<span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;">Prisma Journal<span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;"> is an international open-access scientific journal dedicated to the dissemination of original research articles, academic reviews, and case studies in the fields of Social Sciences and Humanities, adopting an interdisciplinary approach with regional and international scope. <span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;">The journal aims to promote critical reflection, scientific analysis, and academic dialogue on social, cultural, educational, historical, and humanistic phenomena, contributing to the advancement of knowledge and to the understanding of contemporary social dynamics from diverse theoretical and methodological perspectives. <span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;">Prisma Journal<span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;"> publishes contributions in areas such as sociology, anthropology, education, pedagogy, philosophy, history, cultural studies, linguistics, communication, social psychology, and related disciplines, with particular emphasis on studies that provide empirical evidence, conceptual innovation, and social relevance. <span lang="EN-US" style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: #215f9a; mso-themecolor: text2; mso-themetint: 191; mso-style-textfill-fill-color: #215F9A; mso-style-textfill-fill-themecolor: text2; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-colortransforms: 'lumm=75000 lumo=25000'; mso-ansi-language: EN-US;">The journal operates under a double-blind peer review system, ensuring academic quality, objectivity, and transparency in the editorial process. Furthermore, it promotes the principles of research ethics, open access, academic plurality, and internationalization of knowledge, consolidating itself as a rigorous and reliable platform for scientific dissemination in Social Sciences and Humanities.
Gamification aligned with Universal Design for Learning and its relationship with perceived inclusive practices among secondary education teachers
<table class="MsoTable15Plain2" style="width: 19.0cm; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="718" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">The study analyzed the relationship between teachers’ perceptions of gamification strategies aligned with Universal Design for Learning (UDL) and a set of perceived inclusive practices, considering digital self-efficacy as a complementary enabling dimension. A quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted with 24 secondary education teachers using a 20-item Likert questionnaire. Internal consistency was acceptable to good across dimensions (α = 0.771–0.856), while the overall instrument showed high internal consistency (α = 0.941); this overall coefficient was not interpreted as evidence of unidimensionality. The overall instrument mean was M = 3.77 (SD = 0.43); for strictly descriptive purposes, 62.5% of participants fell within the high interval. The exploratory global contrast between UDL-aligned gamification (items 1–10) and the expanded block of inclusive practices and digital self-efficacy (items 11–20) showed a positive, moderate-to-high association (Spearman’s rₛ = 0.630, p = .001, n = 24). At the dimensional level, notable associations were accessibility-flexibility (rₛ = 0.648), goals-flexibility (rₛ = 0.605), and autonomy-flexibility (rₛ = 0.562). The main opportunities for improvement concerned design accessibility and digital self-efficacy. Findings are contextual and exploratory and do not imply causality or automatic generalizability.
Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
Cognitive Dependence and Critical Thinking in the Academic Use of Generative Artificial Intelligence in High School
The academic use of generative artificial intelligence in high school has transformed the ways students search for, produce, and organize information, creating new pedagogical opportunities and, at the same time, challenges related to students’ intellectual autonomy. In this context, this article aimed to analyze the relationship between cognitive dependence and critical thinking in the academic use of generative artificial intelligence tools among high school students. A quantitative study with a descriptive-correlational scope and a non-experimental cross-sectional design was conducted through the application of a structured Likert-scale questionnaire to a sample of 80 high school students selected through intentional non-probabilistic sampling. The main results show frequent use of generative artificial intelligence for information search, text summarization, and the generation of academic ideas. Likewise, a moderate level of perceived cognitive dependence and a moderate level of critical thinking were identified. The correlational analysis showed a moderate positive association between the academic use of generative AI and perceived cognitive dependence, as well as a moderate negative association between cognitive dependence and critical thinking. It is concluded that generative artificial intelligence may constitute a support tool for learning, provided that its integration is mediated by pedagogical and ethical criteria, as well as activities focused on analysis, comparison, argumentation, and information verification.
Innovative methodological approaches for attention to diversity in the classroom
Educational challenges today are multifaceted because they seek to adapt to classroom diversity, taking into account physical, cognitive, social, and cultural characteristics. Therefore, it is necessary to innovate the approach, environment, resources, and methodologies developed in the teaching-learning process across different educational levels. However, some classrooms still attempt to normalize students, viewing diversity as a problem to be solved or as something that must change to adapt to the educational system. Consequently, it is essential to implement innovative inclusive methodologies such as gamification, the flipped classroom, design thinking, and agile or flexible methodologies that respond to the interests, needs, and abilities of all students. From this perspective, the objective is to implement innovative methodological approaches tailored to students' learning interests through practical workshops to address classroom diversity. This is carried out through a qualitative methodology with an action-research approach, utilizing flexible research techniques and instruments such as interviews, participant observation, and visual mapping, which were applied in five classrooms at a public educational institution in the Santiago de Méndez canton. This led to the conclusion that the theoretical and methodological foundations support the contributions of innovative methodological approaches as active participation strategies. These strategies grant students the leading role in constructing their own learning, adapting to each individual's needs, and replacing the memorization of traditional learning.
Holistic Education and the National Context: Critical Thinking, Scientific Knowledge, and Literary Expression among High School Students
A holistic education in the Unified General High School program is geared toward developing critical thinking, acquiring scientific knowledge, and strengthening literary expression, all in close connection with the national context. This approach aims to prepare students to analyze, reflect on, and understand their environment from an interdisciplinary perspective. Through active teaching strategies, the program promotes participation, critical reasoning, and the construction of meaningful knowledge. The integration of these dimensions enables students to address social issues in greater depth, developing analytical and communication skills. It also fosters creativity and the ability to interpret diverse cultural and social contexts. In this sense, a well-rounded education not only conveys content but also promotes the development of critical, independent citizens who are committed to their environment. In this way, it contributes to the strengthening of a society that is more reflective, participatory, and aware of its reality.
Chronic Toxic Stress Associated with Intrafamilial Neglect: Relationships with Working Memory and Academic Demotivation in Adolescents
This article analyzes, through a non-experimental documentary design, the relationship among chronic toxic stress associated with intrafamilial neglect, working memory, and academic demotivation in adolescents. It is explicitly defined as an integrative narrative review with a systematized but non-exhaustive documentary search, and not as a PRISMA systematic review or meta-analysis. No variables are manipulated, no intervention is implemented, and no primary student data are collected; the units of analysis are peer-reviewed publications, reviews, observational empirical studies, institutional guidelines, and theoretical frameworks issued by specialized organizations. The search was updated and verified on June 30, 2026, using a documentary corpus selected according to conceptual relevance, currency, peer review, educational usefulness, and institutional authority. Search descriptors in Spanish and English, Boolean operators, inclusion and exclusion criteria, discard criteria, a corpus traceability matrix, and a qualitative quality assessment of sources are included. Results are organized in a comparative matrix contrasting evidence on maltreatment and neglect, toxic stress, executive functions, working memory, academic motivation, and school protective factors. The synthesis shows convergence in that neglect and other adverse experiences may be associated with prolonged stress activation, executive difficulties, and lower academic engagement; however, these relationships are probabilistic, contextual, and non-deterministic. It is concluded that working memory may be understood as a relevant cognitive mechanism for explaining some forms of academic demotivation, provided that it is integrated with teacher support, school connectedness, mental health, sleep, family resources, and rights protection <!-- [if supportFields]> CITATION Sho12 Tei16 Rya20 Uni24 Who26 \l 1033 <![endif]--> (Shonkoff, et al., 2012)<!-- [if supportFields]><![endif]-->.
Teachers’ Digital Competencies in the Improvement of Educational Practice
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">In education, continuous innovation is indispensable for teachers, who serve as classroom guides and must possess social-emotional, pedagogical, and digital competencies. This is particularly crucial given today's technological advancements, where the majority of the educational community has access to cell phones, computers, smart watches, or other electronic devices. This reality presents a challenge for educators, who must innovate their methodologies and strategies to adapt and leverage the technological resources available to students. Consequently, a critical area for improvement is identified, as some teachers resist change and attempt to ban technological devices in educational institutions. From this perspective, this study aims to enhance teachers' digital competencies through microlearning to improve educational practice. Using a qualitative approach with flexible research methods such as interviews, participant observation, and digital focus groups, the study was conducted with eight teachers from the Santiago de Méndez canton. The findings led to the conclusion that the theoretical and methodological foundations support the contributions of microlearning when implemented through learning capsules in short, concise modules. This approach successfully enhanced the teachers' digital competencies; furthermore, in the satisfaction survey, participants described microlearning as an excellent strategy for dynamic and autonomous learning regarding responsibility, planning, execution, and evaluation of classes using technological resources.
Development of Historical Thinking and Cultural Identity among High School Students in Ecuadorian Public Educational Institutions
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">This study analyzed the effect of a pedagogical intervention based on local history, source analysis, argumentative debate, and digital narratives on the development of historical thinking and cultural identity among high school students from public educational institutions in Manta, Ecuador. A quantitative approach was employed, using a quasi-experimental pretest-posttest design with a nonequivalent control group. The sample consisted of 120 students from the Unified General Baccalaureate, distributed into an experimental group of 60 participants and a control group of 60 participants. A historical thinking assessment rubric and a cultural identity questionnaire were used for data collection. The intervention was conducted over eight weeks and included 16 sessions. The results showed a greater increase in the experimental group in both historical thinking, whose mean score rose from 52.69 to 70.09, and cultural identity, which increased from 59.72 to 73.88. The analysis of covariance revealed statistically significant differences between the groups in both variables (p < .001). It is concluded that active and contextualized teaching strategies promote the development of historical thinking and strengthen cultural identity among high school students.
Scientific Literacy and Argumentative Discourse: An Interdisciplinary Approach in Experimental Sciences and Language in the General Unified Baccalaureate
Scientific literacy is a fundamental competence in contemporary education, as it enables students to interpret scientific information, analyze evidence, and make informed decisions in everyday contexts. In the framework of the General Unified Baccalaureate, this competence is closely connected to the development of argumentative discourse, which plays a key role in the construction and communication of knowledge. This study examines the relationship between scientific literacy and argumentation from an interdisciplinary perspective that integrates experimental sciences and language education. Through a qualitative and documentary approach, relevant literature was analyzed to identify the benefits of incorporating argumentative practices into science teaching. The findings suggest that students who engage in structured argumentation activities improve their critical thinking, reasoning skills, and ability to express scientific ideas coherently. Furthermore, the integration of language and science fosters deeper conceptual understanding and promotes active participation in academic and social contexts, contributing to a more comprehensive and meaningful learning process.
Inclusive Education and Technology in Contemporary School Contexts: Barriers and Opportunities
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">This study aimed to analyze the barriers and opportunities for integrating technology into inclusive education in contemporary school contexts. The research employed a quantitative, descriptive-explanatory approach with a non-experimental, cross-sectional design. The sample consisted of 25 teachers selected through non-probability convenience sampling, who completed a structured 16-item survey related to inclusive education, ICT skills, technological barriers, and technological opportunities. The results showed that 84% of teachers perceive frequent implementation of inclusive practices, and 90% recognize the potential of ICT to improve inclusion and educational quality; however, 71% reported barriers related to connectivity, resources, and teacher training. The study concludes that ICT represents a key tool for strengthening educational inclusion, although its implementation requires improved technological conditions and ongoing teacher training.
Relationship Between Lesson Planning and Learning Achievement in Basic General Education
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">Lesson planning is a key element in the educational process of Basic General Education, intentionally guiding pedagogical actions towards the achievement of meaningful learning. The objective of this study was to analyze the relationship between lesson planning and learning achievement from a qualitative approach. An interpretive design was used, based on document review and analysis of pedagogical practices, considering teachers' perceptions and evidence of the teaching process. The results showed that contextualized, flexible, and coherent planning promotes active student participation, improves learning organization, and strengthens the development of competencies. It is concluded that lesson planning directly influences the quality of learning, constituting a fundamental pillar for strengthening educational processes at this level.
Students’ Perceptions of the Use of Digital Resources in the Teaching Process in High School
<table class="MsoTable15Plain2" style="width: 503.25pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="671" cellspacing="0" cellpadding="0" align="left"> <td style="width: 318.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="425"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">In the digital age, the use of technological resources in high school education has become a key strategy for enhancing interactive and inclusive learning processes. However, teachers' perceptions of their implementation remain an underexplored area. The objective was to analyze the perceptions of second-year high school students regarding the use of digital resources in the teaching process. A descriptive quantitative study was conducted using semi-structured interviews with 45 students from public and private institutions, analyzed through thematic coding and triangulation. The results show that students value digital resources for fostering motivation and autonomous learning, but identify barriers such as lack of training, poor connectivity, and resistance to change, highlighting their potential to personalize teaching despite inequalities in student access. The study concludes that positive perceptions predominate, requiring training and infrastructural support for their equitable integration.
Inclusive Teaching Strategies in Diverse Classrooms: A Comparative Systematic Review
Inclusive education has become a fundamental pillar in the transformation of contemporary educational systems in response to the increasing diversity present in classrooms. In this context, the present study aims to analyze and compare the main inclusive teaching strategies through a systematic review of recent literature. Based on the analysis of empirical and theoretical studies, Universal Design for Learning (UDL), differentiated instruction, and cooperative learning are identified as the predominant approaches. The findings indicate that UDL provides a highly adaptable structural framework for heterogeneous educational contexts, while differentiated instruction demonstrates a significant impact on personalized learning and individual academic performance. Meanwhile, cooperative learning promotes social interaction and the development of socio-emotional competencies within inclusive environments. Furthermore, the integration of technological resources enhances accessibility, active participation, and student engagement. From a comparative perspective, the results suggest that the combined implementation of multiple inclusive strategies generates more sustainable and effective outcomes than their isolated application. It is concluded that inclusive education requires a comprehensive pedagogical approach that integrates curricular flexibility, instructional innovation, and continuous teacher training in order to ensure equitable and high-quality teaching and learning processes in diverse contexts.
Development of entrepreneurial skills in high school students from educational institutions in Esmeraldas canton.
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">Entrepreneurship has evolved alongside technological advancements, a positive aspect for business development. However, limitations on entrepreneurship include a lack of funding, insufficient incentives, and fear of failure. Entrepreneurship education fosters entrepreneurial skills and competencies for developing business ideas within the business environment. The objective of this research is to identify entrepreneurial competencies in high school students. A systematic review of scientific databases such as Scopus, ScienceDirect, and SciELO was conducted, identifying 1,206 articles. Inclusion and exclusion criteria were applied, and the study analysis was based on 10 articles. The conclusion is that entrepreneurship strengthens students' entrepreneurial skills and capacities.
Methodological Strategies for Writing Scientific Articles: From Research Design to Journal Selection
Scientific article writing is a critical component of the research process, as it conditions the clarity, coherence, and editorial acceptability of the results obtained. However, it is often approached as a late stage, disconnected from the methodological design of the research. This article proposes a set of methodological strategies aimed at systematically organizing scientific writing, from the initial formulation of the study to the informed selection of the target journal for publication. The study was conducted using a qualitative approach, based on a methodological review and documentary analysis of specialized literature, editorial guidelines, and international ethical positions. The results show that the absence of an early publication strategy and a logical writing sequence constitutes one of the main causes of internal inconsistency and editorial rejection. As its main contribution, the article proposes a workflow that integrates the type of article, the recommended order of writing, journal selection criteria, and ethical considerations regarding the responsible use of digital tools, thereby strengthening the traceability and quality of the scientific manuscript.
Beyond Ideology: Education, the Middle Class, and Governance in Contemporary Ecuador
This article analyzes Ecuador’s political and institutional performance from a structural perspective that goes beyond explanations based exclusively on the ideological orientation of governments. Drawing on an analytical-interpretive approach and a review of specialized literature and international reports, it argues that the country’s trajectory is shaped by the interaction among education, political culture, the middle class, institutional corruption, and illicit economies. The study shows that the expansion of formal education has not translated into collective cognitive intelligence or a robust civic culture, thereby constraining the quality of public decision-making. It also highlights the ambivalent character of the Ecuadorian middle class and the structural impact of drug trafficking on state capacity. Comparison with successful international experiences suggests that mixed ideological models, supported by an educated citizenry and professional bureaucracies, yield better outcomes than rigid approaches.
Playful Strategies for the Development of Logical-Mathematical Thinking in Early Childhood Education
<table class="MsoTable15Plain2" style="width: 18.0cm; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="680" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">The development of logical-mathematical thinking in early childhood education is a fundamental basis for future learning, as it fosters reasoning, classification, sequencing, and problem-solving skills from an early age. The objective of this study was to analyze the importance of play-based strategies as a pedagogical resource for strengthening logical-mathematical thinking in early childhood education. A descriptive approach was used, employing a bibliographic method and analysis of theoretical information related to educational practices at the early childhood level. The results show that the use of educational games, manipulative activities, and participatory dynamics increases children's interest, understanding, and active participation in mathematical activities. It is concluded that the application of play-based strategies significantly promotes learning, allowing children to construct mathematical knowledge naturally, in a motivating way, and in accordance with their cognitive development.
Reading Comprehension Strategies and Their Relationship with Academic Performance in Middle School Students
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">This study analyzes the relationship between reading comprehension strategies and academic performance in middle school students. Reading comprehension is a fundamental pillar for acquiring knowledge in various curricular areas. The objective was to determine the impact of using cognitive and metacognitive strategies on students' academic success. A quantitative, correlational method was employed, applying surveys and standardized tests to a selected sample. The results show a significant positive correlation: students who apply organizational, underlining, and self-regulation techniques obtain better overall averages. It is concluded that strengthening reading comprehension skills through explicit instruction of strategies not only improves text comprehension but also comprehensively raises academic performance, reducing learning gaps at this educational level.
The Teacher’s Actions in the Face of School Bullying in Two Primary Schools in Tepic, Nayarit
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-table-lspace: 7.05pt; margin-left: 4.8pt; mso-table-rspace: 7.05pt; margin-right: 4.8pt; mso-table-anchor-vertical: paragraph; mso-table-anchor-horizontal: margin; mso-table-left: center; mso-table-top: 9.75pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0" align="left"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> <p class="MsoNormal" style="margin-bottom: 2.85pt; text-align: justify; line-height: normal; mso-hyphenate: none; mso-layout-grid-align: none; text-autospace: none; vertical-align: middle; mso-yfti-cnfc: 5; mso-element: frame; mso-element-frame-hspace: 7.05pt; mso-element-wrap: around; mso-element-anchor-vertical: paragraph; mso-element-anchor-horizontal: margin; mso-element-left: center; mso-element-top: 9.75pt; mso-height-rule: exactly;">The objective of this research is to analyze the importance of the teacher's role in situations of school bullying within the classroom, under a qualitative paradigm with a critical dialectical approach of a descriptive and explanatory type, taking as population the teaching and management staff of two primary level educational institutions located in the city of Tepic, Nayarit, Mexico; selected through a non-probabilistic, intentional sampling, considering 2 directors, 2 sub-directors and 19 teachers in front of the group. Whereas, although there is awareness about the existence of school bullying and an initiative by the teaching staff to investigate on their own the corresponding manuals and protocols, there is no prior training nor formal presentation of the materials by the corresponding authorities, which reflects a weakness in the dissemination and training mechanisms regarding the use of the manual as a guide for the intervention of school conflicts.
Use of Artificial Intelligence in the Classroom: Between Innovation and Technological Dependence
The use of artificial intelligence (AI) in educational settings has experienced rapid expansion that, in many cases, outpaces the pedagogical reflection that should accompany it. This article aimed to analyze, through a systematic literature review following PRISMA 2020 guidelines, the use of AI in the classroom, considering its potential for educational innovation through the strengthening of teachers' technological competencies and the development of ethical awareness and judgment in students, as well as the risks associated with possible excessive technological dependence. Thirteen studies selected from indexed databases covering the period 2020–2025 were analyzed. The results identified five thematic axes: educational innovation, technological dependence, ethical implications, teacher training, and autonomous learning. The evidence shows that AI optimizes pedagogical processes when teacher mediation is present, but its unregulated use promotes cognitive delegation, weakens critical thinking, and generates an apparent autonomy in students. Furthermore, ethical tensions regarding authorship and plagiarism were identified, and the need for teacher training to transition toward critical and pedagogical competencies was highlighted. It is concluded that the sustainable integration of AI in education requires clear regulatory frameworks, intentional activity design, and process-centered assessment.
Relationship between Project-Based Learning in the Subject of Entrepreneurship and Management and the Development of Entrepreneurial Skills in High School
This study aims to determine the relationship between the application of Project-Based Learning (PBL) in the Entrepreneurship and Management course and the development of entrepreneurial skills in high school students. The methodology is based on a quantitative, descriptive-correlational approach with a non-experimental, cross-sectional design, using a Likert-type survey administered to students. The results show a moderately favorable application of PBL and a positive development of creativity, problem-solving, and decision-making skills, highlighting significant relationships between the variables. It is concluded that PBL positively influences the strengthening of entrepreneurial skills; however, its implementation is not yet fully systematic, so its planning and continuous application need to be strengthened to optimize its benefits in the educational process.
Artificial Intelligence as a Transformative Tool in Teaching Practice: Opportunities, Challenges, and Pedagogical Perspectives
The article “Artificial intelligence as a transformative tool in teaching practice: opportunities, challenges, and pedagogical perspectives” analyzes the impact of artificial intelligence on educational processes today. It highlights how these technologies promote personalized learning, immediate feedback, and the optimization of administrative tasks, allowing teachers to focus on more meaningful pedagogical strategies. It also examines tools such as intelligent tutors, educational data analysis, and automatic content generation. However, it also addresses relevant challenges, such as the digital divide, data protection, ethics in the use of information, and the need for ongoing teacher training. The article concludes that the effective integration of artificial intelligence requires a critical pedagogical approach, centered on the student and oriented toward the development of digital skills, promoting a more inclusive, innovative education adapted to the demands of the 21st century.
Influence of Active Teaching Strategies on the Critical Thinking of Upper Elementary Students
This study analyzes the impact of active learning strategies on the development of critical thinking in upper elementary school students, in response to the need to move beyond traditional teaching approaches. A quantitative approach with a descriptive correlational design was adopted, using surveys and performance tests before and after the implementation of strategies such as problem-based learning, collaborative work, and project-based learning. The results showed significant improvements in analytical, argumentation, decision-making, and independent reflection skills, as well as an increase in student participation and motivation. Furthermore, a positive relationship was identified between the frequency of application of active strategies and the level of critical thinking achieved. It is concluded that these methodologies promote meaningful learning and strengthen critical thinking skills within the school context.
The Architecture of Waiting to Exhale: How Terry McMillan Redefined the Black Canon
<table class="MsoTable15Plain2" style="width: 496.15pt; background: #F2F2F2; mso-background-themecolor: background1; mso-background-themeshade: 242; border-collapse: collapse; border: none; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt;" border="1" width="662" cellspacing="0" cellpadding="0"> <td style="width: 339.95pt; border-top: solid #7F7F7F 1.0pt; mso-border-top-themecolor: text1; mso-border-top-themetint: 128; border-left: none; border-bottom: solid #7F7F7F 1.0pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 128; border-right: solid windowtext 1.0pt; mso-border-top-alt: solid #7F7F7F .5pt; mso-border-bottom-alt: solid #7F7F7F .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="453"> This study attempts to structurally realign McMillan’s Waiting to Exhale (1992) in the American literary canon. It shifts the narrative focus from the archetypes of historical endurance to the structural framework of professional independence. This research examines the critical relationship between acquiring high-status material markers - such as Scottsdale residences and professional titles - and preserving psychological equilibrium in an unfriendly suburban environment. The main objective is to show that McMillan’s (1992) narratives take on the form of a transgenerational roadmap. From this perspective, the “exhale” can be achieved only through a sophisticated combination of geographic repossession, professional autonomy, and communal sisterhood. To decode the spatial metaphors of the text, this study mobilizes close reading. The study unveils a consistent trajectory of social mobility by observing how domestic symbols evolve alongside the characters westward movement. These findings were then confronted with McMillan’s later novels to check if the themes of independence and community remain consistent as the characters’ lives progress. It calls on a multidisciplinary framework such as Edward Soja’s (2010) theory of Spatial Justice, Patricia Hill Collins’ (2000) Standpoint Theory, and the theory of Professionalism as Performance developed by (Bourdieu, 2024). The findings reveal that characters are subjected to three structural pillars: “Geography of Status” for economic fulfillment, “Sisterhood as Structural Engineering” for communal solidarity, and “New Urban Skyline” for professional agency. This study indicates that McMillan’s (1992) work elevates commercial fiction into a rigorous inquiry of spatial justice, defining a new reality centered on collective peace of mind.
Educational Artificial Intelligence as a Mediator of Critical Thinking Development in High School Students
The integration of artificial intelligence (AI) into educational contexts has transformed teaching and learning environments, generating new forms of cognitive interaction between students, knowledge, and technology. Beyond its instrumental function, AI can operate as a mediating agent of critical thinking when its pedagogical integration is grounded in structured instructional principles. This study analyzes the role of educational artificial intelligence as a mediator of critical thinking development in high school students from a socio-constructivist and critical digital literacy perspective. The cognitive processes involved in interaction with intelligent systems, the quality of task design, and students’ ability to evaluate, contrast, and reconstruct AI-generated information are examined. Findings suggest that the impact of AI does not rely on its mere use but on the pedagogical framework guiding its implementation. The study concludes that artificial intelligence can strengthen analytical reasoning, argumentation, and informed decision-making skills, provided it is integrated within a structured framework of instructional regulation and formative assessment.
The Digital Divide and Its Influence on the Development of Performance-Based Skills in Mathematics
Education in schools aims at the construction and development of skills in the area of mathematics, which certain students perceive as a subject of great complexity due to its focus on calculation, arithmetic, algebra, geometry, and number theory—processes that require continuous analysis and interconnection between different contents. For this reason, this research centers on the development of performance-based skills in mathematics at the high school level, approached from an analysis of the digital divide that emerges in education through its direct involvement with digital resources and tools. In this context, some students face limitations in accessing devices, connectivity, and knowledge, often due to geographic location or economic constraints, which directly affect the effective use of digital resources. While some students have access to high-end devices, others barely manage to connect or possess only basic digital competencies. From this perspective, the objective is to propose Project-Based Learning (PBL) as a strategy to overcome the digital divide in the development of performance-based skills in mathematics. Using a mixed-methods research paradigm, the results obtained after applying questionnaires reveal that peer support—where students with stronger digital skills, combined with access to digital resources, collaborate with those who have less experience—plays a crucial role. In conclusion, the digital divide is a persistent reality that directly influences the development of mathematical skills
Teachers’ Perspectives on Teaching Strategies in General Basic Education
This study aimed to analyze teachers' perspectives on the use of active learning strategies in Basic General Education and their impact on student participation and academic performance. A descriptive, quantitative, cross-sectional, non-experimental study was conducted with a sample of 15 teachers. The reliability of the instrument was assessed using Cronbach's Alpha in SPSS, yielding a value of 0.905, which indicates high internal consistency. Regarding teachers' perspectives on active methodologies and their impact on academic performance, 70% recognized their positive influence. Similarly, 70% acknowledged challenges in their implementation. Therefore, it was concluded that a positive assessment of active learning strategies predominated; however, their effective application depended on adequate institutional conditions, coherent planning, and the availability of resources to sustain these practices in the classroom
Kinesic strategies and frenkel method to reduce falls in older adults with balance impairments
Aging entails a functional decline that compromises balance and autonomy. To address the risk of falls in older adults, the effectiveness of an intervention based on the Frenkel method integrated with kinesic strategies was evaluated in eight residents (aged 65 to 95) at the Hogar Santa Rosa. A quasiexperimental, explanatory, and longitudinal study was conducted using a mixed method and hypothetic deductive approach. The intervention lasted nine weeks, with three weekly sessions of 45 minutes each, using the Short Physical Performance Battery (SPPB), the Geriatric Kinesic Physical Evaluation Form, and the Tinetti Test. The results showed a significant improvement: initially, 62% of the participants presented a high risk of falls; following the intervention, 75% reached a low risk level. In conclusion, the program proved to be effective in improving balance and reducing the risk of falls in older adults.
Pedagogical Management of School Administrators and the Academic Performance of Students
Contemporary education faces a substantial challenge in teaching and learning, making it essential to analyze the crucial link between the pedagogical management of school administrators and the academic performance of students. This research delves into the point of convergence between these aspects, using the development of comprehensive competencies at the high school level as a benchmark. It is based on the premise that the management of available resources, combined with pedagogical methodologies, can impact the development of students' skills, abilities, and socio-cognitive domains. Therefore, this study focuses on analyzing the correlation between the pedagogical management process of school administrators and the academic performance of high school students during the 2024-2025 academic year in educational institutions in the Baba Canton, Los Ríos Province, Ecuador. Methodologically, this study adopts a quantitative approach, structured as a correlational investigation within a non-experimental design. The sample consisted of 5 administrators, 35 teachers, and 650 students. A Likert-type instrument was used. The Cronbach's alpha reliability coefficient was calculated to be 0.99, considered highly reliable. Statistical analysis revealed a moderate positive correlation coefficient (r = 0.65) between administrators' pedagogical management and students' academic performance. This indicates that, while other factors influence student achievement, administrative practices have a significant impact. Although not the sole determining factor, educational leadership plays a fundamental role in building a quality education.
Educational Management and Administration
Educational Strategies to Stimulate the Mathematics Teaching–Learning Process in Basic General Education
Educational teaching strategies are technological and/or teaching tools that enable the enhancement and improvement of the quality of education within a given educational context, with physical and/or virtual activities. This study focused on an interpretive research paradigm and mixed research (qualitative and quantitative). The research population consisted of 400 students from fifth grade to third year of high school at the Eloy Alfaro Delgado Educational Unit. As part of the methodology, classroom observations and evaluations (initial and final) were carried out, and the proposal was applied in several class sessions over a month and a half. Among the results obtained, it is noteworthy that students improved their decision-making skills, autonomy, and collaborative work, and their skills, competencies, and abilities were enhanced and contributed to the creation of meaningful learning, demonstrating that students applied their theoretical knowledge to practice in real contexts.
Researching to Teach Better: Reflections from the English Classroom
This reflection paper discusses the strategic role of doing classroom research in EFL classes. Research can offer an enormous opportunity to contribute through findings and reflections to the production of knowledge, improvement of pedagogical practice, encouragement of collaboration and academic discussion, and creation of learning opportunities for students and teachers. Doing classroom research creates spaces where teachers-researchers take into account the students´ context and needs, and question permanently the pedagogical strategies while they try to answer a research question. In addition, the English proficiency in many students could improve substantially thanks to taking into consideration the different findings and reflections reported by research on EFL teaching/learning.