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

Educational leadership as a factor of incidence in the formation of Professional Learning Communities (PLC) has been widely studied, this supposes the development of a distributed leadership that enhances the emergence of other leading actors in the communities, in this way, teachers are projected as necessary in the distribution of leadership. The literature has identified practices and capacities that teacher leaders in PLC deploy for their development. In Chile, the level of preparation that teachers have to lead these processes has not been studied in depth, being the training of PLC an orientation of the national educational public policy, therefore, it is essential to investigate teacher leadership in PLC. The methodology is a multiple case study with a mixed approach, with the participation of 10 teachers who lead PLC, participants of an accompaniment project. Questionnaires and semi-structured interviews were applied. The findings indicate that teachers feel prepared to support their peers in critical pedagogical situations, since they recognize themselves as referents with specific groups. In addition, they recognize that they can count on the construction of generations of trust with their peers. However, the ability to solve complex relational problems and to design methodologies that strengthen teachers' professional development are practices in which they feel less prepared. It is essential to strengthen teacher leadership by generating opportunities for formal peer-to-peer collaboration, as well as to institutionally accompany those who lead the formation of PLCs.

The study examines the factors influencing dropout rates in virtual education between 2020 and 2024, identifying trends and opportunities to improve retention through technological tools and predictive models. A systematic literature review was conducted using the SALSA framework, analyzing databases such as WoS, Scopus, ERIC, Dialnet, and SciELO. After applying selection criteria, a total of 63 studies were analyzed using qualitative coding to identify thematic patterns. The results highlight the impact of individual factors such as self-efficacy, self-regulation, and time management, as well as sociodemographic and environmental aspects such as work and family responsibilities. At the institutional level, key elements for retention include tailored pedagogical design, technical support, and personalized interventions. Additionally, tools such as learning analytics and artificial intelligence emerge as essential strategies to predict and mitigate dropout rates. These technologies enable the detection of behavioral patterns on virtual platforms and the design of real-time personalized support, proving effective in identifying at-risk students. The study concludes that the adoption of these tools and predictive approaches—based on learning analytics and adaptive strategies—is crucial to personalizing learning and reducing dropout rates in online education.

In a school context with androcentric characteristics, leadership in school management tends to reflect this bias. From access to leadership positions to the exercise of those roles, everything can be shaped by the patriarchal culture that prevails globally. Educational research has increasingly highlighted the role of women in school leadership and the challenges they face. Based on a systematic review of the literature, this study seeks to identify the main themes developed in studies focusing on school leadership from a gender perspective, with the aim of exploring the relationship between leadership and gender. Its relevance lies in clarifying what research has contributed to this field and in identifying advances, barriers, or persistent stereotypes that prevail in schools and need to be reinforced or transformed. The systematic search followed the PRISMA model, using the Web of Science (WOS) database. The search terms were leadership, gender, and education. The years considered were 2018 to 2022, along with other inclusion and exclusion criteria, which led to the identification of 45 articles for in-depth review. After thematic analysis, the results allowed the identification of two main categories: intersectional inequality in leadership trajectories and gender-based differences in leadership practices. The study concludes that there are differences between men and women in terms of leadership style, and that disparities persist in leadership roles, as well as intersectional inequalities in the trajectories of school leaders around the world.

In the 21st century, citizenship is profoundly influenced by digital technologies, which shape the ways individuals engage, interact, and participate in society. Understanding the impact of these technologies on students’ social interactions is essential for strengthening democracy, given their omnipresence in information access, communication, and production. This study analyzes digital citizenship performance among secondary school students, assessing their ability to critically, responsibly, and actively use information obtained and exchanged on social media. A complementary methodological approach was adopted, employing a sequential explanatory mixed-methods design. Data collection included a digital citizenship questionnaire administered to 165 high school students in Valparaíso (Chile), followed by semi-structured interviews with 16 selected participants. The results indicate that while students acknowledge the importance of democratic engagement in digital environments, they exhibit deficiencies in key competencies necessary for effective digital citizenship. These findings highlight the need to strengthen educational strategies that promote the critical, ethical, and creative use of digital environments, fostering greater student participation and commitment to public affairs and the full exercise of their citizenship rights.

The use of play as a didactic tool has a broad consensus in preschool education; however, classroom practices often struggle to effectively integrate play with learning. This qualitative study aimed to understand preschool teachers’ perceptions, in their role as co-educators, regarding the implementation of the “Chess in the Classroom” project didactic tool in early childhood education. The research adopts a qualitative approach under an interpretative paradigm and a phenomenological design. In-depth interviews were conducted with five teachers from three communes in central-southern Chile, and analyzed using the constant comparative method of grounded theory. The findings revealed a positive perception of chess as a tool for metacognitive stimulation, contributing to holistic development and aligning with preschool education plans and programs. The implementation of chess as a teaching resource in preschool education positively impacts learning. This research represents a first exploration in Chile into the knowledge an analysis of experiences related to the use of chess in early childhood education, with the potential to guide similar projects in regular education, fostering both cognitive and socio-emotional development.

Attitudes toward mathematics are a crucial factor in learning this subject. This study aimed to determine the relationship and predictive power of attitudes on academic performance in secondary school students in the Dominican Republic, with 174 non-randomly selected participants. The Attitudes Toward Mathematics Inventory (ATMI) by Tapia and Marsh (2004) was used, and correlation and multiple regression tests were applied. The results showed significant positive correlations among all variables, highlighting self-confidence, enjoyment, and the student’s perception of the teacher's attitude. In the linear regression analyses, only self-confidence (β = .402, p = .000) and the student’s perception of the teacher's attitude (β = .309, p = .000) demonstrated predictive capacity for academic performance in mathematics. Other factors, such as motivation, value, enjoyment, and attitude towards school, did not show predictive capacity. In conclusion, self-confidence and a positive perception of the teacher's attitude are key elements for performance in mathematics. Educational interventions that promote these aspects could significantly influence student performance.

This research addressed the critical factors for the development of educational leadership exercised by management teams. Leadership implies the involvement of the educational community through decisions that contribute to the improvement of education. A qualitative study was conducted with principals of secondary schools with high socioeconomic vulnerability in the Biobío Region, Chile. Data were collected through semi-structured interviews with 12 principals of public and private subsidized schools. The main results identify four factors that influence pedagogical leadership: the role of the principal, school coexistence, standardized measurement and accountability, and the socioeconomic context. The conclusions show that autonomy in decision-making and the involvement of middle leadership facilitate the use of pedagogical leadership practices.

This manuscript aims to present an updated review of the research published on the assessment of competencies and the integration of computational thinking in educational fields not traditionally associated with computer science or the STEM disciplines (science, technology, engineering, and mathematics). This qualitative descriptive study systematically reviews the literature on computational thinking competencies in higher education non-STEM programs from international repositories. The investigated variables are the publication year, country, type of study, and discipline considered in the study. The study's results highlight three key aspects: the relationship of computational thinking with computer concepts and its promotion through activities outside of computers, the lack of an adequate competency model recommending its interdisciplinary adaptation, and the urgent need to strengthen logical and reasoning skills, especially in algorithmic thinking. Finally, the growing importance of computational thinking in various disciplines is emphasized. The need for future research to delve deeper into its pedagogical implications and impact on non-STEM training is underlined. The urgency of this need is highlighted, given the gap in knowledge regarding the limited number of studies on the topic and the lack of consensus on programs that are considered non-STEM.

In the global effort to develop computational thinking and coding skills in children since the late ’90s, this study examines the dynamics between second-grade teachers and their students during the implementation of a coding curriculum in public schools across two departments in Uruguay. Using narrative analysis, the findings are organized into three overarching themes to illustrate how power structures between teachers and students were negotiated and, in some cases, redefined while introducing new technology in the classroom. Seventeen teachers participated in 45-minute focus groups, sharing their successes, challenges, and strategies for navigating students’ agency and demand for independence in their learning processes. Grounded in the Positive Technological Development (PTD) framework, this study highlights the value of flexibility in instructional approaches, encouraging teachers to further adapt lessons and respond to students’ needs, pace, and preferences to foster inclusive, developmentally appropriate, and meaningful technology-rich environments. Additionally, these results underscore how technology serves not merely as a passive tool for instruction but as a means of self-expression, communication, and ownership of the learning journey once the power structures have become fluid and shared.

Blooms caused by the dinoflagellate Prorocentrum lima produce toxins potentially harmful to human health indirectly by the consumption of mollusks. The short-term exposure and depuration period to the dinoflagellate P. lima in Crassostrea gigas was studied to know the effects induced in the physiological system. Three treatments were evaluated: control diet with 2 x 106 cell mL-1 C. muelleri; T1, oysters fed with P. lima (6 x 103 cell mL-1), and T2, oysters fed with P. lima (6 x 103 cell mL-1), and C. muelleri (2 x 106 cell mL-1), during 13 days exposure phase, followed by 15 days depuration phase. Differentiation and count of hemocyte, as well as, hemolymph parameters: protein, glucose, lactate, cholesterol, and triglycerides were examined. A significant decrease in the total hemocyte, granulocytes, and hyalinocytes count after 13 days of exposure phase was detected in the treatments with P. lima. The physiological response of C. gigas against the dinoflagellate was also affected, with significant differences in the concentration of glucose, lactate, cholesterol, and triglycerides during the trial. Experimental results suggest an affection in the physiological response of C. gigas as a result to P. lima exposure, with recuperation after 8 days with a control di