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

Abstract. Objective. Show evidence of validity and reliability of a self-concept instrument. Method. 425 Mexican women between 18 and 62 years old participated. The exploratory and confirmatory factor analysis shows five factors (ethical-moral, social, physical self-concept, self-realization and dependence) grouping 20 items with reliability indices ω>.75 and adequate indicators of goodness of fit. Results. The multigroup comparison shows that the instrument is equivalent in its configuration and measurement weights between women up to 30 and over 30 years old. Correlations with anxiety and self-esteem instruments show evidence of validity through external criteria. The appearance of the dependency factor instead of the autonomy factor is discussed. It is concluded that the scale is brief, valid and reliable. Likewise, its usefulness in research and clinical practice is determined.

Objective. This study examined the dynamics of school coexistence among Peruvian adolescentsusing network analysis. Method. The sample consisted of 1083 adolescents who completed the School CoexistenceScale. A psychometric evaluation of the instrument was conducted to ensure its validity and reliability,followed by network analysis to identify the key dimensions of school coexistence. Results. The scale demonstratedappropriate psychometric properties, with Positive Interpersonal Management emerging as the centraldimension in the sample. These findings suggest that network analysis provides new insights into school coexistenceand highlights some differences in network connectivity by gender, which requires further investigation.

This article presents some of the findings from the research titled Fragmented Trajectories: Studying in Contexts of Tragedy. The objective of the study was to understand the learning experiences that the student community of the Autonomous University of Guerrero, Mexico, developed within the framework of the crisis generated by Hurricane Otis, which impacted the Port of Acapulco with a Category 5 storm. The theoretical frameworks emphasize the notion of educational innovation and recover the concept of education in crisis contexts. The research had an epistemic positioning of a phenomenological-hermeneutic nature with a qualitative approach, exploratory scope, and case study design. The instrument consisted of a semi-structured interview that was administered in February 2025. The findings show that Hurricane Otis severely impacted communication routes, buildings, electrical and telecommunications networks, which affected the student community in their family and school environments. Therefore, the natural phenomenon was attributed meanings related to finitude, devastation, and fear. The training processes took place amidst a backdrop of tragedy and lack of connectivity. The instant messaging app WhatsApp was the digital resource that, despite its limited reach, succeeded in maintaining sufficient learning to meet the epistemological, theoretical, and methodological objectives established in the curriculum.

Emerging digital tools have significantly impacted both students' and teachers' education. In response to this challenge, school authorities have implemented institutional technology provision policies through specific educational measures, enabling educators to access certified digital tools that support the modernization of teaching practices and their adaptation to digital education requirements. This study aims to examine teachers' use of technological tools in the classroom by identifying their motivations, preferences, and selection criteria. The research involved 92 secondary school teachers from a southeastern Mexican community, conducted during the first semester of 2024. Through content analysis, three discursive categories were established: Promoted and Adopted Emerging Tools, Spontaneously Adopted Emerging Tools, and Promoted but Ignored Emerging Tools. Teachers play a pivotal role in educational innovation and the adoption of new digital tools. However, resistance to change remains a persistent challenge. Therefore, educational policies must strengthen teacher training to ensure quality education aligned with the UN’s Sustainable Development Goal 4 (SDG 4). Achieving this requires active commitment from both educators and institutions toward digital transformation.

The virtual impulse of the curriculum internationalization in higher education has increased in recent years due to certain technological innovations. Since internationalization and technology combine in COIL (Collaborative Online International Learning), MOOC (Massive Online Open Courses), and EMI (English-medium instruction) courses, these can imply changes in faculty, their practices, beliefs, and ways of working. Therefore, the objective of this study was to analyze, from an innovation perspective, the effects of implementing virtual courses -COIL, MOOC, EMI- on teaching activity and function, based on the integration of internationalization and technology in teaching. Through a qualitative phenomenological study and cascade sampling, 20 academics who teach these courses at two public universities in northwestern Mexico were interviewed virtually in 2024. The results indicated that these virtual courses are disruptive innovations for faculty, as they have a significant impact on their beliefs and ways of working. While there is a growing openness to collaborative work with ICTs among academics, certain difficulties persist in implementing these virtual courses, as there is a division in the teaching role between teaching, the administration of virtual courses, and the specific demands of the disciplines. Nevertheless, these courses represent important steps toward educational change, internationalization and the use of ICTs are beginning to have an impact on teachers, who are beginning to question their ways of working and teaching.

This study aims to compare the academic performance of students in virtual and distance learning courses at the adult secondary education level in Costa Rica, specifically at CONED during the year 2023, examining differences between the two modalities in terms of pass rates, number of deferrals, and educational exclusion. The research employs a quantitative approach, comparative design, and descriptive scope, using documentary analysis of academic performance reports for a total of 4,588 students as a data collection technique. This information is analyzed using descriptive and comparative statistical techniques based on frequency distributions. The results indicate that virtual courses have an academic continuity rate of 88.67% and a pass rate of 70.11%, while distance learning courses achieve a continuity rate of 90.22% and a pass rate of 80.97%, with a significant difference in both cases. This indicates that their support structure, which includes printed and digital educational materials, as well as a focus on self-learning, facilitates better student retention. However, both modalities face challenges, such as high rates of deferral and exclusion in critical areas, which require more effective pedagogical strategies. In conclusion, the importance of adapting educational strategies to improve performance and continuity in adult education is emphasized, suggesting future research on the effectiveness of teaching methods and the impact of socioeconomic variables.

This essay presents a documentary analysis on the impact of active and innovative methodologies in transforming the teaching-learning process in higher education. Based on a review of specialized literature, it emphasizes that these pedagogical strategies place students at the center of learning, promoting autonomy, critical thinking, problem-solving, collaboration, and active participation, both in face-to-face and virtual environments. Theoretical analysis underscores the necessity to redefine the faculty role as facilitators and students as active agents within a more inclusive, dynamic educational model aimed at meaningful learning. It highlights that implementing these methodologies implies a cultural shift in teaching, viewing learning as a constructive, contextualized, and interdisciplinary process. Additionally, the essay discusses the strategic use of digital technologies and educational platforms, which, when applied intentionally for pedagogical purposes, enhance personalization, autonomy, and flexibility in learning. Finally, it acknowledges that their effective incorporation requires faculty commitment, ongoing professional development, and institutional support to establish relevant and adaptive educational environments.

Digital pedagogies in the university context are becoming a particularly relevant area for developing educational innovations in the 21st century. The objective of this study is to analyze the perceptions of university faculty related to the main aspects of the use of artificial intelligence (AI) in the teaching and learning process, specifically in undergraduate programs in the arts and social sciences. Using an exploratory-descriptive single-case study with a quantitative approach, this research, conducted between the last quarter of 2024 and the first quarter of 2025, examines the perceptions of 39 faculty members from the Faculty of Social Sciences, Arts, and Humanities at the University of Antofagasta in Chile. The results of the research show a mostly positive perception among participating faculty, combined with concerns about training for the ethical and responsible use of AI, which guarantees inclusive access for students and faculty, respectively. It is concluded that university has a key institutional role in the formulation of training and continuing education policies, as well as the implementation of institutional regulations that ensure the proper use of intelligent computing tools specifically incorporated into university teaching.

Not apply

The need to incorporate digital technologies into the educational sphere intensified following the challenges imposed by the COVID-19 pandemic on educational systems worldwide, making it relevant to investigate the digital competencies and the technological, pedagogical, and disciplinary knowledge of university faculty, particularly in fields such as Psychology, where the integration of technology encounters tensions between humanistic training and contemporary demands for educational innovation. In this context, the present study aimed to characterize the technological, pedagogical, and content knowledge (TPACK), in addition to the digital competences in teachers of a psychology faculty at a private university was characterized, covering two of its campuses. 126 teachers participated (69.0% women, 31% men) with an average of 11.43 years teaching at the university, who were selected through a non-probabilistic sampling, for convenience. A quantitative simple correlational design was used, through an online survey that included a questionnaire aimed at investigating variables of the teaching task, in addition to the Community College TPACK Survey for Meaningful Learning (CC-TSML), adapted and translated for the study, in addition to the version previously adapted in Chile for the ICT Competence Questionnaire for teachers. Statistically significant relationships are observed between the dimensions of the constructs of interest, in addition to adequate psychometric properties in both scales. Sex, academic degree, curricular area and having received relevant training seem to be relevant when explaining the differences in TPACK. Among the main findings, the positive effect of continuous training on the development of these competencies stands out. Additionally, the study invites reflection on the effects of gender socialization on self-perception and performance in digital environments.