Prisma Journal
type: channel
description: <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 …
publisher: Prisma Journal
language: en
publication name: Prisma Journal
issn: 3091-1893
items: Teachers’ Digital Competencies in the Improvement of Educational Practice
items: Development of Historical Thinking and Cultural Identity among High School Students in Ecuadorian Public Educational Institutions
items: Scientific Literacy and Argumentative Discourse: An Interdisciplinary Approach in Experimental Sciences and Language in the General Unified Baccalaureate
items: Inclusive Education and Technology in Contemporary School Contexts: Barriers and Opportunities
items: Relationship Between Lesson Planning and Learning Achievement in Basic General Education
items: Students’ Perceptions of the Use of Digital Resources in the Teaching Process in High School
items: Inclusive Teaching Strategies in Diverse Classrooms: A Comparative Systematic Review
items: Development of entrepreneurial skills in high school students from educational institutions in Esmeraldas canton.
items: Methodological Strategies for Writing Scientific Articles: From Research Design to Journal Selection
items: Beyond Ideology: Education, the Middle Class, and Governance in Contemporary Ecuador
items: Playful Strategies for the Development of Logical-Mathematical Thinking in Early Childhood Education
items: Reading Comprehension Strategies and Their Relationship with Academic Performance in Middle School Students
items: The Teacher’s Actions in the Face of School Bullying in Two Primary Schools in Tepic, Nayarit
items: Use of Artificial Intelligence in the Classroom: Between Innovation and Technological Dependence
items: Relationship between Project-Based Learning in the Subject of Entrepreneurship and Management and the Development of Entrepreneurial Skills in High School
items: Artificial Intelligence as a Transformative Tool in Teaching Practice: Opportunities, Challenges, and Pedagogical Perspectives
items: Influence of Active Teaching Strategies on the Critical Thinking of Upper Elementary Students
items: The Architecture of Waiting to Exhale: How Terry McMillan Redefined the Black Canon
items: Educational Artificial Intelligence as a Mediator of Critical Thinking Development in High School Students
items: The Digital Divide and Its Influence on the Development of Performance-Based Skills in Mathematics
items: Teachers’ Perspectives on Teaching Strategies in General Basic Education
items: Kinesic strategies and frenkel method to reduce falls in older adults with balance impairments
items: Pedagogical Management of School Administrators and the Academic Performance of Students
items: Educational Strategies to Stimulate the Mathematics Teaching–Learning Process in Basic General Education
items: Researching to Teach Better: Reflections from the English Classroom
items: Gamification as a Strategy to Enhance Motivation and Academic Performance
items: Multidimensional Analysis of the Quality of Public Spending: A Theoretical Review
items: Information and Communication Technologies in Academic Performance in the Learning of Mathematics Among Ecuadorian High School Students
items: Civic Awareness and Decolonial Historical Thinking: A Case Study at the Costa Azul Public Educational Unit, Manta, Ecuador
items: The Use of Generative Artificial Intelligence as a Mediator of Critical Thinking and Learning Autonomy in Higher Education

Teachers’ Digital Competencies in the Improvement of Educational Practice
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description: <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, computer…
subject: Education and Pedagogy
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creator: Marcia Verónica Ochoa Sinchi
creator: Saul Severino Socola
creator: Dalia Fernanda Caicedo Paz
creator: Dayra Teolinda Abad Sagal
creator: Omar Vinicio Cárdenas Billazhiñay
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-29
publication date: 2026-06-29
starting page: 415
ending page: 425
doi: 10.63803/prisma.v2n2.33

Development of Historical Thinking and Cultural Identity among High School Students in Ecuadorian Public Educational Institutions
type: item
description: <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 emp…
subject: Education and Pedagogy
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creator: Diana Vanesa Lacera Crespo
creator: Roddy Fabricio Espinales Véliz
creator: Moises Javier Triviño Alcivar
creator: Diego Armando Bravo Vera
creator: Carlos Antonio Mendoza Vera
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-23
publication date: 2026-06-23
starting page: 399
ending page: 414
doi: 10.63803/prisma.v2n2.32

Scientific Literacy and Argumentative Discourse: An Interdisciplinary Approach in Experimental Sciences and Language in the General Unified Baccalaureate
type: item
description: 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.
subject: Education and Pedagogy
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creator: Steven Lenin Cedeño Anchundia
creator: Cindy Mabel Macías Moreira
creator: Carlos Antonio Mendoza Vera
creator: Erika Monserrate Mendoza Loor
creator: Diego Armando Bravo Vera
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-14
publication date: 2026-06-14
starting page: 386
ending page: 398
doi: 10.63803/prisma.v2n2.31

Inclusive Education and Technology in Contemporary School Contexts: Barriers and Opportunities
type: item
description: <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-prob…
subject: Education and Pedagogy
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creator: Jean Jair Zerna Alay
creator: Michael Marcelo Campoverde Andrade
creator: Gissela Magdalena Tomalá Aguabí
creator: Diana Elizabeth Castro Iñiguez
creator: Mónica Patricia González Calderón
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-14
publication date: 2026-06-14
starting page: 372
ending page: 385
doi: 10.63803/prisma.v2n2.30

Relationship Between Lesson Planning and Learning Achievement in Basic General Education
type: item
description: <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 interp…
subject: Education and Pedagogy
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creator: Damarys Gabriela Rivera Lamilla
creator: Diego Alejandro Morante Flores
creator: Veronica Lucia Loor Rivera
creator: Fernanda Katiuska Poveda Guayalema
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-29
publication date: 2026-06-29
starting page: 426
ending page: 439
doi: 10.63803/prisma.v2n2.34

Students’ Perceptions of the Use of Digital Resources in the Teaching Process in High School
type: item
description: <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 st…
subject: Education and Pedagogy
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creator: Cristhian Jonathan Mejia Coello
creator: Patricia Johanna Rosero Poveda
creator: Aura Maritza Rendon Fierro
creator: Cristhian Javier Miranda Carpio
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-30
publication date: 2026-06-30
starting page: 440
ending page: 451
doi: 10.63803/prisma.v2n2.35

Inclusive Teaching Strategies in Diverse Classrooms: A Comparative Systematic Review
type: item
description: 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.
subject: Education and Pedagogy
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creator: Fanny Katherine Winso Arias
creator: Marcia Fernanda Estacio Dávila
creator: Tania Lorena Izquierdo Sánchez
creator: Erika Elizabeth Zurita Medrano
creator: Lady Gabriela Apolo Criollo
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-31
publication date: 2026-05-31
starting page: 343
ending page: 354
doi: 10.63803/prisma.v2n2.28

Development of entrepreneurial skills in high school students from educational institutions in Esmeraldas canton.
type: item
description: <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 i…
subject: Education and Pedagogy
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creator: Julio Alexander Paillacho Pérez
creator: Andrea Stefania Dueñas Mendoza
creator: Jessica Karina Chila Mina
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-06-09
publication date: 2026-06-09
starting page: 355
ending page: 371
doi: 10.63803/prisma.v2n2.29

Methodological Strategies for Writing Scientific Articles: From Research Design to Journal Selection
type: item
description: 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.
subject: Education and Pedagogy
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creator: Paúl Urgilés Buestán
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-25
publication date: 2026-05-25
starting page: 328
ending page: 342
doi: 10.63803/prisma.v2n2.27

Beyond Ideology: Education, the Middle Class, and Governance in Contemporary Ecuador
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description: 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.
subject: Public Policies and Education
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creator: Paúl Urgilés Buestán
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-20
publication date: 2026-05-20
starting page: 298
ending page: 312
doi: 10.63803/prisma.v2n2.25

Playful Strategies for the Development of Logical-Mathematical Thinking in Early Childhood Education
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description: <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 resour…
subject: Education and Pedagogy
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creator: Cristhian Jonathan Mejia Coello
creator: Tatiana Katiuska Flores Rosado
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-17
publication date: 2026-05-17
starting page: 288
ending page: 297
doi: 10.63803/prisma.v2n2.24

Reading Comprehension Strategies and Their Relationship with Academic Performance in Middle School Students
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description: <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 stu…
subject: Education and Pedagogy
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creator: Henry Nelson Vinces Gaibor
creator: Rosa Estefania Asencio Borbor
creator: Marjorie Aurora Poveda Garcia
creator: Veronica Narcisa Hilaca Campuzano
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-17
publication date: 2026-05-17
starting page: 275
ending page: 287
doi: 10.63803/prisma.v2n2.23

The Teacher’s Actions in the Face of School Bullying in Two Primary Schools in Tepic, Nayarit
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description: <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 educati…
subject: Education and Pedagogy
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creator: Jessica Yaneli Vázquez Padrón
creator: Korina Alejandra Solís Fernández
creator: Adriana Bernal Trigueros
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-25
publication date: 2026-05-25
starting page: 313
ending page: 327
doi: 10.63803/prisma.v2n2.26

Use of Artificial Intelligence in the Classroom: Between Innovation and Technological Dependence
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description: 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.
subject: Educational Innovation and Technology
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creator: Ronald Alberto Piedra Zuriaga
creator: Daysi Lorena Caiza López
creator: Janneth Alexandra Caiza López
creator: Piedra Zuriaga Marco Israel
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-12
publication date: 2026-05-12
starting page: 261
ending page: 274
doi: 10.63803/prisma.v2n2.22

Relationship between Project-Based Learning in the Subject of Entrepreneurship and Management and the Development of Entrepreneurial Skills in High School
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description: 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.
subject: Education and Pedagogy
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creator: Exdid Alfredina Ganchozo Bravo
creator: Sally Melissa Cárdenas Pontón
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-01
publication date: 2026-05-01
starting page: 246
ending page: 260
doi: 10.63803/prisma.v2n2.21

Artificial Intelligence as a Transformative Tool in Teaching Practice: Opportunities, Challenges, and Pedagogical Perspectives
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description: 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.
subject: Educational Innovation and Technology
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creator: Manuel Agustín Álvarez Vera
creator: Carmen del Rocío Chica Mero
creator: Erika Monserrate Mendoza Loor
creator: Moises Javier Triviño Alcivar
creator: María Belén Delgado Alvarado
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-05-01
publication date: 2026-05-01
starting page: 235
ending page: 245
doi: 10.63803/prisma.v2n2.20

Influence of Active Teaching Strategies on the Critical Thinking of Upper Elementary Students
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description: 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.
subject: Education and Pedagogy
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creator: Cristhian Jonathan Mejia Coello
creator: Cecibell Edith Mariscal Contreras
creator: Meisy Amada Caicedo Rivera
creator: Maura Emma Gastezzi Tapia
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-04-26
publication date: 2026-04-26
starting page: 221
ending page: 234
doi: 10.63803/prisma.v2n2.19

The Architecture of Waiting to Exhale: How Terry McMillan Redefined the Black Canon
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description: <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 find…
subject: Reflection Article
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creator: Karim Dembélé
creator: Diby Keita
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-04-25
publication date: 2026-04-25
starting page: 209
ending page: 220
doi: 10.63803/prisma.v2n2.18

Educational Artificial Intelligence as a Mediator of Critical Thinking Development in High School Students
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description: 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.
subject: Education and Pedagogy
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creator: Marcia Fernanda Estacio Dávila
creator: Lady Gabriela Apolo Criollo
creator: Erika Elizabeth Zurita Medrano
creator: Tania Lorena Izquierdo Sánchez
creator: Rosa Elvira España Chamorro
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-29
publication date: 2026-03-29
starting page: 179
ending page: 192
doi: 10.63803/prisma.v2n1.16

The Digital Divide and Its Influence on the Development of Performance-Based Skills in Mathematics
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description: 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
subject: Education and Pedagogy
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creator: Jenny Maribel Chungata Zagal
creator: Jenny Margoth Cardenas Rojas
creator: Denisse Patricia Luna Cabrera
creator: María Graciela López Salazar
creator: Verónica Elizabeth Cepeda Moya
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-22
publication date: 2026-03-22
starting page: 168
ending page: 178
doi: 10.63803/prisma.v2n1.15

Teachers’ Perspectives on Teaching Strategies in General Basic Education
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description: 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
subject: Education and Pedagogy
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creator: Paulette Rocio León Espinoza
creator: Tatiana Elizabeth Montero Jiménez
creator: Christi Helen Freire Alarcón
creator: Julissa Paola Solórzano Arellano
creator: Viviana Mariuxi Neira Chevez
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2025-03-22
publication date: 2025-03-22
starting page: 153
ending page: 167
doi: 10.63803/prisma.v2n1.14

Kinesic strategies and frenkel method to reduce falls in older adults with balance impairments
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description: 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.
subject: Social Justice and Public Health
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creator: Ivana Abigail Caceres Condori
creator: Miriam Patricia Del Castillo Vargas
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-04-09
publication date: 2026-04-09
starting page: 193
ending page: 208
doi: 10.63803/prisma.v2n2.17

Pedagogical Management of School Administrators and the Academic Performance of Students
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description: 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.
subject: Educational Management and Administration
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creator: Saúl Rogelio Jiménez Bajaña
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-02-13
publication date: 2026-02-13
starting page: 77
ending page: 85
doi: 10.63803/prisma.v2n1.08

Educational Strategies to Stimulate the Mathematics Teaching–Learning Process in Basic General Education
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description: 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.
subject: Education and Pedagogy
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creator: Alicia Gabriela Paredes Benavides
creator: Miriam Adriana Guartazaca Peñaranda
creator: Liliana Isabel Pico Alarcón
creator: Dolores Hortencia Barzallo Bravo
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-13
publication date: 2026-03-13
starting page: 132
ending page: 152
doi: 10.63803/prisma.v2n1.13

Researching to Teach Better: Reflections from the English Classroom
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description: 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.
subject: Reflection Article
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creator: Jefrey Rodolfo Uñate Peña
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-06
publication date: 2026-03-06
starting page: 122
ending page: 131
doi: 10.63803/prisma.v2n1.12

Gamification as a Strategy to Enhance Motivation and Academic Performance
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description: Gamification has emerged as an innovative pedagogical strategy capable of transforming teaching and learning processes through the integration of game-like elements into formal educational environments. This article examines how incorporating mechanisms such as points, levels, rewards, immediate feedback, and progressive challenges can significantly strengthen students’ intrinsic and extrinsic motivation. Recent research shows that gamification fosters engagement, active participation, and self-regulated learning, all of which directly influence academic performance. Additionally, the article discusses the conditions required for effective implementation, emphasizing the importance of instructional design, clear learning objectives, and pedagogical alignment. Overall, the findings suggest that gamification not only increases student motivation but also contributes to the development of essential cognitive and socio-emotional competencies that support meaningful and sustainable learning.
subject: Education and Pedagogy
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creator: Diana Carolina Chernes Pazmiño
creator: Wellington Julio Hidalgo Vera
creator: Gloria Silvana Robinson Valverde
creator: Violeta Virginia Vera Yepez
creator: Oscar Javier Jumbo Obaco
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-06
publication date: 2026-03-06
starting page: 108
ending page: 121
doi: 10.63803/prisma.v2n1.11

Multidimensional Analysis of the Quality of Public Spending: A Theoretical Review
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description: Public budgets are often evaluated based on expenditure execution, even though their objective is to transform resources into verifiable goods, services, and results. Regional evidence shows that spending more does not guarantee better social outcomes; therefore, efficiency is a key component of fiscal quality: maximizing results with given resources or minimizing costs for defined goals, with territorial equity and sustainability. This article presents a review of measurement criteria and instruments, highlighting cutting-edge approaches and Data Envelopment Analysis (DEA). Four dimensions are organized: allocative, technical or operational, economic, and dynamic efficiency, with economic evaluation and performance analysis. A DEA protocol applicable to health, education, and subnational governments is proposed, with a second stage to identify institutional and territorial determinants. Recommendations for better spending are offered: strengthening results-based budgeting, standardizing indicators, targeting technical assistance, introducing fiscal productivity incentives, and improving the governance of the expenditure cycle.
subject: Public Policies and Education
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creator: Astrid Helen Contreras Cusi
creator: Rafael Fernando Vargas Salinas
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-02-28
publication date: 2026-02-28
starting page: 94
ending page: 107
doi: 10.63803/prisma.v2n1.10

Information and Communication Technologies in Academic Performance in the Learning of Mathematics Among Ecuadorian High School Students
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description: Redefining mathematics education at the high school level is fundamental to transforming this area of ​​study and science into a more engaging, meaningful, and relevant learning environment. This process requires integrating methodologies that promote learning based on technological competencies, enabling students to address real-world problems critically and practically. By incorporating digital tools and innovative resources as mediators of knowledge, not only is conceptual understanding fostered, but also the development of skills applicable in everyday and professional contexts. Therefore, this research aimed to analyze the impact of Information and Communication Technologies (ICTs) on the academic performance of high school students in mathematics in Ecuador. Methodologically, this study employs a quantitative approach, structured as a correlational investigation within a non-experimental design. The sample consisted of 6 administrators, 30 teachers, and 684 students from educational institutions in the Baba Canton, Los Ríos Province, Ecuador. Two Likert-type questionnaires were used as data collection instruments. Cronbach's alpha reliability coefficient was calculated to be 0.99 for both instruments, indicating high reliability. The results of the analysis show a moderate positive correlation coefficient (r = 0.65), suggesting that the appropriate use of ICT has a significant impact on learning and performance in mathematics. Pearson's correlation coefficient was used for statistical analysis, with a significance level of 95%.
subject: Educational Innovation and Technology
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creator: Diana Cleotilde Velásquez Martínez
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-02-19
publication date: 2026-02-19
starting page: 86
ending page: 93
doi: 10.63803/prisma.v2n1.09

Civic Awareness and Decolonial Historical Thinking: A Case Study at the Costa Azul Public Educational Unit, Manta, Ecuador
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description: This research analyzes the relationship between civic awareness and decolonial historical thinking within the context of the Unified General Education at the Unidad Educativa Fiscal Costa Azul in Manta, Ecuador. The study arises from the need to challenge traditional historiographical narratives and promote a critical education that recognizes identity roots. Using a qualitative approach and a case study design, documentary review, surveys, and semi-structured interviews were employed. The results highlight a solid cultural grounding with a mean of 4.1 in territorial identity, acting as a resistance mechanism against the coloniality of knowledge. Likewise, a positive association was identified between high historical thinking and civic agency (53%). It is concluded that while the national curriculum allows for comprehensive training, a gap persists in pedagogical practice due to rote assessments. Strengthening decolonial historical thinking is essential for transitioning toward a critical civic awareness capable of transforming local realities.
subject: Education and Pedagogy
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creator: Tanya Esther Ramos Valencia
creator: Aida Alexandra Puruncajas Heredia
creator: Johanna Vanessa Loor Moreira
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-02-13
publication date: 2026-02-13
starting page: 64
ending page: 76
doi: 10.63803/prisma.v2n1.07

The Use of Generative Artificial Intelligence as a Mediator of Critical Thinking and Learning Autonomy in Higher Education
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description: This article examines the role of generative artificial intelligence (GAI) as a mediator of critical thinking and learning autonomy in higher education. The expansion of tools such as ChatGPT, Gemini, and Copilot has transformed teaching and learning processes by offering conversational environments capable of dynamically generating, analyzing, and reflecting on information. However, this technological mediation raises ethical and pedagogical challenges related to cognitive dependence, authorship, and the reliability of information. The study argues that the critical and formative integration of GAI in higher education can enhance student autonomy and critical thinking when guided by metacognitive strategies, formative assessment, and ethical supervision.
subject: Education and Pedagogy
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creator: Esther Amelia Escobar vite
creator: Briceida Katherine Escobar Vite
creator: Isabel Edith Ayala Palma
creator: Sandi de las Mercedes Acosta Gaibor
rights: Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
date: 2026-01-09
publication date: 2026-01-09
starting page: 1
ending page: 11
doi: 10.63803/prisma.v2n1.01