DIALÉCTICA

REFLECTIONS ON THE TEACHING OF CHEMISTRY IN ETHNOEDUCATION WITH STUDENTS OF THE TICUNA ETHNICITY IN THE COLOMBIAN AMAZON

Sun, 20 Jul 2025 00:00:00 +0000

Teaching chemistry in ethno-education contexts is a challenge that a teacher who does not belong to an ethnic group takes on. For this reason, this article aims to review a significant pedagogical experience that took place in the Amazon region of Colombia, with technical students from the Ticuna indigenous community, emphasizing those challenges faced by the teacher who Until now he began his practice in pedagogy and that helped him understand that being a teacher is not only transmitting knowledge to a group of young people, but is also immersing himself in the life of each one of them and understanding that there are different rhythms of learning and that what is taught must be really meaningful for the student. This work was developed under the qualitative approach in the form of testimonial narrative review, since it takes into account the experience lived by one of the authors of the article. Initially, the context in which the educational practice was carried out will be made known, highlighting some particular characteristics of both the students and the region; Next, it will be explained how the chemistry teaching process was in an ethno-educational environment and finally, some conclusions will be given focused on the work of the teacher carried out there, as well as the learning that was had about cultural aspects of the Ticuna ethnic group.

STRATEGIES FOR MEDIATING THE DIDACTICS OF READING COMPREHENSION IN FRONT OF THE BASIC RIGHTS OF LEARNING IN SPANISH LANGUAGE

Sun, 20 Jul 2025 00:00:00 +0000

Reading comprehension (RL) in Colombia has been the subject of extensive research in recent years due to its importance in the face of the unfavorable indexes registered in the Saber Tests in relation to the reading and writing skills of high school students. For this reason, this essay-type article seeks from its global objective: To generate theoretical reflections regarding the mediating strategies in CL didactics in relation to the fulfillment of the basic learning rights (DBA) in Spanish language. The methodology used was framed in qualitative research supported by the technique of content analysis, where the essential theoretical premises that involve the DBA of girls students belonging to the official sector are presented. From this perspective, the results obtained show that the reinforcement of CL didactics from the pedagogical mediating strategies contributes to the improvement of academic performance, since at present there are still marked weaknesses of the students in terms of the progress of their reading skills, which is reflected in the results presented in the Saber Tests. To this effect, it leads to the conclusion that the DBAs should include pedagogical and technical mediating strategies so that the performance of the students in their environment represents a positive element, thus providing high quality inputs for the improvement of their academic performance.

PEDAGOGICAL MEDIATION IN THE EDUCATIONAL CONTEXT

William Rivera Jaimes — Sun, 20 Jul 2025 00:00:00 +0000

Pedagogical mediation has established itself as a fundamental tool in education, especially in student development. This article analyzes the concept, importance, and strategies of pedagogical mediation applied in teaching and learning processes, highlighting its impact on improving educational quality and student inclusion. The article addresses the different mediation models, the roles of pedagogical mediators, and the benefits this practice brings to school dynamics. It also explores the implications of mediation for students' holistic development and its relationship with emotional and social education.

GAMIFICATION IN EDUCATION: TRANSFORMATIONS IN THE TEACHING AND LEARNING PROCESS IN A CONSTANTLY CHANGING SOCIETY

Eylen Sofía Moncada Téllez, Wilson Pérez Mendoza — Sun, 20 Jul 2025 00:00:00 +0000

Gamification has emerged as an active methodology in the educational field, transforming the process of school teaching and learning. This article explores how gamification, understood as the application of game dynamics and elements in non-gaming contexts, positively impacts students' motivation and participation. Throughout the text, key aspects such as the definition of gamification, its relationship with intrinsic motivation, its integration into the classroom, and the challenges and opportunities it presents in education are discussed. Gamification allows students to take an active role, facilitating knowledge appropriation and promoting the transfer of learning to practical contexts. By using digital or non-digital resources and designing progressive challenges, gamification not only enhances motivation but also fosters collaborative work and creative thinking in the classroom. However, the implementation of this methodology faces challenges, such as the need for digital literacy for both teachers and students, as well as the technological gap in certain contexts. Despite these challenges, the opportunities offered by gamification, particularly in its alignment with the Sustainable Development Goals and the 2030 Agenda, position it as a key tool in educational transformation. In conclusion, when applied appropriately, gamification can enrich school learning, motivate students, and prepare them for the challenges of contemporary society.

DIGITAL EDUCATIONAL APPLICATIONS AT THE SERVICE OF ENGLISH LANGUAGE TEACHING AND LEARNING

María Mileidy Gallo Barrera — Sun, 20 Jul 2025 00:00:00 +0000

Its integration into educational settings allows its use through applications designed from which teachers can provide teaching, because they can select from a variety of digital applications for educational service. In this sense, the design of this study was exploratory in nature, a search of bibliographic sources related to digital educational applications at the service of the English language was carried out, to develop a heuristic process, with significance to a content analysis with an interpretive meaning, which allowed generating reflections on the object of study. Digital applications are so interesting because they permeate active search, discovery, the development of analogies, the creation of concepts. Among their advantages, it stands out that they represent strategic means that manage to motivate and stimulate the development of useful communication skills.

RELEVANCE OF THE SOCIOEMOTIONAL REFERENCE AND ITS DIRECT RELATIONSHIP IN THE EDUCATIONAL PROCESS OF STUDENTS: A CRITICAL ANALYSIS OF EDUCATION IN COLOMBIA.C

Sonia Andrea Ladino Moreno, Diana Patricia Piquetero Rodriguez — Sun, 20 Jul 2025 00:00:00 +0000

This article explores the concept of socio-emotional referents and their relevance in the comprehensive development of the human being. A socio-emotional referent includes figures, experiences, or contexts that influence the perception and management of emotions, as well as social interactions. To address this topic, a detailed analysis of the literature was conducted on how these referents affect emotional and social well-being. Key components such as empathy, resilience, self-esteem, and emotional regulation were identified. Empathy enables individuals to connect with others, promoting stronger interpersonal relationships, while resilience is essential for recovery in the face of adversity, particularly in educational and family settings. Through surveys and interviews with educators and families, information was gathered on how these elements are fostered in various contexts. The results indicate that an environment that supports positive socio-emotional referents, such as family support and emotional education, enhances mental health and reduces issues like anxiety and depression. Moreover, socio-emotional education has gained prominence in the last decade, particularly in Colombia. Regulations such as the General Education Law (Law 115 of 1994), Law 1620 of 2013, and the Peace Chair (Law 1732 of 2014) establish a foundation for integrating affective, social, and emotional competencies into the school curriculum. Research by authors such as Luz Stella Cataño and Adelaida Molina demonstrates that these policies promote the socio-emotional development of students and improve school coexistence. Fostering positive socio-emotional referents not only enriches the quality of life of individuals but also adds significant value to the educational and family process. Therefore, it is essential for educators and parents to commit to creating environments that promote emotional health, contributing to the well-being of new generations.

INLUSION IN EDUCATION: CHALLENGES AND OPPORTUNITIES FOR MIGRANT CHILDREN, CÚCUTA NORTE DE SANTANDER

Sun, 20 Jul 2025 00:00:00 +0000

This article offers a critical and situated reflection on the challenges and possibilities for the educational inclusion of migrant children in the city of Cúcuta, Colombia. From the perspective of an intersectional and social justice approach, it analyzes the structural, symbolic and normative barriers that limit the access, permanence and well-being of this population within the educational system, which, despite normative advances, such as undocumented enrollment or intersectoral care routes, their implementation continues to be unequal, fragmented and often fragmented, their implementation continues to be unequal, fragmented and often dependent on the individual commitment of the educational actors, bureaucratic and symbolic obstacles persist that deepen exclusion, including discriminatory practices, lack of teacher training in cultural diversity and weak articulation between sectors. The research, based on a review of documents and literature, in addition to significant pedagogical experiences, shows how curricular adaptation, psychosocial accompaniment and the construction of reception protocols have been developed in some educational institutions as transforming initiatives, although scattered and lacking systematization. The importance of the principle of co-responsibility is highlighted, understood as a collaborative governance strategy that brings together not only the education sector, but also health, social protection, cooperation and social welfare.

VIRTUAL ENVIRONMENTS IN THE TEACHING OF ELECTRONICS. A VISION FROM ACTIVE LEARNING

Marco José Lanziano Barrera, Yanides Pinzón Ascanio — Sun, 20 Jul 2025 00:00:00 +0000

Virtuality has gained a space of great relevance in the lives of subjects, it has been formed as an alternative that, through its tools, provides an innovative teaching and learning process, attractive to the requirements of current societies, contextualized. From this point, the present study is a hermeneutical vision about the vision that the teacher has about the implementation of virtual environments in the teaching of electronics, with the purpose of stimulating each student's attitudes of independence when requiring thought. logical, make timely decisions, adapt to contextuality through the use of technological tools.

THE IMPORTANCE OF PHYSICAL EDUCATION IN THE PSYCHOMOTOR DEVELOPMENT OF EARLY CHILDHOOD STUDENTS

Ferenc Miguel Cardozo González, Ana Eugenia Rodríguez Rodríguez — Sun, 20 Jul 2025 00:00:00 +0000

Physical Education is a fundamental area of the educational system in Colombia, however, in early childhood the presence of a professional in this field, who leads the classes with the students and all the processes that this entails, has not been guaranteed. In many educational institutions the teachers who guide the physical education class do not have the academic training or the knowledge to provide the tools that children need at this age, which has generated major problems in the psychomotor development of students, because they are detected sometime later, during high school. The purpose of this article is to generate a reflection on the problems presented in educational institutions in Colombia, regarding the importance of the physical education class in the psychomotor development of students. The methodological structure used in this article is based on the analysis of the needs of early childhood students in the physical education class and the problems that are generated in their motor skills, due to the lack of a specialized teacher in this area.

INCIDENCE OF PLAY IN THE DEVELOPMENT OF SOCIAL SKILLS IN CHILDHOOD.

Sun, 20 Jul 2025 00:00:00 +0000

This text explores the fundamental importance of play in the comprehensive development of the child, covering cognitive, socio-emotional and communicative aspects. The contributions of various theorists such as Vygotsky, Piaget, Bruner, Erikson, Dewey, and others are highlighted, who agree on the relevance of play as an educational tool, a process of deep learning and the development of social skills in preschool age. The game is presented as a space for creation, discovery and construction of identity, where the child internalizes cultural values, solves problems and connects with his environment. The role of the adult as a mediator is emphasized, facilitating development through play. The different theoretical perspectives converge on the idea that play is not a mere pastime, but an essential pillar for the adaptation and development of the child in their cultural context, enhancing their growth and well-being. The richness and complexity of play as a learning and development process is also highlighted, offering a comprehensive vision of its impact on the child's education.

UNDERSTANDING THE PARADIGM OF COMPLEXITY IN CONTEMPORARY EDUCATION. CONCEPTUAL NEEDS OF THE TEACHER, FOR A TRANSCENDENT FORMATION

Diana Benavides, Lixa Milena Rojas Arenas, Lyda Yaneth Rodríguez — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this scientific article is to address complexity as a theoretical foundation and as an approach that supports the contemporary educational act, that is, as a basis that must be assumed by the teacher to promote a human formation that addresses its existential nature, without any limitation, so that primary and elementary school teachers in Colombia, when reading the conceptual contributions generated here on the complex approach in contemporary education, can promote a change in pedagogical practices, simply by reflectively seeing the student as a being that requires attention to his physical, cognitive, emotional and spiritual dimensions, specifically in the western Colombian plains, where an argumentative need is presumed in relation to the subject. In itself, this writing has to do with the need to understand the student as a whole, and each formative activity must be willing to stimulate its dimensions as a whole, understanding that he learns while he is emotionally willing and his body enjoys the conditions to admit this learning. In this case, the scientific essay will allow us to understand complexity as the main reference for analysis in the process of human formation, and in this regard, it is important to encourage changes in practices based on the consolidation of concepts that have to do with complex, transdisciplinary, multidimensional teaching, etc., in accordance with the fundamental conditions of the human being and of education as a means of preparing man for life, which is clearly complex.

MODERNITY AND POSMODERNITY: A CRITICAL ANALYSIS OF ITS IMPACT ON POLITICS, SOCIOPOLITICS AND EDUCATION.

Brigitte Morales Báez, Jenny Carolina Morales Sierra, Ilda Milena Yepes — Sun, 20 Jul 2025 00:00:00 +0000

La Modernidad y la Posmodernidad tienen contextos políticos, sociopolíticos y educativos diversos, por lo que, se busca a través de este ensayo, explorar en profundad cómo estos dos periodos históricos han influido en la formación de la sociedad actual y cómo pueden ayudar afrontar los desafíos y las oportunidades actuales en medio de las consecuencias de la llamada modernidad líquida, así surgen nuevos desafíos para la educación en la Modernidad al encontrarse en una encrucijada para generar un equilibrio entre la formación científica y la formación en valores, responder a las necesidades de una sociedad, cada vez más diferente y multicultural, adaptarse a los cambios tecnológicos y a las nuevas formas de aprendizaje. En el aspecto educativo, la modernidad origino consigo una transformación caracterizada por la expansión de la educación pública donde el estado asume un papel protagónico en la provisión, creando escuelas públicas y financiando su funcionamiento, permitiendo con ello mayor acceso para los sectores de las clases sociales bajas. Y con la posmodernidad se ha desarrollado una serie de problemas sociales como la pobreza urbana, la segregación social y la contaminación ambiental. Así la educación moderna ha sido cuestionada por su enfoque en la formación de individuos para el mercado laboral, en lugar de fomentar el desarrollo personal y la ciudadanía activa, por otro lado, el argumento de la educación posmoderna se enfoca en la competencia y la elección individual, ignorando las estructuras de poder y las desigualdades sociales que afectan a los estudiantes.

BEYOND MOVEMENT: PHYSICAL EDUCATION AND ITS LINK TO THE DEVELOPMENT OF SOCIAL-EMOTIONAL COMPETENCIES

Claudia Milena Ballesteros Cruz, Yamid Marín Corrales — Sun, 20 Jul 2025 00:00:00 +0000

Physical education, traditionally focused on motor and physical development, is also crucial for developing socio-emotional competencies such as self-regulation, empathy, and decision-making. This essay argues that a comprehensive approach in physical education improves students' emotional and social development. Pedagogical strategies to promote these skills, their application at different educational levels and the need to improve teacher training are reviewed. Implications for educational policies that recognize the importance of physical education in the integral development of students are also analyzed. In addition, it considers how physical education can serve as a tool to combat contemporary problems such as bullying and child sedentary lifestyle, promoting healthy habits from an early age. Well-designed programs can include activities that not only promote physical activity, but also teach students how to resolve conflicts peacefully and work as a team. For example, cooperative games and group activities can strengthen the sense of community and belonging among students. Adequate teacher training in this area is essential. Teachers must be trained not only in sports techniques, but also in methods for dealing with the emotional and social diversity of their students. It is critical that education policies support this holistic view, providing resources and ongoing training to educators.

IMPACT OF HUMAN TALENT ON THE SCHOOL LEARNING PROCESS.

Aníbal González Ruiz — Sun, 20 Jul 2025 00:00:00 +0000

This essay analyzes the impact of human talent on school learning through documentary research and the content analysis technique, within the qualitative approach and interpretive paradigm, considering the contributions of John W. Creswell. The findings revealed that the principal plays a crucial leadership role in institutional management, the coordinator articulates efforts among educational actors, the school counselor promotes emotional well-being, the secretary ensures administrative efficiency, and teachers, as essential pillars of teaching, mitigate negative dynamics and strengthen inclusive education. Likewise, support staff and families contribute to the school environment, while students face adversities with resilience and transformative potential. The results revealed that human talent significantly influences the quality of learning, and the cohesion among educational actors is key to overcoming challenges such as exclusion, inequalities, and interpersonal conflicts. Respectful and collaborative interaction among all actors enables equitable and sustainable learning, transforming the educational community into a driver of social progress that fosters the integral development of individuals, society, and the state.

DIDACTICS OF THE TEACHING OF READING AND WRITING IN COLOMBIAN SECONDARY EDUCATION

Adriana Milena Noreña Salazar — Sun, 20 Jul 2025 00:00:00 +0000

Education in recent times has faced relevant changes in all senses; in fact, we must reflect on one of the components of high impact such as reading and writing, which is the form of communication that human beings use continuously and often do not value its importance, although the process of writing becomes the fundamental basis for learning of all human beings, we must emphasize the importance of the teacher's support in the classroom battling the difficulties to give the student the necessary tools for their good educational development. Thus, the purpose of the present theoretical approach emerges, which is to reflect on the incidences derived from the didactics of teaching reading and writing in Colombian basic secondary education. The methodology used is involved in a documentary analysis with a north defined in an academic essay; which led to a result focused on the promotion of the teaching of reading and writing; aspects that lead to the conclusion that the process of academic and personal formation is strengthened from reading and writing, which are essential elements in the formation of the students.

AUTISM SPECTRUM DISORDER IN THE CLASSROOM

Alfonso María Gómez Sierra, Angie Cifuentes Rojas — Sun, 20 Jul 2025 00:00:00 +0000

Classroom conditions in Colombia as well as in the all-world present particularities that highlight the conditions and characteristics of the students, whether these are socioeconomic, cultural, emotional, environmental, physical, cognitive, psychological and health that require a number of strategies to meet the needs of each one. The Autism Spectrum Disorder in the classroom is a challenge that requires teachers a broad knowledge to face it and be able to lead students through a path of help, collaboration and guidance towards a better quality of life. This article analyses the reality of students with Autism Spectrum Disorder (ASD) and the teachers who support them in the classroom, in light of the definition of autism over time, the most recent studies on the subject, world policies, national initiatives and proposals focused on the management of this condition in the classroom; is presented as an argumentative essay that is the product of the revisions of the topic, which allows us to present to the professional teacher of education in Colombia a contribution to enter into the management of the situation in terms of inclusion in the classroom.

DIDACTICS OF RURAL EDUCATION MEDIATED BY INFORMATION AND COMMUNICATION TECHNOLOGIES

Nelson Vera — Sun, 20 Jul 2025 00:00:00 +0000

The training processes in rural communities are complex due to their contextual composition, as these communities possess their own cultural connotations that underpin the formation of children's and young people's knowledge. Therefore, it is pertinent to address didactics, which is recognized as the art of teaching, in order to achieve meaningful learning. Hence, the purpose of this article is to understand the conceptual postulates that define the didactics of rural education mediated by information and communication technologies. Therefore, an argumentative essay is written, for which a documentary review of different bibliographic sources was conducted, allowing for the interpretation of each of the elements that define the didactics of rural education. Among the results, the need to dynamize didactics mediated by ICTs was found; Since these are configured as a form of mediation that supports the development of human beings, it is also necessary to be cautious in relation to the insertion of technology because they are communities rooted in the local culture, hence the conclusion of the importance of ICT as one of the means that teachers can take advantage of for the effective development of classes.

ACTIVE METHODOLOGIES AND THEIR IMPACT ON STUDENT MOTIVATION AND LEARNING

Cinthia Juliana Vergara, Adriana Maria Sterling López — Sun, 20 Jul 2025 00:00:00 +0000

This article presents an argumentative perspective on active methodologies and their influence on student learning, considering different authors' viewpoints and the results of studies related to the application of these methodologies. At the same time, it presents a critical position regarding their application to the Colombian reality. These strategies, such as project-based learning, gamification, and the flipped classroom, promote active participation and student engagement. The implementation of these has been shown to have a positive impact on students' motivation and academic performance. By satisfying aspects such as competence, autonomy, and relationships, students feel more involved and committed to their own learning. Additionally, they facilitate deeper and more meaningful learning, and help develop essential soft skills such as communication and problem-solving. However, not all students will respond in the same way to this change in teaching dynamics; many experience difficulties in adapting to a more autonomous learning environment. Therefore, it is important to offer additional support during the transition to more flexible and less structured methodologies, ensuring that all students benefit from the pedagogical change. On a practical level, this poses a challenge for both teachers and educational institutions, as it requires an investment in training and an adaptation in lesson planning, justifying this effort and demonstrating that a more student-centered pedagogical approach can generate positive results in the short and long term.

DIGITAL TECHNOLOGIES AND ITS IMPACT ON READING SKILLS

Jairo Puentes — Sun, 20 Jul 2025 00:00:00 +0000

Reading comprehension and reading competence are terms used in different educational contexts and are sometimes synonymous. In fact, the two terms, although complementary, are fundamentally different. Literacy includes the knowledge, skills and strategies that people develop throughout life and the ability to apply these knowledge, skills and strategies in different contexts of everyday life. Starting from this, the purpose of this essay focuses on carrying out a hermeneutical analysis on the use of ICT in reading skills, for this purpose an exhaustive theoretical review is carried out, aiming to obtain information related to the implementation of innovative, dynamic methodologies. , contextualized that motivate the student to strengthen their reading process.

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

Francia E Crispino A., Mónica Mercedes Izquierdo Mena, Lorena Ramírez Toledo — Sun, 20 Jul 2025 00:00:00 +0000

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.

THE TRANSFORMATION OF ENGLISH LANGUAGE TEACHING THROUGH THE INTEGRATION OF DIGITAL INNOVATIONS

Clara Inés Sánchez Paipilla, Sandra Milena Rincón Angarita — Sun, 20 Jul 2025 00:00:00 +0000

The integration of digital innovations in English language teaching has transformed traditional educational methods, offering new opportunities and challenges. This essay critically evaluates this transformation by exploring the effectiveness of digital

innovations and the obstacles they face in the contemporary educational context. The theoretical framework defines the concept of digital innovations, their relevance in modern education, and examines previous studies on their impact. Learning theories such as constructivism and connectivism are discussed, and traditional and new methods supported by digital innovations are reviewed, highlighting benefits such as accessibility, flexibility, personalization, and improved student motivation.

The essay includes an empirical evaluation of the effectiveness of digital innovations in improving language skills, analyzing tools such as software, mobile applications, online platforms, and multimedia resources. It also identifies challenges in integration, such as technological infrastructure, teacher training, and security and privacy concerns. Case studies of institutions that have successfully integrated digital innovations are presented. The essay concludes with reflections on future trends and recommendations for continuous improvement in educational practice.

VIRTUAL LEARNING OBJECTS IN STRENGTHENING MATHEMATICAL COMPETENCES IN SECONDARY SCHOOL STUDENTS

Carlos Andrés Diaz Castro, Ana Cristina Álvarez Mora — Sun, 20 Jul 2025 00:00:00 +0000

Currently, technological advances have brought an unprecedented revolution, due to the increase in file and information transfer and the execution of online processes; the general objective is "To know the perceptions, needs and experiences of students in correlation with the use of technological resources in their academic development, especially in mathematics topics included in the basic secondary curriculum plan" The methodology of this essay is critical reflexive starting from a qualitative approach and an experimental method of the teaching role and technological tools in education implemented at the La Unión de Aguachica educational institution, Cesar, Colombia. The instruments consisted of a semi-structured interview; participant observation and focus group meetings with students who used this tool, conducting feedback on the experiences obtained and problems encountered; then, the information was categorized and coded, grouping together the initial related codes to build the categories; then, the concepts or ideas with the most meaning and that are repeated in all the instruments applied were located; Valuable and timely information was found, essential for the analysis, processing, and subsequent development of the OVA with the active participation of students. The need for a tool that would allow them to develop more skills was evident. It was confirmed that they face significant challenges in learning subjects such as mathematics. Low socioeconomic levels add an additional layer of complexity to the problem, with many lacking access to technological tools. The challenge facing teachers of this subject is evident based on the results derived from the instruments applied to students. If this is to be put into practice, moderate and controlled use is necessary, without neglecting tangible, visual, and practical elements, which are essential for strengthening and building mathematics skills.

BODILY INTELLIGENCE: A MOTOR SKILL STIMULATED THROUGH PLAY.

Yescenia Yuliet Olivares — Sun, 20 Jul 2025 00:00:00 +0000

Body intelligence comprises the ability, capacity or expertise that an individual possesses to manifest, express or construct situations where the body is the central axis of his actions. That intelligence goes beyond the simple obtaining of visible results or weighted by their peers in relation to the possibilities they have to perform physical activity, sports, dance, among other tasks; It is that ability that underlies the movement itself, through which the individual resorts to his motor repertoire in order to act in an ideal and successful way in any daily circumstance. From this perspective, the main purpose of this essay is to analyze the impact of play as a stimulating element of body intelligence, basing its action from the praxis of physical education. Versed in this, contributions, benefits and some behaviors or playful actions that a teacher must possess in order to transform the reality of PE will be assumed, going beyond mere movement, making individuals beings with complete awareness of a naturally intelligent body. It is important to note that the theoretical review of the article is based on a hermeneutical process where it is confirmed that CI is a motor expertise stimulated from the ludic that resorts to the PE campus, but requires a solid theoretical base and a committed teaching attitude, since in its essence the ludic action is capable of holding the key to innovation, curiosity, change, facing challenges that allow them to direct and favor the neurological, biological, physical and social system that the student contemplates as a human being, benefiting their basic motor repertoire to give way to the consolidation of a subject with great CI.

INTEGRATION OF TECHNOLOGIES, LEARNING AND KNOWLEDGE (TAC) IN THE TEACHING OF MATHEMATICS: A PROPOSAL FOR THE CARLOS RAMIREZ EDUCATIONAL INSTITUTION, CÚCUTA, COLOMBIA

Nini Johanna Torres Cadena — Sun, 20 Jul 2025 00:00:00 +0000

The advance of technology has profoundly transformed the way educational processes are conceived. The integration of tools such as artificial intelligence (AI) and Technologies, Learning and Knowledge (TAC) represents a unique opportunity to rethink pedagogical practices in a context of growing social and academic demands. As pointed out by UNESCO (2021), the incorporation of technologies in the classroom should be oriented towards improving educational quality and equity. In fact, education faces significant challenges in a context marked by accelerated technological innovation, among them, the incorporation of artificial intelligence tools in teaching processes. The general objective of this article is to reflect on the integration of technologies, learning and knowledge (TAC) in the teaching of mathematics: a proposal for the Carlos Ramírez Educational Institution, Cúcuta, Colombia. Therefore, we seek to offer a set of strategies to achieve the integration of technologies in the teaching process. The methodology that was implemented was a content analysis; which resulted in an academic essay type article; which resulted in the teaching of mathematics, a key discipline in the development of critical and analytical thinking, is no stranger to these changes. The conclusion is that the ability to solve problems and apply mathematical concepts in practical contexts is fundamental in an increasingly technological world. This is proposed to be applied in the Educational Institution under study.

THE IMPORTANCE OF LANGUAGE IN THE TEACHINGS OF MATHEMATICS ABSTRACT

Claudia Mireya Sarmiento, John Jairo Garzón Delgadillo — Sun, 20 Jul 2025 00:00:00 +0000

Education is a value, and therefore, the goal is to acquire skills, customs, attitudes and knowledge that assist people in the choice, commitment, decision, application and connection with values. The task is to create an experience of values so that students can develop skills and competencies that help social development. Mathematics is very important for society in terms of motivation, level differences, cognitive abilities, subject preparation, teaching methods, and student qualities. In the mathematical learning process, students face difficulties such as lack of fundamental knowledge, lack of knowledge of why or how the procedures, lack of motivation, lack of attention and concentration, lack of link with the real environment and believing that what they have learned is not useful or will not be useful in the future. In this same order of ideas, as Mendoza (2022) points out, mathematics has a language that is well-known throughout the world that simplifies communication in this area of knowledge. Most teachers are interested in understanding its meaning and look for strategies to share the contents of the program to be developed well. It is important to know how language works in mathematics education and understand its codes written in different languages, such as verbal, symbolic or graphic. Hence the need to study language in the teaching of mathematics with the intention of promoting a better educational process for students and being able to communicate correctly in their daily lives and in mathematical fields.

TECHNOLOGICAL INEQUALITY AND ALTERNATIVES TO IMPLEMENT THE FLIPPED CLASSROOM IN COLOMBIA

Aura Marina Farfán Betancourt — Sun, 20 Jul 2025 00:00:00 +0000

This essay examines the issue of technological inequality in Colombia and its impact on the implementation of the flipped classroom, a system that promotes autonomous learning by students through the support of digital resources and hands-on in-class activities guided by teachers. To this end, the concept of the flipped classroom is defined and characterized, followed by a review of previous studies to identify the main challenges associated with this approach, such as limited connectivity, lack of technological devices, and insufficient teacher training. These challenges are especially pronounced in rural and low-income contexts where this methodology may encounter greater constraints. Based on this analysis, the essay proposes feasible alternatives, including the use of low-cost tools, analog strategies, and training programs adapted to local conditions, to facilitate the effective implementation of the flipped classroom. Thus, it aims to provide a practical framework for adopting the flipped classroom in the country, emphasizing the need to overcome technological barriers and strengthen educational development through accessible and innovative approaches. It concludes that implementing the flipped classroom is viable in the Colombian context, provided technological inequalities are addressed through inclusive strategies tailored to various settings. This entails greater investment in technology infrastructure and the establishment of teacher training programs to support the development of educational materials aligned with relevant subjects, both in urban and rural areas. The importance of fostering community engagement and involvement of diverse educational stakeholders is also highlighted, ensuring the success of the model by adapting it to the needs of Colombia’s educational system.

TEACHING ACTION IN THE TRAINING OF STUDENTS' CRITICAL THINKING.

Elmer Parada Estrada — Sun, 20 Jul 2025 00:00:00 +0000

The current situations of societies require creative people, with innovative ideas, who develop the ability to solve problems in their daily lives. To do this, the subject must acquire the necessary tools that allow him or her to adapt to emerging changes in social systems. For this reason, this article, carried out under the essay modality, is carried out with the support of the hermeneutic method from which the importance of teaching action in the formation of students' critical thinking is contemplated, with the purpose of providing a process quality training in line with the contextual characteristics and needs of the subjects.

SEX-DIFFERENTIATED EDUCATION: AN ANALYSIS OF THE ACADEMIC AND SOCIAL IMPACT IN BASIC SECONDARY AND MIDDLE EDUCATION IN COLOMBIA

Gustavo Adolfo Picón Figueroa, Lizeth Karina Calderón Lindarte — Sun, 20 Jul 2025 00:00:00 +0000

Do they promote learning or reinforce stereotypes? This question has led to the imaginary of increasing interest in academic and social training. It can be deduced that a heterogeneous education does not ensure equitable instruction, which is why differentiated education is needed to improve academic processes and coexistence. This is relevant when considering gender equity, as it invites reflection on the importance of differentiated education, both for interacting in learning according to the characteristics of each sex.

READING TO UNDERSTAND: THE RELEVANCE OF READING COMPREHENSION IN TODAY'S WORLD.

Olga Lucía Novoa Ramírez, John Eduard Rozo Cardona — Sun, 20 Jul 2025 00:00:00 +0000

The different technological advances have brought with them large amounts of information that have generated changes in society, contributing to the development of new teaching-learning processes in each of the areas of knowledge responding to the new demands that the modern world requires, including the teaching of reading comprehension as a fundamental skill that is important for the performance of each individual in their academic training process. First, it begins with a literal Reading level in the first school grades followed by the inferential level that ranges from fourth to eighth grades to end at a critical level where the great majority of students have difficulty reaching this level. It is important to mention that the results obtained in the state tests show us that the students who take the Saber 11 tests obtain a performance that does not correspond to the required one, since only 2% of those who take said test reach the critical reading level, being one of the most relevant problems that are experienced in educational institutions and that requires a process of attention on their part. This article shows the importance of reading comprehension in the teaching-learning process in different areas, being a fundamental competence for the performance of any individual in a digitalized world with large amounts of information to be processed and analyzed according to its degree of veracity. For this reason, it is considered an essential transversal skill for meaningful learning in all disciplines and for performance in a digitalized society.

TEACHING STRATEGIES FOR TEACHING READING IN PRIMARY EDUCATION

Nery Andreina Guerrero, Lía Esperanza Vera Romero — Sun, 20 Jul 2025 00:00:00 +0000

The training processes in primary school, refer to a field of significant interest, due to the demand for knowledge by students at this level, based on this, this article, argumentative essay type, aims to: interpret documentary postulates in order to understand the didactic strategies used in primary basic education, in this regard, it is of fundamental importance to recognize that the development of this writing obeyed a referential consultation, in which the existence of a diversity of strategies that are essential to understand reading is manifested, as one of the means that contributes to the achievement of knowledge at the school level, it is in this way, as an interest is promoted in which the didactic possibilities offered by primary school are appreciated and how these strategies favor the development of the different competencies that are presented within reading, as is the case of reading comprehension, and that from there, the capacity of the subjects is favored based on the improvement of writing, in this "win-win" process, the teaching of reading must be mediated by strategies with That knowledge mastery is achieved through teaching actions that enable students to appropriate reading skills and thus shape a reading culture in schools.

SINGLE DAY, A STRATEGY FOR EDUCATIONAL QUALITY OR ANOTHER DIFFICULTY FOR RURAL EDUCATION.

Lida Montaña Moreno, Mary Ruth Gómez Zambrano — Sun, 20 Jul 2025 00:00:00 +0000

This article analyzes from the experience of the authors and with the relevant argumentation and documentation the strategy of the national government single day, in the face of the difficulties that students and teachers must assume in places without basic services, presenting difficulties of a contextual, social, cultural nature, where the permanence of the school day becomes complex situations that must be faced every day, this is how from a deep reflection it is intended to visualize rural education and the implications that an educational strategy proposed from the cities totally transmutes to the rural reality of Colombia. A journey will be presented from the regulations of the strategy, going through the positive and negative aspects of it and ending with the approach and critical reflection of the strategy in the rural context, with the implications of Colombian rurality.

TOWARDS A PEDAGOGY OF OTHERNESS FOR COEXISTENCE IN COLOMBIAN BASIC EDUCATION

José Jamir Collazos Lozada — Sun, 20 Jul 2025 00:00:00 +0000

The school should be a place for the transmission of knowledge, which also allows the development of other processes of interaction between people. It is necessary to take into account the transcendence of school coexistence as a subject and object of analysis and reflections on the work of the school in the formation of new generations, taking into account the vertiginous changes in which the new social dynamics in which the students intervene are moving. Now, it must be taken into account that educational institutions are regulators of norms and provisions that try to establish a vital minimum of adequate coexistence among its members, which allows them to experience a sense of security and tranquility. From this point of view, it is pertinent to propose the following general objective: to reflect on the pedagogy of otherness for coexistence in Colombian basic education. The methodology used is based on a documentary analysis from which emerges a theoretical contribution that brings as a result contributions for a pedagogy of otherness for coexistence in basic education, taking into account that it is possible to conclude that the pedagogy of otherness allows achieving the recognition of the other; understanding that it is possible to understand and comprehend all those who present differentiating characteristics, a relevant situation that should be considered in educational institutions, when students with special conditions are present; therefore an approach to what happens in the daily life of schools is sought.

CLOSING THE DIGITAL DIVIDE IN RURAL AREAS: A CHALLENGE TOWARDS QUALITY EDUCATION

Luz Karime Reyes Villan, Omar Enrique Beleño Guerra — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this argumentative essay article is to delve into the understanding of the digital divide within rural areas and how current educational policies seek to close it, in this order of ideas, a challenging process is manifested according to quality education, therefore, The existence of the digital divide is recognized, due to the fact that educational institutions in rural areas do not have the necessary means to achieve adequate digital development, this affects the quality education that can be provided there, for this particular, a review of different arguments is developed, which allow us to understand what has been the suitability of the rural environment, as well as the remoteness of these spaces that refer to a scenario in which technologies have even been difficult to reach, therefore, there is a body of evidence with which an interest is defined in which they are studied in depth The different perspectives that define quality education in rural education, therefore, within the conclusions, the existence of the digital divide is evidenced, there is no doubt about the presence of this in rural areas, however, it has been fought to close it, in order to generate a relevant impact on the construction of new knowledge.

IMPACT OF ORGANIZATIONAL CULTURE ON AGRIBUSINESS EDUCATION AND ITS LINK TO HIGH-PERFORMANCE ORGANIZATIONS

Pierina Hernández de Sandoval, Yobel Sandoval Naranjo — Sun, 20 Jul 2025 00:00:00 +0000

Venezuela, with its rich agricultural tradition and agroindustrial potential, faces significant challenges in the current context. The economic crisis, the migration of young talent and the difficulties in accessing technologies and financing have negatively impacted the agroindustrial sector. In this scenario, agroindustrial education emerges as a fundamental pillar for the reactivation and sustainable development of the sector. From this perspective, the intention of the theoretical approach is to reflect on the impact of organizational culture on agroindustrial education and its link with high-performance organizations; which arises from a documentary review structuring a scientific essay on what is each of the elements that encloses the process of agroindustrial education; which brings with it a set of knowledge and theoretical foundations that manage to define actions in search of new ways to address education in education thereby providing new models of teaching and learning for the social welfare of the inhabitants of the population.

STRATEGIC MANAGEMENT IN COLOMBIAN EDUCATIONAL INSTITUTIONS AS A FUNDAMENTAL BASIS FOR CHANGE AND TRANSFORMATION IN THE EDUCATIONAL PROCESS

Martha Isabel Mejías Acevedo, María Piedad Fuentes — Sun, 20 Jul 2025 00:00:00 +0000

The educational system, in its daily life, faces an infinity of facts that sometimes are unimaginable, perhaps to remember some of them the transition lived during the pandemic, the passage from the presential to the virtual, or the appearance of artificial intelligence; realities that cannot be left aside and it is worth considering these situations to promote an approach to what is lived daily in the educational institutions and that is how the following general objective emerges: To reflect on the role of strategic management in Colombian educational institutions as a fundamental basis for change and transformation in the educational process. The methodology used focuses on qualitative research through the technique of documentary analysis, it is appropriate to point out that the documents worked on reveal a theoretical position on the managerial action that teachers must fulfill, both in the classroom and in the institutions. The methodology used focuses on qualitative research through the documentary analysis technique. It is appropriate to point out that the documents studied reveal a theoretical position on the managerial action that teachers must perform, both in the classroom and in the institutions. From there it was concluded that strategic management is fundamental for teachers with managerial positions to be able to lead institutions to a development according to the demands of society when educational processes are facing relevant changes, one of them being the advances in technology that have permeated the diversity of procedures and methodological strategies framed in the managerial strategic nodes.

ROLE OF THE SCHOOL IN PEDAGOGICAL MODELS, EDUCATION AND RESEARCH IN THE EDUCATIONAL TRAINING PROCESSES IN COLOMBIA

Karen Zuleidy Sánchez Granados, Gennifer Solano Sanguino — Sun, 20 Jul 2025 00:00:00 +0000

Education is a social act whose ultimate goal is to contribute to the academic and comprehensive development of individuals, as well as to the full development of society, providing solutions and avenues for development. However, for this to happen, it requires the unrestricted and obligatory support of research, understood as the means society has to establish the search for truth and the mechanisms to respond to the demands and needs of society itself. This indicates that it has been fundamental to the evolution of humanity, as well as to the growth of knowledge and the knowledge society. Amid this development, thanks to research, pedagogical models have emerged, which in turn have defined the approach of various educational systems in different countries, laying the foundations for the development of education. However, occasionally, the fusion of several of them has led to the development of contextualized and, if you will, more effective models because they respond to the sociocultural interests of a given space, as is the case of education in Colombia. In this sense, this scientific essay-style article aims to review the terms research, education, school, and the connection between these, as well as their implications for pedagogical models, based on a review of various documents.

BEYOND THE COGNITIVE: EMPIRICAL EVIDENCE OF THE CRUCIAL ROLE OF SOCIOEMOTIONAL SKILLS IN LEARNING IN COLOMBIAN ELEMENTARY SCHOOL

Diana Mayerli Antolinez Buitrago, Betty Milena Porras Gómez, Diana Sunce Puentes — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this article, by the nature of a scientific essay, is to reflect on how current education faces circumstances that have left important marks on society, such as the technological advances and transformations that have gone hand in hand with different processes, such as teaching and learning; in this sense, it is observed that different contents of the curricular design use technologies as instructional resources that have tried to bring the topics to the students, and that is why the present general objective emerges, which is framed in: to reflect on socio-emotional skills in learning in Colombian primary basic education (HSEAEBPC); the methodology fits into a documentary analysis, which resulted in a scientific essay that becomes a significant contribution so that teachers can have at their disposal concepts and teaching tools that aim to strengthen socio-emotional skills in students at the primary level; However, it is of utmost importance to recognize that one of the most impactful aspects of the educational process goes beyond the cognitive and crucial role of teachers in making the teaching process a theoretical and practical journey that is quite accessible for those responsible for defining quality education, tailored to the demands of the general population, considering the purpose of the educational system.

EDUCATIONAL INCLUSION IN COLOMBIA: THEORIES, COMPETENCIES, AND APPLICABILITY.

Jeniffer Durán Pérez, Naysa Katerine Lobo Arévalo — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this scientific essay is to reflect on how contemporary education faces several challenges, one of the most significant being the existence of children and young people who are not integrated into formal education systems. This problem has generated the need to adopt a new vision in the field of education, focused on inclusion. However, it is important to note that there is also a lack of preparation among teaching staff to address this reality. The purpose of this document is to establish a relationship between the various aspects that characterize education, inclusion, and competencies, with the aim of promoting authentic inclusive education. Its purpose is to conduct a theoretical study of the current status of inclusive education, as well as the competencies acquired by university graduates in this specific field. This analysis is hermeneutical in nature. For its development, relevant theoretical aspects will be integrated, such as the historical evolution of education and its definition, as well as the concept of inclusive education, among others.

THE INFLUENCE OF PERSONAL MOTIVATION ON THE CONSOLIDATION OF THE STUDENT LIFE PROJECT

Jhon Muñoz Burgos, Yoana Sánchez Peña — Sun, 20 Jul 2025 00:00:00 +0000

Personal motivation does seem to be one of the basic axes on which a life project grown by a student depends. Personal motivation serves a defining character in assessment and adult decision-making and in sustaining the effort until aspirations are met, either in academic or career-related achievements. However, there are students whose former work in terms of career direction and motivation suffer due to a number of factors such as low self-efficacy, limitation in their development, or sheer ignorance of vocational guidance. This article looks holistically at the central theme of internal motivation/external motivation with a view of determining methodology to go up on an educational level. It then adopts the stipulated and painstakingly theories in psychology and education, with a pointed focus on self-efficacy, resilience, and career guidance in elaborating the same interface between motivation and academic success. The findings indicate that the students who possess a higher personal motivation display greater commitment, cope with hindrances more capably, and plan for their futures better. However, in this respect, on the side of schools, hardly any structured strategies are found, and rarely are students able to avail the provision of career guidance programs. Some tips on how to resolve the impending issue have been suggested; for instance, establishing a career orientation program, developing self-efficacy, self-confidence, and motivation in the classroom, and involving families in building a life project for students. These measures should orient young people towards an increasing degree of independence and a sense of purpose, providing meaningful learning opportunities and comprehensive education that extends beyond the confines of the classroom. Among these conclusions is that such personal motivation really does form that basic tenet of education; its effective nurturing would logically entail cooperative work between institutions, teachers, and families. This should indeed provide a longitudinally focused study that highlights the rationale for ascertaining the impact of those approaches used in juristic influential processes that allow thus to move on with the life project of students.

BEYOND MEMORIZATION: AN APPROACH TO CRITICAL THINKING FROM THE CLASSROOM

Norberto López — Sun, 20 Jul 2025 00:00:00 +0000

The relevance of critical thinking in educational contexts is the subject of this article. Thus, it contrasts with traditional methodologies, which focus on memorization and mechanical processes. Therefore, it is framed within the perspective of Paul et Elder (2010) Miniguide to develop critical thinking. The foundation for Critical Thinking, as well as arising from concerns arising from the analysis of the text by Ritchhart and his team (2014) Making thinking visible, how to promote commitment, understanding and student autonomy. Also, in this article, it is proposed how the development of critical thinking facilitates intellectual autonomy, metacognition and problem-solving in students, for the processes of appropriation of knowledge and visibility of the construct developed from reflection. Therefore, it is suggested to work on active learning strategies supported by the STEM+ model, a global educational movement (2010), for interdisciplinary processes of non-segmented knowledge, and the Universal Design for Learning (UDL) Rose (1990), proposed by the Ministry of National Education (MEN) for public educational institutions in Colombia. All of this is to provide a non-hierarchical learning atmosphere with a human character, where conscientious, reflective, and contrasting analysis is presented, not the mere reproduction of information in a memoristic and meaningless way. Here, reference is made to Freire with his Pedagogy of the Oppressed (1968), where the student ceases to be an inactive receiver to take part in their learning process and the possible transformation of realities through problem-solving and situations in the classroom for the extrapolation of knowledge and the applicability of critical thinking. In this way, the active subject of knowledge learns through reflection to participate in a dialogical process in the collective construction of new knowledge, while developing an analysis of social realities to become an agent of change in the pursuit of deliberative democracies.

THEORETICAL FOUNDATIONS OF PLAY AS A TEACHING ALTERNATIVE FOR TEACHING PHYSICAL EDUCATION

Fabio Rondón — Sun, 20 Jul 2025 00:00:00 +0000

Play is presented as a fundamental teaching alternative in teaching physical education, as it promotes learning through play and social interaction. From a constructivist perspective, play is recognized as not only a recreational activity but also a powerful means for developing students' motor, cognitive, and social skills. Therefore, this article, based on a qualitative and descriptive approach and structured in an essay-style methodological framework, has the following general objective: To analyze the theoretical foundations of play as a teaching alternative for teaching physical education. Based on this, it is considered that, through the review of documents, it has been revealed that, theoretically, play is based on principles such as intrinsic motivation, where students actively participate in their learning process, which favors greater retention of knowledge and skills. Additionally, games create a more relaxed and less formal learning environment, which can reduce anxiety and encourage participation among all students, regardless of their skill level.

READING COMPREHENSION WITHIN THE FRAMEWORK OF ICT DEVELOPMENT AS AN EDUCATIONAL ARGUMENT

Gerson Enrique Silva Labarca, Deisy Johanna Balaguera Restrepo — Sun, 20 Jul 2025 00:00:00 +0000

Reading comprehension within the framework of ICT development is presented as a fundamental element for enhancing educational processes in the digital age. The integration of ICTs in the classroom offers new opportunities for students to develop skills in interpreting, analyzing, and reflecting on digital texts, thus enriching their reading skills. These technologies provide access to an infinite variety of resources, from e-books and interactive articles to videos and educational platforms, facilitating more dynamic and contextualized learning. For this reason, the general objective of this essay is to analyze reading comprehension within the framework of ICT development in Colombia. In this sense, the theoretical findings are framed within the idea of understanding how the use of digital tools also favors the personalization of the reading process, adapting to the rhythms and learning styles of each student. For example, multimedia resources can facilitate comprehension through visual or auditory supports, helping those who have difficulty understanding traditional texts. Likewise, digital platforms offer features that allow you to highlight key ideas, make notes, or draw inferences in real time, promoting more reflective and metacognitive reading.

RESEARCH COMPETENCIES IN THE FACE OF THE COMPLEXITY OF METHODOLOGICAL APPROACHES: QUANTITATIVE, QUALITATIVE AND MIXED APPROACHES MIXED

Sun, 20 Jul 2025 00:00:00 +0000

This article addresses the importance of research skills in the context of the different methodological approaches used in academic and scientific research. From this perspective, each approach, quantitative, qualitative and mixed, presents particular characteristics and requirements that researchers must master in order to carry out studies with principles of coherence, relevance and rigor. Furthermore, the purpose of this research is based on reflecting on the importance of the competencies required for each approach, stressing that researchers must be able to select the most appropriate method according to the objectives of the study and the nature of the phenomenon under investigation. In conclusion, the article highlights the relevance of research competencies as a fundamental tool to face the complexity of methodological approaches, ensuring that researchers must conceive in their practices to generate knowledge in the current socio-educational dynamics.

COMPLEXITY IN THE USE OF ASSESSMENT TECHNIQUES AND INSTRUMENTS IN PHYSICAL EDUCATION.

Juan Guillermo Bernal Gordillo — Sun, 20 Jul 2025 00:00:00 +0000

This scientific essay focuses on assessment within the field of physical education, considered a sensitive and complex issue, especially due to the nature of the practices involved and which often focuses solely on the physical dimension of the human being, ignoring other dimensions such as the cognitive, in addition to the axiological. Therefore, this article addresses the complexity implicit in the use of assessment techniques and instruments that predominate formative aspects of the aforementioned area, beyond a simple qualification focused on physical performance. For this reason, various reference elements are required, as well as some research published in recent years, which in general allow us to substantiate the idea of the implicit complexity in the assessment process, and how it represents a challenge for the teacher specialized in physical education. Based on the above, some conclusions are drawn regarding the objective assumed, which generally revolve around the importance of considering evaluation techniques, in addition to alternative methods, that facilitate the teacher's ability to assess both physical abilities and other dimensions of the human being, in line with a comprehensive evaluation that considers the biopsychosocial aspects of students, especially in the area of physical education.

ORALITY IN THE READING AND WRITING PROCESSES

Martha Cecilia Ramos Beltrán, Angela Saturia Rojas Riveros — Sun, 20 Jul 2025 00:00:00 +0000

In a world of rapid change and unstoppable technological advances, it is necessary to establish transformations related to the ways of introducing children to reading and writing processes that respond to the current challenges of pedagogical practices. Therefore, it is necessary to discuss the impact that oral communication has on these processes. Recognizing that verbal communication influences the learning of reading and writing processes, it constitutes an essential skill in both the emotional and cognitive development of human beings, associated with linguistic competencies, which leads to a deeper study of strategies that strengthen its development. In this sense, this article aims to establish a reference framework that allows us to characterize relevant and innovative practice models for the development of oral language that contribute to strengthening these processes. The purpose of this article is to discuss the characteristics of the development of oral expression, so that they constitute the fundamental basis of learning. The purpose of this essay is to reflect on the need to strengthen oral communication in children to enhance the cognitive, social, and cultural processes that underpin the learning process and ensure literacy.

LOGICAL-MATHEMATICAL THINKING IN THE INTEGRAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS

Tatiana Maritza Carrascal, Yaid Alonso Quintero — Sun, 20 Jul 2025 00:00:00 +0000

Knowing how to think is the most effective tool that the human being has, it is not only about decoding any information, but about becoming aware of the importance of each thought and its application in the real context, it is here where logical mathematical thinking plays a role of great importance in the training of students because from them it can be transcended through the complexity of their daily life, in addition to allowing knowledge to be transversally related in the different curricular units. Therefore, this article, in the form of an essay, will be based on the bibliographic review that leads to highlighting how the mathematical logical thinking of students can be developed and how it influences the development of the subjects, in all its dimensions. It is expected to be a valuable contribution to other researchers, as well as to the educational community, who in this short but significant product can reinforce the training practices of teachers around the development of mathematical logical thinking with the aim of promoting the comprehensive development of primary school students.

READING HABIT DEFICIT AND ITS IMPACT ON READING COMPREHENSION AND TEXT PRODUCTION IN SCHOOL-AGE ADOLESCENTS

Olga Lucía Fuentes Espinosa, Maritza Álvarez Carvajalino — Sun, 20 Jul 2025 00:00:00 +0000

This scientific essay analyzes the impact of reading deficits on adolescents' text comprehension and production processes. The article is based on a critical documentary review of recent studies conducted primarily in Latin American educational contexts. From a theoretical perspective, the article addresses the fundamental components of reading and writing skills, as well as their direct relationship with students' cognitive, communicative, and academic development. The methodology employed is qualitative-descriptive, based on the compilation, analysis, and interpretation of previous research on reading habits, text comprehension, and text production performance. The findings highlight that the lack of solid reading habits can seriously affect reading comprehension at the literal, inferential, and critical levels, impacting adolescents' ability to interpret, argue, and structure written discourses coherently. The main causes of reading deficits are identified as the excessive use of technology, limited family support, traditional teaching, and a lack of motivating pedagogical resources. It has also been found that text production decreases in quality when students lack consistent reading role models, affecting their overall academic performance and intellectual development. It is suggested that overcoming this problem requires a comprehensive intervention that integrates innovative pedagogical strategies, the strengthening of school libraries, the proper use of digital devices, teacher training, and the active involvement of families. Reading should be promoted as a cultural practice that transforms and enhances autonomy, creativity, and the critical construction of knowledge in adolescents.

HE WHY AND PURPOSE OF SCHOOL COUNSELING IN COLOMBIA: CHALLENGES AND LIMITATIONS

Jenny Maritza López Castro — Sun, 20 Jul 2025 00:00:00 +0000

In 2025, Colombia commemorates 51 years of school counseling, a role carried out by various professionals dedicated to promoting the mental health of the educational community. This community has shown resilience amid conflict, facing multiple social issues that impact school coexistence within educational institutions. School counselors, through their work and pedagogical approach, contribute to the comprehensive education of students and continuously advocate as political subjects to gain visibility in public policies that truly ensure the right to quality education, recognizing emotional well-being. This paper aims to reflect on the reasons and purposes of school counseling in Colombia, highlighting the challenges and limitations faced by school counselors in both the educational system and public policy. The study is conducted through a documentary review, presented in an argumentative essay using a qualitative methodology. The article adopts a critical stance, exposing the reality of school counselors in Colombia, particularly their struggles due to a lack of human, material, and financial resources. It also addresses the challenges they must face in the postmodern and globalized world, striving for the recognition of their rights and contributions.

EL DOCENTE COMO MEDIADOR DE APRENDIZAJES SIGNIFICATIVOS

Laura Cristina Cáceres Niño, Hilse Yamile Aldana Pérez — Sun, 20 Jul 2025 00:00:00 +0000

The performance of teachers is essential in the development of teaching and learning processes, since it is the link with students, so that they build the necessary knowledge, based on this, a teacher is required to guide and motivate students in order to understand reality. In virtue of the above, the present article has as its fundamental objective to understand the role of the mediator teacher in the meaningful learning of students, for this, we will proceed with the concretion of conceptual evidence that allows us to assume teaching, as one of the processes that contribute to the concretion of learning styles based on each of the subjects, for this, it is necessary to encourage the participation of each of the students, in order for them to express their ideas, and thus the teacher takes into account the needs and strengths of the students. In this regard, various reference sources are used to establish the learning development process, demonstrating that the teacher is one of the most influential figures in the knowledge construction process and that this serves as a meaningful foundation. The priority is to promote knowledge appropriation, since it is necessary to master pedagogical elements that foster knowledge for life.

EFFECTS OF SOCIO-EMOTIONAL EDUCATION IN THE SCHOOL ENVIRONMENT

María Mercedes Freitte Roa, Sandra Gimena Rojas — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this essay is to reflect on the positive effects of socio-emotional education in the school environment. For this reason, it is important first to highlight that the comprehensive education of students is only achieved when the socio-emotional elements that allow the total formation of students are incorporated into the classroom. On the other hand, students who face various family and social conflicts daily, such as poverty, family breakdown, abuse, and bullying, among others, can acquire socio-emotional education skills that prepare them to face the different obstacles of today's world, which contributes to their emotional, physical and community well-being and, therefore, favorable advances in academic performance. In addition, taking into account the relevance of the topic, it also addresses the important role that teachers play in the development of students' socio-emotional education, from the first years of formative life, and how this can contribute to improving the school climate, confidence in the classroom and a positive environment for learning. To fulfill the purpose of this essay, a methodology based on a bibliographic review was adopted, from direct references on the subject, such as primary sources, research, review of practical cases, and pedagogical experiences that highlight the role of students and teachers in the development and effects of socio-emotional education. Finally, a critical and argued reflection is proposed on the importance of incorporating socio-emotional education in pedagogical, didactic, and formative processes to generate changes in current educational scenarios.

TECHNOLOGICAL AND COMPUTER SKILLS IN SECONDARY AND MIDDLE BASIC STUDENTS IN COLOMBIA IS A KEY FACTOR FOR A RELEVANT EDUCATION IN THE 21ST CENTURY

Jorge Alirio Tarazona, Jesús Guillermo Quintero — Sun, 20 Jul 2025 00:00:00 +0000

This academic essay examines the importance of developing technological and computer competencies in secondary school students in Colombia, in light of contemporary educational trends. Using a qualitative, document-based research approach, it addresses theoretical principles of constructivism, connectivism, and complex thinking to understand how integrating technology in education can enhance students’ critical thinking and global competencies. The current Colombian context is explored, including recent public policies from the National Ministry of Education and educational initiatives in universities of Colombia and Latin America, within the framework of “Education 5.0.” The essay argues that training in digital competencies is essential to prepare youth as creative, critical, and globally-competent citizens capable of facing the challenges of the knowledge society. Likewise, it reflects on the role of teachers as facilitators and students as active agents in the process of technological learning. Finally, a proposal is presented to strengthen these competencies in schools, linking theory and practice to foster a relevant and humanized education supported by technology. Keywords: Digital competencies; Education 5.0; Critical thinking; Complex thinking; Colombia.

ATTITUDINAL EVALUATION: A CONTRAST WITH ACADEMIC REALITY

Luis Carlos Mantilla Espinosa — Sun, 20 Jul 2025 00:00:00 +0000

The assessment of the attitudinal dimension is an inherent element of contemporary academic evaluation processes. It is explicitly present at all educational levels as part of evaluation systems. In Basic and Secondary Education, attitudinal assessment is weighted as part of the overall student grade, and a score is assigned based on the attainment of specific competencies. Recent studies related to students' attitudes towards learning have commonly shown a predominantly positive attitude; this aspect implies a contradiction with the current academic reality. The objective of this essay-type article is to reflect on the contrast between the results of qualitative scale studies on attitudes towards learning and the reality of schools. It begins with the validation of results from various recent studies, which are then contextualized within the educational sphere to ultimately formulate a proposal that aims to objectify attitudinal evaluation processes. The main conclusions of this analysis indicate that the results of attitude evaluations using qualitative scales are inconsistent with academic reality, as they overlook the in situ element of the dimension and its inherent consistency. Moreover, attitudinal assessment applied in schools appears biased by elements of its own tacit culture and has lost objectivity. Only a clear, differentiated, and legitimate delineation of what encompasses the attitudinal dimension by educational actors allows for the generation of objective evaluation processes that can address weaknesses and promote quality education.

AGROECOLOGY AND ANCESTRAL KNOWLEDGE IN THE DEVELOPMENT OF STUDENTS' CRITICAL THINKING.

Johana Astrid Granados V, Ester Rondón Chinome — Sun, 20 Jul 2025 00:00:00 +0000

Rural education has historically faced deep gaps of social inequality, which has motivated the search for transformative alternatives. In this context, the integration of agroecology and ancestral knowledge is presented as a relevant strategy to enhance the integral and critical development of students in rural areas. This essay, based on an argumentative and reflective approach, analyzes the importance of articulating agroecology and traditional knowledge in school projects, based on a critical review of the literature and experiences that highlight the implementation of school gardens and collaborative work between school and community. The results demonstrate that school agroecological projects, supported by collaboration between school and community, favor the development of critical thinking, inclusion, and the strengthening of cooperative work. They also promote benefits such as a sense of belonging, appreciation of cultural diversity, and the development of skills to analyze, argue, and discern in the face of environmental challenges. The alliance between scientific knowledge and ancestral wisdom allows students to acquire skills in reflection, problem-solving, and active participation in social and territorial transformation. It is concluded that the integration of agroecology and ancestral wisdom in rural education is not only viable but essential for strengthening critical thinking, inclusion, and social justice. This educational approach contributes significantly to the development of students committed to their context, capable of proposing innovative and sustainable solutions to the challenges facing their communities.

FLEXIBLE EDUCATIONAL MODELS: A FRAMEWORK FOR INCLUSION IN THE RURAL CONTEXT

Bairon Edilberto Ramírez Rendon, Roanger Alexander Gamboa Bastidas — Sun, 20 Jul 2025 00:00:00 +0000

Educating in the 21st century requires educational systems to generate flexible academic proposals, capable of adapting to regional and local demands. These new proposals must also guarantee high levels of quality in education, competitiveness and equity. These challenges focus the attention of public policies and educational institutions to improve the relevance, coverage, effectiveness and efficiency of the system, assuming interculturality and addressing the different conditions of the rural context. Given this, the objective is to analyze from a theoretical component focused on the applicability of flexible educational models and the determining factors of adequate inclusion. Generating space to address elements that strengthen positions on the importance of flexibility in inclusive education, its adaptability and application in rural contexts. To this end, this article is oriented from a qualitative approach, from documentary design generating the possibility of presenting an essay-type text. Hence the importance of pedagogical flexibility, which must therefore provide for inclusive, pertinent, contextualized education in accordance with the interests and expectations of the various actors in the local and regional educational community, fostering strategies that dynamize classroom situations and encourage learning to know, to do, to be, to live together, to participate, to undertake and innovate and to understand the world in a meaningful way from all ages and educational cycles. Likewise, it must guarantee the transition between educational levels and training modalities throughout life, through the existence of educational scenarios and programs that offer means to meet the levels of competencies and qualifications that are highly motivating, welcoming, effective and relevant to the employment situation, the needs and personal expectations of students in the rural context.

DEVELOPMENT OF CITIZENSHIP SKILLS IN PHYSICAL EDUCATION CLASSES IN COLOMBIA

Eduard Nariño — Sun, 20 Jul 2025 00:00:00 +0000

The development of citizenship competencies in Colombian physical education classes is a fundamental process for developing responsible, participatory, and socially engaged individuals. The Colombian Constitution and the national curriculum promote the development of critical, ethical, and supportive citizens, and physical education is presented as a key space for enhancing these skills through activities that integrate democratic values, respect for diversity, and teamwork. In a broader sense, this article is framed within the idea of analyzing the development of citizenship competencies in physical education classes. In this sense, this essay clarified that citizenship competencies in Colombian physical education classes are essential for developing critical, responsible, and community-engaged citizens. Sports thus become a powerful means for instilling democratic values, promoting peaceful coexistence, and contributing to strengthening the Colombian social fabric. To achieve this, it is necessary to continue innovating in pedagogical methodologies that integrate these objectives into the official curriculum and everyday classroom practices.

COHERENCE BETWEEN THE MOST USED TEXTBOOKS IN COLOMBIA AND THE PROJECT-BASED TEACHING-LEARNING APPROACH TO STATISTICS

Juan Carlos Olarte Rodríguez, Juan Camilo Faya González, Javier Salas Ramírez — Sun, 20 Jul 2025 00:00:00 +0000

his article addresses the new trends in the teaching and learning of statistics, as well as the implicit content in the Basic Standards of Competencies in Mathematics (EBCM), present in the units of random thinking and data systems of the Mathematics Textbooks (LTM) most used in Colombia. The publishers under study are: Santillana, SM, Libros y Libros, Norma and Educar Editores. The objective is to carry out a didactic study about the coherence between the approach and the activities proposed by the LTM of secondary education most used in Colombia, with what is proposed by the Colombian guidelines, the new approaches and educational trends around the teaching and understanding of statistics. The study implements the mixed research approach, applying the text analysis technique. The results indicate that the content addressed by the most commonly used 10th and 11th grade LTMs in Colombia and their respective activities are articulated with the parameters of the Colombian educational system required by the Ministry of National Education (MEN) through the EBCM and the Mathematics Curricular Guidelines (LCM), despite some gaps detailed in the conclusions. In addition, it is concluded that within the proposed activities there is little or almost no implementation of strategies consistent with the new approaches and trends in the teaching and understanding of statistics.

TRANSFORMING LANGUAGE TEACHING WITH INTRANET

Iván García Díaz — Sun, 20 Jul 2025 00:00:00 +0000

Current educational innovation, driven by technological advancement, requires teachers to make a real commitment to their teaching work. This article is based on a research project that seeks to optimize the interaction between teachers and students in the classroom. The methodological approach used a mixed approach that provides a broader and deeper perspective of the phenomenon. The procedure consisted of four phases, including the data collection techniques or instruments. Data were recorded in a standardized manner using a questionnaire with structured and unstructured questions, which determines possible responses from the respondent for subsequent analysis and interpretation. Problems were identified such as the application of repetitive methodologies, poor academic performance, and teacher apathy toward the use of technological resources. Based on these findings, the creation of an academic intranet for the language area was proposed to host digital content, which students would develop using technological resources. This motivational strategy, combined with the use of ICT, significantly improved academic processes, transforming traditional teaching-learning methods, increasing interest, creativity, and imagination, strengthening reading and basic communication skills. Furthermore, the principals designed a strategic plan to integrate ICT into the curriculum, which allowed them to achieve the objectives set at the beginning of the research and demonstrated a significant improvement in the problems affecting the study population.

IMPLEMENTATION OF MACHINE LEARNING TOOLS IN THE ANALYSIS OF THE INTERRELATIONSHIPS BETWEEN SOCIODEMOGRAPHIC AND PERFORMANCE VARIABLES IN SECONDARY EDUCATION STUDENTS

Manuel Antonio Hoyos García, Eduar Ramiro Burbano Semanate — Sun, 20 Jul 2025 00:00:00 +0000

This article presents a method for implementing machine learning tools in the field of education, highlighting the importance and potential of these tools when analyzing large volumes of data and multiple target variables. Accordingly, the general objective of this study was to design a predictive model for performance in basic competencies using machine learning techniques, enabling the identification of relationships between contextual variables (sociodemographic characteristics) and achievement levels (basic competencies) among tenth-grade students. To achieve this objective, a positivist paradigm methodology was employed, integrating mixed methods that combine qualitative elements with reliability metrics derived from algorithms such as decision trees. This approach facilitated the analysis of data pertaining to students from two educational institutions and their respective academic performances in basic competencies. Supported by a complex systems perspective, this study concludes that the interrelations between students' individual characteristics and their academic performance can serve as a reference for: adopting new and improved computational tools in education, and rethinking teaching practices to accommodate the inevitable heterogeneity of classrooms rather than enforcing artificial uniformity.

CREATIVE STRATEGIES TO REDUCE SCHOOL DROPOUT RATES AT THE LIBORIO BATALLER EDUCATIONAL INSTITUTION IN THE MUNICIPALITY OF SEGOVIA, IN THE NORTHEAST REGION OF ANTIOQUIA.

Beatriz Yamile Marín Tilano — Sun, 20 Jul 2025 00:00:00 +0000

Every year, more students drop out of school worldwide due to various economic, social, health, or pedagogical factors. The research aimed to generate strategies to reduce school dropout rates at the Liborio Bataller Educational Institution in the municipality of Segovia, Antioquia, Colombia, which constitutes an initiative and a contribution to the necessary academic reflection, due to the implications in sociocultural, economic, and political aspects for the region. The post-positivist paradigm was based on a qualitative approach, focused on understanding social phenomena framed within situations of school dropout, generally defined as the abandonment of academic obligations, with an impact on their teaching and learning processes. The method adopted was ethnographic as a way to understand a phenomenon that is not specific to an individual, but rather the sum of individuals. This process yielded results indicating the need to generate strategies to creatively address school dropout and ensure the rights of children and young people to education. For the above reasons, some recommendations and suggestions are provided from the perspective of strategies to contribute to the recognition and reduction of school dropout rates in the educational institutions of the region. Finally, some creative strategies based on problem-solving, innovative solutions, brainstorming, fostering creativity, and experimentation play an important role in reducing school dropout rates.

IMPACT OF EDUCATIONAL VIDEOS ON THE DEVELOPMENT OF BASIC MUSIC SKILLS

Juan Javier Fernández Acosta — Sun, 20 Jul 2025 00:00:00 +0000

Music education, over the last decades, has gained ground in the educational field, since, through this learning process, musical practice can be used as a tool to develop transversal skills in students. In this article, a report is presented on a research and the results obtained in sixth grade students (6). The study aimed to build a pedagogical strategy that allows integrating educational videos and audio tracks as a potential means to promote the understanding and mastery of basic elements of musical rhythmic development and comprehension in sixth grade students. The research work was applied from experimental research, under a mixed approach, through the design of pretest and posttest. Once the pedagogical strategy was implemented, it could be established that implementing ICTs within the teaching and learning processes has a positive impact on the dynamism of the classes, and the motivation of the students in front of the activities and objectives of the class, which, in turn, allows to optimize the scope of the proposed learning, and that, in addition, this generates a higher academic performance, since, said learning achieved becomes measurable and verifiable in a more objective way. The study was applied from the area of Artistic-Music Education, in sixth grade students (6), of the San Pedro Claver Educational Institution, of the municipality of Puerto Boyacá (Boy)

ESTRATEGIAS GERENCIALES PARA LA ORIENTACIÓN DEL CLIMA ORGANIZACIONAL EN EL MARCO DEL PROYECTO AULAS EN PAZ. Caso: Sede Rudesindo Soto De La Institución Educativa Nuestra Señora De Belén, Cúcuta, Norte de Santander

José Antonio Serrano Acuña, Lemny Andrea Aro Jaimes — Sun, 20 Jul 2025 00:00:00 +0000

This study focused on the elements that affect the organizational climate, as well as the development of the "Classrooms in Peace" project at the educational institution. Therefore, it aims to offer a set of management strategies that will provide teachers and managers with tools to address the issue. The overall objective of this research is to propose management strategies to strengthen the organizational climate within the framework of the "Classrooms in Peace" project. Case: Rudesindo Soto Campus of Nuestra Señora de Belén Educational Institution, Cúcuta, Norte de Santander, Colombia. Regarding the methodology used, this research is quantitative in nature, in a descriptive field study, under the modality of a feasible project; where the population and sample will be made up of one hundred and five (105) subjects distributed among teachers, administrators and students. The sample will be represented a total of eighty-three (83) subjects, including all teachers and administrators. Using the survey as a technique for data collection and a polychotomous questionnaire as an instrument; Once the instruments were applied, the information collected was analyzed through descriptive statistics. This allowed us to determine or conclude that there is an instability in the institution's organizational climate, partly due to the lack of interaction between managers and classroom teachers, as well as the poor planning and execution of innovative projects such as the Classrooms in Peace project, which is affected by not achieving the consolidation of the objectives it proposes. Therefore, the need arises to devise managerial strategies to be put into practice in the educational institution.

ACTIVE DIDACTIC STRATEGIES, A ROUTE TOWARDS FORMATIVE RESEARCH

Jenny Patricia Ortiz Quevedo, Adalver Rivas Gómez — Sun, 20 Jul 2025 00:00:00 +0000

In a Higher Education scenario, teaching strategies represent opportunities and challenges for the declaration of intentions on student learning, even more in the space of research seedbeds. For this reason, this document presents arguments related to the analysis and understanding of didactics that promote learning in the formation of research seedbeds. Which is framed in the qualitative approach and the interpretive paradigm. The active didactic strategies that favor the interest of the students are outstanding, establishing the usefulness in participatory and collaborative actions, for the promotion of skills associated with teamwork, social skills, socio-emotional competencies, it is highlighted that diversity is necessary in active didactic strategies and the use of technological platforms and resources to strengthen knowledge and respond to interactions with the global world, the above, stands out as an essential axis for the recognition of complex realities. In conclusion, the effectiveness of active teaching methods is exalted in achieving greater learning and development of critical, analytical, creative thinking and appropriation of research culture by students.

DEVELOPMENT OF READING SKILLS THROUGH VISUAL LEARNING MEDIATED BY TICS

Sonia Liseth Serrano Barrera, Eduar Alfonso Ramírez Ramírez — Sun, 20 Jul 2025 00:00:00 +0000

Reading has become an elementary tool in the acquisition of knowledge. Strengthening reading skills in elementary school for cognitive and social development generates solid foundations in the student. The present work outlines a descriptive-exploratory type of research, oriented under the quantitative methodological approach, whose instrument of data collection is the survey. The general objective was to develop reading comprehension skills to improve low academic performance through visual learning mediated by the application of Information and Communication Technologies (ICTs) in elementary school students of the Caño Bonito de Vélez Educational Institute (Santander) due to the difficulties presented by the students to understand texts, extract the main idea and secondary ideas, write coherently and master basic terms of the educational level. The proposal was developed through the execution of workshops energized by offline applications due to the lack of connection in the rural areas of this department of the country. This contributed to the optimization of reading comprehension processes, as well as to the strengthening of metacognitive skills and capacities for collective work.

GAMIFICATION AND MEANINGFUL LEARNING IN TEACHING GEOMETRY IN SECONDARY SCHOOL

John Alexander Murcia Alzate, Ginnet Faisuly Vargas Daza, Efraín Rivera Jiménez — Sun, 20 Jul 2025 00:00:00 +0000

This article is based on the analysis of a teaching strategy focused on developed spatial geometry skills using gamification as a meaningful learning technique articulated with the implementation of educational activities that allow students in eighth and ninth grades, aged 12 to 14 to strengthen their knowledge of geometry and its various study topics. Likewise, the study seeks to contextualize each geometric concept through every day or experiential elements familiar to students, thus contributing meaningfully to the teaching and learning processes. In doing so, it also promotes awareness of geometric learning through the design of didactic units that facilitate the interpretation and explanation of the world. The proposal aims to develop spatial-geometric skills using gamification as a technique for meaningful learning, as it integrates the core principles of gamification into educational activities. The research adopts a mixed-methods approach, incorporating elements of the quantitative method—such as the collection and analysis of numerical data to measure variables and establish statistical relationships—and the qualitative method, which emphasizes understanding social phenomena through student interviews and observations. In this context, the Van Hiele model was integrated, with the objective of supporting the development and progression of students' metacognitive processes related to geometric thinking skills. As a final outcome, the study concludes that the motivation and interest generated through gamification lead students to engage passionately with the subject matter, transforming them into creators of their own knowledge and, consequently, promoting meaningful learning.

USE OF THE INVENTOR APP AS A PEDAGOGICAL STRATEGY TO STRENGTHEN THE UNDERSTANDING OF THE SET OF RATIONAL NUMBERS

William Omar Medina Apolon, Rueda Cano Jorge Luis — Sun, 20 Jul 2025 00:00:00 +0000

The learning of rational numbers is a fundamental pillar in mathematics education, since it allows the development of essential skills for solving everyday problems and logical-mathematical reasoning. However, this topic often represents a significant challenge for students, affecting their academic performance and conceptual understanding. In this context, Information and Communication Technologies (ICT) and, in particular, mobile applications, are presented as innovative tools that transform the classroom into a dynamic and interactive learning space. These technologies not only foster student motivation and autonomy, but also offer continuous access to educational material, adapting to individual needs and enabling personalized and meaningful learning. Whose objective was to reflect on the use of an application as a pedagogical strategy to strengthen the understanding of the set of rational numbers. It is worth noting that the research was conducted through a mixed methodology, bringing as a result the theoretical foundations framed in the current demands promoting the ways of approaching academic development. It is worth mentioning that the work was applied in the Colegio Santo Ángel de Cúcuta; where the characteristics of the object of study are evidenced.

IMPORTANCE OF THE USE OF DIGITAL RESOURCE (M-LEARNING) AS AN IMPLEMENT FOR TRAINING RESEARCH SKILLS IN UNIVERSITY STUDENTS

Rodríguez C. Erika Y, Olga L. Sanchez G. — Sun, 20 Jul 2025 00:00:00 +0000

Currently, technologies within educational systems have marked a challenge, since they are important in teaching when they are incorporated into learning processes such as research skills in students. The following article has as its main objective to propose how research skills can be strengthened through observation, inquiry, information gathering and argumentation. The object of study was used to analyze the importance of new technologies used by first semester students of the early childhood assistants career of the Minuto de Dios University Corporation of the Municipality of Tibú, since different deficiencies were found in their academic performance, where they do not show interest in Spanish classes with a tendency towards research and few study habits, among others. Within the writing process, a qualitative methodology was used, which includes an orientation of the interpretive paradigm collecting information through the implementation of observation, inquiry and exploration. The development of a didactic unit proposed in sessions with learning content related to the topic of research, writing, analysis and paraphrasing is proposed. These activities were developed using the M-learnign platform. The implementation and evaluation led to the conclusion that research skills had an improvement and performance of 80% where at the beginning it was 30%. This shows that using technological tools and a pedagogical model plus a series of well-structured activities enhance the progress of research skills in students.

DIDACTIC PROCESSES BASED ON SOCIOFORMATIVE COMPETENCIES FROM THE POINT OF VIEW OF ELEMENTARY SCHOOL TEACHERS.

Paula Andrea Murillo Jiménez, Olga Leomar Duarte Contreras — Sun, 20 Jul 2025 00:00:00 +0000

This scientifically rigorous article is based on the importance of socio-formative competences as elements of concretion of teaching practices in Colombian elementary school scenarios. Based on this, the methodological approach was oriented from a qualitative methodological perspective, based on a field study associated to the phenomenological method, with an interpretative epistemological vision. Its general purpose is to understand the didactic processes based on socio-formative competencies from the point of view of Colombian elementary school teachers, specifically in public educational institutions in Norte de Santander. In correspondence with this, from the testimonies of the teachers (five teachers: grades 1,2,3,4 and 5) of the Sagrado Corazón de Jesús Educational Institution, who were the key actors of this research report, elements of theoretical and practical significance were considered, associated to the socio-formative approach by competencies and its correlation in the didactics that emerges from the spaces of the elementary basic education, based on the achievement of the basic learning rights (DBA). The findings of this research demonstrate the curricular and didactic gap that exists in pedagogical practices regarding the implementation of a competency-based curriculum, and the discrepancies between the didactic approach and the elements that should be incorporated into the educational phenomenon in order to conceive a true holistic education.

EVALUATION PRACTICES FROM A SOCIAL AND CULTURAL PERSPECTIVE IN TRAINING PROCESSES: AN ETHNOGRAPHIC CONSTRUCT

Tue, 15 Jul 2025 00:00:00 +0000

This article focused on the objective of building a theoretical approach to evaluative
practices from the social and cultural approach in an educational institution in Yopal,
Casanare, Colombia. Supported by authors such as Vigotsky (1996) (2014), Tobón (2013),
Piessi (2017), Iafrancesco (2016), among others. Methodologically it was supported in the
interpretive paradigm and ethnographic method, a real study was built in the context of the
Educational Institution La Campiña, as informants to eight teachers of the scenario, to
whom a semi-structured interview was applied and conformed by ten items, which allow to
comply with the development of the object of study. Qualitative methods were used to
interpret the findings through categorization, structuring and triangulation. The central
category on evaluation in formative processes and its subcategories: nature of the
evaluation, subject or agent who evaluates, evaluation results. Among the results, the
contributions of the sociocultural perspective were considered to focus on the following
aspects: a) formative evaluation from the deepening of subjectivity; b) importance of the
affective dimension; c) sociocultural approach: the emphasis on the importance of social
and cultural interaction in human development and learning during socio-training is
maintained.

HE DIDACTIC STRATEGY OF READING COMPRESSION, IMPLICATIONS FOR THE RESOLUTION OF MATHEMATICAL PROBLEMS

Derli Johanna Delgado — Sun, 20 Jul 2025 00:00:00 +0000

In the Colombian school environment, mathematics is structured according to the guidelines of the Ministry of National Education in thought processes and learning competencies. When consulting about the performance of these, it was possible to show that the problem-solving competency is the one that presents the greatest deficit, according to recent results of the external tests PISA and SABER. Therefore, this scientific essay aims to reflect on the difficulties associated with the comprehensive reading of mathematical problems and the didactic factors involved in this competency in particular. The method used was guided by the documentary review, supported by the consultation of various sources and contributions from different disciplines. As a result, it is evident that the difficulty in solving mathematical problems is not only due to the cognitive factor, but to various factors, among which the didactics and the method used by the teacher to address the statement of the problem stand out, but the most relevant concerns the incidence of inferential and critical reading as a complement to the understanding of texts of a different nature, associated with the solution of mathematical problems, which leads to recognizing the close relationship between language and mathematics in strengthening the processes that lead to the understanding of the competence of solving mathematical problems.

ECOPEDAGOGY IN EDUCATION TO STRENGTHEN CRITICAL THINKING

Ana Betty Cerón — Sun, 20 Jul 2025 00:00:00 +0000

UNESCO has mandated that education must be an essential driving force to promote sustainable development, conceived in this way as a central axis of all educational levels. Hence, studying ecopedagogy will serve to articulate the actions emanated by international organizations, highlighting the importance of rethinking the curricular bases, emphasizing the incorporation of values and principles that defend the Earth Charter. These elements must be integrated into the contents, concepts and design of the materials used by didactics so that they adjust to an education that aims at the transformation of thinking from a critical perspective oriented by sustainability, thus having a compendium of educational actions that contribute from the integrity, understanding and complexity of the world through solidarity and respect for life and the environment. In this sense, the methodology is documentary and a descriptive level to reflect on the relevance of ecopedagogy in critical thinking in primary education, taking into account postulates about holistic education and complex thinking. It is highlighted that this pedagogy promotes a critical and complex understanding of the world, oriented towards the understanding of the sustainability of the environment to project an education that promotes the transformation of the individual, for the critical construction of sustainable knowledge.

GAME-BASED LEARNING: TRENDS AND CHALLENGES FOR COLOMBIAN BASIC EDUCATION

Roberto Rafael González Vásquez — Sun, 20 Jul 2025 00:00:00 +0000

At present, education has become an aspect of multiple analysis and reflection, such is the case that means and teaching alternatives must be sought that are effective and lead to improvements in education and academic training; reason that leads to the general objective: to reflect on the theoretical and practical elements of game-based learning that point to the trends and challenges for Colombian basic education. The methodology used focuses on the documentary analysis, which responds to the theoretical construction of an academic essay; thus, it provides a set of relevant information regarding the mechanism that goes in function of the inclusion of the game in the teaching process that allows reaching a set of knowledge and strategies related to the learning processes of students. This allows concluding that the game becomes a fundamental additive to improve academic performance.

INFLUENCE OF SOCIOEMOTIONAL SKILLS ON THE ACADEMIC DEVELOPMENT OF JUNIOR HIGH SCHOOL STUDENTS: A DOCUMENTARY ANALYSIS.

Liliana Murillo Carrillo — Sun, 20 Jul 2025 00:00:00 +0000

This article highlights the importance of the development of socioemotional skills in the academic development of elementary school students. Therefore, it focused on analyzing how these skills influence the social and academic stability of young people. In this sense, the following question was posed: In what way do socioemotional skills influence the academic and emotional development of junior high school students? Regarding the theoretical framework, the article was based on the relationship between skills such as emotional intelligence, self-esteem and social intelligence. In addition, it is recognized that these competencies are essential for the emotional adaptation of students and their ability to face the various academic challenges. As for the methodology, it was based on a documentary approach, using content analysis to collect and examine information from various sources, including scientific literature and previous studies. All this was carried out based on the approaches of Hoyos (2010) who establishes three phases of documentary research (preparatory-descriptive-interpretative). Finally, the conclusions of the analysis reveal that, firstly, socioemotional skills are interdependent with academic development, facilitating emotional management and interpersonal relationships. Secondly, the need for a comprehensive educational approach that promotes both the academic and emotional development of students is highlighted. Finally, the importance of conducting contextualized research to understand the social dynamics that affect young people is emphasized, which in turn can guide the implementation of more effective educational interventions.

THE IMPACT OF TECHNOLOGY ON THE LEARNING PROCESS OF UNIVERSITY STUDENTS: FROM AN INTERPRETATIVE APPROACH.

Aurelio Antonio Cuentas Guerrero, Dora Astrid López Meneses — Sun, 20 Jul 2025 00:00:00 +0000

This article seeks to know the impact of technology on the educational training process of higher education students with the aim of knowing and evaluating the impact that technology generates on the training process of higher education students, from an interpretative approach. A qualitative research method is used, with an interpretative approach, through bibliographic review based on scientific and academic sources such as; Scopus, ResearchGate, PubMed, SciELO, WoS, Google Scholar and Dialnet, in order to understand the experiences and subjective configurations of the people involved in the educational training process at university levels. The findings point out how the integration of technologies in the educational process and the appropriate use of technological tools in teaching, influence learning, develop skills in students, improve the understanding of topics and promote more autonomous and dynamic learning, making the student an active entity in the construction of their knowledge. which denotes a significant impact on the process of training students at the higher level. This integration is important for both the teacher and the student, as it allows for constant evolution and adaptation to new technological trends. However, there are barriers and challenges such as inequality in access, educational public policies, quality of content, cultural and linguistic barriers, and lack of teacher training. It is suggested that for future studies it be expanded to a larger group of countries where indicators such as culture, socio-emotional and economic are taken into account. As well as exploring how technology influences the development of non-cognitive skills, such as creativity, resilience, and adaptability, which are also crucial for success in today's world.

CHESS: A TEACHING TOOL THAT ENHANCES THE DEVELOPMENT OF CRITICAL THINKING

Henry López Beltrán, Wilson Jesús Castro Méndez — Sun, 20 Jul 2025 00:00:00 +0000

Chess is considered an ancient game practiced since the 6th century. Since its emergence, various cultures have initially practiced it as a means of distraction and entertainment. Today, it is possible to observe that practicing it at an early age can aid in the early development of many skills, both cognitive and social, among others. The challenge of 21st-century education poses the question of how to compete with such modern tools that practically incite children and adolescents to procrastinate and develop high levels of laziness due to the exercise of thinking and making decisions. In this order of ideas, an innovative proposal arises that suggests that through play, and specifically chess, the levels of critical development in infants and adolescents who practice it can be raised. Recent research has shown that chess improves, among other skills, the ability to calculate mentally, problem-solving, and abstract reasoning. In addition, chess promotes concentration, memory, and the ability to plan long-term, essential skills in the academic and personal development of students. This article explores how integrating chess into primary education is an effective tool for developing critical thinking in students, providing a detailed analysis of the cognitive and socioemotional benefits this game can offer. Through a comprehensive literature review, we sought to demonstrate that chess is not just a game, but a valuable educational tool that can transform the way children learn and think.

PROMOTION OF THE PEACE AND COEXISTENCE AT SCHOOL THROUGH DIGITAL TECHNOLOGIES IN EDUCATIONAL INSTITUTIONS

Nidia Yaneth Peñaranda Gómez, Pineda Rodríguez Wendry Yurley — Sun, 20 Jul 2025 00:00:00 +0000

Educational institutions in Colombia have faced a variety of situations, some of which arise from the communities and are brought to the schools by the students, some of which are positive and others that can be improved, such as the consequences of forced displacement, smuggling, and irregularities outside the law, among others. Thus, the intention of the present theoretical approach is framed in: exploring the theoretical foundations to promote the peace and school coexistence chair from digital technologies, in the educational institutions of basic education in Colombia; as bases for an alternative curriculum in the official education. The methodology applied responds to a systematic review of documents that led to this academic essay; in order to provide educational actors with strategies and pedagogical resources that lead to create a climate of peace and school coexistence, managed through digital technologies; in such a way, it was reached the reflection that to ensure in educational institutions a good organizational and academic climate that can be taken to homes and the community in general, thus providing opportunities for development, progress and social welfare.

TRANSFORMATIONAL LEADERSHIP IN SCHOOL MANAGEMENT: REFLECTIONS ON EDUCATIONAL QUALITY

Adriana del Pilar Rivera Balaguera, Merci Yaneth López Torres — Sun, 20 Jul 2025 00:00:00 +0000

The purpose of this article is to analyze the current state of transformational leadership in school management and the management of educational quality. This explanation considers the prevalence of traditional authoritarian school management as a coordinating task for schools. This complex reality requires guiding school management from innovative theoretical foundations and methodologies to promote quality education. In this regard, transformational leadership is proposed as an option to improve school management toward comprehensive development by leveraging institutional potential. Methodologically, this situation led to a bibliographic and electronic exploration to structure a theoretical outline on Educational Management, Management and Leadership, and Transformational Management and Leadership. The article concludes by offering a constructive and critical account of school management from a transformational perspective. It also highlights the need to study school management in an effort to promote ongoing innovation in educational institutions.

ESTABLISHMENT OF ETHICAL PEDAGOGY, AN ALTERNATIVE TO THE ABUSE OF TECHNOLOGIES IN THE EDUCATIONAL PROCESS

Sun, 20 Jul 2025 00:00:00 +0000

In a context where students are increasingly immersed in virtual environments, it is crucial that education not only focuses on the acquisition of technical knowledge, but also promotes ethical principles that guide the responsible use of these technologies. Ethical pedagogy seeks to balance technological integration with the integral development of the student, promoting social and emotional skills that are essential for their formation as critical and responsible citizens. In view of this, the present article had as a general objective to analyze the impact of ethics in the framework of understanding the abusive use of ICTs in educational processes. To do so, it was carried out from a qualitative methodological structure, from the interpretative and argumentative structure that was framed in a documentary review design. As a result, it was specified that this new pedagogical perspective emphasizes the importance of training educators in the ethical use of technologies. Teachers must be trained not only in the digital tools available, but also in how to use them in ways that benefit learning and promote an inclusive and equitable environment. This involves reflecting on the ethical implications of the content that students have access to and developing media skills that allow them to discern between truthful and false information. By empowering educators with this knowledge, a more conscious and responsible educational environment is created, where student well-being is prioritized.

IMPACT OF SOCIAL MEDIA EXPOSURE ON THE ACADEMIC PERFORMANCEOF CHILDREN AND ADOLESCENTS

Sun, 20 Jul 2025 00:00:00 +0000

This article explores the relationship between children's and adolescents' exposure to social media and their academic performance. This is particularly relevant given that in recent years, the use of social media has experienced exponential growth, affecting various aspects of daily life, especially among children and adolescents. In this regard, using relevant studies and theories, it examines how interactions on platforms like Facebook, Instagram, YouTube, and TikTok can influence students both positively and negatively. Likewise, it discusses implications for parents and educators in managing exposure to social media. Regarding the methodology, a literature review is conducted on research published between 2019 and 2024. The findings of this review indicate that exposure to social media has a variable impact on children's academic performance, depending on factors such as usage time, the type of content consumed, and socioeconomic context. Therefore, it is essential to consider these factors to develop strategies that mitigate negative effects and enhance positive ones.

THEORETICAL APPROACHES TO THE IMPACT OF POST-CONFLICT ON STUDENT LEARNING

Ingri Yohana Vargas Ibarra, Gabriel Eduardo Rossi Maussa — Sun, 20 Jul 2025 00:00:00 +0000

Educational systems seek to strengthen pedagogical processes; however, post-conflict is one of the factors that affect this process. In the Colombian context, it is relevant to review the theories on this type of influence on student learning, taking into account that the country has experienced one of the longest wars in the world and, in addition, much of its extension is intervened by criminal groups. Thus, education is no stranger to this situation; therefore, the teaching profession seeks to focus academic strategies, adapting them to these contexts. Now, theories and intervention strategies that support student learning must be considered; therefore, the general objective is to reveal how the different theories can explain the impact of post-conflict on the academic aspects of schoolchildren. In this sense, the methodology used in this review article was the search for bibliographic references focused on the theme of theories and strategies of learning in these contexts, researched in databases of journals such as LATAM, REAMEC, Pedagogy and Knowledge, Science and Academy, Challenges, Latin American, Encounters, Lasallian Research, EDUCARE, Transdisciplinary, Findings, Pedagogical Praxis, Educação & Sociedade, Educational Plumilla, scientific-professional, Education and Pedagogy, Education and Society, Convergence, Inter-American Research and Annals. A total of 22 scientific papers were chosen, having as classification criteria to be works under scientific rigor and pertinent to the subject of study. Once the most relevant articles were defined, a review was carried out in order to select the theories and challenges that show the footprint of the post-conflict in student learning. To all this, the results were oriented to know those theories that contribute from education.

TEACHING OF THE SPANISH LANGUAGE AS A DIMANIZING AXIS OF THE DEVELOPMENT OF READING AND WRITING SKILLS IN PRIMARY EDUCATION

Mery Roció Portocarrero Rosero, Luz Minia Carabalí Montaño — Sun, 20 Jul 2025 00:00:00 +0000

This essay-type article proposes a review of the theories and approaches that account for the didactic strategies of the Spanish language as a dynamic axis for the development of reading and writing skills in primary education, as well as a reflection on the teaching of the Spanish language, based on theorists who have made contributions to the construction of concepts and documentation of significant experiences that have contributed to improve the teaching-learning process of the Spanish language in primary education. It is approached under two main categories, didactics of the Spanish language and reading and writing skills. The methodology focuses on the documentary review technique based on books, theses, and scientific articles related to the topic, which show the progress and focus of the didactics of the Spanish language for the development of reading and writing communicative competencies in elementary school students.

PROPOSITIVE PEDAGOGICAL ACTIONS TO MITIGATE SCHOOL DESERTION IN RURAL OFFICIAL EDUCATIONAL INSTITUTIONS IN VILLA DEL ROSARIO NORTE DE SANTANDER

Tomas Alfonso, Pallares Quintero — Sun, 20 Jul 2025 00:00:00 +0000

Society today has faced significant changes that show a dynamic daily life involved in transformations that in many situations is marked by information and communication technologies, at other times marked by uncertainty as what was experienced some time ago during the pandemic of COVID-19 with the transition from a face-to-face education to an education mediated by information and communication technologies, of course these aspects have brought with them; elements such as school dropout which in recent times has increased. Reason that led to set the following general objective: to generate proactive pedagogical actions to mitigate school dropout in the Official Rural Educational Institutions in Villa del Rosario Norte De Santander. The methodology used in the development of this work is framed in a qualitative approach, supported by the interpretative paradigm through the method of hermeneutics by means of the technique of content analysis; which brought with it an approach to the object of study. This led to the conformation of the categories: propositional actions and school dropout. Therefore, it was achieved that through proactive pedagogical actions it is possible to mitigate the effects of school dropout; a reason that seeks to provide teachers with pedagogical tools to consolidate quality education.

STUDENT CHALLENGES FACING THEIR LIFE PROJECT: MULTIPLE INTELLIGENCES AND THEIR CONTINUITY TOWARD HIGHER EDUCATION

Wilder Duveimar Rodríguez Pineda, Astrid Carolina Pardo Garzón — Sun, 20 Jul 2025 00:00:00 +0000

In an increasingly globalized, demanding and evolved world, in a world where skills are now more important than the academy itself, it is necessary and imperative to reflect on the motivations that students have, from the youngest levels to the highest, when they must face the challenge of beginning to assume their life project, their future and their destiny at a personal, social and professional level. The challenge of having to decide which path to take cannot be ignored by teachers, as they are key players in the teaching-learning process. Discovering students' skills and abilities in the classroom through the timely identification of multiple intelligences can be a determining factor for students when deciding on a career, a job, and their life choices. For this reason, through this research based on a documentary review, with a qualitative approach, we will address the relevance of this transcendental aspect and how, also from the theory of multiple intelligences, we can visualize and distinguish the characteristic potential of a student, their true interests and needs, and the way to assume and face one of the main challenges of being, such as their life project. This and other documentary perspectives will allow us to demonstrate how this decision-making also influences whether or not they continue with higher education, which today is so easily interrupted. Finally, through this research, we will be able to demonstrate and analyze some of the most conclusive aspects when it comes to choosing a life path from an early age, also prioritizing soft skills, so crucial to achieving success, assertive communication, and individual and professional development.

INFLUENCE OF SCHOOL VIOLENCE ON TEACHING PRACTICE.

Laura Ruth Sterling Chávarro, Elcy Yolanda Rodríguez Perdomo — Sun, 20 Jul 2025 00:00:00 +0000

This scientific essay aims to identify the effects of school violence on teaching practice in Colombia by analyzing data related to cases reported in the country over the last decade. The research methodology is based on a documentary review of articles, news reports, books, and theses that provide truthful and relevant information on the topic, which were interpreted from a critical perspective by the authors and their experience in the educational field. Among the most significant findings, it was noted that Colombia, according to PISA 2022, ranked 11th among the countries with the highest percentage of school violence cases, and later in 2024 moved up to 9th place with more than 41,500 reported cases, according to the official study by the international NGO Bullying Sin Fronteras, which covers the continents of America, Africa, Europe, and Asia. The departments with the highest number of reported school violence cases that year were Cundinamarca (Bogotá) at 21%, Antioquia (Medellín) at 13%, Atlántico (Barranquilla) at 12%, Bolívar (Cartagena) at 10%, Cauca (Popayán) at 6%, and Córdoba (Montería) at 6%. The findings highlight that, at the national level, Colombia has designed and implemented various strategies in all educational institutions to reduce cases of school violence. These strategies include the implementation of School Coexistence Manuals, the formation of School Coexistence Committees, Parenting Schools, activities to develop socio-emotional skills, Comprehensive Care Pathways, Student Life Projects, Peace Education Courses, partnerships with external entities, strengthening of student participation, and psychological and psycho-pedagogical support. These initiatives are supported by Colombian regulations such as the General Education Law 115 of 1994 and Law 1620 of 2001

ANALYSIS OF THE IMPACT OF MOBILE DEVICE USE IN CLASSROOMS

Luz Dary Pallares Arévalo, Jimmy Orlando Barrios Mosquera — Sun, 20 Jul 2025 00:00:00 +0000

The article is a narrative review of the most relevant aspects present in the scientific literature regarding the use of mobile devices in classrooms. This topic has been a subject of debate in recent years, especially in the post-pandemic period, during which the integration of technology to sustain the continuity of educational systems, among other factors related to mandatory isolation, has made students more dependent on screens. Numerous studies have shown that mobile devices can have both positive and negative impacts on the educational environment. The purpose of this work is to conduct a review and analysis of the literature produced in the post-pandemic period on research aimed at determining these impacts, examining the issue of the digital divide, and analyzing national regulations on the subject. In general, there are two extreme positions: on one hand, some research highlights that mobile phone can be powerful tools for interactive and personalized learning, allowing access to a vast amount of information and educational resources, which can enrich classes and promote independent research. Additionally, educational applications and learning platforms can be tailored to the individual needs of students, improving inclusion processes and also facilitating and promoting collaborative work. On the other hand, significant negative impacts are documented, such as the lack of self-regulation leading to distraction, which decreases concentration and participation in academic activities. Furthermore, excessive use of mobile phones can affect social skills and face-to-face interaction, which are crucial for interpersonal development. The literature also suggests that texting can cause problems with writing and reading comprehension.

SOCIAL FUNCTION OF READING IN SECONDARY EDUCATION: PERSPECTIVES FOR POST-CONFLICT COLOMBIA

Lilibeth León Pallares — Sun, 20 Jul 2025 00:00:00 +0000

The teaching of reading with a social function in basic secondary education takes on a fundamental role in the post-conflict context in Colombia. This review article analyzes the potential of reading as a tool to promote reconciliation and social integration in regions affected by the armed conflict. Research published between 2019 and 2024 in the scientific databases Redalyc and Scopus on educational policies that address the development of reading skills with a social and critical approach is reviewed, highlighting its importance for building active and conscious citizenship. It also examines how reading in basic secondary education can serve as a bridge to strengthening civic values and human dignity in young students. Finally, it proposes the inclusion of pedagogical strategies aimed at teaching reading that not only develops competent readers but also citizens committed to peace and the social development of their communities.

AUGMENTED REALITY IN THE COLOMBIAN EDUCATIONAL CONTEXT: A PEDAGOGICAL INNOVATION STRATEGY

Sun, 20 Jul 2025 00:00:00 +0000

In the current Colombian context, the educational system faces significant challenges regarding the application of digital resources in the pedagogical process. Among these challenges, the lack of adequate infrastructure, insufficient teacher training, and the digital divide in both urban and rural teaching environments can be highlighted. Based on this, the present essay proposes a reflection on Augmented Reality (AR) as a pedagogical strategy that, from both a theoretical and practical approach, has the potential to enrich education through visual and interactive learning experiences that make it easier to understand concepts in a STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework. The methodology used includes document exploration through a review of previous international studies, as well as a comparative analysis of international experiences in the application of AR and its contextualization within the Colombian educational system. The essay examines the advantages of integrating this type of technology into classrooms, emphasizing its transformative potential in the teaching-learning process by improving the understanding of abstract concepts through interactive learning, as AR overlays digital elements onto the physical world in a dynamic and participatory way. The reflections also mention the joint effort and commitment of educational stakeholders in overcoming the initially mentioned challenges, recognizing and enhancing the possibilities offered by this technology to modernize education in Colombia, as it not only represents a tool to improve educational quality but also a means to close existing gaps and generate new learning opportunities in all contexts.

INTEGRATION OF TECHNOLOGICAL RESOURCES IN THE CLASSROOM AND ITS EFFECT ON STUDENT ACADEMIC PERFORMANCE.

Maribel Guzmán Sánchez, Liliana Liscano Guerrero, Liliana Peña González — Sun, 20 Jul 2025 00:00:00 +0000

This article aims to evaluate the impact of integrating technological resources in the classroom on students' academic performance. Through a documentary literature review, we examine recent studies that explore how educational technologies, such as digital platforms and interactive tools, have modified educational dynamics, allowing for more agile and broader access to educational content and promoting innovative methodologies. The methodology used for this review is based on the Systematic Literature Review (SLR) approach, structured in five phases: study identification, duplicate elimination, relevance screening, final selection, and assessment of methodological bias. This rigorous procedure ensures a comprehensive collection of relevant scientific evidence, allowing for a detailed analysis of the impacts of technologies in various educational contexts. Among the results obtained, it is highlighted that the implementation of technological resources significantly improves academic performance in areas such as mathematics and science. Technologies facilitate the adaptation of learning to the individual needs of students, offering a more personalized educational experience. However, significant obstacles remain, such as insufficient infrastructure, the reluctance of some teachers to adopt new methodologies, and existing inequalities in access to available technologies, especially in rural or economically disadvantaged settings. In conclusion, to maximize the benefits of technological integration, it is essential that educational policies promote ongoing teacher training, ensure equitable access to digital tools, and guarantee a comprehensive pedagogical approach. Sustainability and personalized learning are key factors in ensuring that educational technologies effectively contribute to students' academic achievement and the development of critical skills.

NEW PERSPECTIVES IN THE TEACHING OF MATHEMATICS IN SECONDARY EDUCATION

Wilson Sánchez Pacheco, Carmen Yajaira Gamboa Jaimes — Sun, 20 Jul 2025 00:00:00 +0000

The current dynamics of training are assumed from actions with which teachers promote changes in reality according to the demands of reality, in this sense, new perspectives are presented, due to the constant changes that are generated today, these directly impact all areas of training, specifically in mathematics, therefore, this argumentative essay type article includes the new perspectives in the teaching of mathematics within secondary education, since it requires that students assume learning construction mechanisms that are oriented on the basis of the production of significant knowledge. For this, a documentary review methodology is developed, within which, different documents were used to show said teaching, and how it adapts to current demands. In this sense, it is concluded that secondary education is an intricate setting due to the presence of different pedagogical aspects. Mathematics education is presented as one of the perspectives in which constant innovation is required, with the aim of promoting essential changes in the development of school training processes. Hence, the pedagogical implications of this article directly respond to the demands of the didactic setting to promote real changes in the school context.

INNOVACIÓN PEDAGÓGICA EN ACCIÓN: CONVERGENCIAS Y TENSIONES ENTRE EL LIDERAZGO DIRECTIVO Y LA PRAXIS DOCENTE

Javier Andrés Sánchez Macías — Sun, 20 Jul 2025 00:00:00 +0000

This research analyzes the perceptions and practices of pedagogical innovation from the perspective of administrators and teachers in the current educational context, considering the developments and transformations of the teaching-learning processes over the years 2021 to 2025. This was done through a systematic mapping of scientific literature, utilizing specific databases and inclusion/exclusion criteria to select relevant works. The analysis aimed, on the one hand, to identify trends, barriers and facilitators of the implementation of pedagogical innovations, while on the other hand, aimed to make sense of the different perspectives (educational actors) on these processes of educational change and educational improvement. Overall, the findings indicate a substantial shift in views regarding pedagogical innovation, emphasizing the importance of both administrative leadership and teacher buy-in as fundamental for the success of innovative initiatives.It also reveals common patterns in innovation conceptions, with significant differences in actually practiced innovation according to institutional and cultural context. Moreover, the outcomes indicate that the successful introduction of pedagogical innovations needs an appropriate balance of effective guiding principles and the formation of teaching competence and resources with optimal institutional conditions." Thus, this study provides an appropriate basis for comparative insight into improvements in the general innovation processes carried out in education and practical suggestion for change management within educational institutions

RELEVANCE OF SOCIOEMOTIONAL SKILLS FOR COMPREHENSIVE EDUCATION

Luis Alberto Monguí Peña, Carlos Fernando Cisneros Rincón, Emilcen Pérez Gallo — Sun, 20 Jul 2025 00:00:00 +0000

Socio-emotional skills have become a success factor for people in different areas of their daily lives, including work, family and social life. It is expected that one of the first instances is given by family dynamics; however, due to the conditions that students present in the classroom or within educational institutions, it is evident that the process must improve and open up the learning of these skills and incorporate them into the curriculum in such a way that training is not only oriented towards skills that favor the cognitive, but that these are fundamental elements in relation to the quality of education in coherence with Sustainable Development Goal number four. Likewise, the internalization and learning of them must be projected over time and the different formative stages; it is for this reason that from educational institutions, whether basic or higher, adaptation processes must be generated to the demands of society, according to the needs of the context through a comprehensive curriculum; However, this task does not only correspond to one sector, but involves both public and private spheres in a corresponding manner. According to the above, this article aims to generate reflection on the formative processes given in the basic and higher education stages as well as the articulation that must be presented with the curriculum so that the process develops adequately.

NUTRITION EDUCATION IN THE INTRODUCTION OF COMPLEMENTARY FEEDING IN NURSING MOTHERS: A SYSTEMATIC REVIEW

Herly Signey Rodríguez Pinzón — Sun, 20 Jul 2025 00:00:00 +0000

Nutritional education has emerged as a powerful tool, currently serving as the driving force for empowering breastfeeding mothers by enabling them to make decisive impacts on their children's healthy eating choices. This collection of 17 studies includes 10 cross-sectional descriptive studies, one systematic review, two narrative reviews, a Delphi consensus, a prospective longitudinal study, a comparative analysis of national data, and one quantitative study, all sharing a common goal: to analyze the complex relationship between breastfeeding, complementary feeding, and child health. The aim is to rigorously describe practices, knowledge, and the outcomes of various interventions. Notably, the sample sizes vary, with large-scale studies such as the LAyDI Study in Spain involving 1,946 newborns, and national analyses that include over two thousand mothers, providing a robust view of trends and population associations. Other studies, with more focused samples ranging from 40 to 350 participants of mothers and/or infants, come from diverse contexts such as Venezuela, Mexico, Colombia, Ecuador, and Cuba, aiming to explore specific relationships and gather valuable insights into local experiences and practices. The inclusion of systematic and narrative reviews, as well as consensus studies, although not involving individual participants, plays a vital role in synthesizing expert opinions and evidence. All findings converge on the urgent need to strengthen effective educational strategies to prevent and address childhood obesity and dyslipidemia. This requires an unwavering promotion of breastfeeding, along with a continuous review of complementary feeding practices and the reasons mothers choose formula feeding, presenting an exciting challenge for coordinated action and professional commitment to the future of our children.

THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN THE TEACHING OF WRITING: THREAT OR ALLY OF THE TEACHER

Luz Helena González Huertas — Sun, 20 Jul 2025 00:00:00 +0000

This article analyzes the role of AI in the teaching of writing, highlighting the findings and limitations, from the point of view of the teacher as a facilitator of the writing process. For this literature review, research published in the last five years was taken into account, where doctoral theses, official documents and articles published in indexed journals addressing topics such as: writing ethics, academic teaching, artificial intelligence and academic writing were classified. The literature consulted identifies that AI is a valuable tool that facilitates the teaching process, improves feedback, streamlines administrative tasks and above all personalizes learning since it adapts to the pace and interests of learners. However, there are challenges in its use related to: the difficulty in assessing the authenticity of the student's production, the lack of clear policies in its implementation in educational institutions and the lack of control in the consultation of truthful and age-appropriate information. From this scenario, a debate has arisen as to whether AI is an ally in the process of teaching writing or, on the contrary, represents an enemy that hinders the process? Finally, it is concluded that for an effective integration of AI in the teaching of writing, it is necessary to work from the ethical and technological literacy aimed at teachers and students, from the formulation of public and institutional policies that regulate the use of this tool in the educational context.

THE ORAL TRADITION OF THE MUNICIPALITY OF SAN CALIXTO AND ITS ARTICULATION IN THE PROCESS OF TEACHING THE SPANISH LANGUAGE

Nicol Ximena Peña Moreno — Sun, 20 Jul 2025 00:00:00 +0000

The article is presented on a documentary review of the records on the oral tradition of the municipality of San Calixto, emphasizing the legends, tales and sayings of this place, highlighting the importance of the articulation of its knowledge with the teaching process through the area of Spanish language. A relationship that would integrate the school-community binomial, pronouncing an identity work with the development of linguistic competences based on the historical legacy shared in this context. Considering that the educational process contributes to social commitment and that through the area of Spanish language oral traditions can be promoted, bearers of knowledge, of historical knowledge of a certain place, it is necessary to develop discernments in this regard. From this perspective, this article is presented to join efforts in terms of preservation of the traditions included as the heritage of the people of San Calixto, thus shaping a human education, promoting roots to the roots, which converges as Paulo Freire put it "a pedagogy of hope"

TECHNOLOGICAL IMPLICATIONS IN EDUCATIONAL CONTEXTS FROM THE THEORETICAL ASSUMPTIONS OF THE PEDAGOGY OF AFFECTION

Bautista C. Javier A., Contreras J. Marlon E. — Sun, 20 Jul 2025 00:00:00 +0000

The technological implications in educational contexts arise from the avalanche that is lived in society today with cutting-edge instructional resources or otherwise what is handled in terms of artificial intelligence; every day new teaching options appear that go in terms of virtual education, augmented reality or otherwise everything that enclose the platforms and repositories that are essential source in the teaching processes and this is how the present general objective arises: To reflect on the technological implications in educational contexts from the theoretical assumptions of the pedagogy of affection with an approach to Colombian basic education. The methodology used was framed in a qualitative research focused on documentary analysis; which brought as a result that the technological implications in education is a trend that must be assumed from the classroom and where it is pertinent to involve the pedagogy of affection that will undoubtedly humanize the use of technologies in education; from there emerges a great conclusion that indicates that teachers within their pedagogical action should establish the basis for an adequate use of technologies more human impregnated with the pedagogy of affection in order to generate a teaching model focused on the quality of educational processes.

SOCIAL NETWORKS AND THE INFLUENCE OF CYBERLANGUAGE IN THE EDUCATIONAL CONTEXT

Sofia Salamanca Meaury, Lourdes Salamanca Meaury — Sun, 20 Jul 2025 00:00:00 +0000

Currently the demands of the globalized world have presented new means and forms of communication, in this sense, social networks symbolize a resource through which people called users interconnect anywhere in the world in real time, which allows them to know other cultures, ways of life, slang, languages and modes of expression. being adapted by other contexts such as trends or fashions of the present time. Hence, the importance of this scientific article focused on the documentary analysis of social networks and the influence of cyberlanguage in the educational context. For this reason, an inquiry was carried out with a qualitative and consequently interpretative approach, in such a way that knowledge was generated about this object of study, referring that interactivity arose from information and communication technologies, and this originated a world subordinated to information and communication technology. especially social networks arrived as means of transformation, and cyberlanguage was introduced as forms of oral and written expression, having repercussions and impacts at the educational level. Cyberlanguage in the academic writing context has entered rapidly, influencing young people mostly. This is because social networks are a primary source of transmitting messages. One of the aspects that can be denoted from the establishment of cyberlanguage is that the sense of the importance of knowing how to write has been lost and with it the academic writing context, which is understood as a problem in educational institutions.

REVIEW ARTICLE ON THE IMPACT OF ICT TOOLS ON THE TEACHING/LEARNING OF MATHEMATICS IN BASIC EDUCATION

Ricardino Quiñonez Carabalí, Yesenia Vallecilla Hinestroza — Sun, 20 Jul 2025 00:00:00 +0000

Information and communication technologies are revolutionizing education, transforming every classroom into a space of infinite possibilities. In view of the significance of the educational changes of the 21st century, this review article aims to describe the impact of Information and Communication Technologies (ICT) on education, with a focus on their influence on learning processes and competencies among primary and secondary school students, as well as to identify the most widely used and effective tools in this field. To achieve this objective, a review of the academic literature from the past three years was conducted, employing the PRISMA methodological framework and analyzing forty scientific articles, thereby ensuring rigor and thoroughness in the selection of relevant studies. In this regard, research articles written in Spanish and English were examined, sourced from academic databases such as Google Scholar, Scientific Electronic Library Online (SciELO), and ScienceDirect (Scopus), focusing specifically on the pedagogical use of ICT. The results demonstrate that ICT provides opportunities to personalize and energize learning processes, although their effective implementation depends largely on teachers’ digital competencies and training, as well as the availability of adequate technological infrastructure within educational institutions.

WRITING COMPETENCY: A CHALLENGE IN BASIC SECONDARY EDUCATION

Kelly Mayerlin García Mantilla, Álvaro Edison Martínez Delgado — Sun, 20 Jul 2025 00:00:00 +0000

Writing competence refers to the ability to express ideas, thoughts and knowledge through the appropriate use of written language, in different contexts and with communicative intentions. It is currently an essential skill in the academic training of secondary school students, since it fosters critical thinking, organization of ideas and effective communication. In Colombia, it is framed within the guidelines of the Ministry of National Education (MEN), especially in the area of Language. Currently, there is great concern due to several external factors, results in SABER tests and internal factors such as lack of motivation and disinterest in the current context. The purpose of this theoretical approach was to analyze the factors that influence the development of writing skills in high school students through pedagogical strategies for their strengthening and challenges in this process. The methodological structure was focused on a documentary review supported by qualitative research through the documentary review technique, which generated an academic essay based on what is the writing competence; which allows concluding that it is characterized as an essential skill in the teaching and learning process that contributes in a good way to promote the quality of education in terms of what is presented in educational institutions.