DIALÉCTICA

CHALLENGES AND STRATEGIES FOR INCLUSIVE TEACHING IN RURAL SCHOOL CONTEXT FOR PRIMARY EDUCATION STUDENTS IN COLOMBIA

Wed, 01 Oct 2025 00:00:00 +0000

The objective of this article is to reflect on the challenges and pedagogical strategies aimed at inclusive education in the Colombian rural school context, especially at the elementary school level. This reflection is based on the analysis of recent research, guidelines of the Ministry of National Education and pedagogical experiences that show the barriers and opportunities faced by teachers and students in rural areas. Factors such as the scarcity of resources, insufficient training of teachers in attention to diversity, and limited infrastructure are identified, which condition the effective implementation of inclusive education. At the same time, innovative practices and community strategies are recognized that make it possible to move towards a more equitable and inclusive education, adapted to the cultural, social and territorial characteristics of the rural environment. The article proposes a critical look at the role of the rural school as a transformative space, highlighting the importance of a contextualized pedagogy that recognizes and values diversity as a key element of the educational process.

FUNDAMENTALS OF DIDACTICS FOR TEACHING ARTS EDUCATION AT THE SECONDARY SCHOOL LEVEL

Óscar Omar Antolínez Pereira — Wed, 01 Oct 2025 00:00:00 +0000

The fundamentals of didactics for teaching arts education at the secondary school level constitute a theoretical and methodological framework that seeks to guide pedagogical practices toward the development of skills, knowledge, and attitudes related to artistic expressions. Didactics, in this context, is understood as a set of principles and strategies that facilitate the transmission and construction of artistic knowledge, promoting meaningful experiences that connect students with their cultural and personal environment. Therefore, the objective of this article was to analyze the fundamentals of didactics for teaching arts at the secondary school level. To achieve this goal, a qualitative methodology will be used based on an essay-type text. The sociocultural dimension is fundamental to these fundamentals. The teaching of arts education in secondary school must recognize cultural diversity and promote respect for different local and international artistic expressions. Teaching should design activities that allow students to explore their own cultural roots while engaging with other artistic traditions. From this foundation, an intercultural pedagogy is fostered that values aesthetic plurality and promotes attitudes of tolerance, identity, and social belonging through art.

DIGITAL PEDAGOGICAL COMPETENCIES: AN APPROACH TO NEW TEACHING MODELS IN COLOMBIAN SECONDARY SCHOOL EDUCATION

José Humberto Garrido Hernández, Leydi Patricia Robles Salas — Wed, 01 Oct 2025 00:00:00 +0000

The education is constantly evolving, and therefore it is essential to consider the advances, changes, and transformations brought about by technology in this field that have permeated the diverse systems embedded in educational processes. In these terms, it is worth highlighting, for example, virtual education, augmented reality, and artificial intelligence, which have gained considerable space within the pedagogical realm. All of these represent a set of academic opportunities that require sufficient reflection on the impact of digital pedagogical competencies and the implementation of new teaching models in Colombian basic secondary education. Thus, this scientific essay is based on a documentary review of existing theoretical positions, which generally presents diverse knowledge, strategies, and instructional resources focused on digital pedagogical competencies and new teaching models. These allow us to conclude that, based on current trends and innovations in education, actions have been consolidated to guarantee quality basic education focused on the successful development of students.

IMPACT OF ACTIVE METHODOLOGIES ON THE ACADEMIC PERFORMANCE OF THIRD AND FOURTH GRADE STUDENTS: A COMPARATIVE ANALYSIS OF TEACHING APPROACHES.

Oscar Fernando Martínez Orjuela, Janneth Bautista Forero — Wed, 01 Oct 2025 00:00:00 +0000

This essay analyzes the impact of active learning methodologies on the academic performance of third- and fourth-grade students based on a critical and comparative review of national and international research. It begins with the recognition of the growing demand for student-centered pedagogical approaches, in the face of the persistence of traditional practices that limit participation, autonomy, and academic motivation. Through a dialectical analysis, it presents findings from qualitative, quantitative, mixed-method, and meta-analytic studies that demonstrate how strategies such as project-based learning, the flipped classroom, and collaborative work positively impact comprehension, academic performance, and the development of cognitive, social, and emotional competencies. It also examines research that, while not denying the effectiveness of these methodologies, demonstrates the need to value dimensions of learning that are not always captured by traditional assessment systems. The essay concludes with a teaching proposal that sets out clear objectives, theoretical foundations, concrete activities, and formative assessment mechanisms, aimed at transforming teaching practice from a critical and contextualized perspective. It reaffirms that active methodologies should not be considered a pedagogical fad, but rather an ethical and necessary path to consolidating a more inclusive, meaningful education aligned with current challenges.

IMPLEMENTATION OF EDUCATIONAL INCLUSION POLICIES IN COLOMBIA AND THEIR LEARNING BARRIERS

Yakeline Castaño Bermeo, Anayibe Molano Liscano, Rubén Darío Molano Liscano — Wed, 01 Oct 2025 00:00:00 +0000

Despite the current regulations and the advances in policies and legal framework on educational inclusion in Colombia, there are still many barriers that generate processes of resistance from social, economic, structural-state, cultural, and professional spheres. In this way, this essay will aim to analyze the implementation of educational inclusion policies in Colombia from areas of resistance or focused barriers. To achieve this goal, the Colombian legal framework that refers to educational inclusion policies will be explained from the general public. Also, and from the theoretical field, a conceptual framework is developed that concretely addresses the scope of exclusion, segregation, integration and inclusion. Now, in order to conceive the methodological factor during this essay, it is valid to mention the need to project a comparative analysis between reality and legal framework. Thus, this scientific essay can assert as a main result that there are learning barriers that prevent the timely implementation of educational policies on inclusion in Colombia. In addition, it is urgent to create an action plan to mitigate these barriers. Finally, and around the discussion, it is relevant to make a diagnosis of what is really being implemented as educational policies from inclusion. On the other hand, and in addition to questioning how, it is necessary to propose alternatives that allow us to reduce tensions and barriers in terms of inclusion processes. The closing of this text alludes to the commitments that the family, school and society must generate for the implementation of educational inclusion policies in Colombia.

WRITING A NEW CHALLENGE FOR SCHOOLS IN THE DIGITAL ERA

Aylén Dayana Potosí Domínguez, Horacio Belisario Tobar Portilla — Wed, 01 Oct 2025 00:00:00 +0000

This essay invites us to reflect on how writing has changed significantly in our world, especially in the classroom, as a result of technological advances. It shows us that teachers must go beyond simply teaching rules and spelling; the mission now is to accompany students in a learning process that also includes developing their critical thinking and reflective skills. New generations, such as Generation Z, Alpha, and Beta, were born into an environment where everything is on screens, where writing and communicating are natural, quick, and often informal. These different forms of writing represent both a challenge and an opportunity for schools to help them use that writing consciously, ethically, and responsibly. Interaction on social media and digital platforms has transformed writing into a more communal activity, where sharing ideas, building dialogue, and humanizing communication are fundamental. In the end, the text reminds us that writing remains a powerful tool for thinking, creating and transforming our environment, and that education must adapt to form critical, reflective citizens capable of making sense of their world through language, in a context that is no longer just digital, but profoundly human.

PEDAGOGICAL REFLECTIONS ON MATHEMATICS EDUCATION DURING EARLY CHILDHOOD: USE OF TECHNOLOGY MEDIATED RESOURCES TO STRENGTHEN LOGICAL THINKING

Consuelo Girón Diaz — Wed, 01 Oct 2025 00:00:00 +0000

This essay aims to develop pedagogical reflections focused on mathematics education during early childhood, with an emphasis on the use of technology-mediated resources to stimulate logical thinking in students. From a qualitative approach and a documentary design, theoretical contributions and previous experiences are analyzed to show how the pedagogical use of these resources, aligned with active and playful methodologies, can strengthen fundamental logical-mathematical skills appropriate for this educational stage. The analysis highlights the importance of using playful, dynamic, and contextually relevant pedagogical strategies for children, in which the intentional use of digital resources signficantly contributes to logical-mathematical development. These skills include classification, seriation, pattern recognition, couting, and problem-solving, all of which form the foundation of logical thinking at this stage of education. It is proposed that the implementation of technologies should be guided by coherent pedagogical planning, capable of sparking children's interest and promoting active exploration of mathematical concepts. Additionally, it is acknowledged that the impact of digital resources largely depends on the teacher’s level of training, digital competence, and didactic judgment, as well as alignment with learning objectives. The essay concludes that these resources should be seen as a complement to traditional strategies, integrated into active and collaborative methodologies, where play-based activities maintain their role as the natural path to learning. Finally, it emphasizes the importance of harmonizing the use of technology with the students’ holistic development, considering both cognitive and socio-emotional aspects.

THE TEACHER AS A TRANSFORMING INTELLECTUAL: CRITICAL REFLECTIONS ON PEDAGOGICAL AUTONOMY IN TECHNOCRATIC EDUCATIONAL SYSTEMS

Julio Rafael Vides Mareño — Wed, 01 Oct 2025 00:00:00 +0000

This essay critically examines the tension between teacher autonomy as a transformative intellectual and the technocratic educational systems predominant in Latin America. Through a reflective analysis supported by a systematic review of specialized literature, it argues that contemporary educational reforms, driven by commitments to international organizations, have progressively reduced the role of teachers to a mere implementer of top-down curricula. The results of the analysis suggest that action research and reflective practice are fundamental avenues for recovering teacher agency, enabling the generation of contextualized pedagogical knowledge relevant to the sociocultural realities of educational communities. It concludes that it is imperative to reposition teachers as agents of social change and active researchers of their own practice, capable of exercising critical professional judgment in the face of the technocratic impositions that characterize contemporary educational systems.

DIALOGUES THAT TRANSFORM: COMMUNICATION IN THE CLASSROOM, A FUNDAMENTAL PILLAR FOR MEANINGFUL LEARNING.

Exidia Calle Valencia, William Alexander Arango Arias — Wed, 01 Oct 2025 00:00:00 +0000

This essay reflects on classroom communication, a fundamental pillar for meaningful learning. It is the key to any alternative process; it is the guiding thread that influences the transformation of knowledge. Active listening is crucial to achieving for meaningful learning, as it engages the mind and senses in communication, which in turn facilitates understanding of the emotions, feelings, thoughts, experiences, and needs of others. This essay seeks to generate deep reflection on the teacher's responsibility as a facilitator of constructive dialogue and its impact on the transformation of pedagogical practices toward more humane and meaningful learning. If communication practices in Colombian schools are on the right track, social change is imminent. However, if the same patterns and structures, reduced to the transmission of content where everyday expressions lack richness and diversity, continue to be repeated, there will be no profound changes.

OVERAGE STUDENTS: A CRITICAL REFLECTION ON SCHOOL REALITIES AND PEDAGOGICAL CHALLENGES

Juan José Ortiz Valderrama, María Elena Ditta Vargas — Wed, 01 Oct 2025 00:00:00 +0000

This scientific essay presents a critical reflection on the realities faced by over-age (extra-age) students within the Colombian educational system. Under this premise, it brings to light the structural tensions between social conditions and educational policies surrounding this phenomenon, evaluating their impact on access, retention, and academic achievement. Institutional and sociocultural barriers were identified which, rather than fostering inclusion, have contributed to segregation and the violation of the right to education. Classroom experiences were also analyzed from the teacher’s perspective, revealing the challenges posed by students whose schooling trajectories have been discontinuous. Likewise, the psychosocial repercussions—marked by stigmatization and educational lag—affecting both students and their families were examined in depth. Through a comparative approach, successful international experiences were showcased that could open up possibilities for comprehensive, context-sensitive support. Finally, the essay underscores the urgent need to transform current pedagogical methodologies from a more human, inclusive stance committed to equity and educational justice.

GAMIFICATION AS A KEY DIDACTIC STRATEGY IN MEANINGFUL LEARNING

Wed, 01 Oct 2025 00:00:00 +0000

The teaching that is implemented in the classrooms obeys more traditional formats, in many due to ignorance and others due to resistance to changes and didactic transformations on the part of teachers. This essay explores the importance of gamification as a key aspect for the development of meaningful learning in students. This is because gamification stimulates motivation towards the development of the educational process. Methodologically, an exploratory study was developed, various documentary sources, scientific articles from indexed journals were investigated. Therefore, it presents the systematization of research and contributions on which an analysis was carried out in order to describe some key aspects in reference to gamification as a didactic strategy. As final reflections, it can be seen that by incorporating gamification in teaching as a means of influencing learning, autonomy, collaborative work, teamwork are also promoted, soft skills such as empathy, solidarity, responsibility, self-awareness, emotional intelligence are developed, active participation is improved. It also allows the focus on meaningful pedagogical experiences, motivating them to be protagonists of their own learning. In this sense, gamification is positioned as a valuable tool and an effective way to transform educational practices in favor of more active and meaningful learning

HUMAN RIGHTS EDUCATION AS A PILLAR FOR AN EQUITABLE AND JUST SOCIETY

Silvia Elena Sánchez Acevedo — Wed, 01 Oct 2025 00:00:00 +0000

The article analyzes human rights education, highlighting that, beyond a legal obligation, it is an essential necessity for building just, equitable, and respectful societies. In this context, the importance of an education that not only informs about fundamental rights but also promotes a culture of peace, inclusion, and solidarity is highlighted. Emphasis is placed on the consolidation of public policies by the Ministry of National Education aimed at developing well-rounded citizens with the ability to protect their rights and recognize and value the rights of others. Furthermore, the need for pedagogical strategies that allow students to embrace human rights as part of their identity and daily practice is emphasized. The text examines the role of educational institutions as key spaces for promoting these rights, highlighting collaboration between teachers, students, families, and the community. It also incorporates the reflections of Paulo Freire and Abraham Magendzo on the urgency of critical, participatory, and transformative education, capable of empowering communities and generating structural change. It particularly highlights the importance of these policies in territories affected by the Colombian armed conflict, where human rights education can contribute to rebuilding the social fabric and promoting peace. By fostering respect and equity, it paves the way for reconciliation and community strengthening. In conclusion, human rights education is proposed as an essential means to promote profound social change and foster coexistence based on equity, respect, and a democratic culture.

ETHICS IN THE USE OF ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION FROM MORIN'S PERSPECTIVE OF COMPLEXITY

Beeldon Adriano Yaruro Echeverry, Cristhian Fernando Balanta — Wed, 01 Oct 2025 00:00:00 +0000

The use of artificial intelligence (AI) is booming around the world, but especially in the field of education. However, some situations, such as the current global political situation, the inequality of economic resources among nations, and the precariousness of some educational systems, present significant common challenges that could hinder the guarantee of equitable and democratic access to this type of technology and its advancements for schoolchildren. Furthermore, the current situation often lacks thoughtful guidance regarding its use in education. Therefore, the ethics of AI constitutes a vitally important focus of interest for the socio-educational arena, from which it might be possible to discuss some possibilities in terms of guiding principles for the academic success of the school population. Therefore, this scientific essay addresses ethics in the use of AI, especially in basic education, from the postulates of complex thinking, where references such as criticality, interculturality, non-violence, equity, justice, equality, freedom and responsibility converge, from all of which it is possible to conclude the need for ethical frameworks to regulate artificial intelligence in basic education, promoting critical thinking and intellectual authorship, but at the same time, it is proposed to train students and teachers in the critical interpretation of content generated by artificial intelligence, while updating regulations so that this technology enhances human capabilities instead of replacing them.

STRUCTURE OF THE CONCEPTS NEURODIVERSITY AND NEURODIVERGENCE

Laura Andrea Ruiz — Wed, 01 Oct 2025 00:00:00 +0000

In the following scientific essay, a review is made of the emergence of the concepts Neurodiversity and Neurodivergence, which have their origins in the movements for the defense of the rights of autistic people in the eighties, which were strengthened in the nineties and early two thousand by the emergence of digital communities on the Internet, and where people whose cognitive functioning diverges from the neurotypical were added. In this sense, although the concept of Neurodiversity arises from various communities worldwide, it is important to highlight the International Autism Network as well as the contributions made by Sinclair (1993), in addition to the ideas of the Independent Living Foundation by Dekker (1996), in whose forums the debates on these concepts probably began, and which served as an essential basis for the contributions of Singer (1999), to whom the term neurodiversity is attributed in a sociological study relating biological diversity with neuronal diversity. In addition to all this, this essay also addresses the concept of Neurodivergence initially according to the arguments of Asasumasu (2000), who proposes the term as a reference aimed at recognizing those neurologies that are outside the neurotypical, and that covers a large number of particular neurologies, while highlighting the contributions of Walker (2014) as one of the main exponents regarding the spectrum of neurodivergences in congenital or acquired terms, all with the intention of approximating an initial understanding about those people who, from a neurological perspective, perceive the world differently, without forgetting some reflections on these realities and their implications at a social, political, cultural, as well as educational level.

NEUROSCIENCE AND SUSTAINABLE DEVELOPMENT IN PRIMARY EDUCATION: OPPORTUNITIES AND CHALLENGES FOR STRENGTHENING BASIC SKILLS

Argenis Arcila Barbosa — Wed, 01 Oct 2025 00:00:00 +0000

In the present century, educational goals have ceased to be solely an internal matter for countries, but have become shared aspirations of the international community, which believes that educational quality, equity, and equality contribute to creating a better world for all. Hence, the fourth Sustainable Development Goal, set forth by the United Nations (2015), states that primary education is the space in the educational cycle in which basic competencies are developed that are crucial for successfully continuing the educational process in higher cycles, as well as for functioning in society and having a future in conditions of progress and dignity. For this reason, this scientific essay develops a reflective approach to the lack of a public policy responsible for implementing these possibilities in the classroom, despite the fact that neuroscience could contribute to achieving the goals of said objective in primary basic education. To this end, this dissertation relied on a review of specialized sources, as well as regulatory and jurisprudential sources, which reveal both the potential of neuroscience and the lack of a strategy to integrate it into national public policy. Finally, an argumentative proposal is made that proposes integrating neuroscientific knowledge into the classroom to achieve the goals of the 2030 Agenda.

ARTIFICIAL INTELLIGENCE AS A MEDIATING PEDAGOGICAL RESOURCE IN THE TEACHING PROCESS IN THE CONTEXT OF COLOMBIAN EDUCATIONAL INSTITUTIONS

Leydi Patricia Robles Salas, José Humberto Garrido Hernández — Wed, 01 Oct 2025 00:00:00 +0000

Today, technology has permeated most social, cultural, and educational processes, among others, and one of the aspects that has currently stood out the most is artificial intelligence. It is reflected today as a reality that underscores the need to rethink how to adapt to technological advances in education, where this generative model of language is sometimes seen as content, but at other times, understood as a pedagogical resource. The latter is the essence that occupies the attention of this scientific essay, which is why its purpose is to reflect on the implications of artificial intelligence as a pedagogical resource mediating the teaching process, especially in the context of Colombian educational institutions. Therefore, the orientation of documentary analysis was pertinent here as a way that facilitated the authors' approach to the necessary foundation that supports the different arguments developed below. Finally, this article concludes the importance of understanding and including artificial intelligence in teacher training and education processes, aiming to humanize intelligence. This will provide the educational community with knowledge and experience related to the management of prompts that can guarantee their practical effectiveness in the training field.

THE PORTABLE COUNTRY HISTORICAL NOVEL AS A RESOURCE FOR THE STUDY OF THE 19TH AND 20TH CENTURIES

Zulfibet González Gelvez, Wilson Alberto Villamizar — Wed, 01 Oct 2025 00:00:00 +0000

The purpose of this essay-style article is to reflect on the use of literary works, such as historical novels, to activate real knowledge. Literary competence intervenes not only in the construction of textual meaning but also in the process of evaluating and analyzing texts, with a view to forming civic awareness. In this regard, the literary work "País Portátil" (Portable Country) is analyzed. It examines the historical events that energized Venezuela's republican life during the 19th and 20th centuries, addressing sociopolitical contradictions, recurrent militarism, and its impact on Venezuelan politics. Based on the theoretical review and analysis of the work, it has been concluded that this strategy contributes theories and establishes basic descriptive and functional principles for an approach that incorporates elements of literature into history teaching, allowing for the delimitation and definition of real learning objectives. As a result, it is demanded that the use of historical novels to teach about past events and occurrences allow for a deeper understanding of these events, promoting student ownership of their history, which contributes to the development of their identity. Finally, the role of the teacher is reflected upon, who must develop effective planning that guarantees constant support and sustained guidance, with the aim of achieving the stated educational goal: fostering the construction of Venezuelan historical awareness.

CHALLENGES OF PEDAGOGICAL PRACTICE IN TECHNICAL MIDDLE EDUCATION IN PUBLIC INSTITUTIONS ARTICULATED WITH THE SENA

Sandra Paola Montiel Peña, Cindy Lizeth Niño Parada — Wed, 01 Oct 2025 00:00:00 +0000

This essay examines the challenges faced by educators and students in technical secondary education in public institutions linked to SENA, through the analysis of different studies and expert perspectives. This essay focused on the analysis of the pedagogical experiences lived by technical teachers and instructors of some of the modalities offered in technical secondary education. The main barriers are identified as the absence of teacher training in the fields of action, the lack of constant support from the team of experts from the National Learning Service and the relevant curricular adaptation from basic secondary education. Recommendations are proposed to improve the quality and effectiveness of technical education, such as: teacher training and updating in the training processes in job, personal and professional skills of the apprentices.

PEDAGOGICAL CHALLENGES AND ISSUES IN TEACHING ENGLISH: A COMPARATIVE ANALYSIS BETWEEN ADULTS AND CHILDREN.

Yuly Alexandra Soler Trujillo — Wed, 01 Oct 2025 00:00:00 +0000

This article, structured as an academic essay, aims to present a critical proposal by comparatively analyzing the pedagogical challenges and difficulties involved in teaching English as a foreign language to both children and adults. Through a review of learning theories, an analysis of teaching practices, the identification of differentiated strategies, and contributions from neuroscience—as well as findings from various studies that support the challenges of differentiated instruction—this work seeks to provide guidance for both research and educational practice in this field. This reflection contributes to a more contextualized approach to English language teaching by offering insight into the cognitive, affective, and social dimensions of these learner groups.

THE IMPORTANCE OF INCORPORATING TECHNOLOGIES IN EDUCATION

Camilo Andrés Ochoa Rincón — Wed, 01 Oct 2025 00:00:00 +0000

Today, educator’s views about the implementation of technology in the teaching-learning processes are key because these tools have changed how the way of teaching is done. However, teachers face challenges such as inequality in access to digital resources and the need to receive training in educational technology, becoming a real research problem that encouraged this essay. In this article, a theoretical essay is developed that and it seeks to show how teacher training helps to make the most of digital tools and adapt to the new tools, and also, to reflect the influence of using technology on teaching-learning processes. The research work was developed under a qualitative approach through a documentary review that allowed exploring and understanding in depth the opinions of teachers in recent years, which have been, among other things, influenced by the pandemic. In the last part of this text, it will be highlighted that educators are excited about the opportunities offered by digital technologies, but they recognize the challenges that come with them, so it is essential that they are supported to develop digital skills and, in this way, to approach effectively digital tools. In the conclusions of this work propose a reflexive approach to take advantage of technology in classes and to ensure that the use of this tools help in the learning processes and motivates students by leaving traditional methods, thus giving them tools that can be at their fingertips.

ROLE OF THE TEACHER IN MEDIATED TEACHING OF MATHEMATICS THROUGH THE USE OF RELATIONSHIP, INFORMATION AND COMMUNICATION TECHNOLOGIES (TRIC)

Luis Alfredo Álvarez Herrera, Yolima Arrieta Pacheco — Wed, 01 Oct 2025 00:00:00 +0000

The incorporation of relationship, information and communication technologies (RTIC) is significantly transforming pedagogical methods in youth education. Through the use of computers and the Internet, new teaching strategies have been implemented that promote more effective environments for learning. This phenomenon has profoundly altered the ways of access, dissemination and application of knowledge, evidencing the need to integrate these technologies into the educational process, especially in complex areas such as mathematics. In this context, students develop skills to use digital tools—such as YouTube and social networks—that enhance their acquisition of knowledge and enrich their academic training. Based on this panorama, the essay proposes a bibliographic review aimed at understanding the teacher's role in teaching mathematics through the use of digital technologies. The main result is to establish a theoretical framework that helps guide educational practice under the new emerging modalities of teaching and learning.

MOTIVATE TO LEARN: INTRINSIC AND EXTRINSIC KEYS IN ENGLISH TEACHING

Jessica Vanessa Zapata Diaz — Wed, 01 Oct 2025 00:00:00 +0000

This article addresses the fundamental role of motivation in English language learning, understood as the result of a combination of intrinsic and extrinsic factors that directly influence students' performance and continuation in the process of learning a foreign language. From the intrinsic perspective, elements such as students' personal interest, curiosity, and self-confidence are highlighted, which arise from their own goals and aspirations. On the other hand, the impact of extrinsic factors, such as the school, social, and cultural environment, as well as the influence of the teacher and the teaching strategies used in the classroom, is recognized. Based on a review of recent studies available online, the article analyzes various theoretical approaches that allow us to identify effective practices for fostering motivation. It is concluded that teachers play a key role in creating a positive learning environment and implementing methodologies that promote participation, recognition of individual abilities, and the development of each student's potential. These aspects increase interest in learning English, thus fostering more meaningful and crucial learning that allows students to achieve their life goals.

FAMILY SUPPORT AND SCHOOL PROJECTS: LINK TO STRENGTHENING LEARNING

Diana Esmeralda Leal Ojeda, Fabiola Zabala-Joya — Wed, 01 Oct 2025 00:00:00 +0000

A factor that influences the strengthening of students' educational processes is the family support they should receive throughout the process. Family absenteeism is common, often reflected in low academic performance, high levels of aggressiveness in some cases, and school dropout rates. Teachers, seeking family support, design pedagogical experiences to strengthen the relationship between family and school. Recently in Colombia, the Government issued Decree 459 on April 10, 2024, which aims to strengthen an alliance called Family-School. This decree enhances participation opportunities for the entire educational community. Based on this decree, teachers from the Natural Sciences and Spanish Language departments for the seventh grade at the Técnico Dámaso Zapata Educational Institution in Bucaramanga have designed pedagogical experiences focused on the development of Practical Projects created by students, with family participation, aiming to integrate the family unit into the students' educational processes at the Institution. The union of the three key elements—Family-School-Teachers—strengthens psycho-affective relationships that lead to optimal results in students' education for life, ultimately achieving happiness.

FACTORS THAT INFLUENCE READING AND WRITING IN RURAL AREAS.

Nidia Milena Imbachi Martinez , Ever Gerardo Simales Martinez — Wed, 01 Oct 2025 00:00:00 +0000

This article allows us to reflect on the reading and writing process that is oriented in the rural area and that brings us closer to recognizing the limitations and interests of the student in the achievement of their goals at the level of the reading and writing process that is found in this sector. Therefore, it is important the experience that the teacher experiences in this environment, which allows taking advantage of its context to read historical stories, construction of continuous and discontinuous texts, thus enjoying the experiences around natural landscapes and phenomena that occur in the rural area. The guiding teacher should make the most of the academic process in order to make it meaningful for the student. The process of acquiring reading and writing should take into account the implementation of strategies from the first educational stages within elementary schooling, of which its importance is highlighted because they are the fundamental basis in the process of developing language skills, to read, write, speak and listen, stirring a relational learning for the achievement of a high level of communication. For this article, an observation and understanding of the practices developed in this research is made from a phenomenological perspective as a qualitative method that facilitates the visualization of relevant aspects in the rural area regarding the literacy process that takes place, and the contrast with the theoretical foundations that determine the important characteristics to consider and the didactics that will, at a certain moment, promote learning. In conclusion, it is evident that every person requires communicative skills; reading and writing are the foundation for access to knowledge, strengthened by practices from different social spaces where there are co-responsible parties for a good exercise, making it more enjoyable for the child in their school stage, a process reinforced at each stage of their life, and which is necessary to achieve set goals.

FACTORS THAT AFFECT READING COMPREHENSION: A VISION SUPPORTED BY DIFFERENT PERSPECTIVES

Isadora Muñoz Corté, Yorly Milena Rojas Angarita, Luz Magally Moreno Rodrígue — Wed, 01 Oct 2025 00:00:00 +0000

his dissemination article takes a tour of the different positions and perspectives regarding the factors that affect the reading comprehension of children and young people of school age, beginning by presenting data that show the current reality in Colombia in terms of the level it has compared to other countries, to highlight the importance of the topic. Once the bibliographic review and theoretical contributions are made, the information is integrated to synthesize it, in order to better understand these factors. It is concluded that in Colombia there are needs to be covered, taking into account that the factors come individually and collectively and that there are agents given by the geographical location of the subject and whether or not access to materials and activities aimed at the development of reading comprehension. Countries are taken as an example in which their citizens take advantage of their leisure time for reading and people have easy access to books.

TEACHING STRATEGY BASED ON THE USE OF A DIGITAL TOOL FOR THE DEVELOPMENT OF NUMERICAL THINKING IN THIRD GRADE STUDENTS

Leidy Katerine Guerrero Mora, Jhon Jaiver Torres Gil — Wed, 01 Oct 2025 00:00:00 +0000

Mathematics teaching in primary education presents an ongoing challenge due to the lack of creative teaching methods, leading students to perceive the subject as irrelevant or uninteresting. This study focuses on the implementation of a Multimedia Educational Material (MEM) as a tool to enhance numerical thinking and arithmetic problem-solving in third-grade students at the Colegio Universitario Socorro Sede D. The main objective was to develop an interactive and visually appealing resource that facilitates the understanding of mathematical concepts through the combination of images, sounds, and fun exercises. Surveys were conducted to assess students' prior knowledge, allowing the design of suitable material to meet their needs. The results from the pilot test showed increased enthusiasm and improvement in basic mathematical operations, although challenges remain in division. The study concludes that integrating digital technologies into mathematics education significantly enhances learning, promoting a deeper and more active understanding of numeracy and problem-solving.

GENERATIVE ARTIFICIAL INTELLIGENCE IN CURRICULAR PLANNING: BETWEEN HALLUCINATIONS AND CERTAINTIES.

José María Sterling Collazos, Alicia Basto Quintero — Wed, 01 Oct 2025 00:00:00 +0000

This article analyzes the pedagogical implications of Generative Artificial Intelligence (GAI) in curriculum planning, with special attention to the phenomenon of hallucinations, defined as seemingly plausible but factually incorrect content. Through a systematic review of scientific literature from 2020-2025 in specialized databases such as Scopus, Web of Science, ScienceDirect, and others, the intersection between GAI, primarily represented by Large Language Model (LLMs) such as GPT-4.5, Claude Sonnet 3.7, Gemini Advanced, among others, and curriculum design processes guided by Colombia's Ministry of National Education (MEN) is examined. This literature review shows that, while GAI presents significant opportunities to optimize educational tasks such as curriculum planning, the generation of teaching materials, and assessments, hallucinations constitute a considerable risk to take into account. These can be classified into factuality hallucinations, understood as discrepancies with verifiable facts, and fidelity hallucinations, which refer to deviations from given instructions or lack of internal coherence, both with the potential to compromise essential components of curriculum planning such as learning objectives, content, and assessment. The results suggest that to effectively leverage GAI in educational environments, it is necessary to develop specific digital literacy competencies in teachers, implement institutional information verification protocols, and establish triangulation strategies with reliable academic sources. This reflective approach will allow balancing technological innovation with the preservation of educational quality, taking advantage of the personalization and efficiency benefits offered by GAI while mitigating the risks associated with hallucinations.

EFFECT OF GAMIFICATION ON THE DEVELOPMENT OF COMPUTATIONAL THINKING IN PRIMARY SCHOOL STUDENTS: A COMPARATIVE STUDY.

Mirna Lucy Arango Benítez, Eblin Mary Angulo Angulo, María Sayust Mosquera — Wed, 01 Oct 2025 00:00:00 +0000

The current educational landscape, shaped by rapid technological advancements and the pressing need to prepare competent citizens capable of facing major challenges, demands a shift in traditional pedagogical strategies, which often struggle to maintain student engagement and motivation in an increasingly digital world. It is essential to explore and implement innovative approaches that align with the new ways children learn and interact with knowledge. In this context, and with the goal of unveiling the impact of gamification on the development of computational thinking in primary school students, a qualitative methodology was adopted, focusing primarily on participant observation as the main data collection technique. This approach made it possible to directly and contextually capture classroom dynamics during the application of gamified strategies in one group of students (third and fourth grade), as well as traditional methodologies in another. In addition, semi-structured interviews were conducted with the teachers to support the interpretation of findings from their pedagogical perspective. This comparative study highlights the potential of new tools to transform learning into a more enriching and rewarding experience. The research concludes that approaching computational thinking through gamified strategies not only facilitates the understanding of new concepts but also sparks children's curiosity and receptiveness toward computing from an early age, laying the foundation for future learning in this crucial field.

THE READING PROCESS IN PRIMARY BASIC EDUCATION MEDIATED BY EDUCATIONAL TECHNOLOGIES

Cardoso Katia La Mar, Acevedo Cardoso Alfred Francisco — Wed, 01 Oct 2025 00:00:00 +0000

This article derives from an ongoing research project that critically examines the difficulties observed in the teaching and learning of the reading process in primary education, with a particular focus on the early grades. The identified issues are related to traditional, often ineffective pedagogical practices and the limited use of educational technologies in the classroom. In this context, the integration of digital tools is proposed as an alternative to strengthen students’ reading competencies. The main objective of the study is to develop a theoretical foundation for the reading process mediated by educational technologies at Colegio General Santander, located in Villa del Rosario, Norte de Santander (Colombia). The research is framed within the interpretive paradigm, with a qualitative approach and phenomenological method. The application of semi-structured interviews with five purposefully selected teachers is projected as the primary data collection technique. It is expected that the analysis of this data, through categorization, will help identify teachers' pedagogical conceptions, their reading practices, and their perceptions regarding the use of technological resources. The anticipated findings suggest that a critical, contextualized, and pedagogically planned integration of ICT could revitalize the reading process, increase student motivation, and foster more meaningful learning outcomes in the early stages of literacy development.

ANALYSIS OF MOTIVATION IN STUDENTS OF THE ARCHITECTURE PROGRAM AT THE FRANCISCO DE PAULA SANTANDER UNIVERSITY.

Yannette Díaz Umaña, Giovanni Giraldo Guerra — Wed, 01 Oct 2025 00:00:00 +0000

The purpose of this article is to present the results of the analysis of motivation in university students who begin their professionalization cycle of the architecture program at the Francisco de Paula Santander University. Motivation plays a fundamental role in the teaching-learning process of higher education students, since it influences interest, commitment, effort towards academic activities, permanence and promotion. Taking this importance into account, the conceptualization of intrinsic and extrinsic motivation is developed more as an emotional phenomenon than a cognitive one. The quantitative approach with a descriptive scope through the collection and analysis of data, allowed a statistical vision that facilitated the description of the motivational dimensions and identified the levels of academic satisfaction in 30 students who form the entire group of young people who begin said academic cycle. The instrument applied was the MAPE 3-M, digitized by Google forms software with Likert-type responses and applied on the university campus. This instrument of Spanish origin was adapted for this research, taking into account maintaining the dimensions (extrinsic motivation, intrinsic motivation and anxiety grouped in the seven factors) but reducing the number of questions to 42 to enable it to be successfully completed. The results are associated with greater involvement and active participation in classes, better academic performance, greater persistence and resilience, and development of self-regulation skills.

THE USE OF THE EDMODO PLATFORM AS AN INTERACTIVE DIDACTIC RESOURCE FOR LEARNING MATHEMATICS IN HIGH SCHOOL STUDENTS

Wed, 01 Oct 2025 00:00:00 +0000

In the current educational context, the integration of Information and Communication Technologies (ICTs) has proven to be an essential resource for optimizing teaching and learning processes. Based on this, the study that supports this scientific article analyzes the impact of the EDMODO platform on mathematics learning among secondary school students at the Villavicencio Technical Industrial Institute. A theoretical framework was used to highlight the importance of meaningful learning, autonomy, and social interaction, along with the use of logical-mathematical games and technology as strategies that strengthen motivation and academic performance. In this sense, it is relevant to mention that methodologically, the study adopted a qualitative approach, guided by ethnography, according to interviews, observations, where once the information was processed and analyzed, it was possible to conclude that the use of the EDMODO platform showed promising results in the teaching of mathematics, but its effectiveness depends on the strengthening of the technological infrastructure and teacher training, which demonstrates the importance of incorporating TIC in education, in order to promote meaningful learning in the 21st century.

HEALTHY LIFESTYLE HABITS AND PHYSICAL EDUCATION AS A STRATEGY FOR A HEALTHY SCHOOL

Gustavo Navarro Pérez — Wed, 01 Oct 2025 00:00:00 +0000

This article was based on the realization of a didactic sequence with the objective of promoting healthy lifestyle habits in primary school students of the La Presentación educational institution in the municipality of Ocaña, Norte de Santander. The development of the research was guided by a qualitative approach with the purpose of exploring the nature of the educational social phenomenon, understanding the facts of reality on the path to sowing knowledge of healthy habits, where the data triangulation analysis technique was used to validate the information of the fourth grade students in the competencies of healthy lifestyle habits, said information was collected through an observation log, a field diary and a diagnostic test; to store all the information with the purpose of showing progress in the development of the research. In this sense, generating in them a critical stance with the aim of awakening interest in the practice of the social phenomenon to lead a healthy life, avoiding health problems such as sedentary lifestyle, obesity and cardiovascular diseases. The use of a didactic sequence in the area of physical education is a pedagogical strategy that motivates the participation of students in different activities as support to promote healthy lifestyle habits, promoting learning skills and abilities, strengthening healthy schools.

STRENGTHENING ICT IN NORMALIST TEACHERS FROM A MOTIVATION PLAN

Ing. Johana Eljadue García, Nairo José Cavieles Rojas, Diana Gama Torres — Wed, 01 Oct 2025 00:00:00 +0000

The intention is to show a proposal for a motivation plan that was developed, in part, by the main author of this article through a completed research project. The research was pedagogical in nature, and was carried out at the Escuela Normal de Chiquinquirá (Colombia), aimed at strengthening ICT in students who were being trained at the time to become teachers. The article is descriptive, the result of research conducted with a qualitative approach, where the causes that demonstrate their lack of knowledge in the efficient use of ICT are explored from the observation and subjectivities of the teachers in training. The method used was Educational Action Research, and the two categories used were motivation and ICT tools. The project was developed in four phases, consolidated in the collection of initial information, analysis of this information and diagnosis, proposed solution to the problems encountered and evaluation of results. Techniques and instruments used were direct observation, surveys, interviews, checklists and video evidence recording. As a result of the research, a motivation plan was developed, which was tested through the application of teaching and learning guides evaluated by checklists, where it was possible to show a significant improvement in the preparation and execution of classes, motivated by the use of ICT, which was recorded in a video recorded in a final class.

LEARNING IN ELECTRICITY: A CRITICAL PERSPECTIVE FROM TECHNICAL EDUCATION, CURRICULUM, AND FORMATIVE RESEARCH

Verena Mercado Polo, Roberto Carlos Asís Maldonado — Wed, 01 Oct 2025 00:00:00 +0000

LEARNING IN ELECTRICITY: A CRITICAL PERSPECTIVE FROM TECHNICAL EDUCATION, CURRICULUM, AND FORMATIVE RESEARCH

IMPACT OF COMPUTATIONAL THINKING ON STRENGTHENING ACADEMIC COMPETENCIES

Yolanda Zulay Cárdenas Pinto — Wed, 01 Oct 2025 00:00:00 +0000

This article presents the findings of a research study that explored the impact of computational thinking on the development of scientific, mathematical, and critical reading competencies in upper secondary school students. Through the implementation of activities based on problem decomposition, pattern recognition, abstraction, and algorithm design, a significant improvement was observed in students’ academic performance, particularly in areas requiring logical reasoning, structured analysis, and the modeling of complex situations. The results indicate that integrating computational thinking into the classroom equips students with tools to better understand scientific phenomena, interpret data in physics, biology, and chemistry, and apply mathematical concepts more accurately. Additionally, a positive effect was identified in critical reading, especially when interpreting texts with logical and argumentative components. Beyond technical knowledge, this formative experience fostered a reflective attitude among students, encouraging them to seek solutions and question their approaches when solving problems. Overall, the findings suggest that computational thinking not only enhances specific skills but also contributes to a deeper transformation in the way students learn, think, and engage with knowledge.

THEORETHICS OF THE DIDACTIC SUITABILITY OF THE ONTOSEMIOTIC APPROACH APPLIED TO THE CONSTRUCTION OF THE CONCEPT OF REAL FUNCTIONS IN BASIC SECONDARY EDUCATION IN COLOMBIA.

Edwing Enrique García Villabona — Wed, 01 Oct 2025 00:00:00 +0000

Mathematical knowledge, its teaching and learning is a topic that has been of great interest within Mathematics Education, and also highlights its relational and multidimensional character, since teachers, content and students only achieve a level of understanding when they relate to each other, within a context impregnated by their own particular society and culture. Thus, the Ontosemiotic Approach to Knowledge and Instruction of Mathematics (EOS) provides tools that facilitate the integration of theoretical notions and points of view on the teaching and learning of mathematical knowledge, highlighting the Didactic Suitability (ID), as a lawful criterion of relevance and adequacy of knowledge put into action, educational agents, and resources used in a mathematical study, both to establish whether what was done was adequate or appropriate or to guide how it should be done. From this perspective, a theoretical approach associated with the ID of EOS in the construction of the concept of real function in Secondary Basic Education in Colombia was generated. A qualitative study was carried out through an interpretative perspective, interviewing teachers and students of the Colegio Agroecológico Holanda in Santander-Colombia, virtual and face-to-face meetings were scheduled for the collection of information. Grounded Theory and the use of the Constant Comparative Method were used to interpret and analyze the information, and the quality of the study was established through credibility, auditability and transferability. The notion of ID provides original and significant elements to guide the teaching-learning processes of real functions.

TOWARDS MEANINGFUL LEARNING IN ENVIRONMENTAL EDUCATION: THE ROLE OF PRACTICAL EXPERIENCES IN UNIVERSITY TRAINING

Luisana Carolina Mora Cotúa — Wed, 01 Oct 2025 00:00:00 +0000

The global ecological crisis has positioned higher education institutions as crucial actors in promoting transformative environmental awareness, turning Environmental Education into an ethical and social imperative that demands innovative pedagogical approaches. In this context, this research addresses the problem of the lack of student engagement and motivation in the online teaching of EE at the University of Pamplona, where approximately 4,000 students attend this transversal course every semester. The general objective was to evaluate the influence of experiential practice on the teaching-learning process of Environmental Education, considering the perspectives of teachers and students, and establishing a comparison between face-to-face and online modalities. The methodology employed was a qualitative approach, using group interviews, pretests, and posttests administered to students from various academic programs as data collection techniques. The informants were thirteen (13) students and (3) teachers from the University of Pamplona, and the analysis was carried out through the phases of categorization, structuring, contrasting and theorizing, each contributing to the development and deepening of the analysis. The main findings show significant gaps between teaching conceptions and the effective implementation of experiential methodologies, where 76.9% of students report that they never participate in practical experiences such as projects, field trips or case studies, and 69.2% state that reflection on lived experiences is not encouraged. The results confirm that experiential practice, when effectively implemented, facilitates the development of comprehensive skills and generates a greater impact on the formation of environmental awareness than traditional approaches focused on the transmission of information.

CULTURAL PRACTICES IN COLOMBIAN PUBLIC EDUCATION

Alicia Andrea Yosa Caviedes — Wed, 01 Oct 2025 00:00:00 +0000

This qualitative-descriptive study was based on a documentary bibliographic review to analyze cultural practices in Colombian public education. Its main objective was to highlight the tension between the laws and policies that protect sociocultural practices and their pedagogical implementation in Colombian classrooms. It argues that, to achieve comprehensive education and transcendent and culturally significant human development, it is crucial to understand the interrelationship between the legal framework, the cultural reality of communities, and the pedagogical perspectives adopted regarding these practices. The research suggests observing public cultural events (artistic, folkloric, among others) as a way to identify, make visible, and value the cultural manifestations unique to Colombian territory. The study concludes that the appreciation, understanding, and redefinition of cultural practices in Colombian public education are essential for comprehensive education that promotes human development and social transformation. Additionally, a dichotomy was evident between the legal framework, the cultural experiences of communities, and the teaching-learning processes in the classroom, which requires in-depth reflection on how to integrate cultural practices in a conscious, up-to-date, and respectful manner into educational contexts.

GENERATIVE ARTIFICIAL INTELLIGENCE IN CURRICULAR PLANNING: BETWEEN HALLUCINATIONS AND CERTAINTIES.

José María Sterling Collazo, Alicia Basto Quintero — Wed, 01 Oct 2025 00:00:00 +0000

CONSTRUCTING CITIZENSHIP FROM A CARE BASED ON INTEGRAL LEARNING: A DOCUMENTARY AND BIBLIOMETRIC REVIEW OF TEACHING PRACTICES IN SIXTH GRADE OF SECONDARY EDUCATION

Frency Margot Figueroa Botina — Wed, 01 Oct 2025 00:00:00 +0000

This review article examines the scientific production published between 2015 and 2024 that addresses the construction of citizenship from the care of self and others as a pedagogical tool for comprehensive learning in sixth grade students of basic secondary education. Through a mixed methodology, which integrates qualitative content analysis and bibliometric evaluation, the main theoretical approaches, associated pedagogical practices and emerging research trends were identified. The study was based on selection and inclusion criteria, focused on indexed articles, published in Spanish and English, from scientific and academic databases and repositories. The scope of the review was limited to school experiences at the secondary school level, focusing on the sixth grade as this is a decisive formative stage in the consolidation of ethical, political and community subjectivities. The analysis revealed that care has been progressively incorporated as a structuring dimension of school citizenship, transforming the traditional understanding of this and offering new routes for pedagogical design. It also revealed a conceptual expansion of integral learning and a methodological diversity in the academic approach to the subject. Among the main findings are the reconfiguration of the classroom as a space for recognition, participation and collective construction of meaning, as well as the need to overcome normative instructional models to make way for formative practices based on interdependence, empathy and commitment. The review concludes by pointing out significant gaps in the approach to sixth grade as a specific population, as well as a scarce systematization of experiences that integrate citizenship and care as a transversal formative axis.

EFFECTS OF BULLYING AND ITS SOCIOEMOTIONAL IMPLICATIONS ON ELEMENTARY SCHOOL STUDENTS IN COLOMBIAN EDUCATIONAL INSTITUTIONS

Yenny Nataly Rodríguez Cerdas, Yeraldin Arantxa Stefany Alarcón Pineda — Wed, 01 Oct 2025 00:00:00 +0000

In relation to the multiple situations that are experienced in society and in the educational context, aspects that need to be known and therefore managed in terms of the safeguarding and welfare of educational actors become evident; from this point of view, it is pertinent to point out that the following general objective is proposed: to reflect on the effects of bullying and its socioemotional implications in elementary school students in Colombian educational institutions. Undoubtedly, it is a situation that requires some attention and that is why a methodology focused on documentary analysis is assumed, which brought with it a systematic review of bibliography and documents to generate the present contribution framed in an academic essay that comes to show what is part of the progress of research that is being executed. It is important to point out that in this way, actions are combined in order to offer educational actors’ knowledge, resources and strategies that can contribute to reduce bullying in classrooms and educational institutions, thus seeking harmony and well-being of those who are part of the educational communities.

ARTIFICIAL INTELLIGENCE IN THE TEACHING PROCESS

Maryy Acero Romero, Luis Eduardo Amarillo Cely — Wed, 01 Oct 2025 00:00:00 +0000

Artificial intelligence (AI) has stood out as a central element of transformation in different areas, including education. The traditional teaching process faces an unprecedented challenge, since the emergence of new technologies has led to a rethinking not only of the way in which knowledge is shared, but also of how students participate in their own educational process. This article will address the importance of AI in the educational field through a brief review of the current state of AI in learning environments. Furthermore, it will explore the role of the teacher in relation to the new challenges and opportunities that AI provides in its implementation. To this end, a methodological approach was implemented that combines the analysis and synthesis of documented information in articles, journals, and books, highlighting its historical evolution and its current state in learning environments.

METHODS AND STRATEGIES OF TEACHING MATHEMATICS FOR THE IMPROVEMENT OF LEARNING IN SECONDARY EDUCATION

Edwing Neir García Bastidas — Wed, 01 Oct 2025 00:00:00 +0000

The present study aims to analyze the impact of innovative strategies on teaching mathematics in secondary education, focusing on metacognition, gamification, mathematical modeling, and the use of digital games. To this end, a systematic literature review was conducted in academic databases such as Google Scholar, Dialnet, Redalyc, and SciELO, applying inclusion and exclusion criteria. Studies published between 2018 and 2024 that present empirical evidence on the implementation of these strategies in the classroom were considered, excluding those that did not address their effectiveness or that focused on other educational levels. Using a qualitative approach, the selected studies were analyzed to identify trends, challenges, and benefits in the application of these methodologies. The results indicate that metacognition strengthens self-regulation of learning and improves performance in mathematical problem-solving. Gamification and digital games increase student motivation and engagement, although their impact depends on access to technological infrastructure and teacher training for their implementation. Mathematical modeling, for its part, facilitates the understanding of abstract concepts through its application in real-life contexts, but faces limitations due to resistance to methodological change in some institutions. These strategies have great potential to improve mathematics teaching, but their adoption requires overcoming institutional and methodological barriers. To achieve this, it is essential to strengthen teacher training, invest in equipment and networks that facilitate access to technological resources in diverse educational contexts, and develop assessment tools that measure their long-term impact on learning.

ELEMENTS IN THE IMPLEMENTATION OF THE STEM/STEAM APPROACH IN EDUCATION IN COLOMBIA

Armel Torres Cárdenas — Wed, 01 Oct 2025 00:00:00 +0000

This article presents a documentary review in Scielo databases in order to identify the tacit elements in the implementation of the STEAM approach in education in Colombia. Among these: intentions in teaching and learning, applied didactics for active learning purposes, and the representation of ICT. It should be noted that the selection of the reviewed documents obeyed the information of relevance in terms of the importance and knowledge it provides, considering that STEAM has an integrative perspective whose purpose is to promote the interest and meaning of students for science, technology, engineering, and mathematics from the development of competencies, valuable and substantial skills and abilities in areas of science. One of the elements that have to be referred to is the challenge or technological intellectual challenge in which the STEAM approach is inserted for both teachers and students, to first discover ways of getting involved, learning styles, complexities of teaching, capacity for collaboration, mastery of concepts. It involves proposing content using experiences that encourage the development of skills.

EDUCATION IN SCHOOL CLASSROOMS: A TECHNOLOGICAL LOOK

Angarita Mogollón Julio Cesar, Clavijo Diana Carolina — Wed, 01 Oct 2025 00:00:00 +0000

Education is the main component for the growth and evolution of individuals and communities. Currently, education is evolving in the era of information and communication technologies (ICTs). It faces an exciting and transformative challenge, as technological tools have gained essential space in the teaching-learning process in classrooms. The objective of this article is to reflect on the role that technology plays in school processes in primary and secondary education. It addresses aspects associated with the use of technology in the classroom, its benefits, the challenges of implementing it, and its future in school education. Methodologically, it is supported by a documentary review and a reflective and interpretive process.

PROMOTION OF VALUES TO STRENGTHEN SCHOOL COEXISTENCE AT THE MANUEL FERNANDEZ DE NOVOA SCHOOL

Jeisson Javier Bastos Camargo, Diana Carolina Guarín Lizarazo — Wed, 01 Oct 2025 00:00:00 +0000

One of the main objectives of any educational system is the formation of values. In this context, pedagogy functions as a tool that allows educators to instill the appreciation of vital reality through various strategies and methods that provide coherence and cohesion to the thought and action of students. In this sense, the article explores the promotion of values as a key element to strengthen school coexistence, especially in Colombian educational contexts. It points out that violence and the lack of norms negatively affect academic activities, underlining the need to implement educational policies and pedagogical programs to address these problems. Regarding the methodology used, it was based on the systematic review of the literature (RSL). This approach was used to evaluate, classify and synthesize all existing studies on the promotion of values in school coexistence. Therefore, it emphasizes the importance of values in education to form active and responsible citizens, contributing to a more just and equitable society. In addition, it highlights the relevance of promoting a culture of values in the school City of Cúcuta to value dialogue and mutual understanding, enriching the educational process and preparing students for a democratic society.

THE IMPACT OF GAMIFIICATION ON THE TEACHING OF MATHEMATICS IN SECONDARY EDUCATION STUDENTS

Aily Diomara Morales Jaimes — Wed, 01 Oct 2025 00:00:00 +0000

Mathematics teaching in secondary education faces numerous challenges, including student demotivation, a perception of the subject as difficult, and a lack of connection to real-life situations. These problems have led to the search for innovative strategies that foster more dynamic and effective learning. In this context, gamification has emerged as a promising alternative, based on the incorporation of game elements into educational environments with the aim of enhancing the learning experience. This article analyzes the current state of research on the impact of gamification on mathematics teaching and how it, in turn, can energize the classroom and foster the development of critical thinking and problem-solving skills. The methodology is guided by a bibliographic review of articles and research conducted over the past five years (2020-2025) using databases such as Google Academic, Redalyc, and SciELO. It should be noted that the studies reviewed were conducted in Latin America, including those conducted within the established time frame, in Spanish, and focused on secondary school students. The results show multiple studies demonstrating that gamification has a positive impact on mathematics teaching, fostering student motivation, commitment to learning, and improved academic performance. Furthermore, the studies analyzed highlight that incorporating playful elements in the classroom contributes to the development of critical thinking and problem-solving, while allowing for greater student interaction and more meaningful learning. However, challenges in its implementation are also identified, such as the need for teacher training in the design of gamified strategies and the adaptation of curricular content to this methodology.

THE STATE OF RURAL EDUCATION IN TIMES OF MODERNITY: AN ANALYSIS OF PROGRESS, STAGNATION AND SETBACKS IN COLOMBIA

Ángel Custodio Puentes Pérez — Wed, 01 Oct 2025 00:00:00 +0000

Colombian rurality continues to be a topic of abundant discussion, and not for nothing, since much is said and little is done. There are numerous documents that attest to all that has been proposed to improve rural education and to contextualize educational plans and strengthen teaching resources through training and education framed in the realities of the Colombian countryside. Among some very important topics are access and coverage, educational quality, technology and modernity, educational gaps, inclusion, public policies, educational crisis, teacher training and other challenges that emerge as time goes by and the plans and projects proposed for Colombian rural education are not consolidated. Within this framework, Colombia follows the route for the creation of proposals, in fact, very tempting for improvement, but applied half-heartedly and without concrete results on what is to be remedied, reaching states of low quality, low coverage, high dropout and little promotion. This article seeks to emphasize the need to be pragmatic, organizing curricula focused on rural needs, training teachers with culture and knowledge about rurality and field work, emphasizing the need to have love and vocation for the countryside. All of the above can be summed up, if not in setbacks, then in stagnation and little progress towards a modern rurality, with quality in training and in lifestyles and quality of life.

CURRENT CHALLENGES OF THE BASIC EDUCATION IN COLOMBIA

Silvia Elena Sánchez Acevedo — Wed, 01 Oct 2025 00:00:00 +0000

Various authors have confirmed that education is a fundamental pillar for the development of any country. Colombia is no exception; however, the country's conditions, such as social inequality, mean that the quality of education is subpar, and therefore, Colombia remains a developing country. According to several national and international reports, PISA test results in Latin America, particularly Colombia, have consistently fallen below the OECD average, highlighting the region's subpar educational standards. Colombia is well known as one of the most unequal countries in the world, and this significantly impacts the education system, particularly for children living in vulnerable environments. This article aims to analyze nine factors affecting the quality of basic education in Colombia. These factors are presented as challenges that must be addressed to achieve quality education for all. Basic education was selected for analysis because it is fundamental to subsequent educational stages and important for a person's comprehensive development. The problem is addressed through a documentary review that, based on the authors consulted, allow us to outline the state of the issue and propose possible solutions.

READING TO UNDERSTAND: A LOOK AT READING COMPREHENSION

Ángela Marcela López Betancur — Wed, 01 Oct 2025 00:00:00 +0000

Reading comprehension is an essential skill that allows students to interpret, analyze, and construct meaning from texts. This competency is not only key to academic performance but also fundamental to the development of critical thinking, intellectual autonomy, and active participation in society. Reading with comprehension involves much more than decoding words: it involves interacting with the text, formulating hypotheses, making inferences, and connecting information with previous experiences. The purpose of this article is to offer teachers a clear and in-depth view of the importance of teaching reading for comprehension, highlighting the role of reading strategies, the reader's context, and pedagogical support as elements that foster this process. Furthermore, it seeks to motivate educators to implement teaching practices that promote reflective and meaningful reading at different educational levels and in different areas of knowledge. The methodological framework is based on a documentary and theoretical review that allows for the exploration of different approaches to reading comprehension, analyzing previous research, cognitive models, and pedagogical proposals. This approach allows for an orderly and coherent presentation of the factors that influence understanding, as well as practical suggestions for strengthening it in the classroom, thus promoting an education centered on thinking, analysis, and active learning.

THE SILENT REVOLUTION: IMPACT OF ARTIFICIAL INTELLIGENCE ON THE FUTURE OF EDUCATION

Marino Hernández Chanchi, Uriel Monsalve Daz — Wed, 01 Oct 2025 00:00:00 +0000

In the article "The Silent Revolution: The Impact of Artificial Intelligence on the Future of Education", a reflection is made on how Artificial Intelligence (AI) has driven changes in the education sector, whether of a pedagogical or administrative nature. The article analyzes the benefits, challenges, and risks associated with the use of this innovative tool, as well as the requirements that must be met for it to be integrated ethically and effectively into pedagogical practices. With this in mind, a documentary review was conducted using academic platforms such as Dialnet, Scielo, Redalyc, Google Scholar, and the academic repositories of Higher Education Institutions that may have projects related to this topic. Thanks to this, it was possible to determine that AI is particularly useful when it comes to automating processes such as administrative and follow-up tasks, allowing teachers to focus their efforts on pedagogical interaction with their students. However, significant challenges and risks were also identified, such as the dehumanization of education, technological dependency, and the lack of guarantees in data protection. Likewise, it was acknowledged that, although AI can represent a huge opportunity to increase equity in education, it can also have the opposite effect, considering that there are regions where the population does not have access to connectivity services. It is recognized that AI is a strategic tool that offers great benefits to the education sector, but in order to achieve its full integration, planned measures must be adopted to mitigate risks and seize opportunities.

THE INFLUENCE OF PROJECT-BASED LEARNING ON STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT

Cinthia Juliana Vergara, Adriana María Sterling López — Wed, 01 Oct 2025 00:00:00 +0000

This article explores the impact of Project-Based Learning (PBL) as one of the active methodologies gaining prominence in contemporary education due to its capacity to foster student motivation and meaningful learning. Through a theoretical review and analysis of recent studies, it examines how PBL positively influences academic performance by engaging students in the resolution of real-world problems. The article also reflects on the pedagogical transformation that this approach demands from educators, promoting a student-centered approach and a more collaborative classroom environment. Findings indicate that PBL not only enhances intrinsic motivation but also contributes to the development of essential competencies. However, its success largely depends on proper planning and effective instructional support.

¿ARE ICTS REALLY SUITABLE FOR EDUCATION IN RURAL AREAS?

Germán Gómez Zambrano — Wed, 01 Oct 2025 00:00:00 +0000

This essay examines the suitability of Information and Communication Technologies (ICT) in rural education, analyzing their benefits, challenges, and contrasts with other educational resources available in these environments. The objective is to critically evaluate whether ICT are truly appropriate for improving educational quality in rural areas, considering both their transformative potential and the barriers to their effective implementation. The research is based on a literature review and analysis of previous studies on the subject. The results reveal that, while ICT offer significant benefits such as increased access to educational resources and improved teaching efficiency, they also face important challenges, including inadequate infrastructure, lack of teacher training, and sociocultural barriers. The study concludes that ICT can be suitable for rural education if implemented in a contextualized manner, combining them with local natural and social resources, and addressing existing challenges through investments in infrastructure, teacher training, and adaptation of content to the specific needs of rural communities.

THE MARCHING BAND: A LABORATORY OF CREATIVITY AND MUSICAL EXPRESSION

Weelfred Augusto Valero Reyes — Wed, 01 Oct 2025 00:00:00 +0000

This pedagogical reflection explores the role of the marching band as an environment conducive to the development of creativity and musical expression. Through this analysis, it is evident that participation in a marching band transcends simple instrumental performance, becoming a space where individuals can explore their creative potential and communicate emotions in a profound way. The reflection reveals that creativity is manifested in the marching band through multiple dimensions ranging from composition and musical arrangements to the design of routines, uniforms and scenery. Likewise, the importance of improvisation as a tool to promote sound exploration and individual expression is highlighted. On the other hand, it can be concluded that the marching band is a powerful means of communication, allowing musicians to express a wide range of emotions and tell stories through music and movement. In addition, the role of the marching band in the construction of collective identities and in the strengthening of the sense of belonging is underlined.

TEACHING TECHNICAL DRAWING IN SCHOOL EDUCATION: CONTRIBUTIONS TO COGNITIVE, SPATIAL AND INTERDISCIPLINARY DEVELOPMENT

Luis Alberto Marciales Leal — Wed, 01 Oct 2025 00:00:00 +0000

This article offers a reflection on the pedagogical value of technical drawing in contemporary school education, highlighting its contributions to cognitive, spatial, and interdisciplinary student development. From a theoretical and critical perspective, this discipline is redefined not merely as a graphic tool, but as a visual language with significant implications for integral education. It is argued that technical drawing articulates thought, perception, logic, and creativity, fostering the development of transferable skills and visual literacy. The article concludes with a call to revalue this subject within the school curriculum, integrating it into more complex, human, and transversal formative processes.

COMMUNICATION AND HUMANIST EDUCATION IN SCHOOL CONFLICT RESOLUTION

Luisa Fernanda Rodríguez Leal, Nadver Enrique Restrepo Salcedo — Wed, 01 Oct 2025 00:00:00 +0000

Understanding students' family, social, and cultural environments enables the effective addressing of school conflicts. Implementing education programs for peaceful coexistence, along with alternative mechanisms such as school mediation, can significantly contribute to improving this dynamic. This article aims to analyze the role of educational communication and teachers' humanistic training as key elements for conflict resolution in schools. Strategies to enhance teacher-student relationships, improve communication skills, and consequently foster a positive school climate are discussed. The methodology employed was a documentary review of theoretical perspectives related to the article's purpose. Key findings include: (a) Teachers have a responsibility to be prepared and engage in ongoing training and research to effectively address challenges such as student violence and aggression. (b) Institutions should strive to create a conducive school environment for positive human relations, involving teachers, parents, students, and the entire educational community. (c) Communication and a humanistic approach are fundamental to enhancing educational processes. (d) Designing dialogue and trust-based spaces where students can express themselves without fear of judgment is crucial for effective conflict resolution. (e) Understanding students' backgrounds, implementing coexistence programs, and adopting new paradigms are effective strategies for addressing school conflicts.

READING COMPREHENSION AND CRITICAL THINKING DEVELOPMENT IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Leidy Rolón, Ana Mireya Morantes — Wed, 01 Oct 2025 00:00:00 +0000

Reading comprehension and the development of critical thinking are fundamental competencies in the integral education of primary school students, laying the foundations for academic success and effective civic participation. This literature review article presents a systematic review of academic studies examining the relationship between these two cognitive competencies, with particular emphasis on their development during the formative years of basic education. The main objective of the study is to analyze the theoretical frameworks, teaching methodologies, and empirical evidence that support the interconnection between reading comprehension and critical thinking in primary educational contexts. The methodology consisted of a systematic review of specialized academic databases, including Semantic Scholar, Connected Papers, SciELO, Dialnet, and university repositories, using specific inclusion criteria for studies published between 2012 and 2024. The main findings reveal a bidirectional and synergistic relationship between reading comprehension and critical thinking, where the development of higher levels of reading comprehension (inferential and critical) facilitates the emergence of critical thinking skills, while the latter, in turn, enhance the ability for textual analysis and evaluation. Empirical evidence shows that methodological strategies such as the CIRC model (Cooperative Integrated Reading and Composition), interactive reading approaches, and the use of primary sources generate moderate to significant effects on the development of both competencies. Additionally, mediating factors such as teachers’ epistemological conceptions, students’ prior knowledge, and the implementation of metacognitive strategies are identified as crucial elements to optimize these learning processes.

EPISTEMOLOGICAL CONCEPTIONS OF TEACHERS AND THEIR IMPACT ON THE DEVELOPMENT OF TEXT COMPREHENSION AND INTERPRETATION COMPETENCIES IN PRIMARY EDUCATION

María Belén Sánchez Cáceres, María Pastora Araque Alarcón — Wed, 01 Oct 2025 00:00:00 +0000

Teachers’ epistemological conceptions constitute fundamental conceptual systems that shape pedagogical and methodological decisions in the classroom, exerting a direct influence on the development of reading comprehension and textual interpretation skills in primary school students. This essay analyzes the complex relationship between teachers’ epistemological beliefs and their impact on the teaching–learning processes of critical reading, through a documentary research approach that examines relevant empirical studies and theoretical frameworks. The main objective is to demonstrate how teachers’ epistemological conceptions, understood as interpretative frameworks that guide pedagogical practice, significantly influence the development of higher-order reading competencies in primary school students. The methodology employed consists of a documentary analysis of specialized academic sources, including empirical research conducted in educational contexts.

ARTIFICIAL INTELLIGENCE IN THE PEDAGOGICAL PRACTICES OF SECONDARY BASIC EDUCATION IN COLOMBIA: A CRITICAL ANALYSIS OF CONTEMPORARY EDUCATIONAL TRANSFORMATIONS

Magally Mercedes Jaimes Portilla — Wed, 01 Oct 2025 00:00:00 +0000

This documentary research examines the integration of artificial intelligence into pedagogical practices in basic secondary education in Colombia, analyzing the transformations this technology has brought about in teaching and learning processes. The main objective is to critically evaluate the impact of AI on educational methodologies, identifying both the opportunities and challenges that emerge in the Colombian educational context. The methodology employed corresponds to a qualitative approach based on a systematic review of academic literature, analysis of public educational policies, and exploration of experiences implemented in national educational institutions. The main findings reveal that artificial intelligence has begun to significantly transform traditional pedagogical practices, especially in areas such as personalized learning, formative assessment, and real-time feedback. However, structural challenges related to the digital divide, teacher training, and equity in technological access persist. The research shows that, although Colombia has developed regulatory frameworks such as the 2016-2026 National Ten-Year Education Plan and digital literacy policies, the effective implementation of AI in secondary education requires a comprehensive approach that considers the specificities of the national socio-educational context. The conclusions suggest that the successful integration of AI into pedagogical practices demands a reconceptualization of teacher roles, the development of specific digital competencies, and the creation of educational ecosystems that foster technological innovation without compromising fundamental pedagogical principles. The relevance of this study for basic secondary education lies in its contribution to understanding how emerging technologies can enhance educational processes, provided they are implemented in a reflective and contextualized manner.