Sinopsis Educativa

Número Completo

2026-03-13T20:02:38+00:00

Complete Number

ECOSOFÍA DEL APRENDIZAJE PERMANENTE: HACIA UNA PRAXEOLOGÍA MOTIVACIONAL TRANSDIGITAL EN LA EDUCACIÓN DE JÓVENES Y ADULTOS

2026-03-13T23:47:40+00:00

This theoretical-reflective research proposes the category of Ecosophy of Lifelong Learning as a new paradigm for youth and adult education in the transdigital era. The main objective is to deconstruct the instrumentalist view of Learning and Knowledge Technologies (LKT) to propose a motivational praxeology interwoven with the student's vital context. From a perspective based on complex thinking and critical andragogy, it problematizes the crisis of traditional motivational models against the need for authentic digital habitability. The findings suggest that motivation emerges from a recursive loop between autonomy, cognitive resilience, and the ethical mediation of the teacher-cartographer. It is concluded that transdigitalization demands an episteme of hope that validates the adult's intellectual sovereignty within the network.

EISEGESIS OF AXIOLOGICAL PRAXIS: REENGINEERING THE DIDACTIC MODEL IN SECONDARY EDUCATION FROM A PHENOMENOLOGY OF ALTERITY

2026-03-14T00:57:47+00:00

This research-in-progress article addresses the urgent need to transcend the mechanical teaching of values toward a situated axiological praxis in General Secondary Education, problematizing the crisis of ethos in the digital era. Grounded in the phenomenological-hermeneutic method, the study employs eisegesis as a central analytical category to unveil the eidos of student performance against the hegemony of algorithms that blur human alterity. The research proposes a didactic reengineering that articulates post-pandemic neuro-education with the ethics of responsibility, configuring a new pedagogical intelligibility that recognizes the ontological vulnerability of the contemporary adolescent. These theoretical elements converge on the need for a radical transformation of school mediation processes that overcome the prevailing traditional instructionism, integrating the sensitivity of pedagogical tact into daily teaching praxis to foster a meaningful moral development. Preliminary findings reveal an "axiology of appearance," where ethical behavior is fragmented under the pressure of a society that rewards individualistic narcissism and media immediacy. It is concluded that the promotion of values must be anchored in a didactics of emotional resonance that transforms instruction into a genuine ethical commitment to the Face of the Other. This heuristic transition justifies the emergence of the "Resonant Axiological Praxis" (PAR) model as an ontological resistance tool against the technocratic dehumanization prevailing in current high school curricula. Finally, the proposed architecture seeks to restore the subject's ethical sovereignty, allowing the youth to transition from reactive indifference toward critical compassion and a permanent, transformative social commitment, validating education as an act of epistemic justice and deep human connection.

MENTAL HEALTH IN GENERATION ALPHA: TECHNOLOGICAL DIALECTICS, DIGITAL ONTOLOGICAL MEDIATION AND THE NEUROETHICS OF ATTENTION

2026-03-14T02:04:23+00:00

La presente investigación doctoral reconfigura las bases ontológicas de la salud mental en la Generación Alfa de Educación Media General, problematizando la intencionalidad técnica como un factor determinante en la construcción de la subjetividad contemporánea. Fundamentado en el método fenomenológico-hermenéutico, el estudio instituye la Mediación Ontológica Digital como una categoría teorética de vanguardia que permite al docente dotar de sentido la existencia del educando dentro del ecosistema virtual. La investigación se articula mediante un ensayo crítico que enfrenta dialécticamente las visiones de la técnica y el ser, empleando el pensamiento de Heidegger, Han y Freire para desmantelar la deshumanización algorítmica y la neuro-colonización de la atención. Los hallazgos demuestran que el bienestar escolar trasciende la clínica tradicional y demanda una Pedagogía de la Sensatez Digital, orientada a rescatar la presencia ontológica y la alteridad frente a la tiranía de los flujos informativos. Se concluye que la salud mental debe entenderse como una construcción existencial inacabada, donde la intervención docente opera como un filtro hermenéutico indispensable para restaurar el equilibrio psíquico y la soberanía intelectual del adolescente. El estudio transfiere un valor disruptivo al currículo mediante una reingeniería ética de la praxis, proveyendo herramientas para que el joven transite hacia una presencia compartida y con propósito vital. Finalmente, se ratifica que la autonomía tecnológica del educando está supeditada a su capacidad de desconexión reflexiva y a un proyecto de vida éticamente anclado en la realidad fenoménica.

ACADEMIC LITERACY IN SECONDARY EDUCATION IN LATIN AMERICA: RECENT REVIEW AND PROGRESS (2022–2025)

2026-03-14T02:21:28+00:00

Recent scholarly production has increasingly examined academic literacy in secondary education, particularly in light of its growing reinterpretation within the disciplinary literacy paradigm. This article critically reviews research published in Latin America between 2022 and 2025 to identify theoretical trends, empirical developments, and structural gaps in the field. Peer-reviewed studies addressing disciplinary reading, source-based writing, academic language, and teacher education in secondary schooling were systematically analyzed. It can be observed that the disciplinary paradigm has consolidated as the dominant explanatory framework, with results highlighting the effectiveness of structured interventions focused on argumentation. The association between mastery of academic language and school performance is also emphasized, while teacher training stands out as a cross-cutting condition for the curriculum. Additionally, recurring methodological limitations are identified: limited longitudinal research and reduced experimental production in the Latin American context.

WEAVING RELATIONSHIPS IN THE CLASSROOM: A CURRICULAR INTEGRATION MODEL OF SOCIAL SKILLS FOR CONVIVENCE IN PRIMARY EDUCATION

2026-03-14T02:45:44+00:00

This research-in-progress article addresses the gap between the emphasis on academic performance and the need for the holistic development of students. The study aims to analyze the application of a curricular integration model for social skills. The research is based on Vygotsky’s (1978) socio-constructivist postulates, as revisited by authors such as Vilchez (2023), as well as conceptualizations of social skills by Salavera and Usán (2021), Carazas et al. (2025), and Esteves (2020), and perspectives on school coexistence by Olea and Palomo (2021). Methodologically, the study is framed within the interpretive paradigm with a qualitative approach, assuming a field research type and a phenomenological-hermeneutic design. The population consisted of 3 teachers as key informants. For data collection, participant observation techniques were used with their corresponding field diary, semi-structured interviews with a question script, and an experiential workshop with a guide for playful activities and anecdotal records. Data analysis was performed through qualitative content analysis, including phases of open coding, categorization, and interpretation in light of the theoretical framework. Preliminary findings indicate that learning and coexistence are inseparable processes in the daily classroom experience, and that social skills manifest as learned behaviors requiring intentional teaching by the educator. As a preliminary conclusion, there is an urgent need to transcend approaches that reduce social skills to mere additional content and to rethink teacher training from a socio-emotional perspective.

COMPUTATIONAL THINKING AND NEUROEDUCATION IN RURAL PRIMARY EDUCATION: A THEORETICAL APPROACH BASED ON ACTIVE METHODOLOGIES

2026-03-14T17:05:49+00:00

This article aims to analyze the connection between computational thinking and neuroeducation as a strategy to strengthen structured reasoning and executive functions in primary education students at the Instituto de Promoción Agropecuaria, located in a rural area of the municipality of Tame, Arauca, in a context characterized by connectivity limitations but with an agricultural environment that offers real experiences that can be transformed into learning scenarios. Methodologically, the study is framed within a qualitative approach with a hermeneutic-interpretative design, supported by a systematic theoretical review and contextual analysis of the rural educational setting; it is based on the contributions of Wing (2006) and Grover and Pea (2013) on computational thinking as a transversal cognitive competence, as well as on the neuroeducational foundations of Tokuhama-Espinosa (2018) and Mora (2017) regarding brain plasticity and the development of executive functions, additionally integrating Vygotsky's (1978) sociocultural perspective and Freire's (1970) critical pedagogy. The analysis results indicate that computational thinking can be developed through contextualized active methodologies, such as problem- and project-based learning, without relying exclusively on digital programming, taking advantage of activities related to crop planning and solving local problems to practice decomposition, abstraction, and logical sequencing. It is concluded that the convergence between computational thinking and neuroeducation constitutes a solid conceptual foundation to reconfigure pedagogical practices in rural primary education, promoting a relevant, contextualized curriculum oriented toward the development of higher cognitive skills

KAHOOT: AN EDUCATIONAL PEDAGOGICAL TOOL FOR DEVELOPING LEARNING COMPETENCIES IN PRIMARY SCHOOL STUDENTS

2026-03-14T17:48:07+00:00

The purpose of this research was to analyze the use of the Kahoot platform as a pedagogical tool for the development of learning competencies in rural primary education students. The theoretical framework was based on Ausubel's (2002) meaningful learning postulates and Rodríguez's (2022) educational playfulness. Methodologically, the study was framed within the post-positivist paradigm with a qualitative-interpretative approach of a phenomenological type. Data collection at the Sede las Amapolas Rural School was carried out through participant observation, semi-structured interviews applied to key informants (teachers), and field diaries. The main findings showed that gamification acts as a catalyst for intrinsic motivation and facilitates the anchoring of knowledge through immediate feedback, allowing for the overcoming of school apathy barriers. It is concluded that the integration of disruptive digital tools in dispersed rural contexts not only reduces the technological gap but also transforms teaching praxis towards more interactive, collaborative, and meaningful models for the student.

A LOOK AT PEDAGOGICAL RATIONALITIES IN THE TEACHING OF MATHEMATICS

2026-03-14T18:10:09+00:00

This article constituted a contribution derived from a doctoral study whose purpose was to generate a theoretical architecture of pedagogical rationalities in the teaching of mathematics with an impact on the production of meaning in learning at the upper-secondary level. The study was grounded, drawing on Gadamer’s philosophical hermeneutics (1960), van Manen’s hermeneutic phenomenology (1990), and Bourdieu’s sociology of education (1979), as referential frameworks to interpret situated understanding and lived experience. From an interpretive epistemological perspective, a hermeneutic phenomenological approach was adopted to understand how the teaching of mathematics was signified and how such signification shaped the meaning attributed to learning. Key informants consisted of three (3) teachers and two (2) upper-secondary students from the Institución Educative Llanadas, Lebrija, Santander. Data was collected through in-depth interviews, using an interview guide as the instrument. Information was analyzed through categorization, structuring, and theorization. Findings indicated that pedagogical rationalities oscillated between an evaluative emphasis and the pursuit of understanding, shaping meanings of learning marked by achievement, belonging, and fear of error; additionally, learning gained greater meaning when explanation, dialogue, and recognition of learning trajectories were fostered. It was concluded that the theoretical architecture generated revealed how such rationalities shaped the production of meaning in mathematical learning and provided a framework to guide formative pedagogical decision-making at the upper-secondary level.

A LOOK AT PEDAGOGICAL RATIONALITIES IN THE TEACHING OF MATHEMATICS

2026-03-14T18:24:49+00:00

HERMENEUTICS OF COMPLEX THOUGHT: A DECONSTRUCTION OF TEACHING SKILLS IN THE UNIVERSITY CONTEXT

2026-03-14T18:52:38+00:00

Contemporary universities face a crisis of foundations in which traditional teaching skills have become mere instrumental technicalities. In the Venezuelan context, systemic uncertainty deepens this crisis and requires a teacher who not only knows how to communicate, but also how to understand. The fundamental objective of this article was to analyze university teaching skills from a deconstruction perspective and from Edgar Morin’s complex thought. Methodologically, it was conducted under the interpretative paradigm, with a qualitative approach, using the hermeneutic method described by Martínez (2013). Through documentary review, an intentional sample of fifteen (15) bibliographic sources published between 2020 and 2025 was constituted, distributed into an international block and a national block (Venezuela). These were processed through a hermeneutic triangulation matrix consisting of six analytical dimensions, applying hermeneutic content analysis complemented by deconstruction as a critical step. The findings reveal a rupture of the traditional paradigm centered on disciplinary transmission, with emerging categories such as terotecformation, spiritual intelligence, and knowledge management in uncertainty. It was evidenced that, while the international context prioritizes the ethical integration of Artificial Intelligence and University 4.0, the Venezuelan context redefines teaching skills as an act of courage and resilience in the face of systemic precariousness. Finally, the deconstruction of the teaching role allows a transition from a static “pedagogue” to a transcomplex facilitator who recognizes the student as a multidimensional subject within a constantly transforming planetary village.

TEACHER MOTIVATION AND PERFORMANCE IN VENEZUELA: A PHENOMENOLOGICAL-HERMENEUTIC PERSPECTIVE

2026-03-14T20:00:36+00:00

This article presents a qualitative research study conducted at the “El Libertador” National Educational Unit in Portuguesa State, Venezuela, aimed at understanding the intersubjective experiences and internal perspectives of teachers regarding their professional work. The analysis adopts a phenomenological-hermeneutic approach based on Fuster Guillén (2019), allowing for an exploration of the essence of lived experience and capturing the profound meanings of motivation within an educational context marked by a structural crisis. The study identifies a significant gap between educational regulations and classroom reality, where factors such as economic precariousness, insufficient incentives, and the deterioration of mental health—manifested in stress and burnout syndrome—severely condition pedagogical performance. Nevertheless, an ethical and vocational dimension emerges that transcends external limitations, positioning the teacher as a resilient actor. The findings reveal that motivation is not merely an individual phenomenon but an intersubjective process mediated by social recognition, transformational leadership, and institutional culture. Through this phenomenological lens, it is concluded that it is imperative to move toward humanized educational policies that recognize the teacher as a political and emotional subject, beyond their technical function. The design of support strategies that strengthen the autonomy and integral well-being of faculty is recommended as a strategic axis for educational excellence. This theoretical contribution aids in the construction of holistic knowledge regarding teaching praxis in social vulnerability scenarios, enabling the generation of pedagogical proposals that respond to the subjective needs of education professionals.

MANAGERIAL SELF-ORGANIZATION THROUGH ONTOLOGICAL COACHING IN SPECIAL EDUCATION SCHOOLS (SES)

2026-03-14T20:38:03+00:00

Special Education Schools are complex institutions where diverse personalities converge, contributing to the creation of a favorable organizational culture and climate. In this scenario, the manager's skills are essential for leading the organization consciously. This study, currently in progress, aims to generate constructs for managerial self-organization through ontological coaching in Special Education Schools (SES). It is grounded in Morin’s Complexity Theory (1999), Kant’s Self-Organization (1790), Katz’s Management Skills (1955), Chiavenato’s Durable Competencies (2007), Kofman’s Conscious Business (2012), and Echeverría’s Ontological Coaching (1992). Methodologically, the research is approached from an interpretive paradigm with a qualitative lens, utilizing the phenomenological method and hermeneutics for data analysis. As part of the ongoing investigative process, open-ended interviews and observational procedures will be conducted to interpret the gathered data and generate the final constructs. The sample consists of five (05) key informants (directors and teachers) from Valles del Tuy. The study seeks to offer an alternative for personal and professional development in educational management through ontological coaching.

THE TEACHER'S VISION IN THE CONSTRUCTION OF COMMUNITY IDENTITY AND ATTACHMENT IN THE RURAL CONTEXT

2026-03-15T01:16:19+00:00

This systematic review analyzes the vision of the rural teacher as a socio-cultural mediator in strengthening community identity and territorial attachment—processes threatened by the hegemony of decontextualized curricula and educational globalization. The primary objective was to document the theoretical and pedagogical trends that shape the praxis of rural teachers amidst the tensions of modernity. Methodologically, documentary-bibliographic research was conducted at a descriptive level, following the PRISMA statement guidelines to screen 19 high-impact studies indexed in Scopus, SciELO, and Redalyc (2020-2025). Among the most significant findings, it is highlighted that rural teachers transcend technical instruction to assume the role of transformative intellectuals, whose relational authority and affective bond with the community serve as pillars of cultural resistance. The results demonstrate that attachment is not merely geographical permanence but a symbolic construction enhanced by an "ecology of knowledge" that validates peasant knowledge against urban scientism. The discussion, grounded in Freire's critical pedagogy and Morin's complex thought, reveals that the rural school becomes a center for cognitive justice when the teacher integrates the territorialities of the environment into situated learning. It is concluded that community identity is a dynamic category requiring a transmodern teaching vision, capable of redefining educational quality through social relevance and the sustainability of local life projects. The study provides a robust epistemological basis for designing teacher training policies that prioritize anthropological sensitivity and social leadership in rural territories.

SUSTAINABLE COMPETENCIES: A DIALOGUE BETWEEN LOCAL AND ACADEMIC KNOWLEDGE TO PROMOTE TRANSFORMATIVE AGRICULTURAL EDUCATION

2026-03-16T17:30:33+00:00

This article analyzes the articulation between sustainable competencies, Education for Sustainable Development (ESD), and the dialogue between local and academic knowledge as key elements to promote transformative agricultural education in rural contexts. The study emerges from the recognition that traditional approaches focused primarily on technical training are insufficient to address contemporary socio-environmental challenges. Drawing on authors such as Leicht, Heiss, and Byun (2020), Sá (2022), Lozano et al. (2021), Rezende, Ostermann, and Guerra (2021), and Parada, Lárez and Vega (2024), the theoretical framework supports the need to integrate knowledge, attitudes, and practices into contextualized educational processes where sustainability and epistemic dialogue become structuring principles of agricultural education. Methodologically, the study is grounded in the positivist paradigm and adopts a quantitative approach through a correlational field research design conducted in an agricultural educational institution in Arauca, Colombia. Data were collected using structured surveys and Likert-type scales and analyzed through descriptive and inferential statistical procedures. The analysis suggests that integrating sustainability, dialogue of knowledge, and methodological rigor projects significant changes in pedagogical practices, territorial understanding, and the ethical formation of agricultural students. It is concluded that agricultural education guided by these principles can effectively contribute to sustainable development in rural contexts.

TRANSFORMATIONAL LEADERSHIP IN EDUCATIONAL CHANGE MANAGEMENT: A THEORETICAL REVIEW FROM THE EXPERIENTIAL APPROACH OF EDUCATIONAL MANAGEMENT

2026-03-16T18:46:52+00:00

This theoretical review article serves as a research progress report aimed at understanding the essence of the subjective experience of educational managers as agents of change, moving beyond the normative and functionalist approaches that predominate in the literature. Transformational leadership is analyzed as a key factor in driving profound changes, highlighting—based on authors such as Salazar et al. (2025), Cacique and González (2023), and Latapí and Llanos (2024)—its capacity to inspire and foster holistic development through its four dimensions. Specialized literature shows that, while numerous studies exist, they have focused on functional dimensions, neglecting the experiential dimension of those who practice educational management. To address this theoretical gap, this article presents a critical review of recent academic production and establishes the methodological framework for an ongoing study, rooted in the interpretive paradigm and the phenomenological method. This approach allows for the exploration of the meanings and experiences of stakeholders within their natural context, prioritizing a deep understanding of their daily challenges in managing educational change. This theoretical review article serves as a research progress report aimed at understanding the essence of the subjective experience of educational managers as agents of change, moving beyond the normative and functionalist approaches that predominate in the literature. Transformational leadership is analyzed as a key factor in driving profound changes, highlighting—based on authors such as Salazar et al. (2025), Cacique and González (2023), and Latapí and Llanos (2024)—its capacity to inspire and foster holistic development through its four dimensions. Specialized literature shows that, while numerous studies exist, they have focused on functional dimensions, neglecting the experiential dimension of those who practice educational management. To address this theoretical gap, this article presents a critical review of recent academic production and establishes the methodological framework for an ongoing study, rooted in the interpretive paradigm and the phenomenological method. This approach allows for the exploration of the meanings and experiences of stakeholders within their natural context, prioritizing a deep understanding of their daily challenges in managing educational change.

ONTOLOGY AS THE FOUNDATION OF TEACHING PLANNING TO GUARANTEE EDUCATIONAL ACCESSIBILITY

2026-03-16T19:10:40+00:00

The ontology of educational planning guarantees equal and equitable access to education, as it centers on the human being and their pursuit of fulfilling individual and collective needs, tailored to the specific contexts of the educational system. Therefore, accessibility is not limited to mere architectural adjustments; rather, it contributes to creating inclusive conditions for access to knowledge, science, technology, culture, and other components included in the planning. Regarding the methodological design, the study was conducted following the positivist paradigm with a quantitative approach. The data collection technique was a survey, and the instrument was a fifteen (15) item questionnaire administered to forty-one (41) teachers working at the Esteban Martínez Evening High School, the Manoguayabo Night High School, and the Ad Maiora Educational Center, all located in the Dominican Republic. Statistical analysis revealed an educational reality characterized by significant progress toward inclusivity, but also by structural inconsistencies that hinder the consolidation of fully accessible planning grounded in ontological principles. Based on the data presented, it was concluded that ontology, as the foundation of lesson planning, informs the rationale for accessibility and promoting a humanistic model focused on the stakeholders within the educational system.

ACADEMIC GUIDANCE MECHANISMS FOR SUSTAINABLE ACCESS TO HIGHER EDUCATION

2026-03-16T19:48:36+00:00

Over the past decades, access to higher education has expanded significantly and is often understood merely as “entry,” without considering whether adequate conditions exist for students to remain, learn, and complete their degrees without placing undue strain on the institutional system. This article stems from the ongoing development of a doctoral research project on higher education policies in the Dominican Republic and examines academic guidance mechanisms that promote access that is not only mass-based, but sustainable. While grounded in the Dominican context, the analysis engages with broader settings in which enrollment expansion has generated challenges related to student persistence and the responsible management of available resources. From a qualitative and interpretive perspective, the study reviews specialized literature on first-year transition, academic tutoring, early monitoring strategies, and student well-being. The findings indicate that access is strengthened when academic guidance is integrated as a permanent institutional policy, incorporating initial diagnostics, academic leveling, structured tutoring, and socioeconomic support. The article presents a conceptual organization of these mechanisms along with a guiding framework for their institutional articulation. It also examines their potential implications for student retention, efficient resource management, and timely degree completion. Rather than isolated interventions, the study proposes understanding academic guidance as continuous and deliberately planned support throughout the academic journey

HEUTAGOGICAL ECOSYSTEMS AND DIGITAL CONVERGENCE: TOWARDS AN EPISTEMOLOGY OF TRANSDISCIPLINARY SELF-DETERMINATION

2026-03-18T14:12:56+00:00

This theoretical perspective addresses the crisis of traditional andragogy in the face of technological ubiquity, proposing the category of the "Self-Determination Ecosystem" as the cornerstone of a new transdisciplinary epistemology. The objective is to ground heutagogy not as an instrumental tool, but as a power-knowledge device that subverts institutional rigidity in the silicon age. Adopting a dialectical and critical approach, the study confronts the panoptic structures of formal education with the fluidity of self-determined learning networks. Findings suggest the emergence of a culture of cognitive self-determination that redefines the research ethos, transforming doctoral production into a symbiotic, reticulated, and dynamic process. The study concludes that overcoming the linear scientific method is imperative for generating socially relevant science within environments of increasing complexity.

DIMENSIONS OF THE TEACHER'S SOCIO-AFFECTIVE PROFILE FOR THE HUMANIZATION OF THE TEACHING PROCESS IN PRIMARY EDUCATION

2026-03-18T14:43:51+00:00

This doctoral research article examines the socioaffective profile of primary school teachers as a structural condition for the humanization of the teaching and learning process in the Colombian context. Drawing on an interpretive-constructivist paradigm and a phenomenological-hermeneutic approach, the discourses of in-service teachers were analyzed through in-depth interviews and focus groups. The application of the constant comparative method enabled the inductive construction of five core categories: teacher emotional competence, pedagogical affective bonding, humanizing pedagogical practice, vocational identity and ethics of care, and contextual-territorial dimension. These categories were integrated into the Categorical Matrix of the Socioaffective Teacher Profile (CMSP), the original methodological contribution of this study. The discussion dialectically confronts the findings with the theoretical frameworks of Vygotsky, Freire, Goleman, and Noddings, identifying productive convergences and resolvable contradictions. Results show that the socioaffective dimension of teaching is not a peripheral attribute but the very condition of possibility of genuinely humanizing pedagogical practice, and that its systematic development represents a historical debt of initial and continuing teacher training programs in Colombia. The conclusions put forward a tridimensional, contextually situated synthesis of the socioaffective teacher profile and directly address Colombian educational policy, particularly within the framework of Law 2384 of 2024.

REPRESENTATIONS AND COLLECTIVE IMAGINARIES ABOUT THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN EDUCATIONAL PRACTICE

2026-03-18T15:17:28+00:00

This article analyzes teachers’ social representations and collective imaginaries regarding the development of social-emotional competencies in educational practice, with the aim of interpreting how pedagogical mediation conditions the effective integration of social-emotional education across international contexts (2016–2026). A systematic theoretical review with an interpretative orientation was conducted, following the PRISMA 2020 guidelines proposed by Page et al. (2021). The search was carried out in indexed databases (Scopus, Web of Science, ERIC, SciELO, and Redalyc), applying relevance and methodological quality criteria. Thematic analysis allowed the construction of four analytical categories: teacher mediation, school climate and culture, student impact, and sociocultural context. Among the most relevant authors identified were Taylor et al. (2017), Brackett et al. (2019), Mahoney et al. (2021), Murillo and Hernández-Castilla (2018), as well as Zhou and Ee (2016). Their findings consistently indicate that the effectiveness of social-emotional programs depends primarily on teacher appropriation and institutional leadership. The study concludes that social-emotional education cannot be consolidated solely through normative frameworks, but rather through processes of pedagogical reinterpretation mediated by school culture and sociocultural context. Understanding teachers’ beliefs is therefore essential for advancing toward a sustainable and context-sensitive integration of social-emotional development in contemporary schooling.

EDUCATING TO INHABIT THE TERRITORY: RESIGNIFICATION OF CITIZENSHIP EDUCATION IN POST‑CONFLICT CONTEXTS

2026-03-18T16:11:34+00:00

This article presents a hermeneutic theoretical review aimed at analyzing research on the resignification of citizenship education and its articulation with territoriality in rural post-conflict contexts in Colombia. The purpose is to identify trends, conceptual approaches, representative authors, and research gaps in this emerging field. Methodologically, an interpretive and critical literature review was conducted through the selection, categorization, and hermeneutic analysis of international, Latin American, and national academic sources, based on criteria of thematic relevance, timeliness, and theoretical contribution. The analysis was organized into four research lines: critical perspectives on citizenship education, with contributions from scholars such as James Banks and Michael Apple; studies on territoriality, power, and identity, highlighting Rogério Haesbaert and Carlos Walter Porto-Gonçalves; research on education, territorial peace, and post-conflict linked to the 2016 Peace Agreement; and studies focused on the pedagogical knowledge of social sciences teachers, with references such as Maurice Tardif and Philippe Perrenoud. The findings reveal a shift from normative and instrumental approaches toward critical, situated, and territorial perspectives that recognize citizenship as a historical and political practice. However, gaps remain in the integrated articulation of critical citizenship, territoriality, rural education, and teacher knowledge in specific territories. It is concluded that the resignification of citizenship education in prioritized territories represents an emerging field that requires complex, contextualized onto-epistemic approaches oriented toward territorial peace and social justice.

CHALLENGES OF CONCEPTUAL PEDAGOGY: A COGNITIVE ARCHITECTURE TO ENHANCE THE COMPASS OF TEACHING PRACTICE

2026-03-19T12:10:48+00:00

The pedagogy implemented by each teacher is shaped by a series of ontological and epistemological events, since the art of teaching revolves around two spirals: the educator's personal and social life. Therefore, its essence should not be seen as a utopia, but rather as the constant pursuit of something better, a teaching with meaning and significance for the student's life. Thus, this research review article has the central purpose of describing the challenges of conceptual pedagogy: a cognitive architecture to enhance the compass of teaching practice. Among the philosophical theories underpinning this research is David Ausubel's Theory of Meaningful Learning (1963). Methodologically, it was guided by the interpretive paradigm, a qualitative approach, and the phenomenological method. The study was conducted at the José Asunción Silva Educational Institution. To gather information, five (5) teachers were selected based on their willingness to participate reflectively in reading and writing practices and their academic background. In conclusion, it is worth noting that 21st-century educational systems worldwide are geared towards preparing individuals to live in a constantly changing world. To this end, they must develop in new generations the skills and capacities necessary for each individual to recognize themselves as such and to be able to design their own life project. It is important to highlight that teaching practice currently represents an innovative educational option that deeply and meaningfully integrates theoretical and practical knowledge.

EFFECTIVE SCHOOLING AND CULTURAL PRESERVATION: A PERSPECTIVE FROM THE U’WA INDIGENOUS PEOPLE

2026-03-19T12:59:12+00:00

Currently, the Indigenous peoples living in Colombian territory have adopted customs of modern life, similar to what occurred during Colonial times; these communities are also affected by the environmental impact generated by different economic activities carried out in the areas they inhabit. Seen in this way, this article focuses on analyzing the incidence of effective schooling in primary education as an element for preserving the cultural and ethnic identity of the U’wa Indigenous community at the Indigenous Educational Center Tutukana Sinaiaka, in the municipality of Saravena, department of Arauca. Methodologically, it is guided by a qualitative approach and interpretive paradigm, using a phenomenological method that allows understanding the way of life of a concrete social unit, making it possible to interpret daily life with the aim of understanding the cultural codes that surround the ethnic group. For data collection, an interview script was designed and applied to five (5) key informants who possess the required information for the research: two (2) teachers, two (2) students, and one (1) family representative. The findings reveal that conversations with the informants, as well as the investigative process, indicate the need to reinvent pathways to safeguard cultural heritage, traditional practices, and cultural richness, while raising awareness of the various problems related to the institutionalization of educational services for Indigenous peoples. To all this, a quote from Pope Francis is included: “... together with natural heritage, there is a historical, artistic and cultural heritage, equally threatened. It is part of the common identity.”

SERVICE LEARNING AS A PEDAGOGICAL APPROACH IN EDUCATIONAL INSTITUTIONS: A THEORETICAL REVIEW

2026-03-19T13:20:24+00:00

The article analyzes Service-Learning (SL) as a pedagogical approach in school institutions, in dialogue with contemporary challenges of inequality, social fragmentation, and peacebuilding. The objective was to interpret the international academic production published between 2019 and 2026, identifying conceptual convergences, emerging categories, and theoretical tensions regarding its implementation and formative scope. An interpretative theoretical review was conducted based on the PRISMA 2020 guidelines (Page et al., 2021) and methodological orientations for qualitative literature analysis (Snyder, 2019; Booth et al., 2022). The search in Scopus, Web of Science, ERIC, and SciELO enabled the selection of 18 relevant empirical and theoretical studies from North America, Europe, and Latin America. Findings indicate that SL strengthens empathy, student agency, and social responsibility (Rimm-Kaufman et al., 2021; García et al., 2021), contributes to the reconstruction of social fabric in rural and post-conflict contexts (González, 2023; Chaves Obando et al., 2024), and promotes sustainability-related competencies (Manasia et al., 2023; Neumeier & Petersen, 2022). However, challenges related to curricular institutionalization and teacher training were also identified (Lavaux et al., 2025). It is concluded that SL consolidates itself as an integral pedagogical approach with ethical and political projection, whose sustainability depends on its structural integration into educational systems.

TEACHER LEADERSHIP AND LEARNING ECOLOGIES IN RURAL CONTEXTS: A DIALECTICAL ANALYSIS OF THE STATE OF THE ART (2020–2025)

2026-03-19T14:42:35+00:00

Teacher leadership in rural contexts has traditionally been examined through deficit‑based approaches that portray these territories as spaces of scarcity, overlooking their resilience and pedagogical agency. The central problem identified in this review is the lack of a comprehensive understanding of how rural teachers develop situated leadership capable of addressing structural inequities, technological precarity, and tensions between urban‑centered policies and local cultural practices. The objective was to analyze, from a comparative perspective, how distributed, conciliatory, and informal leadership models shape resilient learning environments in rural schools between 2020 and 2025. The method involved a systematic and critical review of literature indexed in Scopus, WoS, ERIC, SciELO, and Redalyc, complemented by bibliometric mapping and regional analysis. The results show that rural leadership relies primarily on informal networks, cultural mediation practices, and low‑cost technological solutions that ensure pedagogical continuity despite isolation and digital divides. The conclusions indicate that rurality should be understood as a laboratory of situated innovation where territory functions as a “third educator,” requiring flexible policies that acknowledge local diversity, reinforce horizontal networks, and move beyond rigid standardization to build equitable and sustainable educational ecosystems

QUALITATIVE ASSESSMENT AS A HORIZON OF MEANING: BETWEEN THE SIMULACRUM OF QUALITY AND THE REDEMPTION OF TEACHING PRAXIS

2026-03-19T15:42:09+00:00

The purpose of this research was to generate an onto-epistemic approach to qualitative assessment as a horizon of meaning, enabling the redemption of teaching praxis in primary education. The study sought to transcend the simulacrum of quality to achieve a human, scientific, and ethical valuation of the being. Theoretically, it was supported by the contributions of Rodríguez and López (2023) and Freire’s critical pedagogy (1992). Methodologically, a qualitative approach was adopted under the interpretive paradigm, using a field design and phenomenological-hermeneutic method. Key informants were three teachers whose experiences were collected through documentary analysis, participant observation, and in-depth interviews. Information was processed through triangulation and discourse analysis. As a corollary, the findings reveal that qualitative assessment in primary education demands models that surpass bureaucratic techniques and move toward the formation of reflective citizens. The results evidence an epistemological anemia that renders students invisible, reducing the evaluative process to a mechanical act. This imposes the need for redeeming praxis to transform inert records into a transcendent horizon of meaning that grants purpose to pedagogical work in the classroom.

THEORETICAL TOPOLOGY OF SOCIOEMOTIONAL COMPETENCIES MEDIATED BY DIGITAL RESOURCES IN THE CLASSROOM

2026-03-19T16:07:19+00:00

This article constituted a contribution derived from a doctoral study whose purpose was to generate a theoretical topology of socioemotional competencies to dynamize the pedagogical management route mediated by digital resources in the classroom. The study was supported by Vygotsky’s Sociocultural Theory (1978), Bandura’s Social Cognitive Theory (1986), and Mayer and Salovey’s Emotional Intelligence Model (1997) as referential frameworks to understand the interactional construction of socioemotional learning, teacher agency, and self-regulatory processes. From an interpretive epistemological perspective, a qualitative approach was adopted using grounded theory aimed at theory generation. Key informants consisted of five (5) primary education teachers from Colegio Integrado Nuestra Señora de las Mercedes, Lebrija–Santander. Data was collected through in-depth semi-structured interviews, complemented by the review of pedagogical documents and theoretical memos, using an interview guide as the main instrument. Analysis followed the constant comparative method with open, axial, and selective coding, triangulation, and progressive theorization until saturation. Findings indicated that digital mediation dynamized pedagogical management by articulating didactic sequences, interactions, and feedback, and that socioemotional competencies were organized as a relational network centered on self-regulation, empathy, and coexistence, modulated by teachers’ intentionality. It was concluded that the generated theoretical topology provided an explanatory framework to guide pedagogical decision-making mediated by digital resources with a formative and holistic orientation.

METACOGNITION AND SOCIAL CONTEXT: A TRANSDISCIPLINARY APPROACH IN RURAL PRIMARY EDUCATION IN ARAUCA

2026-03-19T17:05:56+00:00

Teaching faces daily challenges; therefore, this study addresses metacognition and the social context, two fundamental approaches in the cognitive development of learning within pedagogical practices in primary education, linked to rural reality. The main purpose is to construct a theoretical analysis that relates the reflective learning processes to the dynamics based on the sociocultural environments of rural schools, in places with social conflict and public order issues. Supported by a transdisciplinary approach, with theories of situated learning and social constructionism, the study analyzes the disconnection between curricula designed by the regulations of the Ministry of National Education and these same parameters when applied independently of each place’s social context. This study, within its methodological process, is framed within the post-positivist paradigm with a qualitative hermeneutic approach. Implementing contextual documentary analysis is essential to examine how variables such as social conflicts and cultural identity impact educational cognition. The findings indicate that metacognition should not be limited to an isolated psychological mechanism but rather conceptualized as a collective tool that allows educators and students to cultivate autonomy and resilience. It is evident that incorporating social realities into the educational environment fosters meaningful learning, in which the educator assumes the role of a facilitator capable of transforming pedagogical practices into efforts that rebuild the social fabric.

CHALLENGE-BASED LEARNING (CBL) AS THE BASIS FOR ENTREPRENEURSHIP IN SECONDARY SCHOOL STUDENTS

2026-03-19T18:01:02+00:00

This article analyzes Challenge-Based Learning (CBL) as a pedagogical mediation for the development of entrepreneurial competencies in secondary education, within a global context that demands creativity, leadership, and the capacity to act in changing scenarios. The objective was to examine, systematize, and contrast scientific production published between 2019 and 2026 regarding the relationship between CBL and entrepreneurship education, identifying convergences, divergences, and research gaps. Methodologically, a systematic theoretical review with qualitative comparative analysis was conducted, following the PRISMA 2020 guidelines (Page et al., 2021). The search was carried out in indexed databases such as Scopus, WoS, ERIC, SciELO, and Redalyc, selecting 21 empirical studies and relevant international frameworks. The findings indicate that CBL strengthens leadership, autonomy, creativity, and strategic thinking when challenges are connected to real-world contexts (Reyes Aceves & Luna Andrade, 2024; Simón, 2023). Likewise, frameworks proposed by the OECD (2023) and the European Commission (2022) support the relevance of a competency-based approach. However, tensions related to traditional assessment systems and curricular fragmentation in Latin American contexts were identified. In conclusion, CBL demonstrates significant transformative potential, provided it is implemented with institutional coherence, formative assessment practices, and sustained curricular integration.

THE PHENOMENOLOGY OF FULFILLMENT IN MANAGEMENT: BEYOND JOB SATISFACTION TOWARD AN ONTOLOGY OF HUMANISTIC WORK

2026-03-19T18:37:33+00:00

This critical hermeneutic essay fundamentally aims to problematize the category of job satisfaction, transcending its traditional conception as a performance and productivity metric to position it within the horizon of an ontology of humanistic work. In contemporary times, satisfaction has been reduced to a psychometric variable stripped of its ontological essence, operating under an instrumental rationality that prioritizes systemic efficiency over the dignity of being. Through a rigorous dialectical review, the architecture of classical management is confronted with the phenomenology of Husserl and Heidegger, allowing corporate well-being to be deconstructed as a biopolitical control device and a normalization of the productive subject. The research argues that true fulfillment is not a conditioned response to extrinsic stimuli; rather, it emerges from a managerial assertiveness understood as the ethical recognition of alterity—the Face of the other—and the promotion of free subjectivity against the hegemony of the "burnout society." The categories of Dasein and Lebenswelt (life-world) are employed to propose that work must be reclaimed as a space for existential realization rather than a disguised self-exploitation mediated by performance. It is concluded that contemporary management must evolve from the simple technical administration of human resources toward a praxis of ontological mediation, capable of managing meanings, purposes, and hopes in a world marked by automation. This phenomenological shift confirms that fulfillment is both a political and existential category that guarantees the ethical sustainability of modern organizations.

EMBODIED RATIONALITY AS AN ONTO-AXIOLOGICAL UNDERSTANDING IN THE DEVELOPMENT OF CRITICAL THINKING IN LOWER SECONDARY EDUCATION STUDENTS: A LITERATURE REVIEW

2026-03-19T19:15:37+00:00

The purpose of the following literature review article is to analyze the literature on embodied rationality (ER) that allows for its theorization and the formation of critical thinking in secondary school students in the municipality of Arauca, Colombia, a border municipality and one with emergency education. Through qualitative research, hermeneutic methods, literature review and content analysis techniques, instruments, synthesis matrices, and search engines, it is necessary to argue that the formation of students' thinking cannot be understood in terms of dichotomies or the instrumentalization of reason, but rather from a relational conception of the human being. How can the category of embodied rationality be bibliographically substantiated as an onto-axiological understanding that allows for the formation of critical thinking in students in basic secondary education in the context of a border population and emergency education?

RURAL SCHOOL COEXISTENCE IN IBERO-AMERICA (2022–2026): A SYSTEMATIC REVIEW FROM AN AXIOLOGICAL AND TRANSDISCIPLINARY THEORY

2026-03-19T19:49:56+00:00

The analytical abstract manifests an integral epistemic coherence with the proposed title by situating the Teacher's Being‑Doing (Ser‑Hacer) as the primordial ontological core that dynamicizes rural coexistence in Ibero-America during the 2022-2025 period. Through a qualitative systematic review grounded in transdisciplinarity , school reality is problematized by articulating pedagogical-curricular spheres and hermeneutic methodologies that challenge traditional urban-centric hegemonies. The findings transcend behavioral description to propose emergent categories such as socio-ecological care and the axiology of affectivity , integrating the logic of the included middle (tercero incluido) to validate ancestral peasant knowledge against the scientific paradigm. This doctoral synthesis concludes that the effective transformation of the rural school climate requires systemic evaluative frameworks that recognize teacher dignity and the dialogue of knowledges as conditions for building a situated peace.

INNOVATIVE PEDAGOGICAL STRATEGIES IN BIOLOGY TEACHING. Case Study: U.E. José Antonio Cárdenas

2026-03-19T20:07:48+00:00

The general objective of this article is to propose innovative pedagogical strategies that contribute to improving the teaching of Biology for students at the José Antonio Cárdenas Educational Unit, located in Barinas State, Venezuela. This research is based on the valuable theories of connectivism and meaningful learning, proposed by George Siemens and David Ausubel, respectively, as contributions that help enhance learning processes in the digital age. The article also highlights the importance of Biology as a science that allows understanding life, living organisms, and the environment. Therefore, its study must be dynamic, motivating, and understandable for students, making it essential to apply innovative strategies that facilitate teaching. Methodologically, the study used a quantitative, descriptive approach, with a population composed of teachers who teach Biology at the institution under study. The main results revealed that teachers lack innovative tools to motivate students in Biology learning processes; additionally, the institution does not have sufficient resources to strengthen the strategies, limiting the integration of digital technologies and the promotion of active and collaborative methodologies. The study concludes that it is necessary to promote innovative pedagogical strategies based on the use of open technological resources that enrich the learning process and help increase creativity, engagement, and collaborative work in the classroom. These can be combined with traditional methods to strengthen teaching and learning strategies, considering the technological access possibilities of both teachers and students. For example, students can design and conduct experiments to explore biological concepts, create mind maps about ecosystems, and analyze current problems related to nature, among others.

LUDIC-SPIRITUAL DIMENSION IN PRESCHOOL: A THEORETICAL APPROACH FROM THE ADVENTIST WORLDVIEW

2026-03-19T23:16:10+00:00

This article synthesizes and categorizes the units of analysis defining the ludic didactic theory for promoting spiritual values in Adventist preschool education (2020-2025). An ontological and transdisciplinary vision is assumed to understand the teacher as an architect of social realities who dynamicizes meaningful learning in contexts of vulnerability. Methodologically, it is based on a hermeneutic-interpretative qualitative systematic review, applying rigorous eligibility criteria in databases such as Scopus, WoS, and SciELO. The triangulation of epistemological frameworks and the logic of the third included allow for decoding the semiotic density of educational praxis in regions with high cultural diversity. The findings reveal that the teacher’s "Being-Doing" constitutes the ontological core that transforms the school into a living ecosystem of resilience and democratic participation. It is concluded that improving the school climate requires frameworks that recognize teaching dignity and promote a systemic evaluation based on the ethics of care. It is imperative for public policies to foster situated training to guarantee quality learning and territorial sustainability.

HOLISTIC VISION OF DIDACTICS FOR THE CRITICAL INTERPRETATION OF ACADEMIC TEXTS WITHIN SECONDARY EDUCATION

2026-03-20T01:00:02+00:00

This research analyzes reading comprehension didactics and academic text interpretation in general secondary education, starting from a holistic vision that challenges fragmented instructional models. The primary purpose was to ground theoretical didactics that assumes reading as a complex meaning-construction process, integrating socio-formation and critical thinking. Methodologically, the study followed a qualitative paradigm with a descriptive-analytical documentary design, using the PRISMA protocol for a systematic review of high-impact literature published between 2020 and 2025. Results reveal a critical gap between university requirements and the preparation received in high school, exacerbated by prescriptive teaching that annuls the learner's subjectivity. This situation demands a reconfiguration of the pedagogical model towards linguistic transversality and the development of high-level discursive competencies. The dialectical discussion, supported by socio-formation, concludes that academic text interpretation is an act of cognitive justice essential for ensuring equity in the transition to higher education. It was identified that using critical reading strategies and technological mediation significantly strengthens the student's intellectual autonomy against contemporary information saturation. Abreu (2024) emphasizes the need to strengthen functional discursive capacities to mitigate the pedagogical lag that leads to premature university dropout in contexts of structural vulnerability. Consequently, a holistic didactics model is proposed to harmonize neurodidactics and hermeneutics as pillars of a new situated and transformative pedagogical praxis. This vision allows secondary schools to form subjects capable of unraveling the underlying ideologies in scientific, social, and cultural discourse.

INTEGRATION OF THE SALESIAN CHARISM INTO THE MICROCURRICULAR LEVEL OF TECHNICAL AND VOCATIONAL EDUCATION IN THE DOMINICAN REPUBLIC

2026-03-20T13:07:34+00:00

In the face of a scenario of structural exclusion that shapes educational processes, the teaching work in the rural areas of Arauca is explored under the tensions and opportunities of the PDET. In this same vein, its general objective focuses on: Analyze the phenomenal reality of teaching activities in the rural areas of Saravena, Arauca, considering the tensions and opportunities that arise within the framework of the Territorial Approach Development Programs (PDET) in the campuses of the “La Pava” Educational Center in the Municipality of Saravena, Department of Arauca. Assuming that the rural teacher transcends their pedagogical work, they are recognized as playing an essential role in the social, cultural, and political spheres, directly influencing community cohesion, the strengthening of citizenship, and the reconstruction of the social fabric. From a qualitative approach grounded in the territorial context, it is also directly linked to the interpretative paradigm, using the hermeneutic phenomenological method, specifically aimed at understanding the lived experiences of the subjects under study. The key informants were five (5) teachers who have experienced armed conflict, including two (2) men and three (3) women. Likewise, it is noted that the data collection techniques and instruments used were: direct and/or participant observation, in-depth interviews, the record notebook, and the interview guide. It is concluded that teachers in rural schools, marked by significant structural challenges, not only impart knowledge but also take on transformative roles as facilitators of resilience processes and community development. Therefore, it is important to analyze their experiences, while also designing educational policies that value and support rural teachers, ensuring them dignified conditions and recognizing their transformative role in complex and challenging territories.

ACQUISITION OF KNOWLEDGE IN ELEMENTARY SCHOOL FROM INTEGRAL NEUROSCIENCE

2026-03-20T13:57:40+00:00

The goal of neuroscience is to apply cerebral dynamics and functioning to strengthen students' skills in knowledge acquisition. From this perspective, the general objective of the article is: To analyze the impact of comprehensive neuroscience on the processes of knowledge acquisition in fifth-grade students at the Gabriel García Márquez campus of the Atanasio Girardot Educational Center. It relied on Piaget's theory of cognitive development and neuroplasticity, Roger Sperry, Paul MacLean, and Elaine de Beauport's neuroscience theory, Carl Rogers' personality theory, and Abraham Maslow's humanism theory. The research focused on qualitative research under the interpretive paradigm and the phenomenological method; techniques and instruments for data collection included: direct and/or participant observation, in-depth interviews, a record notebook, and an interview guide. Five key informants were selected: three (3) teachers and two (2) students from the study site, who were intentionally chosen, each belonging to different areas of knowledge (natural sciences, mathematics, social sciences, and Spanish language). It is concluded that knowledge acquisition at the primary level is strongly influenced by the classroom's emotional climate; it is suggested that cognition cannot be separated from emotion; learning is enhanced when there is a bond of empathy and security; where neuroscience is not only a set of technical data about the brain, but a holistic vision that humanizes the educational process and redefines the role of the teacher as a mediator of brain development.

INTEGRATION OF THE SALESIAN CHARISM INTO THE MICROCURRICULAR LEVEL OF TECHNICAL AND VOCATIONAL EDUCATION IN THE DOMINICAN REPUBLIC

2026-03-20T14:34:11+00:00

This article offers an in‑depth analysis of the integration—or limited incorporation—of the Salesian charism within the microcurricular level of technical and vocational education in three Dominican Republic institutions: Padre Bartolomé Vegh, Cristo Rey de Barahona, and the Instituto Politécnico de Santiago (IPISA). Using a qualitative interpretative approach, the study conducted a systematic documentary review of curricular plans, institutional guidelines, syllabi, pedagogical orientations, and records of academic and technical practices to determine how consistently the principles of the preventive system are embedded in technical training. Findings reveal a vibrant Salesian identity at relational and symbolic levels, particularly through educational closeness and community-building practices. However, this identity is scarcely systematized in formal microcurricular structures, where employability, operational competencies, and productivity demands predominate. This misalignment produces a fragmentation between technical training and the holistic formation central to Salesian pedagogy. The analysis highlights structural tensions, gaps in pedagogical articulation, and opportunities for innovation through the inclusion of socio-emotional learning outcomes, ethical criteria, pedagogical accompaniment strategies, and formative assessment mechanisms aligned with the preventive system. The study concludes that a contextualized microcurricular framework would enable a more balanced integration of technical skill‑building with the ethical, spiritual, and human development of young technicians, strengthening institutional coherence and reinforcing Salesian identity within technical and vocational education.

NEW LEARNING ECOLOGIES AND INTEGRATION OF OPEN EDUCATIONAL RESOURCES IN ELEMENTARY SCHOOL

2026-03-20T17:35:20+00:00

This article analyzes new learning ecologies and the integration of Open Educational Resources (OER) in primary education, aiming to understand how the pedagogical appropriation of these resources impacts the transformation of teaching practices and student learning. Methodologically, a qualitative theoretical review with a hermeneutic-interpretive approach was conducted, based on the analysis of 24 studies published between 2019 and 2026 in indexed databases such as Scopus, Web of Science, ERIC, and SciELO. The process included explicit selection criteria, in-depth reading, thematic coding, and the construction of emergent categories related to teacher mediation, digital competence, hybrid ecologies, impact on students, and educational equity. Among the research found, contributions on digital teacher competence (Castañeda et al., 2021; Redecker & Punie, 2020), digital literacy in primary education (García-Martín & Cantón-Mayo, 2019; OECD, 2021), and hybrid learning configurations (Sangrà et al., 2019) stand out. The results show that the educational impact of OER does not depend on the technology itself, but rather on its intentional curricular integration, institutional leadership, and continuous professional development. In conclusion, learning ecologies mediated by open educational resources represent an opportunity to strengthen equity and pedagogical innovation in primary education, provided they are articulated from a systemic, critical, and contextualized perspective.

SOCIOFORMATIVE COMPETENCE CARTOGRAPHY: A TEACHING INTERVENTION MODEL FOR CHILD ABUSE PREVENTION.

2026-03-20T18:11:41+00:00

The prevention of child sexual abuse demands a profound epistemological rupture within the educational system, transitioning from the mere application of reactive protocols toward a socioformative praxis of comprehensive protection. The main objective of this methodological article is to design a teaching competence matrix focused on early detection, axiological prevention, and emotional trauma care. This construct is dialectically based on complex thinking (Morin, 1999) and liberating critical pedagogy (Freire, 1970) to deconstruct the prevailing institutional immobility in the face of the crisis. Consequently, the research consolidates a model of ethical empowerment that provides teachers with the procedural tools necessary to dismantle the power asymmetries that facilitate the systemic victimization of infants. The methodological architecture of this study adopted a rigorous projective and qualitative design, using the hermeneutic circle to structure the intervention matrix under the precepts of socioformation (Tobón, 2017). The findings configure a three-dimensional model of conceptual, procedural, and attitudinal knowledge, which translate the philosophy of alterity into measurable indicators of active protective vigilance in the classroom. It is analytically concluded that the eradication of hidden violence demands an unavoidable systemic co-responsibility among the family, the State, and the school institution. Finally, this technology of pedagogical emancipation provides postgraduate programs with a transformative curriculum to guarantee the restitution of rights and the eradication of complicit silence.

TEACHING PRAXIS AND ABSENTEEISM IN YOUTH AND ADULT EDUCATION: A SYSTEMATIC REVIEW (2020-2026)

2026-03-20T18:52:37+00:00

This research aims to analyze the incidence of teaching praxis on absenteeism processes within Youth and Adult Education (EPJA) in Latin America during the 2020-2026 period. Methodologically, a systematic literature review (SLR) was conducted under the PRISMA protocol, selecting 20 high-impact articles from databases such as Scopus, SciELO, and Redalyc. The findings reveal that absenteeism is not a voluntary dropout but a systemic expulsion derived from a "banking" teaching praxis that ignores the historicity of the adult subject and the socio-educational gaps emerging in the post-pandemic era. It is identified that the transition toward socio-formative models and the strengthening of the ethics of care act as ontological protection barriers that favor permanence. The dialectical discussion, supported by the theses of Freire and Giroux, allows us to conclude that pedagogical mediation must evolve toward a multi-contextual praxis that recognizes the student as a subject of knowledge rather than a mere recipient of technical content. In conclusion, the eradication of critical absenteeism demands a new epistemology of permanence based on the systematization of practice and the co-creation of ethical life projects. It is proposed that teachers assume the role of transformative intellectuals capable of politicizing the classroom—physical or digital—to restore the right to integral education for historically marginalized populations. These results offer a roadmap for the reconfiguration of situated teacher training policies in the region, promoting a pedagogy of presence that is resilient to the structural crises of the 21st century.

EXECUTIVE FUNCTIONS AND COMPLEX THINKING IN SECONDARY BASIC EDUCATION: NEUROEDUCATIONAL FOUNDATIONS FOR A CONTEXTUALIZED PEDAGOGICAL PRAXIS

2026-03-20T19:18:48+00:00

This article analyzes the articulation between executive functions and complex thinking as neuroeducational foundations to guide a contextualized pedagogical praxis in secondary basic education. Drawing on Diamond (2020) regarding cognitive regulation, Zelazo (2020) on executive development in adolescence, and Morin (2020) from the perspective of complexity, the study was conducted as qualitative documentary research with a hermeneutic approach. A systematic review (2020–2025) and categorical analysis revealed that working memory, inhibitory control, and cognitive flexibility structure academic self-regulation, shaped not only by neurobiological maturation but also by intentional learning experiences within specific sociocultural contexts. Emotional regulation and territorial conditions significantly influence these processes. The integration of executive functions and complex thinking enriches the understanding of school learning and provides conceptual criteria to strengthen contextualized pedagogical practices in secondary education.

RESEARCH SEEDBEDS: A FUNDAMENTAL PEDAGOGICAL SPACE FOR TRANSFORMING TRADITIONAL TEACHING IN RURAL SECONDARY EDUCATION

2026-03-20T19:42:04+00:00

Research seedbeds in rural secondary education represent a fundamental pedagogical space for transforming traditional teaching. Consequently, their direct connection to the problems of their environment makes them a setting for constant inquiry, fostering interest in scientific learning and, above all, moving away from rote memorization to become a meaningful and experiential learning process. Therefore, the central purpose of this research review article was to describe the relevance of research seedbeds, a fundamental pedagogical space for transforming traditional teaching in rural secondary education. Among the theories that support this approach is Abraham Maslow's Theory of Humanism (1943). A methodological perspective framed within a qualitative, interpretive approach was adopted, using the phenomenological method. To facilitate the data collection process, five (5) key informants were selected: three (3) teachers and two (2) students. In conclusion, the research group acts as a social laboratory where scientific culture is democratized and sheds its restrictive nature. This dynamic allows young researchers not only to learn science but also to practice science from their rural identity, strengthening a social imaginary where knowledge is the main driver of territorial transformation. This integration of scientific thought and community action ensures that knowledge management is relevant, original, and deeply linked to collective well-being, consolidating research as the cross-cutting axis of rural secondary education.

KNOWLEDGE CONSTRUCTION IN PRIMARY EDUCATION: THE ROLE OF CONTINUING TEACHER PROFESSIONAL DEVELOPMENT

2026-03-20T20:07:37+00:00

This article offered a perspective on education in contemporary society. Accordingly, this study derived from doctoral research aimed to generate a theoretical construct on continuing professional development for primary school teachers as transformative praxis in the construction of knowledge. The research was grounded in a post-positivist interpretive paradigm, a qualitative approach, and a phenomenological–hermeneutic method. The study was conducted at the “Gustavo Villa Díaz” Educational Institution, located in the municipality of Arauca, Department of Arauca, Colombia, drawing on the views of five (5) key informants. The theoretical framework was supported by Bronfenbrenner’s Ecological Systems Theory (2000), Rogers’ Humanistic Theory (1975), Salas’ Learning Theory (2012), Durkheim’s Sociological Theory of Education (1912), and Adam’s Andragogical Theory (1970), as cited by Amaya (2011). Data was collected through semi-structured interviews using an interview guide. Data analysis employed categorization, structuring, triangulation, and theorization. Findings indicated that continuing professional development was experienced as an ongoing process shaped by the complex realities of practice, teacher collaboration, and curriculum re-signification, fostering didactic innovations and more inclusive pedagogical decisions. It was concluded that strengthening communities of practice, context-based mentoring, and contextualized professional learning pathways contributed to consolidating transformative praxis oriented toward meaningful learning and institutional improvement.

CONVERGENCES AND DIVERGENCES IN ENVIRONMENTAL EDUCATION FOR THE DEVELOPMENT OF ECO‑SUSTAINABLE COMPETENCIES IN STUDENTS OF SALESIAN INSTITUTIONS ACROSS THE GREATER ANTILLES

2026-03-21T13:39:12+00:00

This article analyzes the convergences and divergences of environmental education aimed at developing eco‑sustainable competencies in Salesian institutions in Puerto Rico, Cuba, and the Dominican Republic, starting from the problem of the limited transversal implementation of environmental education in Caribbean educational systems. The study is grounded in key authors such as Sauvé, Tilbury, González‑Gaudiano, and Blumstein Saylan, whose contributions help elucidate the conceptual evolution of environmental education and its connection to sustainability. A qualitative methodology with a hermeneutic design was employed, based on documentary analysis of legal frameworks, educational policies, curricular guidelines, and institutional documents. The findings show that, although there is widespread recognition of the importance of environmental education, significant gaps persist: curricular fragmentation and political discontinuity in Puerto Rico; centralized rigidity and material limitations in Cuba; and uneven implementation of curricular mainstreaming in the Dominican Republic. The study concludes that the three islands share structural challenges and opportunities for regional articulation, and that curricular mainstreaming, teacher training, and the institutionalization of environmental policies are essential elements for consolidating the development of eco‑sustainable competencies in Salesian institutions across the Caribbean.

THE ROLE OF THE FAMILY IN CHILDREN'S HOLISTIC DEVELOPMENT IN THE FACE OF ADVERSE EVENTS IN PRIMARY EDUCATION

2026-03-21T14:31:50+00:00

This article addresses the issue of how families respond to adverse events in primary education and how their relational dynamics mediate children's comprehensive development in vulnerable contexts. Based on the contributions of Bethell et al. (2022), Prime et al. (2021), McLaughlin et al. (2022) and Yeo et al. (2024), it is recognised that adverse childhood experiences (ACEs) affect emotional well-being and academic performance; however, these effects are not deterministic. Methodologically, a theoretical review with a qualitative-hermeneutic approach was developed, based on the consultation of 20 studies published between 2021 and 2025 in indexed databases (Scopus, Web of Science, ERIC, PsycINFO, SciELO and Redalyc), in English and Spanish, from the United States, Europe, Asia and Latin America. The analysis followed a process of comprehensive reading, thematic coding and construction of emerging categories under the principle of the hermeneutic circle. The findings show that family resilience, systemic cohesion and parental support operate as mediators of adverse impact, even in contexts of poverty (Li et al., 2025; Martínez & Cifuentes, 2024). In conclusion, an integrative conceptual archetype is proposed that understands family action as dynamic mediation between structural context and child development, providing a theoretical basis for strengthening the family-school alliance in primary education.