eISSN: 2382-4921 H-Index: 22 DOI: https://doi.org/10.16925/issn.0124-406X Editor (e): Andrés Felipe Andrade Cañón Start: 2016 digital Periodicity: Semiannual Language: Spanish Scope: an international, open-access scientific journal that publishes original and unpublished articles in Spanish, English, Portuguese, or French presenting research and theoretical or methodological innovations that contribute to the understanding, advancement, and state of Education and Pedagogy. It is aimed at researchers in basic, secondary, and higher education, and it does not imply any cost for authors. Indexed in: MIAR, Dialnet, Google, Actualidad Iberoamericana, EBSCOhost. eISSN: 2382-4921 H-Index: 22 DOI: https://doi.org/10.16925/issn.0124-406X Editor: Andrés Felipe Andrade Cañón Start: 2016 digital Periodicity: Semiannual Language: Spanish
Ética. La revista y su equipo editorial propiciarán, a través de sus políticas y actuaciones, la ética en los procesos de investigación, el uso apropiado de los contenidos protegidos por derechos de autor y la calidad de los trabajos que publica, de manera que los diferentes colaboradores (editores, autores y evaluadores) interactúen bajo principios de integridad académica. Autores. Se espera que los autores que participen en la revista presenten textos originales, de su propia creación, derivados de procesos de investigación rigurosos, que no hayan sido previamente publicados, usen de manera adecuada las fuentes que sirven de soporte bibliográfico y cualquier otro material que esté protegido por derechos de autor. Los textos también deben estar escritos de manera cuidadosa y considerando los requisitos de forma y citación que correspondan al estilo de la revista. Evaluadores. Se espera que los evaluadores de la revista realicen una lectura minuciosa y constructiva de cada artículo que acepten revisar, buscando no sólo emitir una recomendación de aprobación o rechazo para el editor, sino que sus comentarios permitan que los autores mejoren sus textos o reflexionen sobre los alcances, posibilidades o falencias de su manuscrito. Asimismo, los evaluadores deben considerar que los textos que el editor les ha confiado son inéditos, y cualquier uso indebido o no autorizado de la información allí contenida implicaría una falta ética grave. También, la responsabilidad de evaluar un trabajo, una vez se ha aceptado, no puede ser transferida a terceros, en especial, si no se ha justificado y consultado previamente con el editor. Finalmente, cualquier conflicto de intereses que el evaluador identifique después de haber recibido un trabajo y que potencialmente menoscabe su independencia en la elaboración de un concepto debe informarse. Notificación sobre casos. Si hay alguna evidencia de problemas éticos en las investigaciones que presentan los trabajos publicados por la revista, dudas sobre su rigor científico, sospecha de falsificación o manipulación indebida de datos, conflictos de intereses no revelados, identificación de publicaciones previas (“refritos”), problemas de autoría o plagio, pedimos, por favor, que se contacte de manera inmediata al editor de la revista para que pueda ahondar en el caso y tomar las acciones que correspondan. Las notificaciones que se reciban sobre problemas éticos se manejarán con absoluta confidencialidad, protegiendo la identidad de la persona que ha detectado el problema, si así lo solicita. Retractaciones, correcciones y resolución de conflictos. La revista sigue los lineamientos (http://publicationethics.org/resources/guidelines) y procedimientos (http://publicationethics.org/resources/flowcharts) del Committee on Publication Ethics (cope) para el manejo de conductas inapropiadas en la publicación académica. Asimismo, se harán retractaciones o correcciones de artículos ya publicados cuyos contenidos presenten errores que afecten su calidad científica o el reconocimiento apropiado de sus autores, ya sea por equivocaciones involuntarias en el proceso de investigación y publicación o por problemas éticos serios como plagio, falsificaciones, manipulaciones de datos, entre otros. Uso de los contenidos y autoarchivo. La revista publica sus contenidos en acceso abierto, sin que medie ningún periodo de embargo. Asimismo, todos los trabajos publicados aparecen bajo una licencia Creative Commons de Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (http://creativecommons.org/licenses/by-nc-nd/4.0/), y su uso debe hacerse bajo esas condiciones de licenciamiento.
The exemplary memory of the armed conflict as a condition of possibility in the particular singular and meaning categories
This article, derived from the research “The formation of the subject from exemplary memory. A theoretical bet for the school”, aims to carry out a critical reflection to establish conditions of possibility in the formation of the subject, based on the knowledge of their past, the domain of symbolic perspective, and the production of meaning according to the education received. The chosen methodology was critical discourse analysis. The field diary and narrative were used as data collection instruments. In this process, the notion of exemplary memory proposed by Todorov was problematized, leading to the identification of the conditions under which exemplary memory can emerge in the student. The main conclusions are summarized as follows: 1) the subject’s singular reflection is a condition of possibility for the emergence of exemplary memory, provided that the subject is formed; 2) exemplary memory can arise in the subject from the particular and singular categories; and 3) exemplary memory becomes possible in the production of meaning constructed by the subject, according to their symbolic mastery and the education they have received.
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Digital competencies and the use and creation of resources in university students in the field of Communications and Philology in Antioquia
This paper addresses the attitudes and perceptions of undergraduate students from the Faculty of Communications and Philology at the University of Antioquia (Colombia) regarding their digital competencies and resource creation during the emergency remote education caused by the 2021 pandemic and their transition to traditional in-person education. This investigation aimed to identify these attitudes and perceptions, as well as the roles that students played in their educational process during the lockdown. This research is design-based and was conducted from a constructivist-interpretive paradigm with a qualitative approach. The main instrument was 15 semi-structured interviews with students from five undergraduate programs located in Medellín and various regions of the department of Antioquia. It corresponds to the second phase of a broader project developed at the Educational Technologies and Digital Culture Laboratory of the aforementioned academic unit, which follows an initial exploration of undergraduate teachers’ perceptions. The results of this research reveal greater digital competencies and a more creative and flexible use of resources and tools by the students, compared to a traditional teaching staff that was less prepared to adapt to the new technologies required by emergency remote education.
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Distributed Place Leadership in the Global South
This paper provides a strategic roadmap for the Universidad Cooperativa de Colombia (UCC) as it transitions towards its Plan Estratégico Nacional 2030. Against a backdrop of profound systemic stratification in Colombian higher education and the enduring legacy of internal conflict, the institution faces the dual imperative of deepening its territorial relevance while expanding its global engagement. Challenging traditional centre-periphery models, this analysis argues that for a private, multicampus, cooperative institution in the Global South, internationalisation must be reconceptualised not as a pursuit of reputational prestige, but as a structural mechanism for equity, resource mobilisation, and local problem-solving. Drawing on the theoretical framework of Place Leadership, the paper audits UCC’s current capacity—characterised by a decentralised network of 16 campuses across 19 cities and a student body primarily drawn from low and medium-low socioeconomic backgrounds. It identifies a strategic opportunity for UCC to function as a “Distributed Place Leader,” linking fragmented regional innovation systems into a cohesive national network. The document concludes with a set of actionable policy recommendations focused on networked governance, inclusive internationalisation (Internationalisation at Home and Collaborative Online International Learning), and the consolidation of solidarity ecosystems. These strategies position UCC to lead not merely as an educational provider, but as a Civic University of Social Innovation, capable of driving territorial resilience and democratising access to the global knowledge economy.
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This paper examines how applied research universities can enhance their societal engagement by leveraging global trends in co-creation, knowledge transfer, and institutional innovation. The Universidad Cooperativa de Colombia (UCC) invited this contribution as part of the design process for its new National Strategic Plan (PEN) 2026–2029, the institution-wide strategy that sets priorities across its multicampus system. Responding to this mandate, the paper proposes a thematic framework that connects UCC’s cooperative identity and multicampus presence with international debates on research, innovation, and engagement. Four thematic entry points are developed. Section 2 examines participatory agenda-setting, with a focus on frameworks such as Responsible Research and Innovation (RRI) and foresight methods. Section 3 discusses helix collaboration and co-creation, highlighting how universities convene partnerships across sectors. Section 4 turns to institutionalisation, exploring governance, incentives, and curricular integration of societal engagement. Section 5 addresses digital infrastructures and collective intelligence, emphasising how artificial intelligence and open platforms are reshaping both academic practices and university–society interaction. Each theme is analysed with reference to global trends and illustrated with selected Latin American cases. These examples, presented as sources of inspiration, demonstrate how regional universities are incorporating engagement into their strategic planning, experimenting with citizen science, integrating social responsibility into development plans, and connecting with international open science networks. By juxtaposing such illustrations with UCC’s existing assets — clinics, transfer structures, territorial programmes, and SDG alignment — the analysis offers a comparative lens rather than an institutional diagnosis. The strategic synthesis in Section 6 presents these insights in a matrix that links global practices, Latin American illustrations, and UCC’s current strengths. This comparative approach highlights that UCC is not starting from zero. Instead, it has a robust base of practices that can be made more systematic, better connected across campuses, and more visible in national and international arenas. The paper concludes with nine recommendations, organised under the university’s three main functions: research, teaching, and societal interaction. These recommendations emphasize governance and incentives for research agendas, curricular pathways for project-based learning, and facilitation skills, as well as the role of multicampus networks as civic hubs facilitated by responsible digital infrastructures. By consolidating its cooperative mission and aligning with global benchmarks, UCC can reinforce its leadership in Colombia while contributing to broader international debates on the role of universities in democratic renewal and sustainable development.
Quality and flexible learning in Higher Education
Higher education is currently undergoing profound transformations as a result of increasing digitalization, internationalization, and student diversity. The traditionally accepted notions of quality and flexibility in education must now be understood as interdependent dimensions that guide the development of relevant and meaningful education. This chapter examines contemporary approaches to educational quality (continuous improvement, self-regulation, and a culture of quality) and argues for the value of a competency-based approach in the current context. It also delves into the dimensions of flexibility and its relationship to quality assurance. Based on a narrative analysis supported by recent documentary evidence, it presents examples of institutional success, such as those of the Open University of Catalonia (UOC), the Monterrey Institute of Technology and Higher Education (ITESM), the Open University of the United Kingdom, and a brief case study of the Cooperative University of Colombia (UCC). The role of emerging technologies (learning analytics and artificial intelligence) is discussed, and trends toward 2030 are projected.
Higher Education’s Financial Sustainability
This text discusses key issues of financial sustainability in higher education, with a particular emphasis on the specific challenges and pressures faced by private universities. These include aspects relevant to the demand, such as demographic changes or the reconfiguration of higher education as a private good and an individual investment. It will also be examined how changing regulatory conditions have influenced institutional access to diverse streams of funding, particularly in a context of tightening competition within private higher education and between public and private higher education institutions, due to the blurring of boundaries between public and private institutions. Particular attention will be devoted to the organizational challenges associated with a strategy of financial sustainability based on a diverse revenue basis. This will range from issues such as organizational culture and governance to internal reward mechanisms and the capacity to develop coherent strategic and financial plans, all while institutions need to manage multiple funding streams. The analysis will also emphasize the importance of balancing academic and management priorities in a way that mitigates potential tensions and enhances internal cohesiveness and congruence with the mission. Thus, the analysis will emphasize more organizational and mission fulfillment issues rather than financial management ones. It will also reflect upon the former in a context of rapid technological and economic change that potentially challenges the relevance of higher education and introduces greater uncertainty for higher education institutions. The analysis will specifically address the challenges faced by private higher education. Although much of the recent expansion of private higher education has been characterized as a demand-absorption pattern, this type of expansion is not a sustainable development strategy. In post-massification cases, private institutions need to position themselves as an alternative to the public system, rather than a second choice for those who could not get a place in the latter. Furthermore, private HEIs need to engage much more in research activities, both as a strategy to strengthen their academic quality, to diversify their funding basis, or to foster their partnerships with external stakeholders. These transformations present significant institutional challenges and require particular attention to staff and organizational dimensions in order to become a more attractive institution to prospective students, funders, and other external stakeholders.
This article presents a strategic proposal towards 2030 for the Universidad Cooperativa de Colombia, aimed at strengthening its cooperative and multi-campus identity through the integration of student knowledge, curricular flexibility, and teaching innovation. Drawing on global trends in higher education—such as learning analytics, competency-based education, responsible use of artificial intelligence, micro-credentials, and student wellbeing—the paper outlines a roadmap that combines continuous student profiling, matrix-based curricular redesign, and academic staff development as key drivers of institutional transformation. The proposal highlights the role of faculty as learning experience designers, ethical mediators, and contemporary polymaths, while advocating for flexible, relevant, and equitable educational pathways. It concludes that cooperative identity can function as an adaptive advantage in addressing employability, territorial engagement, and social legitimacy challenges in higher education by 2030.
Institutional Analytics for Transformation
Learning analytics—the systematic use of educational data to understand and improve learning—has emerged as a promising approach to addressing persistent challenges in higher education, including student dropout, uneven learning outcomes, and structural inequities. This article examines how learning analytics can support institutional improvement, with particular attention to multi-campus universities and contexts where such approaches remain underdeveloped. Drawing on examples from higher education and K–12 systems worldwide, the article adopts a socio-technical perspective, arguing that the effective use of analytics depends as much on human practices, governance, and ethics as on technological capability. The article reviews applications of learning analytics across key stakeholder groups. Instructors use dashboards to identify at-risk students and inform pedagogical decisions; students receive personalized feedback, nudges, and course recommendations that support persistence; digital learning platforms adapt content and detect disengagement; advisors prioritize outreach through integrated data systems; and academic leaders use analytics to identify curricular gaps and instructional weaknesses. Across these applications, the article foregrounds core ethical principles—transparency, privacy, consent, fairness, de-biasing, and accountability—as essential foundations for responsible analytics practice. At the same time, the article highlights significant implementation challenges that frequently undermine analytics initiatives. These include insufficient data infrastructure, alert fatigue when predictions are not embedded in actionable workflows, limited instructor and IT engagement, and difficulties scaling pilot projects across diverse campuses and programs. Addressing these obstacles requires framing learning analytics not as a technical add-on but as a form of organizational change. To support sustainable implementation, the article advocates for iterative, evidence-informed design processes grounded in the learning sciences, human–computer interaction, and universal design. Key enabling conditions include feedback loops for continuous improvement, professional development in data literacy, clear governance structures with cross-campus representation, defined roles for learning designers and implementation coordinators, and robust data stewardship practices. For multi-campus institutions, balancing standardization with local adaptation is critical to ensuring equitable impact. The article concludes by considering emerging challenges associated with generative AI and by outlining practical next steps for institutional leaders. By treating learning analytics as a long-term, ethically grounded commitment centered on equity and student agency, universities can harness data to support meaningful improvement and sustain public trust in the responsible use of educational technology.
Universities worldwide are facing a decisive inflection point that demands strategic, systemic action to transform student experience and well-being. While student-centered education has long been supported by research on learning and critical pedagogy, its urgency has intensified due to demographic change, technological disruption, and profound social and economic pressures. These forces have redefined who accesses higher education, how learning occurs, and what students expect from universities. In the context of post-pandemic challenges and the rapid expansion of generative AI, institutions must reaffirm their role as human-centered environments that cultivate belonging, meaning, and resilience. This paper argues that the future of higher education depends on embedding student experience and well-being into the core of institutional strategy and practice. Central to this transformation is the concept of relationship-rich education, understood as learning environments sustained by meaningful interactions among students, faculty, and staff. Evidence shows that strong academic and social relationships enhance cognitive development, mental health, persistence, and overall flourishing, benefiting not only students but also educators and institutional culture. However, structural constraints — including institutional scale, technology misuse, and misaligned incentives — frequently erode these essential connections. To address these challenges, the report proposes eight strategic priorities: designing relationship-rich learning ecosystems; integrating active and collaborative pedagogies into curricula; empowering students as co-creators of academic and institutional life; adopting a holistic approach to well-being that includes students, faculty, and staff; fostering inclusive and equity-driven environments; guiding the use of AI and technology through human-centered principles; reimagining professional development as relational growth; and embedding belonging and purpose into institutional culture. Together, these strategies outline a shift toward a relational, human-centered model of institutional excellence. By aligning mission, policy, and everyday practice around student experience and well-being, universities can strengthen learning outcomes, promote equity, and contribute more effectively to the public good.
The purpose of the article is to present the results of the Proyecto Pedagógico: Diario de viajes created in practice I, II, III and implemented in the institution Colegio Integrado Nuestra Señora de la Paz, located in La Putana village, Tienda Nueva town center. In this, the construction of el Diario de viajes is proposed as a bound to fortify the following social skills: assertiveness, active listening, effective communication, and empathy. The methodology applied in this work is developed on the qualitative ethnographic approach through participatory observation technique, in which various didactic sequences were constructed focused on the textual production of four types of text: letter, chronicle of The Indies, bestiary and description of local customs; accompanied by the expression of the aforementioned social skills. The results describe what was achieved with the production of each of the indicated typologies. In terms of written production, there are some elements of this process such as: presentation of the text, orthography, redaction and development of ideas. As well as competencies acquired through the development of the proposed social skills. Finally, the conclusions address the importance of working on these soft skills to improve interpersonal relationships, which enhances a positive school climate, a basic condition for the development of learning.
Strategic planning in educational institutions, a useful tool to guarantee continuity
Strategic planning is a tool capable of helping all organizations to maintain their productivity through their ability to adapt, both to market demand and to needs of the organization. Educational Institutions can also use it to achieve their objectives; specifically at the Villa de Matel High School, although strategic planning is not a well-defined program in all its areas and levels, it does have the necessary elements to develop it effectively. This document points out a brief analysis of the High School focused on the aforementioned mechanism and the resources that comprise it, likewise, a theoretical reference is included to give context and, in addition, the result of the swot analysis made to the Institution is specified, the suggestion for the use of 2 complementary tools to the planning and the corresponding conclusion; at the end of the writing are the bibliographical references.
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Congreso internacional, Convergencias educativas
La educación está enfrentando una encrucijada sin precedentes. En un mundo de cambios vertiginosos donde la inteligencia artificial transforma el aula, desafiando los procesos educativos y de aprendizaje, la gestión educativa redefine sus propósitos y estrategias, la pedagogía exige su reinvención, la inclusión sigue siendo una deuda pendiente y la diversidad exige un enfoque pluriversal donde se abran nuevos horizontes de conocimiento y formación; es importante construir juntos otras miradas y nuevas soluciones. El Congreso Internacional Convergencias Educativas: inclusión, tecnología y transformación pedagógica - 2025 convoca a investigadores, docentes, estudiantes, gestores y pensadores del ámbito educativo a un espacio de diálogo profundo y disruptivo, donde exploramos los caminos de la educación a través de cinco ejes: Tecnologías Emergentes en Educación: ¿Estamos preparados para integrar la inteligencia artificial, la realidad virtual y el análisis de datos sin comprometer la esencia del aprendizaje? Gestión y Calidad Educativa: Más allá de cumplir con estándares, ¿cómo logramos que la gestión sea una herramienta para transformar la educación desde su núcleo? Transformación Pedagógica: ¿Cómo pasamos del discurso a la acción en la creación de prácticas innovadoras que hagan del aprendizaje una experiencia significativa? Inclusión y Diversidad: ¿Las escuelas están diseñadas para acoger y potenciar la diferencia o siguen replicando modelos excluyentes? Educación Pluriversal: ¿Es posible una educación que integre saberes diversos sin caer en la homogeneización del conocimiento?
Impact of a contextualized digital teaching model for reading comprehension on elementary school students
Introduction: Poor academic results in reading comprehension in primary school are a constant concern in the educational setting of La Guajira, affecting the academic development of students. Objective: The purpose of this study is to analyze the impact of a contextualized digital teaching model on reading comprehension in primary school students. Methodology: A quantitative experimental design approach was used with a sample of 100 first-grade primary school students from educational institutions in La Guajira. The experimental group learned using a contextualized digital model, while the control group applied traditional classroom learning methods such as lectures and physical teaching guides. The instrument used was a reading test validated by experts. Results and discussion: The results showed statistically significant differences between the groups evaluated in all components of reading comprehension, suggesting that the implemented model is appropriate for the age and level of education of the participants. Conclusions: The implementation of this type of educational model requires technological infrastructure and adequate teacher training from institutions to optimize this digital learning in the classroom.
In early human societies, learning took place informally; however, the historical development of education has given rise to formal models that now face new complexities in a global context. Within this framework, the present systematic review aimed to analyze how virtual higher education relates to approaches such as biopedagogy, biolearning, biopedagogical mediation, lifelong learning, education for life, ecological learning, and behavioral biology. The search was conducted in the Web of Science® database following the PRISMA methodological guidelines and covered publications from 2010 to 2023. Out of 873 identified documents, 41 studies met the inclusion and exclusion criteria and were analyzed through bibliometric techniques using the Bibliometrix software. The main findings reveal a clear European leadership in academic production and a strong multidisciplinary orientation, with a predominance of qualitative and mixed methods. In addition, growing attention was observed toward digital ethics, inclusion, and student autonomy. These trends suggest a paradigmatic shift toward more integral, adaptive, and context-sensitive educational models that acknowledge both biological and social environments. Nevertheless, theoretical and methodological gaps remain in linking biology and education, as well as in evaluating the long-term sustainability of formative impacts.
Concepts associated with episthemic emotions in recent research
Starting from epistemic emotions, the constructs that have been associated with them are identified, highlighting the processes that are affected in said interaction. The findings indicate that epistemic emotions have been related, especially to three constructs: epistemic beliefs, learning and didactics, and metacognitive adaptation. From these interactions, effects were found on learning strategies, academic performance, decision making, motivation, overcoming challenges, metacognitive skills, and emotional regulation, allowing the identification of emotions that facilitate or hinder learning. It is concluded that knowledge of the dynamics of epistemic emotions in relation to other processes contributes to enhancing learning, improving didactics, and favoring the selection of strategies for the acquisition of knowledge by students.
Panorama of research in anatomy in a health school in southwestern Colombia 1970-2018
The objective of this article is to present an analysis of the research production of the anatomists from the Department of Morphology at Universidad del Valle, in Colombia, and the manner in which this production has been constructed during the period from 1970 to 2018. Theoretically and methodologically, the analysis is based on the guidelines of Latour & Woolgar (1979). Drawing from this approach in the sociology of science, interviews are conducted, guided visits to the anatomy section are carried out, and information is gathered from archives, databases, and libraries, allowing for the identification of periods, trends, and processes that underpin this written research production. The results reveal the existence of three periods of anatomical production corresponding to state orientations. The first, spanning from 1970 to 1977, was immersed in policies of knowledge appropriation and dissemination, supported by some American foundations. The second, inscribed within the state policies of icfes-gpd between 1985 and 1995, was focused on the production of new knowledge. And the third, occurring between 2009 and 2018, corresponds to the present time. It is concluded that over the last 50 years, the production of knowledge in anatomy has centered on the design of educational materials, anatomy applied to surgery, and the study of anatomical variations; all of which is framed within the guidelines of multilateral organizations, state policies, and the evolution of anatomy within the medical field.
Digital and interactive school mathematics
This study explores the impact of digital interactive booklets on the understanding and academic performance in mathematics of eighth-grade students. Faced with persistent difficulties in mathematics and low academic performance on objective tests, an educational intervention is proposed through the implementation of attractive and adaptive digital materials. The purpose of the project is to improve the understanding of fundamental mathematical concepts, taking advantage of the students’ affinity, who are digital natives, for interactive technologies. Adopting a qualitative approach and working in stages, digital mathematical booklets were designed and applied to address problem areas identified through previous diagnostics. Preliminary findings indicate a positive impact on objective tests, suggesting the effectiveness of this innovative approach. This study contributes to the field of mathematics education by demonstrating how interactive technological resources can be effectively used to strengthen the teaching and learning of mathematics.
Exam design with integration of graphic organizers based on the taxonomy of the digital age
Introduction: The subject of Information Technology (IT) has been subject to changes in public policy and has not been well understood in its design, implementation and evaluation, which raises concerns about the lack of standardized criteria for the evaluation of it learning in students of secondary education. Objective: Design effective exams with the integration of graphic organizers based on digital taxonomy and a psychometric model in the Secondary Education of an Educational Institution in the municipality of Piedecuesta (Colombia). Methodology: A quantitative approach and a quasi-experimental design are adopted, dividing 218 participating students into control and experimental groups. The treatments include didactic sequences in it education, followed by electronic tests to evaluate learning. Data collection is carried out using the Limesurvey platform, and analysis of dichotomous data matrices with various graphic organizers is used. Reagents are constructed following a new taxonomy and their psychometric characteristics are evaluated, adapting them according to the results observed by groups. Calibration of reagents is carried out with the Rash model. Results and discussion: Sample contrasts revealed that, in general, there are no significant differences between experimental and control groups, except in one experiment that requires additional model calibration. Calibration by Rash reagents, using software such as MiniStep, showed adequate adjustments in INFIT and OUTFIT statistics, indicating good fit to the model. Conclusions: The implementation of electronic tests with graphic organizers in Secondary Education is shown to be effective in improving the evaluation in Information Technology, supported by positive student perceptions. This methodology facilitates the evaluation of learning, provides standardized and reliable results, allowing precise monitoring of learning processes in the IT subject.
The fanzine as a pedagogical strategy to strengthen the social skills of eight grade students in the Colegio Integrado Nuestra Señora de la Paz
This scientific article shows the utility of the fanzine as a pedagogical strategy through a detailed exposition of the investigative process carried out during the three educational practices that are part of the Bachelor’s Degree in Literature and Spanish Language at the Universidad Industrial de Santander. The practices were conducted at Colegio Integrado Nuestra Señora de la Paz, a rural institution located in the Tienda Nueva district of Betulia, Santander. At the end of 2022, the first observation trips of students were made, eventually leading to the planning of the interventions. Then, in 2023, the teaching mediations and their analysis were conducted. Initially, the characteristics of the class dynamics and learning identified during the observation phase are presented. Some problems were found in both cognitive formation and social interactions among students. Following the identification of these problems, the process of creating a solution is presented, starting with the creation of didactic sequences and culminating with their intervention in the classroom. Finally, the article presents the collected results and the progress in the aforementioned aspects. Additionally, it includes the general conclusions of the work carried out during the three pedagogical practices and the improvements that could be made to enhance the relevance of the course in the students’ education.
The present study seeks to establish the way in which neuroeducation can be used in classroom activities through a documentary review. Where it was found that early childhood is a fundamental stage of human development and, therefore, the Ministry of Education has given high priority to children from their conception to their first years of life. At this time, the brain undergoes an irreversible transformation. For it to grow and develop, going through sensitive moments for the acquisition of certain specific learning, millions of phenomenal neural connections are created. For this reason, it requires that external stimuli be of high quality, allowing children to live experiences according to each need, using physical resources and multisensory tools. It is crucial to understand that the brain develops properly considering the harmonious interaction between genetics and environmental cues. For this reason, the experiences lived by children are crucial because they allow the brain development process to be adjusted, resulting in positive or negative outcomes depending on whether adults are present in children’s lives.
To An approach to understanding communicative competences
The main purpose of the article is to reflect on the importance of communicative competence that arises from the heart of linguistics and that addresses different perspectives from the command of the language in different contexts. In the first place, the definition of competence is presented so that the student identifies the capacities in terms of academic and labor competence, on which the optimization of the domains of knowledge and attitudes necessary to relate in the workplace is based. Communicative competence raises the use of language in various components and approaches such as linguistic, sociolinguistic, psycholinguistic, and pragmatic, which conceive a communicative performance based on the social environment that implies identifying the processes of the sender - receiver that allows understanding the function of communication. Appropriate in learning situations that require degrees of autonomy to actively assume participation with other people. Communication skills are considered as key elements necessary for the development of communicative competence such as active listening, assertive communication, and development in contexts such as family, work, and virtual environments. Thus, the study of communicative competence implies knowing how to communicate, knowing how to apply knowledge and that knowledge that allows us to differentiate a holistic vision from a rigid one, in which a training process is necessary to obtain mastery of the discursive scheme to act in the social scene
Influence of school climate on the formation of leadership as a personality trait in high school students
Introduction: The school environment significantly influences the formation of personality traits of students in secondary school, as part of the comprehensive training process promoted by public educational policy, with leadership found in the literature as a variable of interest for the promotion of future social leaders. Objective: To analyze the influence of the school climate on the formation of leadership as a personality trait in high school students at an educational institution in Cartagena de Indias (Colombia). Methodology: This research is based on a quantitative approach and uses a non-experimental design of explanatory scope, with the participation of 192 students from the secondary school of a public educational institution in Cartagena, to whom the Dweck Mindset Instrument was applied to measure the leadership of the participants. Results and discussion: No significant differences were found by gender, being an only child, family location, migration or abandonment (p = 0.76). However, significant correlations were found between grade, age and family economic status, and leadership patterns (p = 0.000). It was evident that camaraderie and the institutional regulatory environment act as mediators between the school climate and leadership as a personality trait of the student body. In addition, significant differences were observed in leadership patterns according to age, level of education and family economic situation (p = 0.002). Additional analysis showed that 6th graders exhibited a significantly higher level of leadership than 7th, 8th, and 9th graders, and overall, the level of leadership tended to decrease with increasing grade. Conclusions: Based on the Colombian school context, this study has practical implications for improving leadership as a personality trait of high school students, taking into account that this school period is critical in the development of students’ self-identity, which can be easily influenced by situational factors.
The micro-credentials approach to Higher Education
The changes generated by the third and fourth industrial revolution in all sectors of society also impact the educational ecosystems, especially tertiary education, which, after assuming a more active role in the economic development of nations, has adopted new dynamics in its system based on the generation of lifelong learning and the design of personalized and non-linear learning paths that benefit employability. The purpose of this article is to explore the micro-credentialing approach as a complementary strategic trend in university programs that favors the new dynamics in demand. First, a literature review is carried out to take a look at the origin of this strategy, its characteristics, conditions, methodology, criticisms, projections and recommendations. Then, some good practices led by universities worldwide and locally concerning its use are described, and finally, the potential of the ucc to include microcredentialing in its learning pathways is detailed. The analysis shows that, despite the lack of unified regulatory policies, the strategy has been widely deployed, especially in Europe and North America, and that Colombia has joined the Latin American countries that have seen in it an opportunity to serve a wider training public and stimulate demand for their academic programs. This constitutes an opportunity for the ucc, which has sufficient theoretical, institutional, and methodological inputs to implement it because it fits perfectly with its institutional vision.
Classroom communication as construction of meaning and significance for pedagogical interaction
Competency assessment as a challenge for the development of pedagogical practice
Pedagogical proposal for the improvement of reading and writing through free text
Text production in the third grade of basic education
Production of reading-writing environments for third grade of elementary school
Mejorar la expresión oral y escrita y la comprensión e interpretación de diferentes textos, ha sido desde siempre uno de los objetivos primordiales de la enseñanza de la lengua en la escuela.
Reading contexts in the context of project-based pedagogy
Desde la perspectiva de los estudios realizados recientemente ssobre actitud lectora y el aprendizaje de la lectura se describen situaciones y objetos investigativos que le enmarcan en un panorama globaal, así, por ejemplo, en la investigación generada con bases en el estudio PIRLS, sobre la lectura en contexto con teorías, experiencias y propuesta en Colombia especialmente en Santander se generaron aportes en los que se logra considerar a la lectura como fuente de desarrollo del proceso de la interacción entre el lector, el texto y el contexto en una situación específica.
Language as an instrument of communication and object of knowledge
El lenguaje es el instrumento que le ha posibilitado a la humanidad su trascendencia, desde el punto de vista epistemológico, es esa extraordinaria herramienta psicológica superior del hombre, la que ha permitido la comunicación, la satisfacción de sus intereses y necesidades propias de una especie que evoluaciona, hasta ser capaz de convertirse en un ser reflexivo.