Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

University Social Responsibility is an action - vision, which can be understood as the commitment in actions that seek an improvement in the needs of social development in a framework of sustainability that universities assume with their own actors or stakeholders for and with society, this approach has gained strength in the last 22 years in Latin America, with the aim of raising awareness of values and implementing mechanisms and actions in Higher Education Institutions to establish a change of action and concordance to global requirements as precursor actors of local and regional development. In Mexico this change has been slow and gradual, since it has not been able to consolidate in a structural way, due to the fact that it is not an organic form implemented in public higher education, which prevents the establishment of this new eclectic vision in the substantive functions of university and/or technological education. In this sense, the objective of the present work was to carry out a closed and properly structured survey through a Likert-type scaling and based on the self-diagnoses carried out in Latin America by the Union of Social Responsibility, applied to Higher Education Institutions of the State of Michoacán de Ocampo, Mexico, who have not had an approach to the subject; obtaining with it an encouraging result, since it was possible to know the interest of knowing in an initial way this vision in these institutions, and, with it, to leave the possibility of carrying out later studies.

Higher education in the universities of zone 5 of Ecuador is in constant evolution, which is why it is important for teachers to understand the characteristics and connections between the various components that structure the teaching-learning process. In this sense, the creation of a Center for Educational Research (CIE) is presented as a possible solution, but it is necessary to evaluate its feasibility and effectiveness, for this purpose the mixed methodology was used with a hermeneutic approach, using the interview instrument and the survey with closed questions, the population were four academic directors and a sample of 110 students, the place were the four universities (UNEMI, UTB, UPSE, UB) belonging to zone 5. The results show that the level of educational satisfaction has 74% of acceptance and the students consider the teaching-learning methodologies to be adequate. It is concluded that the main existing limitation for the creation of the CIE are the "resources", in addition, the administrative structure must be suitable with clear hierarchical lines to guarantee its operation.

Regarding the teaching-learning process of literary analysis of dramatic works, it was found that there are insufficiencies in the habit of reading this genre, as well as in the understanding of the spectacular nature inherent to it and the lack of knowledge on the part of pre-university students of the contents of literary theory, which are characteristic of the aforementioned genre. The methodological conception of the work is the dialectical-materialistic one that makes possible the use of different theoretical and empirical methods to approach the researched as a developing totality. The didactic intervention proposal consists of a system of learning tasks for the development of skills in the analysis of dramatic works and takes into account the contents of literary theory. The results are divided into three subsystems with novel exercises for the acquisition of knowledge about this genre, from the perspective of integration of literary theory contents, with the development of skills for the reading and analysis of tragedy and comedy. As part of the conclusions, the system of learning tasks gradually attends to complexity, which allows attention to individual differences, according to the levels of assimilation of knowledge of students in pre-university.

In the last century, Spain has experienced two great periods of educational change. The first was linked to laws regulating education, where everything revolved around the teacher, who performed his or her role through rote learning. The second arose after the rapprochement with international institutions such as the Organization for Economic Cooperation and Development and the European Union. The signing of the accession treaty in 1986 brought about a social and methodological change with a change in the role of the teacher, who was increasingly considered as a guide in the teaching-learning process of students. The political alternation in almost half a century has promoted several educational laws. The last of these, the LOMLOE, has reinforced the trend of a change in which meaningful education is gaining relevance. To this must be added an administrative division, which adjusts the curriculum more than its idiosyncrasy to the political color, which has led to an educational drift marked by a gap between northern and southern communities, reflected in reports such as PISA or statistics about school dropout. All this motivates this study related to the complex in the Spanish educational scenario.

Innovative digital tools in education stand out in all their splendor, since their use potentiates the creation of new and significant knowledge in different educational areas. For this reason, this research aims to propose StoryJumper as an innovative strategy to enhance creative thinking. Thus, the logical deductive method was used with a qualitative approach, being of a documentary nature. Consequently, the results obtained show that, by making use of tools connected to technology, in terms of text production, they allow to expose the creativity of students, increasing their interest. As part of the bibliography review, it was evidenced that students, not knowing innovative applications, presented an interest of 42.10% in their activities; but being part of this new approach and digital environment these figures rise to 76.5%. Similarly, the Ministry of Culture and Heritage presented figures on reading habits, where stories and legends stand out in the preference of students, so performing activities with different perspectives directed to the same objective will allow students to demonstrate their creativity and thus improve their writing, reading and writing in the production of texts.

Verbal board games are grammatical resources that, no matter how many generations go by, always fascinate and entertain through linguistic challenges that allow the child to stimulate the development of oral expression in an effective way. For this reason, this research aims to describe the benefits of verbal board games to develop oral expression in students of General Basic Education. It is necessary to mention that the deductive method and documentary research with a qualitative approach were used for the development of the work. Regarding the results achieved, the students presented insufficient oral expression, which directly affects learning, in addition it was evidenced that reaching 85% in 2018, the children presented shyness when speaking orally, reduced confidence, affectation in gestures when speaking, data thrown in the PISA report, consequently, after the application the large number of students developed a good lexicon and concise articulation. Finally, the game allows children to develop language, learn to express emotions, reason, be resourceful and solve problems.

In the first quarter of 2020, in the face of the COVID-19 health alert, schools were unexpectedly closed. Educational centers and teachers, faced with the situation of confinement, adapted syllabi, activities and created virtual learning environments, thus transforming the traditional way of teaching-learning, where students are no longer in front of a blackboard, but in front of a screen. In this sense, the objective of this study is to determine the implications, limitations and challenges of homework from and for home, from the perspective of parents. The research modalities were bibliographic and field, the levels were exploratory and descriptive. The sample was made up of 60 parents from Izamba, a rural parish of Ambato. The sample was selected by applying the non-probabilistic and intentional sampling technique. The information was collected through the application of the survey technique and the questionnaire was used as an instrument. The results indicate that homework was intended to be a tool to reinforce the virtual or telematic teaching and learning process in times of pandemic.

The purpose of this research was to analyze the application of active methodologies as part of the teaching performance in the e-learning modality, approaching students and professors of the communication career at the University of Guayaquil, Ecuador in the year 2022. The aim was to determine the frequency with which these methodologies are used in the teaching-learning process, taking into account the importance of flexibility and self-learning in this modality and to propose a teaching manual based on active methodologies.   For the approach, a probabilistic sample of students was established which, after the application of the finite population statistical formula, was established in a casuistry of 148. The categories of analysis were defined in this section, being the following: application of active methodologies and teaching performance.   In relation to the results, it is shown that the student perception regarding teachers is positive, however, and paradoxically, students also pointed out in some occasions that "sometimes" the student's intellectual production was encouraged (which would contradict a true development of self-learning skills). It is shown, on the one hand, that students say they consider teaching strategies for learning to be effective, but those strategies would not be participatory, as analyzed in the section. Through surveys and interviews, it was possible to determine the need to improve teaching-learning processes with the support of the active methodologies approach, which in turn will benefit the strengthening of teaching performance in e-learning educational processes.