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

This paper analyzes face-to-face and virtual teaching situations in kindergarten and infant school (2 and 3 year old classrooms). The analysis considers the configuration of conversational exchanges between teachers and children ―teachers' utterances are addressed to a group of children or to individual children―, taking into account the relationship between these different forms of organization of exchanges and the characteristics of the teachers' speech vocabulary (speech volume and lexical diversity). Using a quantitative methodological strategy, two corpora recorded in kindergartens and infant school in the City of Buenos Aires were analyzed: a corpus of face-to-face situations (Rosemberg, Stein, Migdalek, 2003-2014) and a corpus of virtual situations (Ibañez & Rosemberg, 2020). The results showed that in face-to-face situations, teachers tended to use a greater volume of speech and greater lexical diversity when addressing a single child and to a lesser extent when addressing groups of children. In the virtual setting, teachers tended to use a greater volume of speech and greater lexical diversity when addressing the group of children and to a lesser extent when addressing a single child. These results provide relevant evidence for the design of pedagogical strategies that promote children's linguistic development in virtual and face-to-face environments.

The objective of this study is to describe the psychometric properties of an instrument designed to evaluate the pedagogical performance of students in the field of educational sciences in the northwestern region of México. The participants were 199 higher education students enrolled in bachelor's programs in educational sciences, all of whom were engaged in professional practice in educational settings. Initially, validity analyses were conducted using item response theory. The analysis based on the Rasch model shows the relevance of the items and the participants' ability to respond to them. The results of the exploratory factor analysis and confirmatory factor analysis show that the scales maintain a satisfactory factor structure as well as excellent internal consistency (ω = .90 to .97; α = .90 to .97). The factorial model (χ2= 333.30; gl= 217; p= < .001; CFI = 0.97; TLI = 0.97; GFI = .80; CMIN/DF = 1.56; SRMR = .021; y RMSEA = 0.06 [LO = 0.05; HI = 0.08] indicates that the questionnaire is adequate to evaluate the professional competencies of students who are performing their professional practices. It is concluded that the questionnaire can serve as a complementary tool to assess the relationship between the training of educational sciences students and the real competence demands of educational contexts.

Older adults' increased longevity and improved health are becoming a great achievement in this century. In lifelong learning, active learners in the community benefit from a variety of courses offered by different institutions, with foreign language learning showing particular positive effects on emotional and mental health. Teaching a foreign language to older adults requires teachers to use specific approaches and effective strategies. The main aim of the following study was to analyze older adults' perceptions of the teaching methodologies for learning English in terms of activity types, resources, approaches, and motivations to learn the language. A convenience sample of 24 participants who attended English classes at a Chilean university was selected. This descriptive-quantitative study collected data using a Likert scale survey, highlighting key trends and patterns derived from participants' experiences in a shared educational setting. Data analysis included measures of central tendency and word cloud analysis. The results showed that older adult learners appreciate socially interactive English lessons that involve sharing experiences; they enjoy using audiovisual resources but find listening and reading skills challenging due to limited vocabulary and age-related hearing impairments.

Immersive technologies such as augmented reality and virtual reality have progressively gained research interest in education. Although they have been around for a few decades, their integration into classrooms has recently become feasible due to the decrease in associated costs and the development of high-quality displays. To determine the effect of immersive technologies on academic achievement, this study conducted a meta-analysis, following PRISMA statement guidelines for the article search and using the MAJOR module of the JAMOVI software for data analysis. The search was performed in the Web of Science, Scopus, and ERIC databases, covering the period between 2018 and 2023. The sample consisted of 18 articles that met the established inclusion criteria. The results show significantly higher learning when immersive technologies are integrated, as opposed to traditional strategies. Future research should examine the effect of technologies on attitudes towards learning, emotions, academic engagement, and 21st century skills.

This article aims to analyze the perceptions and transversal competencies that university students associate with in-person, blended, and online learning, both before and after the COVID-19 pandemic. The methodology applied consisted of a personal survey conducted in early 2019 and later in 2023. The main findings indicate that in-person learning is perceived as highly interactive and useful for the development of transversal competencies related to group or social skills. On the other hand, online learning is associated with benefits such as flexibility in study hours, greater autonomy, and a personalized study pace, although it entails a sense of isolation. Additionally, online learning is attributed to individual transversal competencies such as autonomous work and the acquisition of computer skills. As for blended learning, in terms of perception and its usefulness for developing transversal competencies, no particular aspect stands out. It is noteworthy that these results have remained consistent, both before and after the COVID-19 pandemic.

Since the approaches of Dewey and Schön, the teaching of reflective practice has been a key objective for teacher training institutions internationally. The aim of this study was to describe the perceptions of students in the Special Education Pedagogy programme at the Catholic University of Temuco regarding the Teacher's Diary as a reflective tool. For this purpose, a mixed-methods approach with a convergent design was used, collecting qualitative and quantitative data simultaneously. The sample consisted of 62 participants, who provided key information about their practices and perceptions. The results reveal that the Teacher's Diary is valued by students as it promotes reflective writing, self-assessment of performance, and the connection between theory and practice. These aspects underpin its usefulness in Initial Teacher Education (ITE). However, the need to diversify the pedagogical strategies used to foster reflection was also identified. In the conclusions, the benefits of combining the diary with other reflective tools and strategies to enrich training processes are highlighted. Recommendations are also offered for the implementation of reflective diaries in pedagogy programmes.

This article analyzes standardized educational assessments (SEA) as valuable tools for measuring educational achievements and improving the quality of educational systems. It offers an updated overview of their development, implementation, and analysis methods. The research is based on a theoretical bibliographic review, examining recent studies that address global and regional educational contexts, with a particular emphasis on Latin America. The analysis identifies significant methodological advances, such as the incorporation of item response theory, computerized adaptive testing, and the use of artificial intelligence for item generation, all of which enhance the accuracy and relevance of measurements. However, limitations were also identified, including the disconnect between the technical design of SEA and their practical application, the lack of technical training for teachers, and the underutilization of the databases generated for educational research and informed decision-making. The findings highlight the need to design SEA that consider disadvantaged contexts and students with disabilities. The conclusion emphasizes that maximizing the impact of SEA requires strengthening training in their interpretation and promoting their use in educational research, thereby contributing to more equitable and effective educational systems.

Artificial Intelligence (AI) has arrived to transform many aspects of human endeavor, including the field of education. The objective of this research was to analyze the uses of Artificial Intelligence in the context of higher education, specifically focusing on the areas in which it is applied and the purposes it serves. A systematic review of the Scopus database was conducted, following the PRISMA protocol. The initial screening process narrowed 377 documents down to 33 that met the inclusion criteria and passed a quality-of-evidence analysis. The review identified several uses of AI by institutions for both administrative and educational purposes. Among the educational applications, language teaching and sports were the most prevalent. In the administrative field, process optimization was the dominant use. AI is being increasingly used to enhance teaching processes and is being integrated in various ways to broaden opportunities for both students and educators. However, there remain several gaps and challenges associated with its implementation, which should be addressed in future research.

Teachers’ socioemotional competencies play a key role in students’ holistic learning, as well as in teachers’ performance and well-being. However, despite UNESCO’s recommendations (2024), the integration of these competencies into teacher education remains limited. This article aims to synthesize and characterize evidence-based training interventions developed over the last decade at the international level to strengthen these competencies in initial and continuing teacher education. A scoping review was conducted using terms such as “emotional education,” “social and emotional learning,” and “teachers,” covering the period from 2013 to 2024 across five databases (ERIC, Web of Science, Scopus, PsycINFO, and Dialnet), resulting in a final sample of 20 articles. Findings indicate that most interventions were implemented as extracurricular activities rather than formally integrated into curricular subjects. Although the interventions were notably diverse, many shared common theoretical foundations and experiential, collaborative methodologies. These, combined with a climate of trust, contributed to the development of competencies such as self-awareness and relational skills. Evaluations were predominantly based on pre-experimental designs, and while consistent improvements were reported, factors such as gender and other contextual variables were scarcely addressed, limiting the understanding of their effectiveness. This study offers practical guidance for the design, implementation, and evaluation of teacher training programs in socioemotional competencies, highlighting the need for more systematic integration, as well as more rigorous and context-sensitive assessments that incorporate a gender perspective.

This study explores the perceptions of secondary education teachers in Uruguay regarding the integration of Artificial Intelligence (AI) in the classroom, a particularly relevant topic in a country recognized as a pioneer in digital inclusion in education. Through three interviews and a focus group, the study examines teaching practices, levels of AI appropriation, attitudes toward this technology, and the obstacles and facilitators influencing its adoption. The findings reveal that while there is enthusiasm for AI’s potential, significant challenges remain in terms of teachers’ digital competencies, access to resources, and curricular design. A diversity of perspectives on AI is identified, ranging from a view of opportunities to ethical and social concerns. Peer collaboration and context-specific teacher training emerge as key factors in fostering the effective and responsible integration of AI. The study concludes that addressing these challenges and promoting a reflective and critical approach to AI’s role in education are essential to ensuring that this technology benefits all students. Based on these findings, recommendations are proposed for teacher training and educational policies, aiming to contribute to an educational transformation that leverages AI’s potential to enhance both quality and equity in secondary education in contexts similar to the one studied.