DIALÉCTICA

EMOTIONAL TEACHER BURNTOUT IN AN URBAN SCHOOL ENVIRONMENT: A READING FROM THE SITUATED EXPERIENCE

Kelly Johana Peñata Doria — 2026-07-05

This essay reflects on the working conditions that affect teachers’ mental health, based on a situated experience within the official education system. It addresses aspects such as managing challenging behaviors, working with large groups, weak family co-responsibility, regulatory demands, and limited time for pedagogical work.

Through a review of normative and academic sources, it examines the gap between the discourse on educational quality and the actual conditions of teaching practice. The text highlights the need to make teachers’ well-being visible as a key element for strengthening school processes, without which it is difficult to speak of education with formative and human meaning.

SOCIO-EMOTIONAL DEVELOPMENT AS A FUNDAMENTAL CONCEPT IN EARLY CHILDHOOD EDUCATION. BASES FOR A NEW MODEL OF ADAPTATION AND APPROPRIATENESS IN TRANSITION GRADES IN COLOMBIA

Diana Fernanda Gelvis Castellanos — 2026-07-05

Socio-emotional development in early childhood education refers to the set of skills and abilities necessary for a child to carry out basic daily activities independently and grow emotionally without difficulties. Specialists argue that children not only develop intellectual skills to discover the world around them and transform reality, but also feel the need to establish emotional and meaningful relationships with the people and objects around them. This is why the purpose emerges: to reflect on socio-emotional development as a fundamental concept in early childhood education and the basis for a new model of adaptation and adjustment in transition grades in Colombia. The methodology focused on a documentary analysis centered on a systematic review of certain documents and experiences. from this perspective, the present scientific essay emerges as a foundation for understanding socio-affective development, which is a set of processes essential to human beings throughout their life cycle and plays a fundamental role in early childhood education, as it allows for the comprehensive development of preschool-aged children and builds individuals who can interact socially in an appropriate manner. The optimal development of social skills, emotional intelligence, and psychosocial development provides children with optimal conditions for their personal, social, and academic development.

PHYSICS AND CONSTRUCTIVISM: AN ALLIANCE FOR MEANINGFUL LEARNING

Cristian Enrique Ruiz Silvio — 2026-07-05

ABSTRACT

The fundamental purpose of this essay is to analyze how constructivism represents an ally in the teaching of physics as a science in order to achieve meaningful learning through it, based on the fact that traditional teaching is characterized by leading the student population to take a passive role in which they only receive information and memorize formulas without really understanding the physical phenomena of the universe, which makes this form of teaching ineffective. Therefore, the use of constructivist principles is proposed as a pedagogical support that allows this obsolete teaching pattern to be transformed into an active and truly profound learning practice, through a dynamic process in which students build on their own ideas with guided help from the teacher in their role as facilitator, generating cognitive conflict that makes students reflect and restructure their ideas. Through interaction and collaboration, they contextualize and highlight the relevance of concepts by connecting them with theory. In turn, visualization through experimentation will undoubtedly make learning meaningful, and even more than that, students will feel motivated and empowered by knowledge, thus allowing the development of scientific skills that will lead to logical reasoning and, therefore, critical thinking. It should be noted that constructivism is not only an alternative but a necessity that promotes conceptual understanding in teaching.

THE GAME AS A PLAYFUL STRATEGY AIMED AT MEANINGFUL TEACHING

Alison Daniela Chaparro Cáceres — 2026-07-05

Play as a playful strategy aimed at meaningful teaching represents a pedagogical alternative that transforms the school experience into an active, emotionally stimulating, and cognitively profound process. Various educational theories, such as Piaget's structuralism, Vygotsky's sociocultural theory, and the Play-Based Learning (BBL) approach, have demonstrated that play not only promotes psychomotor, social, and linguistic development but also enables the construction of knowledge through exploration, trial, and error. This strategy places students as the protagonists of their learning, promoting autonomy, creativity, and motivation. Play, as a derived technique, incorporates playful elements into formal learning environments, generating collaborative, affective, and flexible spaces that stimulate critical thinking and teamwork. Its effective implementation requires teacher training, the design of contextualized teaching resources, continuous assessment, and educational policies that recognize the value of play as a legitimate tool. From this perspective, this essay-style article aims to analyze play as a playful strategy for meaningful teaching, highlighting its theoretical foundations, its benefits for cognitive and socioemotional development, and the necessary conditions for its effective implementation in the classroom, in order to contribute to meaningful teaching.

EDUCATION: A FUNDAMENTAL AXIS IN THE DEVELOPMENT OF HUMAN BEINGS THROUGHOUT HISTORY

Oscar Emilio Ayala Villalba — 2026-07-05

Throughout history, education has been much more than a simple process of knowledge transmission: it has constituted the essential core of individual and collective human growth. From the earliest forms of teaching in ancient civilizations to the complex educational systems of today, education has shaped values, cultivated skills, and fostered the development of critical thinking and social interaction. In every era, it has served as an instrument of emancipation, equity, and transformation, reflecting the needs, aspirations, and tensions inherent to its context. With this in mind, this article is structured as an essay, in which the authors, through bibliographic analysis, highlight the relevance of education as the fundamental axis in human development throughout history. From this analysis, a theoretical framework can be derived that allows teaching professionals to appreciate their leading role in contemporary society.

COMPETENCIES FOR TEACHERS IN RURAL CONTEXTS OF COLOMBIA

Jorge Octavio Moreno Moreno — 2026-07-05

This study analyzed the state of digital competencies of teachers working in rural contexts in Colombia, examining the structural and pedagogical challenges that condition their development. The research aimed to argue that overcoming digital educational inequity in rurality transcends the mere provision of equipment. It was demonstrated that the persistent digital divide, in its dimensions of access and use, acts as a fundamental barrier. Centralized teacher training models were criticized for their ineffectiveness in responding to local realities, proposing situated and collaborative approaches instead. The analysis delved into the need to evolve from an instrumental use of technology towards a critical digital pedagogy that empowers teachers and students as creators of relevant content. It was established that communities of practice are key catalysts for innovation and mutual support. Finally, it was concluded that isolated initiatives are insufficient and that a framework of comprehensive, sustainable, and territorially-focused public policies is required to build an ecosystem that ensures a true digital transformation, considering it an imperative for social justice and equity in the country.

LITERACY CHALLENGES IN THE FACE OF ARTIFICIAL INTELLIGENCE

Jeniffer Durán Pérez — 2026-07-05

Modern education demands that teachers possess a strong commitment, solid academic training, competencies, and knowledge, as well as creativity, teaching skills, and innovation. All of this benefits students, as it contributes to the development of the abilities necessary for their holistic growth. Among the fundamental competencies that students must develop is literacy, that is, the development of their ability to write and read. It should also be mentioned that Information and Communication Technologies (ICTs) are part of the teaching tools available to both students and teachers to improve their respective learning and teaching processes. Among the recent technological and digital tools is Artificial Intelligence (AI), which has emerged to simplify many processes that people perform, with education being one of the fields where it has had the greatest impact. This, in turn, becomes a challenge for teachers as well as for strengthening literacy skills. Based on this, this scientific article is presented with the purpose of analyzing the challenges faced by the literacy process in relation to artificial intelligence, while also aiming to generate knowledge about the relevance of ICT technological tools in the educational context in the current era, for which it will rely on documentary review and hermeneutics as methodological elements.

The Integration of Philosophy and Critical Thinking Through the Pedagogy of Experiential Well-Being (PVB)

Juan David Builes Grisales — 2026-07-05

This essay delves into the articulation between philosophy, critical thinking (CT), and the Pedagogy of Experiential Well-Being (PVB), a contemporary theoretical proposal that integrates cognitive learning with lived experience and the integral well-being of the human being. It is argued that philosophy provides the ethical, epistemic, and ontological foundation necessary to question reality in its complexity, while critical thinking constitutes the essential cognitive competence of the 21st century, an era marked by information overload, acceleration, and the loss of reflective meaning. Within this horizon, the PVB—developed by Juan David Builes Grisales—emerges as an active, inclusive, and experiential methodology that transforms theory into lived experience, knowledge into meaningful engagement, and reflection into action. Through the principle of the “connected-being,” this pedagogy integrates the cognitive, emotional, social, and existential dimensions, fostering processes of self-knowledge and meaningful dialogue. From this perspective, critical thinking becomes a practice of reflexive and ethical existence that weaves rational analysis with human sensitivity, transcending instrumental logic to orient itself toward purposeful and meaningful thought. Thus, the PVB not only teaches how to think, but how to think consciously, contextually, and humanely, reconnecting the student with themselves, with their environment, and with their community. In sum, the PVB offers an educational path that unites philosophical depth with transformative experience, fostering a more conscious, integral, and well-being-oriented education.

MULTIPLE INTELLIGENCES IN RURAL CHILDHOOD: ANALYSIS OF PEDAGOGICAL PRACTICES IN THE EARLY GRADES.

Maryi Carolina Ardila García — 2026-07-05

This article reflects on the pedagogical practices in the early grades of rural primary education in the municipality of Santa Bárbara, Santander, based on Gardner’s theory of multiple intelligences and Vygotsky’s sociocultural conception of learning. Through a methodology of critical review and contextual analysis, the purpose is to understand how children between five and seven years old learn from their emotions, experiences, and community bonds, which requires teachers to assume a flexible role as mediators of learning. From this perspective, cognitive diversity in the classroom is recognized as a richness that allows the discovery of talents and the construction of meaningful learning connected to rural life. Likewise, the rural school is configured as a space for pedagogical innovation where cognitive, emotional, and cultural dimensions are integrated to promote an inclusive and relevant education from the early years, strengthening both the individual development of students and the collective construction of the educational community.

IMPACT OF SELF-REGULATION ON COEXISTENCE AND ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS IN BUCARAMANGA.

Leydy Tatiana Torres Gómez — 2026-07-05

Self-regulation is viewed as the ability to plan, monitor, and adjust behavior, emotions, and thinking to achieve academic and social goals. In the educational context, this skill manifests itself in time management, sustained attention, emotional self-regulation, and persistence in the face of difficulties. It is here, where school dynamics can be influenced by family and community contexts, that self-regulation becomes relevant as a bridge between intrinsic motivation and academic performance. For this reason, this essay aims to analyze the link between self-regulation and learning for coexistence. To do so, it was necessary to conduct a systematic review of information based on the specific views of various authors on the topic. One finding emphasizes that emotional self-regulation constitutes a central axis for enhancing learning, since positive interactions strengthen intrinsic motivation and participation in group activities. Through active listening, turn-taking, cooperation, and conflict resolution, students build enriching classroom climates that foster the exchange of ideas and collaborative learning. Social emotional competence also reduces interpersonal tension and isolation, factors that can impair participation and performance in curricular tasks.

BEYOND THE CLASSROOM: FAMILY CO-RESPONSIBILITY IN THE COMPREHENSIVE DEVELOPMENT OF CHILDREN IN THE LATIN AMERICAN CONTEXT

Derly Lorena Quiroga Sierra — 2026-07-05

This article analyzes the importance of shared responsibility between family, school, and community in the comprehensive development of children between the ages of 4 and 12 in the Latin American context. The active participation of primary caregivers in educational processes has been recognized as a determining factor in the cognitive, emotional, social, and moral development of children. However, structural, cultural, and institutional barriers persist that hinder the strengthening of this bond. Through a socio-educational approach, the article reflects on the challenges and opportunities facing the school-family-community alliance, with the aim of highlighting tensions such as the lack of training for participation, adult-centrism, poor effective communication, and the instrumentalization of the family in public policies. The analysis is based on regulatory and academic sources that help us understand the need for a transformation in school practices towards more inclusive, dialogical, and affective models. Among the findings, enabling factors are identified, such as the recognition of the family as the primary educational agent, the creation of spaces for shared decision-making, and the implementation of training strategies for teachers that promote co-responsible relationships. The conclusions suggest that family co-responsibility can no longer be conceived as a complement, but rather as a structuring axis of the right to quality education. Likewise, it invites us to move beyond welfare-based approaches and advance toward an education that welcomes and articulates the knowledge, practices, and trajectories of families.

MULTIPLE INTELLIGENCES APPLIED IN THE CLASSROOM THROUGH STEAM TOOLS ABSTRACT

Erika María Valbuena Cuervo — 2026-07-05

Multiple intelligences allow us to recognize that learning is not homogeneous and that STEAM tools can be adapted to assess diverse forms of intelligence (logical-mathematical, linguistic, spatial, musical, kinesthetic, interpersonal, and intrapersonal), promoting more inclusive and personalized educational experiences. The integration of STEAM facilitates the articulation of content and cognitive skills through interdisciplinary projects, where tasks are designed that require critical thinking, problem-solving, creativity, and communication, connecting science, technology, engineering, art, and mathematics with cultural and social contexts. For this reason, this essay aims to reflect theoretically on the influence of multiple intelligences on students' educational processes. One finding emphasizes the importance of an inclusive and accessible classroom environment that guarantees the availability of resources, teacher training in the use of STEAM tools, and support strategies for diverse learning styles, avoiding biases that favor a single predominant intelligence.

READING IS TEACHING TO ASK QUESTIONS: TOWARDS A PEDAGOGY OF THE ACT OF READING

Yuly Andrea Castro Caicedo — 2026-07-05

This essay reflects on reading as a process of thinking, rather than merely an act of decoding or superficial entertainment. Based on the thesis that teaching reading in the classroom is teaching how to ask questions, it argues that true reading instruction must focus on forming readers who are capable of questioning the text, of doubting, and of constructing their own meanings. In school practices, reading is often taught as a mechanical habit or as an immediate source of pleasure, but rarely as an opportunity to think. The essay defends the idea that the pleasure of reading does not come from the superficial act of turning pages, but from the moment of discovery that arises from understanding—the “eureka” moment. It proposes a reflection on the triad of text, reader, and reading, leading toward a pedagogy of the act of reading: one that aims not merely to create book enthusiasts, but to cultivate conscious, autonomous readers capable of interpreting reality. In other words, it seeks to form critical readers who accept difficulty as part of the process and understand that those who learn to read through questioning also learn to look at the world with an awakened mind and a free spirit.

EDUCATIONAL LEADERSHIP IN BORDER CONTEXTS: THEORETICAL CONSTRUCTS TO STRENGTHEN TEACHER TRAINING IN THE COMPLEMENTARY TRAINING PROGRAM OF THE MARÍA INMACULADA DE ARAUCA NORMAL SUPERIOR SCHOOL.

Enny Gasbleidy Arango Castillo — 2026-07-05

This essay presents an educational leadership model tailored to borderland contexts, specifically designed for the realities of the department of Arauca, Colombia. Through a critical review of the literature and case studies, it is argued that traditional leadership approaches are insufficient to address the social, cultural, economic, and political challenges that characterize these regions. Therefore, an integrative approach is proposed, combining transformational, distributed, situational, and socially just leadership perspectives. The suggested model underpins the redesign of the Complementary Training Program (PFC) at the María Inmaculada Superior Normal School in Arauca, incorporating specific training modules and strategies such as support networks, teacher mentoring, continuous assessment, and action research. The proposal focuses on developing competencies in adaptive leadership, diversity management, conflict resolution, and pedagogical resilience, with the goal of preparing critical, reflective, and socially committed teachers who are capable of transforming their environment.

Thus, educational leadership is understood as a dynamic, ethical, and contextual process, capable of generating relevant and sustainable responses to the complexities of borderland settings.

SCHOOL COEXISTENCE IN COLOMBIAN EDUCATION

Ever Gerardo Simales Martinez — 2026-07-05

This article presents an important role that educational institutions play in the comprehensive social development of each student. This task, which is carried out by teachers in every educational institution, it is important in their daily work, but even more so in the space where it takes place and the conditions and spaces that are conducive to it. It is here that school coexistence is a determining factor in the development and completion of pedagogical processes. It is purpose is for the student to on an environment that facilitates comprehensive training processes aimed at developing individual and collective skills, in which values and civility are the pillars for the preparation and formation of an empathetic society, capable of resolving conflict situations peacefully, learning from these experiences, and generating new opportunities for personal growth. The article is based on a critical-analytical approach, consequently, school coexistence is the starting point for schoolwork, promoting a positive environment that provides safe and pleasant spaces for the development of academic activities. The article also presents the level of responsibility of the family as the first entity with which the child interacts. It is in this space that the first social relationships between relatives take place, who establish and work to strengthen the formation and adaptation to norms established for within the family and are put into practice at school and in society.

REFLECTIONS ON THE USE OF DIGITAL PLATFORMS AS A SUPPORT TOOL TO STRENGTHEN READING PROCESSES IN SECONDARY-LEVEL LEARNERS

Consuelo Girón Diaz — 2026-07-05

This essay aims to analyze how the use of digital platforms can become a key pedagogical resource to strengthen reading processes in secondary-level students. Based on a qualitative perspective and supported by the exploration of documentary sources, studies are analyzed that address the influence of these technological tools in the educational field, particularly in the reinforcement of reading skills. The selection of sources focuses on academic research that provides evidence of meaningful pedagogical experiences. This review makes it possible to identify benefits, challenges, and successful experiences that can enrich teaching practices. It is emphasized that such platforms promote student interaction, foster peer collaboration, and contribute to the design of meaningful, flexible, and inclusive virtual learning evironments. However, the findings show that effective pedagogical use requires teachers to possess digital competencies and master appropriate didactic strategies, so that implementation is intentional, reflective, and aligned with curricular goals. As a conclusion to this reflection, it is believed that digital platforms, when integrated into a contextualized pedagogical plan, can become effective mediators in the strengthening of reading skills. Likewise, the value of integrating digital reading strategies with common didactic techniques is highlighted, with the aim of promoting critical thinking and enhancing students' communication skills in diverse learning environments.

BETWEEN DIALECTICS AND THE SCHOOLYARD: SOCIOEMOTIONAL COMPETENCIES IN CURRICULUM AND SCHOOL EXPERIENCE.

Zoraya Solórzano Mayorga — 2026-07-05

The scientific essay analyzes the logic between the socio-emotional competencies established in the official Colombian curriculum and their actual development in everyday school experiences. Although the educational system proclaims holistic education as its ideal, daily practices reveal a prioritization of academic content over students’ emotional and social development. The study shows that genuine socio-emotional learning takes place mainly in informal spaces such as playgrounds and hallways, where students interact spontaneously, rather than in structured classrooms where theoretical definitions of empathy and emotional self-regulation are taught. This fragmentation creates a disconnect between what is taught about emotions and what is truly experienced in the school context. The research also highlights the importance of teacher–student relationships and the institutional environment as key factors in the development of these competencies. Finally, it presents Law 2491 of 2025 as a historic opportunity to integrate socio-emotional competencies transversally into the educational system, overcoming the contradictions between authoritarian structures and the principles of tolerance, empathy, and collective building that are intended to be fostered.

BEYOND MEMORIZATION: THE THEORY OF DIDACTIC SITUATIONS AS A TOOL FOR ACTIVE AND CONTEXTUALIZED LEARNING IN PRIMARY EDUCATION

Carmen Milady Arboleda Ruiz — 2026-07-05

In primary education, one of the greatest challenges is to move beyond education based solely on memorization in order to promote meaningful and lasting learning. Hence, the theory of didactic situations is presented as a powerful tool for promoting active and situated learning, which involves students in the construction of their knowledge through interaction with real problems and contexts. In effect, the following general objective emerges: to reflect on the educational process in order to go beyond memorization, using the theory of didactic situations as a tool for active and situated learning in primary education. The methodology employed was qualitative research through the interpretive paradigm using the hermeneutic method and the technique of documentary analysis. This resulted in a scientific essay on new modes of learning that fit into active and situated learning; thus, the foundations of new teaching styles applicable in classrooms are established; the results converge in the use of meaningful tools that will guarantee the quality of education, and thus new experiential elements for effective education are achieved. The application of situation theory in primary education seeks not only mastery of content, but also the development of higher cognitive skills and competencies situated in real learning contexts.

CREATIVE MATHEMATICS AND LOGICAL EMPOWERMENT: SOURCES OF PEDAGOGICAL KNOWLEDGE IN THE TEACHING OF BASIC EDUCATION IN COLOMBIA

Lilian Eugenia Hernández Rojas — 2026-07-05

The Colombian educational system has faced significant changes in its structure, and it is there that it is worth taking a look at the areas of knowledge, in this case in mathematics, which is a subject of high impact in academic training for both insiders and outsiders; a reason that leads to the following purpose: to reflect on the role of creative mathematics and logical empowerment: sources of pedagogical knowledge in the teaching of basic education in Colombia. It is pertinent to point out that a content analysis is assumed; where a systematic review of documents was carried out that translates into a significant contribution focused on knowledge, theories, resources, and strategies that are outlined in basic education training. The interest in mathematics as an essential knowledge for life projects becomes a source of pedagogical practice. It is thus that optional and alternative teaching designs emerge as a result from the classrooms, based on creativity, which allows for logical empowerment to enable students to embrace new ways of learning, considering the various elements of the context to generate meaningful learning.

INCLUSIVE EDUCATION IN THE DIGITAL AGE: IS THE SCHOOL READY TO REDEFINE AN INCLUSIVE MODEL THAT LEAVES NO ONE BEHIND?

Claudia Cecilia Vargas Daza — 2026-07-05

Currently, inclusive education faces new challenges that the digital era has brought with it, which have generated not only difficulties but also a new range of opportunities that require a redefinition of the so-called traditional pedagogical models. The purpose of this article is to make a critical analysis of whether educational institutions are prepared to implement an inclusive educational model that guarantees the full participation of all students who present some condition or barrier to learning and participation, without exclusions. By means of an essay, it will be possible to reflect on those difficulties present in contemporary educational practices and what today's society demands of us, that is, a digitalized society, as well as to explore those strategies necessary to promote inclusion in school environments. This article concludes by analyzing that although there are important and significant advances in terms of technology, educational policies for the benefit of these students, among others, there are still many cultural, social and structural barriers that limit inclusion. For this reason, a framework for action is proposed that integrates different digital tools, teacher training and the implementation of public policies that result in the commitment to build a truly inclusive school.

THE USE OF THE ALBUM BOOK FOR THE TRAINING OF CRITICAL READERS: A BIBLIOGRAPHIC REVIEW

Claudia Esperanza Jerez Cote — 2026-07-05

This literature review analyzes twenty-two studies published in the last decade on the use of picture books in the training of critical readers. The methodology was based on a systematic search process in academic databases such as Dialnet, Scielo, Redalyc, and Google Scholar, applying inclusion criteria related to thematic relevance, the recency of the publications, and the availability of full text. The selected documents were evaluated using the EACSH Scale, which allowed for the assessment of aspects such as the cover, introduction, methodology, results, discussion, and references. The analysis was organized into six thematic areas: theoretical foundations of the picture book, experiences in early childhood and primary education, innovations and specific contexts, reading comprehension and inferences, critical reading in sociocultural contexts, and socio-emotional and cognitive contributions. The findings show that picture books are a multimodal resource with great educational potential, capable of combining text and images to promote inferential interpretation, critical reflection, and the construction of complex meanings. Innovative experiences in rural, digital, and community settings were also identified, demonstrating the resource's adaptability to different educational contexts. However, methodological limitations persist, such as the use of small samples, the absence of validation protocols, and the tendency to favor descriptive approaches, which limits the generalizability of the results. In conclusion, the picture book is consolidated as an effective pedagogical tool for promoting critical reading, provided that there is a clear teaching intention and that research is strengthened with designs that allow for the applicability of its contributions to be expanded.

Realities of Women in Education: A Literature Review on Gender-Based Violence in the Colombian Educational Context

Nuri Johana Nivia Montoya — 2026-07-05

This literature review explores and analyzes existing research on addressing gender-based violence against women within the Colombian education system. It draws upon doctoral studies covering levels from early childhood education through upper secondary education, focusing on gender studies—specifically regarding approaches to, the scope of, and limitations surrounding violence against women, as well as actions taken under public policy. The review finds that, while significant progress has been made in recent decades toward ensuring girls and adolescent females fully exercise their rights—as proclaimed in Articles 1 and 2 of the Universal Declaration of Human Rights (UDHR) and aligned with Sustainable Development Goals 4, 5, and 10—public policies integrating a gender perspective into education still fall short in implementation. Stereotypes regarding gender roles continue to shape the lives of girls and adolescents, dictating expectations for their behavior, activities, and academic progress, as well as influencing how they are treated by peers and teachers. It is therefore imperative to move toward transformative actions involving the family—as the primary site of learning—and all members of the educational community, including administrators and teachers. The gender approach must shift from mere activities designed to demonstrate compliance to joint, sustained, and impactful initiatives that both prevent violence against girls and adolescents and foster education grounded in equality and equity.

SOCIO-EMOTIONAL COMPETENCIES AND ACADEMIC PERFORMANCE IN EARLY CHILDHOOD

Claudia Jackelin Rodríguez Cárdenas — 2026-07-05

This article describes the analysis of a research report developed during the Master's Degree in Neuropsychology and Education at the University of La Rioja (UNIR) in Spain in 2021. The report took into account socio-emotional skills and the fundamental role they play in students' academic performance, as they enable them to manage their emotions and motivate them to learn. From this perspective, the report addresses the problem of low academic performance among young children at the Villa del Sur educational institution, as this represents a challenge in educational settings. In order to fulfill the purpose of the research, a quasi-experimental design with a quantitative approach was implemented, applying screening tests in the pretest and posttest through the Revised Qualitative Assessment Scale of Child Development – Revised (EVCDI-R), which allowed the results reflected in the pretest to be identified, showing that some students had difficulties in their emotional competence and low academic performance. After the intervention, the findings presented in the posttest indicate significant progress compared to the initial results.

INTERDISCIPLINARITY AS A KEY STRATEGY FOR DEVELOPING SCIENTIFIC COMPETENCIES: A REVIEW OF EMERGING APPROACHES

Nadver Enrique Restrepo Salcedo — 2026-07-05

Interdisciplinarity has become an essential approach to science education by integrating knowledge, methodologies, and perspectives that foster the development of scientific competencies across diverse educational contexts. This article presents a narrative review of thirteen studies published between 2020 and 2025 in Latin America, the United States, and the United Kingdom, focused on the implementation of interdisciplinary approaches such as STEM, STEAM, and project- or problem-based learning. The search and selection of sources were conducted using open-access academic databases, applying inclusion criteria related to thematic relevance, educational level, and full-text availability. The analyzed studies show that disciplinary integration strengthens three core dimensions of scientific competence: the cognitive, related to critical thinking and hypothesis formulation; the procedural, primarily associated with research design and problem-solving; and the attitudinal, linked to collaboration, creativity, and environmental awareness. The findings indicate that, in Latin American contexts, most experiences focus on the social and environmental contextualization of learning, while in the United States and the United Kingdom, more consolidated institutional structures and systematic assessment processes prevail.

The review concludes that interdisciplinarity enhances and promotes a holistic understanding of science and its practical application; however, its sustainability depends on teacher training, institutional support, and the existence of policies that coherently integrate curriculum, assessment, and pedagogical innovation.

HOMO FABER AND THE HUMAN CONDITION: A PHILOSOPHICAL STUDY OF CONTEMPORARY FABRICATION FROM THE PERSPECTIVES OF BERGSON AND ARENT

Willian José Oviedo Sierra — 2026-07-05

The central objective of this research is to demonstrate, from a pedagogical perspective, the importance of a structural response to the Homo Faber condition that defines humanity. The 2030 Agenda launched by the UN General Assembly is presented as a collective effort to reframe development, emphasizing social justice and co-responsibility with future generations, and going beyond purely material dimensions. Amartya Sen (1999) defines development as "enhanced freedom," in which communities regain the power to choose their future. The 17 Sustainable Development Goals embody this vision, as they articulate progress with social justice, environmental conservation, and human dignity. In light of the Kantian imperative, the 2030 Agenda is formulated as a categorical imperative of planetary scope, demanding that the Earth and humanity be appreciated as ends in themselves and not as means to immediate profit. A central challenge is to prevent the Agenda from becoming mere rhetoric. According to Žižek (2012), global discourses can actually conceal power structures that reproduce inequality; thus, it is suggested that the Sustainable Development Goals should be read as ethical mandates. Nussbaum (2011) adds that these Goals should be understood as a minimum set of capabilities that each State is obliged to guarantee, although their actual implementation is only possible if political reluctance is overcome and market logic is challenged. Homo faber, inherited from Arendt and Bergson, reveals the uncertainty that accompanies creative activity; while it can make the world more habitable, it can also generate alienation. Therefore, social production should be guided by ethical principles, as Hans Jonas (1995) suggests, prioritizing ecological viability and the safeguarding of future generations. It is therefore crucial that technical creation be articulated within a context of ethical responsibility, so that material progress does not destabilize the basic conditions for human life.

SOCIOLINGUISTICS AND TIC: DIGITAL DISCOURSES IN THE CLASSROOM

Adalberto Ricaurte Delgado — 2026-07-05

This article presents a systematic review of the literature with bibliometric analysis focused on the dialogue between sociolinguistics and information and communication technologies (ICT) in the educational context. The objective was to apply practices that took into account social, cultural, and linguistic factors. Databases such as Dimensions, and Web of Science were reviewed between 2014 and 2024, and articles were selected using PRISMA criteria. To perform the bibliometric analysis, tools such as Biblioshiny using R Studio software and VOSviewer were used to visualize co-occurrence networks of authors and terms. The findings showed a growing intersection between critical sociolinguistics and digital practices, characterized by multimodal discourses, power dynamics, and processes of linguistic inclusion/exclusion. It was concluded that ICTs not only provide information but also shape ideologies and discursive structures that directly affect how knowledge is constructed.

READING FOR ENJOYMENT AS A STRATEGY FOR DEVELOPING LANGUAGE SKILLS IN HIGH SCHOOL

Mónica Lizett Arenas García — 2026-07-05

article aims to analyze the role of reading for pleasure as a pedagogical strategy to strengthen language skills in high school students. Based on a theoretical review and a concrete didactic and reflective proposal, it is argued that reading for pleasure—as a free, meaningful, and emotionally enjoyable practice—enables the development of essential skills such as comprehension, written production, oral expression, vocabulary management, critical thinking, and creativity in students, promoting more autonomous and meaningful learning. The text incorporates theoretical contributions from authors such as Krashen (2004), Rosenblatt (1995), and Cassany (2006), who emphasize the role of reading enjoyment in language acquisition and in the formation of competent and critical individuals. Pedagogical strategies are proposed to encourage reading habits from school, combining the pleasure of reading with curriculum demands and teacher mediation. Finally, results derived from a documentary review are presented, supporting the relevance of this strategy for the comprehensive development of young people.

DIDACTIC STRATEGIES FOR MATHEMATICAL PROBLEM SOLVING IN BASIC EDUCATION: A LITERATURE REVIEW

Sonia Judith Flórez García — 2026-07-02

The purpose of this research was to conduct a systematic literature review of didactic strategies applied in Latin America to strengthen mathematical problem-solving (PS) in basic education. The methodological process involved consulting specialized databases (Google Scholar, Redalyc, SciELO, and Dialnet) to analyze articles with different research approaches (qualitative, quantitative, or mixed), restricted to the 2019-2024 period. After an exclusion process, 21 articles were selected for analysis. The study identified a main difficulty in students: low comprehension of problem statements. The articles agree on the need to overcome traditional teaching and propose active, reflective, and contextualized strategies. Among the categorized strategies, the effectiveness of Pólya's method stands out for its structured and metacognitive approach. Other relevant strategies include Problem-Based Learning (PBL) and contextualization to connect mathematics with reality. Additionally, gamification and technology are presented as powerful tools for motivation. In conclusion, the research emphasizes that, while Pólya's method is a key strategy for PS, its optimal success requires it to be articulated with contextualization and playful strategies that motivate the student.

¿WHAT FACTORS INFLUENCE ACADEMIC PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOL? A LITERATURE REVIEW AND ANALYSIS

Uriel Chinchilla Chinchilla — 2026-07-05

This article presents an analysis based on a bibliographic compilation of 23 recent research projects on the factors that influence students' mathematics achievement in secondary education. This study selected 9 studies conducted in Colombia, 5 in Latin America, and 9 from around the world. Based on the theoretical findings through a comparative review, three fundamental axes were established: the relevance of teacher professional training; the psychosocial factors inherent to student well-being and motivation; and pedagogical variables related to classroom management, the quality of education, and interest in learning mathematics. The theoretical integration demonstrates that the level of teacher professional development, the emotional and academic support students receive from peers, teachers, and parents, as well as effective classroom management are determining factors for improving mathematics learning. However, it was also identified that in some contexts, poor teacher training is associated with inappropriate or uninteresting pedagogical practices for students, which negatively impact academic outcomes. The analysis concludes by highlighting the importance of improving teacher training by seeking to improve pedagogical practices, classroom management, and educational quality. Furthermore, fluid interaction among those involved in teaching is necessary to strengthen student interest and self-confidence in learning mathematics.

GAMIFICATION AND TEACHING OF NATURAL SCIENCES: A DIDACTIC APPROACH TO TRANSFORM SCHOOL LEARNING.

Tais Paola Lobo Jiménez — 2026-07-05

This article presents a systematic review on the implementation of gamification as a pedagogical method in the teaching of natural sciences in basic education, using a corpus of national and international works from 2020 to 2024. The methodology used is based on the structured documentary review by Gómez-Luna et al. (2014), which facilitates the selection, categorization, and analysis of documents aligned with three theoretical pillars: gamification as a pedagogical strategy in education, pedagogy of natural sciences in basic education, and gamification and its effect on meaningful learning. The findings confirm that gamification increases motivation, engagement, conceptual understanding, and academic performance. Additionally, it was found that its use implies a didactic change in thinking that gives greater importance to interaction, contextualization of learning, and teacher mediation. In this way, gamification not only enhances classroom dynamics but also transforms the teaching-learning process of natural sciences, making it more meaningful, engaging, and inclusive. Its incorporation into the educational process is emphasized as a commitment to innovation in science teaching and a significant advancement in addressing contemporary educational challenges of the 21st century.

READING COMPREHENSION AND ACTIVE LISTENING AS PEDAGOGICAL STRATEGIES TO STRENGTHEN CRITICAL THINKING IN SECONDARY SCHOOL STUDENTS

Ana Mildrey Ramírez Leal — 2026-07-05

In today’s educational landscape, fostering strong critical thinking skills has become essential to addressing the social and academic challenges of the 21st century. This article explores how the integration of reading comprehension, active listening, and critical pedagogy can enhance the learning experience of lower secondary school students in rural areas of the Caquetá department, Colombia. The study employed an extensive literature review covering fifteen doctoral dissertations and scientific articles published between 2020 and 2025, complemented by semi-structured interviews and an analysis of relevant policy documents. A phenomenological-hermeneutic approach, supported by content analysis and the constant comparative method, was applied to interpret the data in depth. Findings indicate that combining reading, dialogue, and critical reflection not only improves academic performance but also strengthens students’ ability to interpret and challenge their social realities. Consequently, the research proposes a theoretical and practical framework tailored to resource-constrained contexts, emphasizing the need for educational policies that encourage these practices and support teacher development.

FROM LANGUAGE TO ABSTRACTION: NEUROCOGNITIVE KEYS IN THE FORMATION OF CHILDREN'S MATHEMATICAL THOUGHT.

Johana Hoyos de la Rosa — 2026-07-05

This article analyzes the neurocognitive keys that facilitate the transition from everyday language to formal abstraction in the development of mathematical thinking in children, with emphasis on pedagogical application in educational institutions in Soledad – Atlántico, Colombia. Using a qualitative approach and a phenomenological design, the study examines cognitive functions involved in mathematical learning (such as working memory, cognitive flexibility, and numerical perception) as well as linguistic and pedagogical factors that influence the understanding of abstract concepts. The findings show that sensitive pedagogical mediation, the use of visual resources, and dialogic interaction foster the development of logical-formal thinking. It is concluded that a contextualized, neuroeducationally informed teaching approach focused on children's actual capacities can significantly improve mathematical performance in basic education.

VIRTUAL LEARNING OBJECT TO SUPPORT THE LEARNING OF ALGEBRAIC EQUATIONS AMONG TENTH-GRADE STUDENTS IN A RURAL SCHOOL

Jesús Antonio Durán Acevedo — 2026-07-05

Algebraic competencies are fundamental pillars in the formative process of areas such as mathematics and physics, as well as in other scientific and technical disciplines. These competencies are essential for the development of logical thinking and problem-solving skills. In this regard, the present research project addresses a learning need identified in the Physics subject among tenth-grade students at the Reyes Araque Educational Institution, located in La Vega, Cáchira, Norte de Santander, a rural context. It was found that students show significant deficiencies in solving equations and isolating variables in formulas—skills that are fundamental for adequate performance in Physics, given its constant application of mathematical models. Based on a qualitative approach, with an exploratory scope and a non-experimental longitudinal design, a diagnostic analysis was conducted that confirmed low performance levels in solving first- and second-degree algebraic equations. In response to this problem, a Virtual Learning Object (VLO) was designed and developed, grounded in the ADDIE instructional model. This educational resource integrated a didactic sequence that addressed key content related to solving equations, with the objective of strengthening the mathematical competencies required in Physics and contributing to improved learning outcomes among students, responding to the needs of the rural school context. Due to the COVID-19 pandemic, the VLO could not be implemented with students, but it was evaluated by mathematics teachers from the Reyes Araque Institution using the LORI model. The resource stood out in areas such as motivation, design, and content, demonstrating its relevance and educational potential for algebra learning in rural contexts.

COGNITIVE BARRIERS IN HANDLING ADDITIVE STRUCTURES: CASE ANALYSIS IN SECOND GRADE

Luz Marina Palacios Ibargue — 2026-07-05

This qualitative exploratory-descriptive research analyzed cognitive barriers faced by second-grade students when interpreting verbal statements with additive structures. A multiple case study methodology was employed with 15 students aged 7 to 9 years distributed across three public institutions in Antioquia, Colombia, during the 2016-2017 period. Data collection was conducted through three written instruments based on numerical thinking theory, evaluating dimensions such as numerical sequence, place value, cardinality, and problem-solving. Analysis was based on triangulation of student responses, direct observations, and theoretical contrast, identifying five emerging categories through manual coding. Findings reveal that place value constitutes the most widespread barrier, affecting 93.3% of participants who manipulate symbols without semantic understanding of positional notation. No student reached the bidimensional chain level, contradicting curricular expectations. Dependence on concrete materials was evident with differences exceeding 50 percentage points between problems with and without visual support. Problems with unknowns in initial position showed only 20% successful resolution. Difficulty patterns converged notably among the three institutions regardless of their contextual differences. The need to implement differentiated diagnostics by numerical sequence levels, gradual transition toward abstraction, and prolonged focus on place value that transcends mechanical exercises to construct semantic referents through physical grouping experiences is concluded.

USE OF ICT AS A PEDAGOGICAL SUPPORT TOOL IN THE URBAN CONTEXT

Edgar Zambrano Peña — 2026-07-05

This article aims to analyze the impact of using Information and Communication Technologies (ICT) as a pedagogical support tool in the teaching and learning processes of the teachers at the Institución Educativa Sor Matilde Sastoque in San Martín, Cesar. The research, based on a quantitative, descriptive, and quasi-experimental approach, focused on analyzing data obtained from surveys and observations before and after a training intervention based on a Web 3.0 application. This design allowed for the objective measurement of changes in digital competencies, teachers' attitudes towards technology, and the degree of ICT integration in the classroom. The results showed a positive evolution in teachers' willingness to use digital tools, with greater autonomy in planning technology-mediated learning activities. Despite initial resistance related to age, previous training, and fear of change, the training program led to a significant shift in motivation, active participation, and methodological innovation. Furthermore, the pedagogical use of ICT contributed to class dynamization, strengthened teacher-student relationships, and increased student engagement. The study concludes that ICT, beyond being complementary tools, are key allies in transforming teaching practices and addressing the educational challenges of the 21st century.

PSYCHOLOGY BEYOND LEARNING: A HOLISTIC SUPPORT FOR EMOTIONAL AND BEHAVIORAL DEVELOPMENT IN ADOLESCENTS WITHIN THE COLOMBIAN EDUCATIONAL CONTEXT

Diana Sunce Puentes — 2026-07-05

This article examines the importance of strengthening the presence of psychology professionals within educational institutions in Colombia, in the context of Law 2383 of 2024, which promotes social-emotional education. The comprehensive psychosocial intervention is presented as a key strategy to foster healthy emotional development, prevent disruptive behaviors, and improve school coexistence. The methodology used was a qualitative bibliographic review, allowing for an in-depth exploration of research, legal documents, and academic studies related to mental health in schools. The review highlights the necessity of integrated policies, proper training for teachers, and partnerships with the community to ensure the effectiveness of these programs. The conclusions demonstrate that, although the law represents a significant advance, its implementation requires a humanized and collaborative approach. The presence of psychologists can transform schools into safer, more inclusive, and resilient spaces, strengthening socio-emotional skills and fostering a culture of peace. Furthermore, teacher training and alliances with community actors are essential to consolidate these initiatives, achieving a lasting impact on students' well-being. From an interpretive perspective, the content underscores that psychological intervention in schools is vital for strengthening mental health and promoting a more equitable and humanized coexistence in Colombia. It is essential to understand that education should not only focus on knowledge transmission but also on creating environments where young people can fully develop, with emotional and social support.