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

This study aims to remind that psychology is a multi-paradigmatic science, which is why teaching psychology in higher education is eclectic in nature in order to reflect on the alternatives available in this respect. However, when it comes to practical performance, the personal theoretical orientation of each professor may lead him or her to opt for and present in an unethical manner topics that are not consistent with the desired outcomes of introducing students with the array of conceptualization options and their specific applications. This bias can occur when professors favor an alternative at the expense of others or make a biased comparison between them, forbid or penalize answers that they consider invalid, or neglect and avoid clarifying topics covered in class. This study highlights that the transmission of updated knowledge on a specific topic or domain is key for adequate faculty performance, which should rise above personal or professional preferences.

This theoretical review highlights the need to advocate a new type of development in order to ensure the continuity and harmony between human beings and their environment. This is why sustainability, as a concept that integrates economic, social and environmental aspects, will lead us to build values and attitudes that generate new lifestyles. Education is thus regarded as a social instrument that allows providing guidance for human behavior through the transmission of knowledge. Our objective was to become familiar with the topic at hand and highlight the role it plays in education, as well as educational institutions, so as to promote sustainability within the framework of the Sustainable Development Goals. In order to do so, we used an empirical-analytical methodological approach to outline that education is put forth as a humanization process that offers a new vision of the world and meaning of life. Therefore, educational institutions play an important role in providing a new meaning to symbolic and imaginary constructs and circumventing visions that are detrimental to the environment and ensuingly to human beings whose aim is to develop an environmentally literate citizenry through sustainability.

Digital badges are visual representations of a skill, ability or knowledge acquired by a person. Their practical usefulness is to grant these features visibility through broadcasting on online platforms, in addition to storing and publishing evidence and data about the depicted achievement. This new technology is capable of transforming accreditation and evaluation processes for educational and corporate contexts, by providing specific information participants performance in training or work related activities. An exploratory review of sixteen digital badge projects applied in continuing professional education programs was carried out. Details on the design trends and results of these projects were published in twenty documents registered in Scopus and Web of Science. It was determined that the most used design principles were those related to the recognition and evaluation of competences and skills, a situation that agrees with the interest of the participants in that the knowledge learned obtain greater visibility and usefulness for their professional development. In any case, it is recommended to offer more information about the benefits of digital badges to enrich and promote learning experiences in similar educational programs.

The objective of this paper is to describe the organizational values of 18 state universities in Chile from the perspective of Management by Values and Social Responsibility of Universities. This study was conducted using a mixed research design based on the analysis of the contents of universities’ strategic plans and webpages. Results show a higher prevalence of pluralism, democracy and equity, whereas socially responsible behavior is characterized by integrity, excellence and freedom. This study concludes that the universities analyzed have an explicit and intelligible corporate identity, even though the latter does not include values and principles of university social responsibility in most cases.

The health emergency situation led the universities that provide face-to-face training to adapt to the virtuality. During this period their actions have been crucial to safeguard educational progress (Wang et al., 2020), within their possibilities, they have made efforts to do so in an agile and fast way, not planned. They have used the technological resources at their disposal, they have coordinated an intense work of reprogramming, learning and adaptation by teachers and students (Crawford, 2020). All this, along with the reconciliation between these new learning scenarios at home and their family life.

Introduction: Research about of job stress at university contexts has not been exempt from conceptual and methodological difficulties. Objective: analyze the main methodological and instrumental aspects in studies published between 2010 and 2019, on job stress in professor, administrative and support staff working in Latin American universities. Method: following the suggested by the PRISMA model, it was consulted the databases: LA Reference, Dialnet, Scopus, EBSCO and Web of Science, obtaining 258 papers that, after a debugging process, derivated 6 studies for their final review. Results: the results show that all the studies were quantitative, with non-experimental and cross-sectional designs, and with descriptive scopes. In addition, the use of 15 instruments that mainly assess work stress and occupational risk factors was detected. Theoretical and methodological implications derived from the findings are discussed.

The aim of this text, is to describe our teaching role in times of pandemic, recounting how we discovered strategies to teach in times of virtual presence, as well as the search for new experiences in teacher training, highlighting the importance of how we turn them into an opportunity for our self-improvement. Procedure: We will discuss the strengths and weaknesses that we found while we were going through this new path of online teaching, set up for the first time in the undergraduate courses of our University. Conclusion: The main educational accomplishments we achieved during the pandemic course were, to establish a true flipped classroom, and to use ludic strategies that were not common in our classes. On the other hand, we highlight the close contact we fulfilled with our students, which led them to recognize with high opinion our study methodology, the knowledge acquired, the strategies used, and our commitment and teaching predisposition.

The present study aimed to describe the levels of stress, depression and anxiety in workers at a university in northern Chile, in the context of Covid-19. Likewise, it sought to establish the relationship of this symptomatology with exhaustion and work overload, in addition to various sociodemographic and work variables. The results show the presence of stress in 55.7% of the employees, depression in 26% of them and anxiety in 29.2%. The highest rates of stress are observed in women, academics, those under 40 years of age, and in contract workers. The adjustment of a predictive model was empirically verified to show that the perceived work overload allows to explain the work burnout, and, in turn, this variable predicts the stress evidenced by the University workers. It concludes by analyzing the implications of the results in the management of higher education institutions, considering the current pandemic context.

The global pandemic situation has made it clear that the consumption of fake news, the predilection for articles to disseminate science rather than scientific research articles, and the legitimation of social networks as sources of information affect social development and maintain those involved vulnerable, as well as susceptible to misinformation. Thus, the need to train citizens with a research profile, interested in science and familiar with its discourses is imminent. In this paper, through documented research that includes social studies, pedagogical approaches and discursive analysis, it’s intended to reflect on the relationship between the current situation of scientific discourse and education, as consequently, its impact on the development of the society. At the end, a working method is proposed for teacher training entities focused on interaction with scientific research texts

Internationalization is a process that is carried out in higher education institutions with different objectives and with its implementation it seeks to integrate an international and intercultural perspective in the functions of universities; This process is made up of various strategies, and among the best known is student mobility. In recent decades, internationalization has become more relevant, however, it is a process that still lacks a comprehensive understanding and is carried out in accordance with the intentions and resources of the institutions. With the arrival of the COVID-19 disease, internationalization and student mobility are facing an uncertain future, faced with the urgency of solving other needs in institutions, which is why other ways of implementing it are being explored.