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

This literature review aims at learning about teacher response to crisis scenarios at school and the role they should assume regarding the use of the information and communication technology (ICT) during the current COVID-19 pandemic. The experience of Chile, Peru, Argentina, China and Croatia were considered- specifically how the pandemic challenged the roles of teachers based on the initial response of the aforementioned countries to the current health emergency. The methodology involved selecting articles that were required to meet the following analysis criteria: Education in Crisis, Online Teaching Roles and Use of the Information and Communication Technology (ICT). A group fo 26 articles were ultimately chosen for purposes of this literature review which concludes that teaching faculty must assume responsibility for creating virtual learning spaces to provide students with educational continuity. It is recommended that teachers receive further training in the use of ICTs and how they can be leveraged in different contexts.

The university dropout rates have increased, despite the actions implemented by different areas. These actions are, in general, common for all institutions, without considering the particularity of each one of them. Furthermore, these actions begin from the understanding desertion as rather simple, acting on some risk factors, and ignoring others or those that are protective against failure and point to student´s retention. Addressing student retention factors is a priority, in order to generate policies that lead towards greater inclusion. In order to relate the sociodemographic variables and the permanence in the studies of the university entrants to the Faculty of Psychology of the National University of Córdoba (Argentina), a questionnaire was elaborated and distributed to 1,779 new entrants to the Bachelor's Degree in Psychology, in 2019 academic year. Data were statistically analyzed using the SPSS program. The results showed that the variables that contribute to student retention and avoid dropping out are having a mother with experience in higher education, living without parents, having attended secondary school continuously (without interruptions) and having completed secondary school within the formally established deadlines, appear as factors that (among others detailed in this paper) contribute to retention and prevent dropout. Several actions are suggested for implementation in the Faculty of Psychology as a result of the findings.

Satisfaction is the pleasant state that the individual is in when they feel their expectations are covered; in the student sphere, it refers to the degree of well-being that students perceive when their expectations and academic needs are met. The objective of this study is to systematically review the available literature on student satisfaction. Methodology: The review was carried out by describing the year of publication, the year of completion, country of origin, academic degree, instrument, design, number of participants, age ranges, gender, and outstanding factors of student satisfaction in order to generate interest in the subject for future studies. A systematic review was conducted to identify studies related to student satisfaction. The RedALyC, Scielo, and Scopus databases were analyzed. Articles from 2015 to 2021were searched for during a random week in April of 2021, using student satisfaction as the search term. Results: the review carried out showed that during 2019 there was greater publication on the topic, Latin American countries have the largest number of publications, with mixed analysis, with undergraduate students being the most studied through questionnaires. Conclusions: the most important components of student satisfaction were: the good image and quality of the institution, teaching, tutoring and motivation. This study has practical implications because it allows identifying the components that globally impact student satisfaction and therefore provides information that can be used to make more efficient school decisions and solve educational problems associated with school stress, dropout rate and poor academic performance. It is recommended to continue carrying out research on the subject. This will allow the creation of a broader body of knowledge that integrates the new educational realities caused by the COVID-19 pandemic.

Evaluation is a sensitive topic in the teaching and learning processes and influences performance indicators, so it is important to apply suitable procedures in the development of instruments to achieve high-quality formative evaluation. In the present work, is carried out, in which questionnaires are elaborated and validated within the Moodle platform to virtually evaluate Statistics students of the Faculty of Economic Sciences (FCE) of the National University of Córdoba (UNC), Argentina. After the implementation of the questionnaire, Moodle reports a set of indicators that allow, through its analysis, the identification of potential improvements for those instruments and, in consequence, to optimize them to positively impact the evaluation processes. A qualitative analysis was also carried out in order to inquire students’ perceptions on the evaluation through these instruments. The experiment entailed creating two tests, the first test was applied to a sample of students; then, after a general analysis of the questionnaire and of each item/question in light of the reported indicators, the necessary modifications and improvements were made to apply the improved test to another sample of students. The main results of the experiment show that the questionnaires must be previously tested and validated to avoid poorly prepared or unclear evaluations. In this way, a bank of questions is built and allows permanent high-quality evaluation through digital means. Evaluation mediated by instruments that have reliability and validity achieves the purpose of improving the teaching process.

The acknowledgement of indigenous people within the politics of intercultural education continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was carried out in a school located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and image records were used, with the aim to understand the experience of a traditional educator in an educational establishment, within the framework of the Intercultural Bilingual Education Program. The educator's accounts were analyzed from the phenomenological perspective of inhabiting, identifying those categories that show how she promotes the recognition and self-creation of her own, that is, of the Pehuenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit the school are translation-articulation. However, these processes are not exempt from the epistemological challenges originating from the school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community has given to the various experiences. Among the recommendations, it is suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposed by the traditional educator, in addition to making these processes explicit and problematizing, since they are not only important in intercultural education initiatives, but in all practices pedagogical that tries to be appropriate and culturally sustainable.

In Mexico, poverty rates reach more than half of the population. A high percentage of the jobs created requires only basic studies, which accentuates unemployment for people with higher education. Hence, a large number of professionals fail to enter the labor market. Thus, the objective of this research is to identify strategies and actions that the State and public institutions of higher education must implement to strengthen the ecosystem and the formation of human capital for social entrepreneurship. The methodology consisted of a review of specialized literature on business and social entrepreneurs to identify their main characteristics and differential elements. This means, the present research is a multidimensional and multisectoral analysis of the ecosystem for entrepreneurship in Mexico and an exploration of the training of social entrepreneurs in Higher Education Institutions. Similarly, according to results, the ecosystem needs a greater connection between its actors and financial support. Likewise, professional preparation requires considering personality, academic, and research aspects. Moreover, conclusions highlight emerging needs required to develop an ecosystem that enables strategic alliances and provides those seeking to undertake, advice and venture capital financing for the creation of social enterprises.

This article is based on an undergraduate thesis (“Social Studies Classes: An Opportunity for Interactive Communication in the Teaching/Learning Process”). The different communication interactions during a Social Studies class are examined as well as how they impact the teaching/learning process serve as the main objective of this qualitative study. The methodology used is phenomena-based methodology and looks at the contextual setting provided by a teacher and twenty-seven students in an actual classroom in an urban high school. Techniques used for the study include phenomenon-based observation, discussion groups and semi-structured interviews. Triangulation was used as an analysis method. Research are classified based on elements used for communication, personal-academic relationships, the actual space of the classroom and its distribution as well as the didactic aspect of teaching Social Studies as a subject. The aforementioned aspects are based on the construction of a central category called, “Empathy or Distancing in Classroom Interactions used in Classrooms” as theoretical support for the subject of study. Observation and feedback from the study participants allow us to conclude that communication interaction influences how students acquire knowledge and relate to the subject matter studied by using their own personal experience and immediate classroom setting. Furthermore, the configuration of the actual physical classroom helps determine the type of interaction that occurs which, in turn, impacts the teaching and learning process.

This research analyzes the perspective of chemistry teachers regarding the transition into a 100% online teaching model, which was implemented as an adaptation to the emergency caused by COVID-19. Data collection was carried out through two surveys administered to 32 university teachers, the first one in May 2020, and the second one in January 2021, with the aim of contrasting the possible changes in perception after almost a year of experience in virtual teaching. Among the main results, it was found that teachers presented increased confidence in adapting their courses and using virtual technologies. In addition, teachers expressed a feeling of pedagogical dissatisfaction regarding the development of a virtual education modality and the possibility that students are not learning enough compared to face-to-face classes. However, it is recommended to take advantage of the opportunity for improvement in teacher training that has been generated by the methodological change in teaching.

Standardized evaluative practices are used in education to measure student competences. In this research, with the aim of investigating how the Saber 11 standardized test affects the teaching practice and subjectivities of secondary school teachers from two schools in Chía and Bogotá, a multiple case study was conducted through the application of semi-structured interviews with high school teachers who will guide subjects related to the areas evaluated in the Saber 11 tests and a review of documents at the institutional and national level. The data obtained were processed through deductive coding in the NVIVO software and were analyzed through a narrative analytical model using the hermeneutical conception of the interpretive paradigm. The results showed that there are ambivalent aspects in teaching practice, that is, they can be considered contrary and, nevertheless, are presented in the same context. In this sense, the following is presented: a direct relationship between teaching practices and the standard versus free teaching practices, teacher responsibility regarding the results of the Saber 11 tests, as well as no responsibility and, opposition to the standard and a critical attitude towards the demand of the same. Based on the foregoing, the concept of ambivalent teaching practice is proposed, which is defined as a resistance practice related to parrhesia and self-care that is part of teachers' reflection and judgment of education.

Since preschool in Chile represents a public strategy in favor of equity for children under 6 years of age in vulnerable socioeconomic conditions, as those whose family lives in rural areas, and it has relevant implications in child development, it was explored the way in which preschool policy is intended to respond to the sociocultural and geographic conditions of families in rural areas from 1990 onwards. Through a documentary review, 1664 (mostly governmental) documents were identified, and 82 were selected and analyzed. The results showed that preschool policy takes intersectoriality as a strategy for territorial pertinence, in order to strengthen education and health in early childhood, overcome poverty, and insert mothersin the labor market. Conclusions discuss the scarce clarity of the policies studied with respect to mechanisms that articulate preschool education with rural territories.