LÍNEA IMAGINARIA

DEVELOPING LIFE SKILLS IN SCHOOL ENVIRONMENTS: APPROACHES AND STRATEGIES

Duperly Bahamón Álvarez — 2025-04-24

Schools are a fundamental factor in a person's success, as it is there that the skills that allow students to function in an increasingly dehumanized society are fostered. This systematic review, based on a literature review methodology encompassing 18 studies published between 2015 and 2023, traces the approaches and strategies used to promote and strengthen life skills in the educational environment. The results of this review demonstrate the importance of incorporating both socioemotional and cognitive skills into teaching through the use of active and participatory methodologies. These methodologies promote academic learning and provide students with tools to face complex situations and challenges in different contexts, both inside and outside the school setting. Among the most appropriate strategies are those that promote collaborative work, project-based learning, and the development of empathy and critical thinking. Furthermore, fostering skills such as assertive communication, problem-solving, informed decision-making, and emotional self-regulation is key to developing citizens capable of adapting to a constantly changing world. Studies also highlight that the integration of these competencies contributes significantly to the creation of inclusive school environments, fostering active student participation and reducing disruptive behaviors.

GAMIFICATION AS AN EDUCATIONAL TOOL IN THE TEACHING AND LEARNING PROCESS. COMPARISON IN BASIC AND HIGHER EDUCATION

Silvia Andrea Contreras Peñaranda — 2025-04-24

In order to transform the pedagogical practices that are implemented in the school system in Colombia, through educational technologies and gamification, better academic results can be obtained in the training of students, which is why the study proposes gamification as an educational tool in the teaching and learning process through a comparison between basic and higher education. In view of this, it became relevant to carry out documentary research on the main references that expose publications on the object of study addressed. The results show that there is an important group of inquiries that reveal the positive values of applying gamification in schooling in the country, both in the first grades and in middle school and university, because they maintain motivation in students and generate that strengthen teaching. As conclusions, it is essential to get teachers, principals, students and parents-representatives to realize the great strength of including gamification in the teaching and learning processes that leads to the consolidation of students' competencies, and in turn improves communication and interaction within the classroom. at school, at home, and in the community. The state and the Ministry of Education must provide all educational institutions in the country with equipment, devices and digital tools, so that teachers and students can have the same access and opportunities to use educational technologies in their school environment. It is advisable to use gamification for the application of group activities, in which collaborative strategies are adopted that lead to the collective achievement of significant learning in students.

DRAMATIC PLAY: AN ESSENTIAL TOOL FOR FOSTERING SELF-REGULATION IN CHILDHOOD AND EDUCATIONAL INCLUSION

Nancy Merchán Rangel — 2025-04-24

Dramatic play stands as a fundamental tool in early childhood education, because it not only provides a space for creative expression, but also plays a peremptory role in the development of children's emotional, cognitive and social self-regulation, essential skills for their overall well-being and future success. The main objective of this article as an essay is to conduct an objective exploration of the incidence of dramatic play in children's self-regulation and its alignment with the Sustainable Development Goals (SDGs), particularly SDGs 4 and 10, which are related to inclusive and quality learning opportunities that help reduce educational gaps and promote equality in early education in Colombia. To achieve this purpose, an updated literature review was conducted, analyzing the results of relevant studies and the reflections of experts in early childhood education. This methodology allowed us to identify scientific evidence that supports the incorporation of dramatic play in transition classrooms. It is concluded that the use of dramatic play, enriched by effective adult interventions, can significantly enhance self-regulation skills in children aged 5 to 6 years. These skills include planning, organization, decision making, turn taking, and playful integration with peers. The literature provides evidence that dramatic play is a valuable tool for strengthening self-regulation processes and fostering comprehensive development during childhood. Through play experiences that mimic real-life contexts, children can practice remarkable skills in a structured and supported environment, promoting more inclusive and effective learning. This essay highlights the importance of using dramatic play in school to foster self-regulation in childhood, improving educational quality and reducing inequalities in early education.

PHYSICAL EDUCATION AS A MEANS OF EMOTIONAL SUPPORT IN THE INTEGRAL FORMATION OF STUDENTS

Brayan Arley Peña Portilla — 2025-04-24

The current social context refers to a complexity that demands new perspectives from the formal educational point of view, and among these the integrality of those who are educated: "The students". The educational system obeys an almost hegemonic design where a curricular development focused on the knowledge of the different academic disciplines prevails, prioritizing a traditional teaching format linked to the processing of information and the transmission of knowledge as well as the development of necessary competencies, neglecting emotional aspects of the students. From this perspective, physical education is referred to as a means of emotional support in the integral formation of students. Therefore, it was necessary to know, analyze and interpret the role of emotional education as a pedagogical intervention. Hence, research was developed that proposed content analysis to find information of interest that provides answers to the aspects exposed. As a conclusion, it was obtained that physical activity increases the oxygenation of the brain, creates new neurons and synapses, and releases a significant amount of substances that directly or indirectly affect the learning and memory processes. The substances that increase with the practice of physical activity are neurotransmitters and hormones such as serotonin, adrenaline, oxytocin and dopamine, which have a leading role because they increase the level of commitment and perseverance. Hence, innovative approaches of neuroscience display importance on physical education because of the comprehensive training that is promoted by articulating it with the emotional work of students.

CHALLENGES OF LEARNING MATHEMATICS FOR BASIC PRIMARY SCHOOL TODAY

Maria Nancy Garcia Abril — 2025-04-24

The learning of mathematics in basic primary education faces numerous challenges, which have been intensified by the pandemic and the rapid incorporation of new technologies. This article examines these challenges, drawing on doctoral research that analyzes the impact of the pandemic, math anxiety, equity in teaching, and the use of educational technology. Studies that explore the learning gap, teacher training, and the integration of modern versus traditional pedagogical approaches stand out. Based on a review of scientific texts and other documents, we reflect on the quality of education, flexibility in learning and the possible consequences and current solutions. In short, the pandemic has highlighted pre-existing deficiencies in mathematics learning, underscoring the urgency of innovating teaching methods.

EVALUATION AND PRACTICE OF VALUES IN THE EDUCATIONAL COMMUNITY: AN APPROACH FROM CRITICAL PEDAGOGY

Leonardo Pradilla — 2025-04-24

This essay addresses the pedagogy of values as a central axis in educational formation, particularly in rural contexts marked by inequality, violence, and exclusion. It is based on the premise that education in values cannot be reduced to normative statements or isolated practices, but must be integrated as a living and meaningful experience that permeates all dimensions of the educational process. Within this framework, it emphasizes the need to re-signify the role of the teacher as an ethical mediator, community builder, and facilitator of transformative learning processes.
The main purpose of the essay was to reflect on the meaning of value-based education in rural Colombian schools, identifying how such values are conceived, applied, and experienced in pedagogical practices. The guiding questions focused on the evaluation of ethical competencies in the classroom, the teacher’s role in their promotion, and the effectiveness of current practices in light of contextual needs. The methodology was qualitative, grounded in an interpretative approach, with emphasis on the critical analysis of educational practices and discourses, supported by documentary sources and situated reflections. The main findings reveal a gap between institutional discourse on values and the lived realities faced by students and teachers in vulnerable territories. The urgency of a pedagogy that incorporates affectivity, dialogue, listening, and recognition of the other as essential foundations for the construction of values is highlighted. Likewise, it is proposed that ethical formation should go beyond the explicit curriculum and be integrated into daily school life as a coherent, participatory, and critical practice. In conclusion, a situated ethical education is proposed—one that contributes to rebuilding social trust and strengthening citizenship from within the classroom, as a political and hopeful act.

DISCREPANCIES BETWEEN SKILLS ACQUIRED BY INDUSTRIAL ENGINEERS AND LABOR DEMANDS IN THE FOURTH INDUSTRIAL REVOLUTION

Doly Mildred Plazas Quintero — 2025-04-24

This article addresses the gap between the professional skills acquired by industrial engineers during their academia training and the demands of the Colombian labor market in the context of the Fourth Industrial Revolution. The objective of the analysis is to identify the discrepancies between the skills taught in academic programs and the current requirements of companies, with the aim of proposing strategies to align academic curricula with the needs of the productive sector. The scope of the research includes an analysis of the key competencies required by industrial engineers in an increasingly automated and digitized work environment, considering Colombia's national qualification catalogs, as well as the strategies needed to reduce the human capital gap. To achieve this objective, the research employed a literature review of Colombia's national qualification catalogs and a review of international reports from the World Economic Fórum, Inter-American Development Bank (IDB), and OECD, as well as national reports such as those developed by ACOFI. The results show that although industrial engineers possess traditional competencies such as production management and process ímprobamente, they lack critical skills related to digitization, automation, data analysis, and sustainability, which are highly demanded in the Fourth Industrial Revolution. Furthermore, it was identified that companies value both technical skills and socio-emotional skills, such as resilience and leadership. In conclusion, it is necessary to update industrial engineering programs, implement active teaching methodologies, and foster strategic partnerships with the business sector.

ETHICAL CHALLENGES OF TRANSHUMANISM: A BIOETHICAL PERSPECTIVE ON THE IMPLICATIONS OF EMERGING TECHNOLOGIES AND THE FUTURE OF HUMANITY

Hernando Augusto Meza Osorio — 2025-04-24

Transhumanism is a philosophical and cultural movement that views science and technology as tools to enhance human capabilities and transcend all biological limitations. It is believed that through biotechnological advances, artificial intelligence, and nanotechnology, it is possible to increase human physical, cognitive, and emotional capacities, even achieving eternal life. This article seeks to explore and analyze some of the ethical challenges that arise, identifying relevant bioethical considerations and offering a critical perspective on how this discipline could influence the future of humanity. The article's approach is theoretical and analytical, based on a detailed analysis of existing literature on bioethics and transhumanism. Hypothetical cases and scenarios are examined to illustrate potential ethical dilemmas. In addition, current debates in the academic and philosophical communities are reviewed to contextualize concerns surrounding transhumanism, identifying some of the critical ethical challenges, including potential social inequalities exacerbated by discriminatory access to human enhancement technologies, loss of human essence, and threats to traditional values of dignity and autonomy. The paper discusses whether the pursuit of human perfection may lead to new forms of discrimination and exclusion. It concludes that, although transhumanism offers significant opportunities to improve the human condition, it also poses ethical risks that must be carefully considered. This suggests the need for an appropriate and well-founded regulatory framework to guide the development and implementation of transhumanist technologies, ensuring that human well-being is promoted without compromising fundamental principles of justice, equity, and dignity. These ethical dilemmas require critical reflection, in which bioethics must adapt and evolve to meet new challenges, ensuring that technological development alternates with fundamental human values.

DEMONSTRATION OF READINGAND WRITING COMPETENCIES BY TEACHING PROFESSIONALS

Johana López — 2025-04-24

The processes associated with school education are generally associated with the teacher's teaching work and student learning; however, little attention is paid to the competencies that teachers possess, given that the evaluation generally focuses on the students and the competencies of teachers are left aside, therefore, the purpose of this article is: to demonstrate the reading and writing competencies of teaching professionals, from the review of conceptual elements that define both processes and how These must assume aspects on which the students' performance is based. Therefore, this article assumes a methodology of a documentary nature, in which, for the treatment of information, the application of the qualitative approach is assumed, with attention to this, valuable documentary sources were selected that define the presence of reading and writing in teachers and how they apply it in reality. As a result, it is evident that teaching professionals are dedicated to instructional matters, but their performance in reality is not taken into account. In addition to this, the teacher is concerned with the development of the students' competencies, and not of their own. In conclusion, the importance of both reading and writing skills is highlighted as a means to demonstrate the intellectuality of teachers, which is why dedication of time to this matter is required to achieve adequate performance in the context, not only school, but sociocultural

COMPREHENSION, THE ACT OF GOING BEYOND READING

Giorgio Paolo Galvis Piedrahita — 2025-04-24

Interpretation and understanding are probably the main skills for the development of critical reading skills, however, they are both the main challenges in the reading processes of today’s society, since in most cases it does not go beyond the literal level, without reaching a deep and analytical reading. That is why, it has made necessary, the search for a tool that facilitates the approach of a multiperspectivist reading that addresses what is in the expressed lines of the text, what is insinuated between lines, and what is behind the lines, with the clear intention of starting from them to create new visions or lines within the same text.
In this task, of search, hermeneutics appears, as a fundamental and necessary option, because as a reading strategy tends to facilitate the identification of the meaning itself of the text, allows the understanding of the micro and macro syntactic structure, allows the reflection of the pragmatic use of the language of the text and that finally helps the realization of a process of translation and recreation of what analyzed in the text.
This is why this article reviews both the fields of action, and the evolution itself that of hermeneutics and envisions a proposal from the analogy, as a backdrop, that facilitates its application within educational systems and allows its connection with pedagogy, showing limitations and establishing possible solutions to them.

ETHICS AND EDUCATION: THEORETICAL FEATURES THAT START AT SCHOOL AND END IN IDEAL SCHOOL BEHAVIOR - CASES IN BASIC EDUCATION

Wencith Guzmán Gutiérrez — 2025-04-24

Education today is facing multiple changes and transformations increased in this era of technological advances that focus their interest in providing tools so that society in general can develop in an easier way; hence, it is possible to rethink the pedagogical action and raise the following general objective: To reflect on ethics and education from theoretical components that are implemented in schools and seek an ideal school behavior; according to the perception of the cases that occur in basic education. The methodology implemented responds to a systematic review of experiences lived in educational institutions with the purpose of strengthening the performance of students; this resulted in an academic essay that leads to show an approach to the usefulness of ethics and its implications in school and therefore in society. The documentary analysis allowed visualizing the bases of the educational models that are linked to ethics; from there it is possible to conclude that teachers should handle the principles of ethics so that from the classrooms they can form students who can demonstrate their ethical principles and apply them in the society they live in, always seeking healthy coexistence.

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

Gabriel Eduardo Rossi Maussa — 2025-04-24

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.

SOCIAL STEREOTYPES ASSUMED BY STUDENTS AS DISRUPTIVE BEHAVIOR IN SCHOOL COEXISTENCE IN ELEMENTARY SCHOOL

Antonio Francisco Gómez Martínez — 2025-04-24

Facing a Colombian society loaded with social stereotypes due to its historical background, expectations arise among the younger populations represented by high school students, who feel identified with new representations that lead them to issue prejudices as a form of identity sometimes exaggerated; which leads to disruptive behaviors before the altered behaviors that are manifested in learning environments where a kind of rebelliousness by students stands out with implications in school coexistence that in opportunities far from respect and consideration. From this concern arises the initiative to develop an article as an essay with the objective of reflecting on the new social groups formed by students and their behaviors inside and outside the classroom. The methodological basis assumed allows a descriptive analysis from the consultation of various texts associated with social stereotypes, disruptive behaviors and school coexistence. The conclusions found indicate that the most outstanding stereotypes within Colombian society are marked on the one hand by violence, conflict and war; on the other hand, the gender stereotype culturally established in Colombia by the predominance of machismo and patriarchy stands out. Within the official educational institutions, secondary school students are more likely to be students of the same sex than those of the rest of the population.

ECONOMIC AND FINANCIAL EDUCATION AS A FACTOR FOR IMPROVING THE QUALITY OF LIFE

Natalia Fernanda Rojas Mayor — 2025-04-24

The reflection of this essay was aimed at thinking about the relationship between economic and financial education-EEF and the quality of life of individuals, families and other social groups. In that sense, the relationship that this type of education has with the consolidation of financial well-being, or financial health (as assumed by some authors or organizations), was raised, with financial well-being being a specific dimension among the multiple dimensions that encompasses the concept of Quality of Life. Likewise, the relationship between EE&F and financial inclusion, a strategy adopted by many countries, as a key factor to promote their economic development. All these concepts or dimensions end up being related, with a view to a single objective: to ensure that individuals and families, in addition to small and medium-sized businesses, properly manage their finances, which really contributes to their general well-being, thus achieving better levels. quality of life, both on a personal, family and social level. The methodology used was documentary, gathering information from various sources to support the argument. The results show that financial and economic education has a substantial relationship with improving the quality of life, and hence the importance it has taken on by governments as a strategy for their development.

CURRICULUM DESIGN AND PEDAGOGICAL PRACTICES FOR LEARNING ENGLISH AS A SECOND LANGUAGE

Carlos Manuel Miranda Arias — 2025-04-24

Learning English as a foreign language has been a fundamental aspect of students' education, as it is considered important in an increasingly globalized and connected world. Therefore, this study was proposed to study the effect of curriculum design on the teaching of English, focusing, on the one hand, on the search for more effective teaching methods and innovative didactic strategies that succeeded in facilitating the learning of English. To carry out this research, a documentary review was conducted using up-to-date academic sources to identify the most relevant trends in curriculum planning and the impact they have on teaching and learning. The results showed that stricter curricula disconnected from the context hindered minimum communicative skills, while more flexible curricula, which paid more attention to interaction and technologies, ensured much more practical language learning. In addition, the academic review highlighted the need to work with dynamic methodologies for curriculum design, such as project-based learning and gamification, as well as teacher training in pedagogical strategies. Finally, it was concluded that the integration of these aspects within the curriculum design is fundamental to improve the teaching of English, and to achieve meaningful and contextualized learning for students.

VULNERABILITY IN EDUCATIONAL ENVIRONMENTS N COLOMBIA: FLEXIBLE EDUCATIONAL MODELS AS A SOCIO-EDUCATIONAL ALTERNATIVE

María José Delgado Salcedo — 2025-04-24

This article aims to assess the importance of Flexible Educational Models (FEM) offered by Colombia's Ministry of National Education as a socio-educational alternative for overage and vulnerable students in rural and marginalized urban areas. This includes those affected by armed conflicts, internal displacement, international migration, multidimensional poverty, and family dysfunction. Based on a literature review, the first section of this essay-style article focuses on describing the most frequent vulnerabilities faced by students, contextualizing them within the educational framework. Subsequently, the article discusses the advantages and challenges of implementing these methodologies in light of their foundational theories, principles, and pedagogical underpinnings, as well as research in this field. Finally, the conclusions address the realities of these contexts and offer recommendations for teachers working with this population and suggestions for future research.

INTEGRATION OF ICT IN RADIO COMMUNICATION AS AN EDUCATIONAL AND MOTIVATIONAL TOOL FOR LEADERSHIP

Lucy Cristina Aguilar López — 2025-04-24

The integration of ICT (Information and Communication Technologies) has revolutionized the paradigms of traditional educational systems. The effective application of ICT aims to foster participatory leadership and community service among students through school and community radio. Considering that radio is a far-reaching medium capable of covering geographically remote areas where other communication channels are not available to the entire population, the primary objective of this research is to evaluate whether the integration of ICT in radio communication can be considered an educational and motivational tool for the leadership development of eighth-grade students at the Gustín Santacruz Educational Institution in La Florida, Nariño Department. Additionally, the study will examine the effects of the “Digital School Radio” strategy on the development of students' leadership skills and competencies.
Using a qualitative, basic, and descriptive methodology, a systematic literature review was conducted, selecting studies and research published between 2016 and 2024 in both Spanish and English from indexed sources, following the PRISMA diagram. The reviewed studies, as well as research related to the general and specific objectives, agree that digital competence is essential for the implementation and development of educational projects that use radio and ICT as communication tools, with the support and supervision of teachers. More educators are becoming aware of the potential of radio and ICT as methodological alternatives that strengthen and enrich education, transforming rural education into a methodological and cognitive model at local, national, and international levels.

THE TEACHER'S MEDIATING ROLE IN PREVENTING TRUANCY

Yackeline Fuentes Díaz1 — 2025-04-24

aprendizajes de los estudiantes, en razón de ello, se busca prevenir el ausentismo escolar que en la actualidad es muy común sobre todo en instituciones oficiales.

REDEFINING ACADEMIC PERFORMANCE AS A REFERENCE FOR ADAPTATION IN A COLOMBIAN EDUCATIONAL INSTITUTION

María Consuelo Olaya López — 2025-04-24

This study presents a theoretical framework for generating a theoretical contribution related to the redefinition of academic performance for its adaptation to a Colombian educational institution. The research emerged from an analysis of conceptions of academic performance at an institution in Bucaramanga. To this end, it was necessary to identify the thoughts and beliefs of educational stakeholders regarding academic performance, describe their experiences and experiences with academic performance, and thus derive, based on the findings, a theoretical contribution to guide the redefinition of academic performance in the educational institution. The study was supported by a theoretical framework that presents the international and national theoretical background of the object of study, a legal framework, and a perspective from the complexity of the subject. The methodology was framed within a qualitative study, using an interpretive paradigm and a phenomenological approach. Five teachers, five students, and three parents were selected as key informants. They provided their insights in a semi-structured interview, a technique within the framework of academic performance, the central axis. The information was then organized, then the informants were coded, and the information analyzed was categorized, yielding emerging categories: conception from a cognitive and traditional perspective, axiological projection, educational marketing, educational quality, personal development, imagery, social representations, and internal and external processes that inform the theorization of the construct of academic performance.

SUCCESSES AND FAILURES OF SOCIO-EDUCATIONAL POLICIES ON THE COLOMBIAN-VENEZUELAN BORDER: THE BASIS FOR AN EDUCATIONAL MODEL FOR THE RURAL SECTOR

Angélica Paola Chávez Bautista — 2025-04-24

Education is currently facing significant changes that respond to the demands of the social conglomerate that seeks to address a myriad of situations that arise and that is why it is worth addressing the socio-educational policies, currently respond to the interests of the Nation found in the Magna Carta of the Republic (Political Constitution of Colombia, 1991); which leads to a thorough review of what is wanted of the citizens that have emerged as a result of multiple studies, thus, it is proposed as a general objective: To reflect on the successes and failures of socio-educational policies in the Colombian-Venezuelan border: bases for an educational model for the rural sector. The methodology used focused on documentary analysis, generating a theoretical contribution that contributes to the foundations for the basis of an educational model for the rural sector. Bearing in mind that at present there have been changes and transformations according to the demands of society; since, at present the curricular designs are outdated, due to the dates of creation of the same with a date of more than a decade, which needs to be addressed to rethink about a new model that fits the demands of today, thus offering benefits to the educational actors in search of the quality of the educational processes.

SCHOOL DROPOUTS IN COLOMBIA: A SITUATION THAT IS PART OF THE REALITY IN THE COLOMBIAN-VENEZUELAN BORDER AREA

Tomas Alfonso Pallares Quintero — 2025-04-24

The Colombian-Venezuelan border has faced countless situations that every day have become more complex; the closure of the border in 2015, the migratory diaspora that Venezuela is experiencing and of course the displacement of Venezuelans to Norte de Santander has brought with it an accumulation of actions that show that educational institutions on the border have become a place of stay for thousands of children who have come to this area; This situation has led to an increase in enrollment, specifically in primary and secondary education, but another situation emerges which is defined by school dropouts; one day three children arrive and the next day five leave; in fact, it is proposed as an object of study to reflect on school dropouts: To reflect on school dropout in Colombia: situation in the border area: situation that is part of the reality in the Colombian-Venezuelan border area. The study was carried out by means of a qualitative methodology framed in the analysis of content as a technique from which an academic essay arises. It resulted in a sample of theoretical elements focused on the situation in the educational institutions in the border areas and it is concluded that school desertion has become a situation that is complex to address where strategies are required to counteract such eventualities from the classrooms.

PLAY IN MEANINGFUL LEARNING OF MATHEMATICS

Alicia Pinzón Niño — 2025-04-24

Mathematics is an essential and fundamental area of knowledge within the education that everyone should have. At the educational level, it is well known how challenging it can be for students during the learning process, often being taught traditionally through lectures. This is why incorporating play, a recreational activity that has been performed and enjoyed by humanity from an early age, is important. Play promotes social interaction, is a motivating activity, and contributes to the development of cognitive skills, including those related to mathematics through problem-solving and critical thinking, significantly facilitating learning in this area. In accordance with the above, this article reviews the literature on what play represents in the meaningful learning of mathematics.

IMPLICATIONS OF DISRUPTIVE BEHAVIORS ON THE ACADEMIC TRAINING OF BASIC EDUCATION STUDENTS IN COLOMBIA

Karelis Santos Rodríguez — 2025-04-24

The teaching and learning processes nowadays have faced unimaginable eventualities such as the transition from a face-to-face education to an education mediated by technologies; where technologies and educational models aim to seek alternatives and teaching options aimed at good practices. Likewise, it is pertinent to refer to what is presented with disruptive behaviors that sometimes-become practices that interrupt the processes within the didactic or pedagogical action; reason that leads to the following general objective: to analyze the implications of disruptive behaviors in the academic training of basic education students in Colombia. The methodology used in this theoretical approach relies on content analysis supported by documentary review; it is appropriate to point out that according to a detailed review of various documents from which an academic essay is originated whose result focuses on revealing theoretical aspects and providing the necessary tools for teachers to guide a successful academic training of basic education students, which leads to take into consideration the various aspects that are generated from disruptive behaviors.

THE CHALLENGE OF RURAL EDUCATION IN THE FACE OF TECHNOLOGY

Hilse Yamile Aldana Pérez — 2025-04-24

Rural education in Colombia presents many challenges and disadvantages compared to the reality presented by education in urban areas in our country, which is why a study is shown that has as its general objective: To understand the challenges that technology poses for school environments in rural areas in the Colombian territory. Therefore, it is essential to carry out a documentary review of the aspects that have a positive and negative impact on the teaching of children and adolescents in these scenarios, in addition to knowing the potentialities and possibilities offered by the incursion of technology in rural schools. Among the results, the researchers express that the necessary electronic devices can be established to take advantage of the benefits offered by technology in schools that are located in rural areas, because in this way the teaching and learning processes will be updated and optimized, which will result in better results in the academic activities assigned to students and in the comprehensive education of students. In conclusion, emphasis should be placed on promoting the progressive improvement of the school realities experienced and lived in rural educational institutions, and another option is to implement didactic strategies based on play that aim to maintain joy, attention and motivation in the classroom, and that, in turn, can be alternated with those derived from the use of technologies.

THEORIES APPLIED TO THE TEACHING OF MATHEMATICS: APPLICATIONS IN SECONDARY EDUCATION

Diana Paola Mayor Montes — 2025-04-24

This systematic review aims to identify and analyze theories applied to the teaching of mathematics in secondary education. This explanatory and analytical study is based on a sample of 18 national and international studies published between 2015 and 2023. The analysis reveals that the main theories applied to the teaching of mathematics present varied and complementary approaches. In this context, Vygotsky's Theory promotes group learning and the use of the zone of proximal development. Constructivism encourages the active creation of knowledge and the reinforcement of logical thinking. The Ontosemiotic Approach and the Theory of Teaching Situations enhance the integration and communication of mathematical concepts. Furthermore, Action Theory and the Singapore Method improve curriculum planning and the practical application of mathematics. The findings highlight that no pedagogical theory is universally effective, but the integration of diverse approaches offers substantial benefits. Mathematical modeling allows students to relate abstract concepts to concrete situations, promoting deeper critical thinking. Gamification increases motivation and optimizes academic performance by making learning more engaging. The STEAM approach, for its part, develops interdisciplinary skills to address current challenges. Furthermore, the visual representation of concepts and teacher mediation, as proposed by Vygotsky, play an essential role in overcoming learning barriers and fostering a comprehensive understanding of mathematics.

THE ROLE OF THE FAMILY IN THE INTEGRAL DEVELOPMENT OF THE PRESCHOOL STUDENT

Viviana Azuero — 2025-04-24

The purpose of this article was to analyze the importance of the family for the comprehensive development of the preschool student. When referring to that development, factors such as games, arts, sports and the construction of personality must be taken into account. To achieve the previous objective, the essay started from theoretical constructs such as family participation and comprehensive development of the preschool student. In the methodological field, this work was based on the analysis and discussion of scientific literature regarding preschool, and the theoretical postulates in question. Accordingly, valuable results were obtained to the extent that it was possible to determine units of analysis to establish the incidence of the family in the preschool grade; A correspondence was established between good academic and behavioral performance, with good parenting guidelines and family support; Comprehensive training was sized as a set of actions and knowledge that goes beyond the academic and cognitive field. Finally, the role of the family in the comprehensive development of the student should be considered as a fundamental thematic unit for any line of research in education.

DIDACTIC STRATEGIES TO IMPROVE WRITTEN PRODUCTION IN ENGLISH THROUGH TECHNOLOGIES AND AUTHENTIC TASKS

Lucy Otilia Rincón García — 2025-04-24

This article documents a research study that analyzes the impact of various didactic strategies on improving written production in English, focusing on the use of educational technologies, peer correction, and authentic tasks. The study is based on a documentary methodology, reviewing previous studies and bibliographic resources on the teaching of English as a foreign language. A representative sample of academic sources was selected, addressing the implementation of technological tools and pedagogical techniques in the English classroom. The results show that combining educational technologies with authentic tasks is highly effective in improving the coherence and cohesion of students' written texts. Additionally, peer correction fosters autonomy and critical reflection, helping students identify and correct their own mistakes. However, some limitations were identified related to the lack of technological infrastructure and the need for further teacher training in the use of these tools. The conclusions emphasize the importance of designing dynamic pedagogical strategies that promote active and collaborative learning in the English classroom. Technologies, along with continuous interaction and the use of meaningful tasks, are essential for developing students communicative competencies, improving not only their written production but also their motivation and active participation in the learning process.

GUIDELINES FOR INCLUSIVE EDUCATION IN COLOMBIA

Yeimy Liliana Hurtado — 2025-04-24

Creating an inclusive, diverse and quality education that benefits all those who want to educate themselves and pursue their life projects has become a challenge. Each person is born with physical, intellectual, social and cultural characteristics that make them unique and special, which differentiates them from others. This situation should not be a reason for discrimination or classification in any aspect, especially in terms of access to education. Each educational institution, together with its teachers and administrators, takes up this challenge and must respond and guarantee the right of everyone to be educated in accordance with their interests and abilities, regardless of teaching methods and circumstances.
Now is the right time to say yes to the change and integration of technological tools in education to create new knowledge by integrating it into the learning environment. A call for innovation, change, decision-making and an education contextualized in choice so that all students can be trained to adapt to a demanding society, those who consider building a better world by accepting others, respecting the culture, gender, religion, race, sexual choice and politics. A way to incorporate diversity into higher education. This is why in this document a systematic review of documents that are responsible for exposing the guidelines of inclusive education in Colombia is carried out, within which research was selected from 2020 to 2023.

EDUCATION AND SOCIOCULTURAL IDENTITY AMONG YOUNG PEOPLE IN THE RURAL SECTOR OF COLOMBIA UNDER THE INFLUENCE OF ICT

Miller Poloche — 2025-04-24

Education has an impact on the various sectors of society and that is why it permeates the sociocultural identity of young people in the rural sector; hence, the purpose of this documentary review article is to reflect on the scarce sociocultural identity of young Colombians. A dissertation on reality (educational, cultural and social) from a postmodern point of view and its implications in the face of ICTs. The structure of the article is based on the introduction, developed under three main categories: rural education as a fundamental element to strengthen the sense of identity; rurality as a historical, social, cultural and natural value; impact of ICT in the rural context and its incidence on the sociocultural identity of young people. The methodological basis is centered on the documentary review technique that allows the compilation of diverse information regarding the subject and its edges; a way of consulting books, theses, articles that leads to the selection of specific sections to give scientific and rigorous support to the article. With the following final considerations: there is a loss of socio-cultural identity on the part of young people in the rural sector in the face of the overwhelming advance of ICTs; the challenge of uprooting in the face of new postmodern social configurations, a challenge for rural education in having to confront these realities where ICTs have led to new alienating identities.

ECO-CONSCIOUSNESS AS A CROSS-CUTTING AXIS IN PEDAGOGICAL MANAGEMENT OF THE 21ST CENTURY

Luz Mabel Zárate Garzón — 2025-04-24

This argumentative article analyzes the importance of incorporating ecological awareness in the pedagogical management of educational institutions in the face of the current global environmental crisis. From a theoretical-practical approach, it examines how education can foster responsible attitudes towards the environment, both in teachers and students. Ecological awareness is understood as the ability to understand, value and care for the natural environment, recognizing the interdependence of all living beings. The article highlights key elements such as respect for biodiversity, valuing ecosystems and the need to adopt sustainable practices. It also addresses perspectives such as deep ecology and systems thinking, which strengthen this integral vision. In addition, the thinking of Paulo Freire is linked, highlighting liberated education as a way to awaken a critical and transforming conscience from an early age. From a critical reflection, it is understood that including ecological education in the school curriculum is key to help build a more just future in harmony with the environment.

RURAL EDUCATION A CHALLENGE FROM THE TECHNICAL AND TACTICAL

Aura Ruth Santa Jaimes — 2025-04-24

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

EXPERIENCES OF EDUCATIONAL INNOVATION FROM A SOCIO-HUMANIST VISION IN THE CURRENT COMPLEXITY.

Gladys Buitrago — 2025-04-24

Education as a fundamental human right and associated with the formation of human beings in all their potentialities, attitudes, motivations, behaviors, cognitions and values, requires the adaptation and assimilation of educational systems and State policies, programs and projects, in order to achieve innovation based on socio-cultural transformations, since all social change is a causal factor for changes in the functioning of educational institutions. Therefore, there are considerable reasons to approach a series of educational innovation experiences, not only from the technological field, but also from the emerging curricular conceptions. In this sense, each of the creative proposals is associated with methodologies, methods and didactic conceptions that allow expanding the possibilities of integrating new forms of teaching and learning orientation in the various levels and modalities of formal education. In this sense, the purpose of this article, based on an exhaustive documentary review of specialized academic texts and scientific reports of interest, links a series of experiences in educational innovation from the socio-humanistic vision of current complex realities, such as project-based learning, inclusive education, the development of creativity, artificial intelligence, the construction of digital citizens from the use of open educational resources (OER) and the conformation of new forms of learning, among others, will be the elements that will shape the scientific production.

KHUN AND LAKATOS' EPISTEMIC VISION, TO GAIN A TRANSCENDETAL UNDERSTANDING OF THE EDUCATIONAL GUIDANCE TOWARDS STUDENT ACADEMIC AND EXISTENTIAL SUCCESS

Diana Benavides — 2025-05-01

Social research in contemporary times is presented as the best means to obtain knowledge of the realities and facts that arise in human daily life, since it has been seen in a substantial way that the events have to be the main conditions that unify the objects of study in these times, but especially with regard to education as a sociocultural event, and as a process that impacts on all spheres of the life of the person, always in favor of improving the holistic conditions that constitute it and, aspiring to a development that goes from the simply academic, to the existential that underlies the interiority of each human being. The purpose of this study was to conceptualize and argue sufficiently the perspective of social research and, from there, to have the basis to understand objects of study such as educational guidance for the achievement of academic and existential success of students. From this perspective, the emerging knowledge expresses that the only way to manage an educational intervention that favors a holistic development of students, not only academically but also existentially, is the possibility of truths that can be understood from epistemological research with a social foundation, and from this position, educational guidance is no longer seen as a clinical and specialized means in psychology, and is conceived as an opportunity within the human development in the common plane, to the point of building a life model, by which the significant and transcendental development of the student is defined.

THE CHALLENGES OF RURAL EDUCATION TO ACHIEVE EDUCATIONAL QUALITY

Mery Yessenia Mosquera — 2025-04-24

This analysis examines educational conditions in rural areas of Colombia, with a particular focus on multigrade classrooms and the implementation of the Escuela Nueva model. Despite its international recognition as an innovative approach to education in rural contexts, the application of this model in Colombia has faced significant challenges. Teachers in rural areas, who are responsible for providing education in multigrade classrooms, encounter multiple limitations, including a lack of resources, inadequate infrastructure, and limited institutional support. Consequently, the objective has been set to analyze the challenges of rural education in Colombia, with a specific focus on multigrade classrooms and their impact on educational quality, as these factors not only affect educational quality but also reflect in the low results of rural students in ICFES standardized tests (CER-Centro de Estudios Regionales, 2024). On the other hand, findings indicate that socioeconomic inequity and the digital divide exacerbate difficulties in accessing quality education, perpetuating inequalities between rural and urban areas. Although proposed flexible educational models, such as Escuela Nueva, offer a viable alternative, their success depends on careful adaptation to rural realities, along with investment in teacher training, resources, and technology. The study concludes that it is essential for educational policies in Colombia to adopt a comprehensive approach that not only incorporates innovative educational models but also addresses the structural and contextual deficiencies that limit their effectiveness. Only with a firm and sustained commitment to improving educational conditions in rural areas can progress be made toward equitable and high-quality education for all students

SOCIALIZING FUNCTION OF THE SCHOOL IN CYCLE ONE OF PRIMARY: FROM COLLABORATIVE AND COOPERATIVE MODELS

Angela Saturia Rojas Riveros — 2025-04-24

The educational system within the framework of comprehensive training must fulfill a socializing function based on intentional action by the teacher from the beginning of the educational process, thus its management during the first cycle of primary school is of great relevance, given that children enter a new environment where relevant aspects of their lives are forged in relation to others. In some cases, this mission is difficult because the children have gone through a previous stage of socialization in their family environment that has not allowed them to acquire skills or abilities for their adaptation, interaction, or integration with their cultural context, therefore, it is constituted It is a challenge for teachers to make up for these deficiencies or enhance social skills. Likewise, the purpose of the article is: This article exposes the socializing function of the school in cycle one, from the perspective of collaborative models to promote pedagogical mediations. In this sense, an exploration of conceptual foundations is carried out on the socializing function and the scenarios that favor it, emphasizing the school. Secondly, it is intended to characterize cycle one in the Colombian context, and its legislation in relation to the socializing function of the school. Thirdly, it is considered relevant to establish aspects of the collaborative model and the relevant pedagogical mediations to fulfill said function in cycle one. From this perspective, the problem to be solved is: How is the socializing function of the school in the first cycle characterized from the perspective of collaborative and cooperative, models to promote relevant pedagogical mediations? Finally, the purpose of the article is to generate interest in the exploration of alternatives for the promotion of socializing environments in the school context.

THE LEARNING OF MATHEMATICS. A SIGNIFICANT CHALLENGE TODAY

Yanides Pinzón Ascanio — 2025-04-24

The area of mathematics has been defined and conceived by many authors as one of the most important in the training of their subjects. Through it, the subject acquires not only mastery of numerical skills, but can solve situations that emerge from their contextual reality, make timely decisions, develop formal logical thinking, be creative, assume commitment to the construction of their knowledge, inter alia. From this perspective, this article offers a hermeneutical review aimed at understanding how students learn the area of mathematics, highlighting its importance while creating awareness among them about their role as participating actors in their own knowledge, in a society of changes, where each subject uses the knowledge they have to solve the problems of their daily lives. For this, an interpretive paradigm will be used, supported by the hermeneutic method, from which different theoretical positions are reviewed aimed at knowing and strengthening the theoretical body of the essay presented, through this methodology we seek to obtain a foundation that allows the reader to understand the relevance that mathematics has today. Hoping to obtain as main findings positions and constructs that demonstrate the importance of the area of mathematics, and the provision of perspectives that can be used by students in the construction of their mathematical knowledge.