of individuals in the knowledge more than in the application of the same, it is what has been called traditional education, in the face of the signs of exhaustion, space was given for the formation of the being through alternative pedagogies, thus considering educational technologies as a means to dynamize the act of teaching, aimed at achieving the well-being of society.

A COMMITMENT TOWARDS CHANGE IN LEGAL EDUCATION WITH A VISION TO ETHICS AND LEGAL DEONTOLOGY

2025-06-01T20:55:51+00:00

The professional practice of lawyers, as well as the number of professionals entering the labor market and the different specificities that arise around these variables, currently project a discouraging panorama full of restlessness that is reflected by figures that have broken trends of more than 13 years, such as, for example, the 1,597 professionals sanctioned by 2023. These figures reinforce the concern that various sectors and government directives have expressed, affecting the good name and credibility of the practical and legal practice carried out by lawyers. Within the countless efforts to try to recover that legal tradition of more than 50 years, the National Government issued Law 1095 of 2018 that seeks to validate the suitability of graduates of law programs. This exam, made up of 63 questions, addresses the following competencies: (a) legal diagnosis, (b) communication in the legal field and (c) defense of the Constitution and the ethics of the practice of law; measures that are not sufficient if we take into account that every day the number of IES programs that obtain the qualified registry to offer the law program is increasing (some of them in dual modality, presence and virtual); which leads to an oversupply that does not contrast with a devalued demand for professionals, where according DANE statistics for the month of January 2024, it generated a contraction of -64%. The universities who formulate the study plans and the teachers in charge of the transmissions of knowledge have a leading role in the training of upright professionals endowed with skills and professional values, which allow them to face the new challenges demanded by the new procedural systems and a harsher work world.

PROPÓSITOS DEL OBJETIVO DE DESARROLLO SOSTENIBLE 4 EN PERSPECTIVA DE LA EDUCACIÓN LATINOAMERICANA Y COLOMBIANA

2025-06-01T20:55:56+00:00

This study will analyze the possible progress of Sustainable Development Goal 4 in Latin America within the framework of the Social Dimension of the 2030 Agenda for the Sustainable Development of our planet, which is aimed at achieving and guaranteeing inclusive, equitable and quality education for all peoples, promoting opportunities for lifelong and life-wide education. In this sense, the purpose is to analyze the ten goals of the objective and taking as a reference the assessment made by the Economic Commission for Latin America and the Caribbean (2022), five of them will be worked on: 4.1) quantitative and qualitative levels in the completion of primary and secondary education, 4.2) coverage and attention to preschool education, 4.6) reduction of high illiteracy rates, 4.a) infrastructure of educational institutions and 4.c) teacher qualification. According to the results, it was revealed that these goals are moving in the right direction and were achieved in order to achieve the objectives of Sustainable Development Goal 4, which should benefit Latin American education systems.

DOUBLE EMOTIONAL BURDEN: THE TEACHER IN THE FACE OF CONFLICT AND WELL-BEING.

2025-06-01T20:55:59+00:00

This article focuses on the objective of reflecting on the implications of the double emotional burden of teachers in conflict mediation and emotional well-being. The research is based on the review and analysis of documents, scientific publications, the national legal framework related to emotional education and informal narratives of teachers of the District Secretariat of Education in Bogota. The results of the reflective
analysis show that the lack of training programs in emotional education generates a double emotional burden on teachers, negatively impacting their ability to manage conflicts in the classroom and create a positive learning environment. However, it is concluded that investing in teachers' emotional well-being is a long-term strategy that benefits both students and teachers. By promoting emotional education training programs and creating healthier work environments, teachers' ability to manage their own emotions and those of their students can be improved, thus fostering a more positive and collaborative school climate.