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

Currently, our country is in the phase of serious qualitative transformations caused by the need for the economy to recover from the crisis caused by the sanctions of Western countries. To achieve this goal, it is necessary to guarantee sustainable economic growth, to ensure stable economic development of all economic entities, in particular to increase their business activity. The task of increasing the business activity of the organization is of particular importance. The competitiveness of companies is steadily declining, which is associated with the unproductiveness of the business management system and the reasons for its formation.This means that it is necessary to develop fresh science-based approaches and directions that meet the task of increasing the business activity of the enterprise.

El nivel de satisfacción estudiantil es un indicador considerado como una medida de control de calidad de los procesos de enseñanza-aprendizaje. Por ello, el objetivo del presente estudio fue evaluar el nivel de satisfacción estudiantil de las estrategias docentes neurodidácticas aplicadas en un curso universitario de Bioquímica II de la carrera de Medicina de la Universidad Técnica de Manabí, Ecuador. La investigación fue de enfoque mixto, descriptivo, no experimental, transeccional, de campo. Se aplicó un cuestionario en una población de 90 estudiantes de ambos sexos, con pregunta final abierta, analizada bajo el método de investigación-acción. Los datos cuantitativos fueron procesados utilizando el Programa Estadístico para Ciencias Sociales, a través de análisis descriptivos y análisis de varianza. Los resultados mostraron que el nivel de satisfacción estudiantil tanto en hombres como en mujeres, más alto fue el diseño y análisis de mapas mentales. Los menos destacados, aunque de nivel alto correspondieron al trabajo cooperativo y elaboración de artículos científicos. En conclusión, aunque el nivel de satisfacción global de los aprendices fue alto, los resultados cualitativos exteriorizaron, la necesidad de continuar mejorando las técnicas, con mayor tiempo como refuerzo e innovación constante de las estrategias.

The article discusses the risks in the process of interaction between employment services and the employer in the regional labor market. Risks become barriers to the implementation of employment policy and the formation of effective mechanisms for the development of labor resources. The main problems and contradictions are associated with the creation of legal, economic, institutional and informational conditions. The creation of conditions will contribute to the effective functioning of the labor market, which will bridge the gaps between supply and demand for labor. The main problems can be distinguished by the method of questionnaire sociological survey and in-depth informal interview. Such a survey is conducted based on a representative sample from all over Russia. Based on analysis of the survey results highlighted the main risks of interaction in the labor market, a description and evaluations and the level of risk, risk sharing on the subjects of relations, possible areas of risk containment and mitigation of their consequences. The main conclusion of the work is the provision on the need to form an integrated risk management system. The integrated system will ensure the main directions of stable development of the regional labor market.

The 21st century has represented an era of changes as well as new ways of seeing or perceiving realities from the eyes of others, therefore new paradigms are presented and part of it is reflected in the technological innovations that become peremptory in each one of the areas where society develops. In this regard, techno-scientific education (ETCS) emerges, as one of those innovations that are configured as a necessity for the social representations of educational actors in the university context, the ETCS refers to the set of disciplines that are geared to study social aspects of science and technology conceived as indispensable areas in the here, in the now, becoming the central axis to develop in people a techno-scientific culture. This article has as its central teleological axis to reveal the explanatory foundations of the social representations of educational actors about techno-scientific literacy in the university context of the Universidad Nacional Pedro Henríquez Ureña, UNPHU, in Santo Domingo, Dominican Republic. The methodology is structured from the hermeneutical phenomenological spirit. For this, three (3) educational actors belonging to the Science Department will be selected. The information will be obtained through documentary analysis and the in-depth interview technique that the interview script uses as an instrument. It was learned that from the thoughts and social representations of educational actors, foundations are built that denote the relevance of promoting technoscientific education in the university context and with it, literacy prevailing in an era where science and technology must be supported. from government entities to enable the development of a country.

Digital identity shows all the aspects related to a user who is registered on the network, consciously or not; among them, their communicative and social competence, which are clearly reflected in social networks, where opinions, relationships and images are manifested. This study starts from the need to know what are the perceptions of university students regarding their configuration of online identity and development of digital competence. To do this, a quantitative instrument is developed that, once validated through the judgment of experts, is administered to a total of 252 students from the Faculty of Education Sciences of the University of Seville. Among the most significant results, it stands out that students infrequently use social networks linked to the professional field. When asked about their competence in managing their digital identity, the majority of those surveyed stated that they have «less»  competence in protecting their digital identity. For this reason, one of the conclusions of the study is directed towards the need to structure training action plans from the university aimed at the professional and educational development of social networks.

The teaching profession is faced with the challenge of training individuals who are permanently impacted through the Internet network by audiovisual content and by permanent technological advances, all in an environment where change is constant. Understanding the behavioral characteristics of this population is essential for the success of the teaching-learning process. Singularity is recognized as a process that points to the exponential development of technology, and drives new social and cultural models. Consequently, the leap from the educational task from the chalk and the blackboard to the profession itself in robotics, goes beyond the ability of teachers to adapt to successfully transmit the skills and knowledge to communities that culturally think and behave different. The work proposes to approach the conception of the students with vision as educational audiences, who have different characteristics regarding their attention power, consumption of training means and platforms that are their own. It also analyzes the role of the teacher for the formation of new individuals in the singularity from the technological point of view, as well as from their pedagogical practice, and concludes with the analysis of the challenge to achieve the transformation of pedagogical objectives in nations with less sustainable economies.

La crisis mundial causada por la pandemia del COVID-19 ha llevado a buscar soluciones educativas a procesos que se venían implementando desde hace muchos años. Algunas de estas respuestas han significado adaptar lo conocido a la nueva situación. A esto llamamos innovación. La tecnología ha jugado un papel muy importante en ese sentido. En educación innovamos porque necesitamos transformar realidades, mejorar los aprendizajes de nuestros estudiantes y afrontar efectivamente las situaciones que se nos presentan. Innovar es romper esquemas; hacer las cosas de diferente manera. Muchos autores definen este concepto, pero Zabalza (2012)1 nos presenta lo que no es innovación educativa, planteando que «innovar no es sólo hacer cosas distintas»… «cuando hablamos de innovación nos estamos refiriendo no sólo a “algo distinto” sino a “algo mejor” que lo anterior». Entonces, innovar en educación se trata de un trabajo de construcción, un proceso de investigación, de formación, de experimentación. Esta edición del Vol. 66 número 2 de la Revista AULA, está dedicada tanto a la innovación educativa como tecnológica, aquella que trasciende a la incorporación de herramientas virtuales y que transforma el quehacer educativo para optimizar los aprendizajes del estudiantado y así contribuir a una mejor sociedad. El artículo «La Realidad Aumentada, tecnología emergente para la sociedad del aprendizaje», expone el Proyecto RAFODIUN, investigación que presenta una herramienta tecnológica como un complemento de la enseñanza, sin sustituirla. También se presenta Tecnociencia, resultado de una investigación cualitativa que evidencia la necesidad de educar desde la perspectiva tecnocientífica para responder a las exigencias del siglo XXI. El uso de estrategias innovadoras centradas en el aprendizaje y promotoras de construcción de conocimientos, favorece experiencias que distan de la memorización de la información. En el área de la formación docente encontramos los trabajos «El rol del docente en la singularidad educativa» y «Competencia e identidad digital en redes sociales. Percepciones del profesorado en formación». «Tabula Rasa como estrategia de investigación arquitectónica para la revolución 4.0», describe el proceso de la práctica arquitectónica preocupada por la innovación radical. Esta edición contiene además los resultados de un estudio sobre el uso de la plataforma Moodle como soporte de contenidos educativos en universidades cubanas, señalando sus bondades. Como puede apreciarse, este volumen es un manjar en diversos ámbitos de la innovación educativa. Esperamos lo disfruten.

The present investigation aims to establish critical assessments of factors related to the management of educational content in the face of the pedagogical models of the 21st century characterized by the extensive and intensive use of Information and Communication Technologies (ICT); analyzes its operationalization through systems for learning management in general and Moodle in particular.The elements that stimulate or are barriers to the application of the platform in the context of Cuban higher education are exposed. The contributions and developments are shown from the distinctive vision of the ELINF project, about the use of Moodle in the Cuban university, that stands out not only for the benefits that can be obtained from its management, but from those that can be achieved through the interoperability of the metadata of the platform with systems for learning and research in both the application ecosystem of the project itself and Cuban higher education in general; This creates the possibility of providing innumerable services and functionalities to support the research, teaching and learning processes both in the undergraduate and postgraduate fields, providing a framework for open education; elements that supports the objective four of the 2030 Agenda for Sustainable Development established by the UN.

In Latin America and the Caribbean, the 21st century is configured as the era where technological innovations cover all areas in which society develops, such as philosophy, politics, social sciences, basic sciences, among others. In this regard, technoscientific education (ETCS) is known as the set of disciplines that interact to study the social aspects of science and technology in relation to the educational field for society. In this sense, there are organizations that promote education for all as a right, as established by UNESCO, however, technoscientific education has opened the pedagogical debate by inferring that the inequality of social classes corresponds to aprecondition for their accessibility. This means that social classes could determine the success of a society applying a technological culture or not. However, it is a matter of government entities that direct a country to enforce policies that can guarantee its citizens a quality education, social equity and respect for human rights using educational perspectives, models and theories that propose education as an acquisition of interdisciplinary knowledge.

Tabula rasa is an effective conceptual resource that reacts against the statu quo in architecture, it impacts the contemporary milieu and support research practices. The objective of the present article is to set the concept of tabula rasa as the origin of critical thinking in architectural research through the definition of three disruptive aspects in architecture: reality, radicality and universality. As a result, it is explained how tabula rasa is an effective research strategy in architecture through processing engagement, detachment, improvisation and assemblage of knowledge, which is significant for supporting the advanced phase of architectural education that has already started with the Fourth Industrial Revolution (4IR).