<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.
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.
Copyright (c) 2026 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
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.
Older adults; Balance; Risk of Fall; Frenkel method; Kinesic strategies
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.
Gamification as a Strategy to Enhance Motivation and Academic Performance
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.
Multidimensional Analysis of the Quality of Public Spending: A Theoretical Review
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.
Information and Communication Technologies in Academic Performance in the Learning of Mathematics Among Ecuadorian High School Students
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%.
Tecnología de la Información y Comunicación
Civic Awareness and Decolonial Historical Thinking: A Case Study at the Costa Azul Public Educational Unit, Manta, Ecuador
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.
The Use of Generative Artificial Intelligence as a Mediator of Critical Thinking and Learning Autonomy in Higher Education
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.
Sensory evaluation and consumer acceptance of white chocolate with the inclusion of pitahaya pee
White chocolate is appreciated for its sensory attributes; however, it has a limited nutritional profile due to the absence of cocoa solids and bioactive compounds. Given the growing demand for functional foods, the incorporation of pitahaya (Hylocereus polyrhizus) peel powder into white chocolate formulations was evaluated. Different formulations were developed to determine the optimal concentration capable of improving the product's physicochemical and sensory properties. Samples were analyzed using sensory tests with a hedonic scale. The results showed a significant increase in organoleptic characteristics, with an intense and stable magenta color and high sensory acceptance. An optimal concentration of 3% was identified, which minimized thermal degradation of the pigment during processing. It is concluded that pitahaya peel is a functional alternative for enriching white chocolate, aligned with the trends toward naturalness and innovation in the food industry.
Rural Development and Agricultural Production
Impact of teaching strategies on the academic performance in mathematics of middle school students
This study aimed to determine the impact of teaching strategies on the academic performance in mathematics of middle school students. The research was conducted using a quantitative approach, with a non-experimental, descriptive-correlational design. The population consisted of students from an educational institution, to whom a structured survey was administered as the data collection instrument. This survey was validated through expert review and demonstrated an adequate level of reliability. The instrument allowed for the identification of the frequency of application of various teaching strategies, such as problem-based learning, collaborative work, and the use of teaching resources, as well as their relationship with academic performance in mathematics. The analysis was performed using descriptive and inferential statistics. The results show a positive and significant relationship between the application of active teaching strategies and academic performance. It is concluded that the planned use of these strategies strengthens mathematical learning and improves students' academic performance
University faculty reflection from a Brian-based approach: contributions and challenges of neuroedutation in unvirsity teaching
The central theme of the work is the intersection of neuroscience and university education; an academic discipline knows neuroscience. This discipline unites knowledge about the brain with pedagogical practices to seek more effective and meaningful learning. The book´s relevance lies in the fact that most neuroeducation work focuses on the brains of children and adolescents, while this research focuses on higher education, thus establishing its main contribution for teachers. The analysis examines key factors such as exams, stress, architectural spaces, feedback, emotional states, mental health, and new technologies (such as augmented reality, the metaverse, and artificial intelligence) influence university academic consolidation. The purpose of this book is to be a spearhead that introduces new elements into educational processes; that is, it aims to be a catalyst for change in university classrooms, promoting critical thinking, curiosity, and a passion for knowledge. Neuroeducation has emerged as an essential tool for higher education at a crucial moment in academic history, helping us understand how the brain processes and retains knowledge. This book illuminates a path toward an enriching and transformative educational experience, opening avenues for dialogue and reflection that should be utilized by university professors.
Sociodemographic and Clinical Factors Associated with Hypertensive Crises
High blood pressure (HBP) is one of the main public health problems worldwide and the most important modifiable risk factor for cardiovascular disease. Within this spectrum, hypertensive crises represent the most serious manifestation of poor blood pressure control and are classified as hypertensive urgencies, without acute damage to target organs, and hypertensive emergencies, characterized by progressive organ damage that is life-threatening and requires immediate management. Despite therapeutic advances, these crises continue to be frequent in emergency departments and are associated with high morbidity and mortality, especially when not treated promptly. Evidence shows that hypertensive crises are multifactorial in nature, resulting from the interaction between clinical factors and social determinants of health. Notable sociodemographic factors include advanced age, female gender in postmenopausal stages, membership in historically marginalized ethnic groups, and low socioeconomic status, all of which are associated with poorer control of hypertension, higher prevalence of comorbidities, and barriers to accessing healthcare. From a clinical point of view, poor chronic blood pressure control, lack of therapeutic adherence, chronic kidney disease, obstructive sleep apnea, and abrupt discontinuation of antihypertensive drugs emerge as the main risk factors. An integrative approach allows us to understand that social inequalities act through clinical mediators, increasing vulnerability to hypertensive crises.
Acute complications in patients with kidney disease undergoing hemodialysis and their relevance in the Tabasco population
Chronic kidney disease is recognized as a public health problem of growing magnitude, with high prevalence and a significant impact on morbidity and mortality. In advanced stages, the progression of this disease led to the need to start renal replacement therapies, with hemodialysis being one of the most used modalities. Although this procedure allowed for prolonged survival, it also exposes patients to abrupt physiological changes related to intravascular volume, osmolarity, and electrolyte balance, which can lead to the onset of acute complications during the dialysis session. It was observed that intradialytic acute complications were not isolated events, but rather frequent phenomena that affected treatment tolerance, therapy continuity, and clinical outcomes. In addition to hypotension, other acute complications were documented, with electrolyte disturbances and volume control disorders being the most frequent. These events directly affected the patient experience and led to session interruptions and inadequate management of fluid status. In the context of Tabasco, an epidemiological profile characterized by a high prevalence of comorbidities was recognized, with increased susceptibility to these renal complications. The lack of local records limited evidence-based decision-making, highlighting the need to generate regional information to improve patient safety, quality of care, and the planning of preventive strategies in hemodialysis.
Pedagogical applications of artificial intelligence in university courses at the Institute of Higher Studies of the Ibero-American Network of Research Academies, Virtual Campus Hidalgo
Artificial intelligence (AI) has become a prevalent tool in modern society due to scientific and technological advancements. Therefore, its proper application can bring substantial benefits to educational settings. Based on this premise, this research aims to demonstrate the positive results of applying AI in master's and doctoral courses at the Institute of Higher Studies of the Ibero-American Network of Research Academies, Hidalgo Virtual Campus. The hermeneutic method is used for this research, as it seeks to describe the phenomenon under study. The results demonstrate that the use of AI in class sessions has positive effects on students, concluding that it fosters the development of critical thinking skills.
Copyright (c) 2025 © The authors. Published by Prisma Journal. https://creativecommons.org/licenses/by/4.0/
Teacher Training in Artificial Intelligence and Its Impact on Pedagogical Management
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