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

Introduction: This study investigated the integration of an intersectional gender approach in visual arts education in the Los Lagos Region of Chile. Objective: To understand, from an intersectional perspective, how the gender approach is incorporated into visual arts classes. Methodology: The study was based on an exploratory quantitative approach using a non-experimental design, in which a non-probabilistic pilot survey was applied to a bi-regional sample. The tool used was an online survey of 102 art educators, to analyze the evolution of their subjectivities, knowledge, perceptions, and teaching strategies in relation to gender issues. Results: The findings indicate a significant adoption of gender-related practices among younger teachers, reflecting a recent shift in pedagogical approaches toward greater inclusivity. However, a gap was identified in the implementation of strategies that effectively deepen and transform gender dynamics in the classroom. Conclusion: It is important to develop pedagogical practices that not only recognize gender diversity but also promote an equitable and respectful educational environment, adapting to contemporary needs and ensuring comprehensive training in the visual arts.

It is essential to understand the ideological positioning of preservice teachers. Objective: To analyze the curricular ideologies adopted by preservice teachers and how their visions of justice align with those ideologies, within the context of an unequal educational system shaped by the 2019 social uprising in Chile, the COVID-19 pandemic, and its aftermath. Methodology: This is a descriptive-interpretative qualitative study conducted with participants from four teacher education programs at a public university. Data were collected using the Curricular Ideologies Inventory and semi-structured interviews. The information was systematized with the support of MAXQDA software and analyzed through content analysis. Results: The findings reveal a predominance of the Learner-Centered ideology, along with the presence of ideological eclecticism. A key finding was the emergence of ideological hybridity, in which the Learner-Centered vision blends with Social Reconstructionism. Furthermore, Academic and Social Efficiency ideologies were found to be marginal. Notably, participants emphasized an emotional dimension that has been little explored in previous studies. Conclusions: The study highlights the importance and pedagogical potential of identifying ideological positioning in Initial Teacher Education, as well as embracing a justice-oriented approach grounded in a critical-emancipatory perspective. These elements carry key implications for promoting a more socially and culturally responsive teacher education, contributing to a more equitable and just educational system.

Objective: to analyze the relationship between the degree of adoption of the National Program for School Coexistence (PNCE) by teachers and student perception about their willingness to intervene in school violence. Method: 2,696 students from the three levels of secondary education in 43 schools within six municipalities in Sonora, Mexico participated. These were selected on the basis of belonging to a family violence polygon. The study design was quasi-experimental. Results: there was a significant increase in the perception of teachers' willingness to intervene at all levels of NCCP adoption. There was a significant interaction between the level of adoption and the time of measurement, indicating that greater adoption is associated with a noticeable increase in student perception. Measurement time was the factor with the greatest impact on these changes. Conclusions: the adoption of the ECPN by teachers has a positive influence on how students perceive their willingness to intervene against school violence, and deeper implementation is the key to generating a greater sense of security and support in students.

This paper presents partial results of an ongoing study (a qualitative case study) on the promotion and assessment of an intercultural orientation across the curriculum of a Foreign Languages Teacher Education Program, at a Colombian public university. Objective: The first stage of such study aimed at analyzing the faculty’s perceptions (n= 12) about what they consider curricular strengths, weaknesses, and opportunities for an intercultural orientation. Methodology: Data were collected by means of semi-structured interviews to professors and administrative stakeholders from the undergraduate program. Data were subjected to thematic analysis with the use of Nvivo. Results: Results suggest that faculty deem it necessary to reach consensus about theoretical concepts such as culture and interculturality, and that professional development can be a strategy to formally take on an intercultural endeavor in a teacher education program. Conclusions: The paper comes to an end with discussion and implications for other FL teacher education programs in Colombia seeking to pursue an intercultural orientation in their curricula.

Objectives: the purpose of this study was to evaluate the impact of an ICT-mediated educational intervention focusing on food and nutrition in early childhood. Methodology: an ex post facto longitudinal design was used, assessing changes in anthropometric indicators (weight and height) in the same group of participants over three time measurements. The intervention combined strategies based on Information and Communication Technologies (ICT) with experiential experiences and pedagogical material. Results: the intervention proved effective in reducing cases of severe acute malnutrition, although it was only partially effective in reducing moderate acute malnutrition. A plateau in the reduction of overweight risk was observed, highlighting the need to adapt intervention strategies. Conclusions: the findings highlight the importance of implementing ICT-mediated educational programmes adapted to the socio-cultural and structural conditions of each community to effectively address childhood nutritional challenges.

Objective: to analyze the underlying mechanisms that link academic resilience, techno-stress, research community and academic satisfaction in university students. Methodology: this study adopts an explanatory approach not experimental cross-sectional, on a sample of 300 university students from different Peruvian universities. A battery of four instruments was used, validated and managed virtually using Google forms. The information was processed using a multiple mediation model with the techno-stress and the inquiry community as mediator variables, using the jamovi statistical package 2.3.28. Results: it was revealed that academic resilience has a direct positive and significant effect on academic satisfaction. In addition, indirect effects are evident through techno stress and the research community. These findings suggest that students with higher academic resilience experience lower levels of techno-stress, which facilitates participation in enriching inquiry communities; this indirectly contributes to higher academic satisfaction. Conclusions: highlights the importance of promoting academic resilience, managing techno-stress and collaborative learning environments to optimize the satisfaction and well-being of university students.

Objective: to critically analyze the commitment to sustainability in Argentine universities. Methodology: a qualitative methodology based on documentary analysis was used, 132 Argentine public and private universities were evaluated. Categories such as mission statement, strategic plan, management report, existence of offices and sustainability officers, and visibility of commitment to sustainability on websites were examined. Results: 73% of universities do not have strategic leadership tools that demonstrate their commitment to sustainability. Only 21 per cent of these include sustainability in their mission statement and just 11 per cent include it in their strategic plans. In addition, only 14% of universities show on their website their commitment to the 2030 Agenda. Conclusions: there is an imperative need to integrate sustainability policies into the Argentine university system. The lack of consistency and commitment in the implementation of sustainable strategies is evident, highlighting the urgency of having adequate regulations and funding from the state to encourage universities. The importance of strong leadership in sustainability within each university is emphasized to promote a comprehensive strategy that includes sustainability in all institutional areas. These findings provide a basis for future research and policy actions to improve sustainable engagement in Argentine higher education.

Philosophical education in childhood is key to developing critical thinking and citizenship from an early age. Although its value is recognized, it still has a limited presence in school curricula, and its implementation in the classroom may not be adequate. Therefore, it is necessary to consider the perceptions of those directly involved in its teaching. Objective: to analyze the perception of actors involved in the teaching and learning of philosophy in Mexico, regarding the philosophical elements that should be integrated into children's philosophical education in the country. Methodology: a quantitative, cross-sectional, non-experimental, and exploratory methodology was used, through a 52-item questionnaire rated on a five-point Likert scale and four open-ended questions. The convenience, non-probabilistic sample was composed of four undergraduate philosophy students, 39 elementary school teachers, 32 secondary or upper secondary teachers, and 20 university philosophy professors. Participants evaluated eight dimensions related to philosophical education: 1) philosophy in general; 2) ethics; 3) civics; 4) critical thinking; 5) children; 6) teachers; 7) community of inquiry; and 8) use of novels or literary texts. Results: the findings revealed that the surveyed actors positively valued the integration of the philosophical education elements analyzed; however, they identified a gap between the ideal of teaching and the current educational reality, especially regarding critical thinking, which showed the greatest numerical difference between what is considered desirable and what is actually implemented. Conclusions: the need to strengthen the presence of philosophy in basic education is highlighted, in order to foster critical thinking from early ages. It is also suggested to adopt didactic methodologies such as the community of inquiry and the use of novels in the classroom, as they may offer an accessible approach to philosophical content. These findings underscore the importance of rethinking teaching strategies based on the perceptions of those directly involved in these processes.

Objective: the present research seeks to investigate the social representations of the teaching profession around political education in order to identify opportunities and challenges that may arise in this training field. Methodology: qualitative research was carried out from an epistemological hermeneutic perspective, based on the construction of natural and narrative semantic networks. It involved a population of educators with post-graduate degrees such as specialization, master’s degree and doctorate, who have carried out their educational work in different educational settings and various regions of Colombia, both in public and private spheres. Results: the elements involved in political education are varied and involve scenarios that surround the orientation of a people, the raising of awareness of society, the empowerment of citizenship and commitment to human development. In addition to a critical attitude towards political systems, the deepening of democracy and various normative elements that allow us to infer that political education is nurtured and has multiple possibilities for transformative action. Conclusion: political education is a key tool for building a conscious, critical, committed and liberating citizenship, capable of facing the challenges and problems of an increasingly complex and globalized world. This calls for approaches from multiple perspectives, horizons of thought and emancipatory actions, so that in this way the training processes and expected change, needed by contexts and communities, can be nourished.

Endorsing ethical and bioethical research processes, respecting the rights and dignity of participants, requires reviewing and following research protocols according to ethical guidelines, regulations and quality standards. Objective: to unveil some strategies and tools for the conceptualization of research projects on Research Ethics, Bioethics and Scientific Integrity -EIBIC- aimed at members of university ethics committees. Methodology: was developed from a dialectical hermeneutic paradigm, based on the conceptual review of secondary sources related to research ethics, bioethics and scientific integrity, as well as on the proposal of a tool, in line with the academic tradition and the epistemic responsibility of the authors. Results: strategies for the fulfillment of EIBIC elements are presented, as well as a tool for the conceptualization of scientific research projects that provide guidelines for members of university research committees to analyze research projects. Conclusions: a tool aimed at members of university EIBIC committees is presented, which suggests some strategies such as: respect for autonomy, dignity, risk assessment, benefits, confidentiality, transparency, conflicts of interest, equality, fairness, accountability and follow-up, which can be effective in conceptualizing scientific research projects. This contributes to strengthening the work of research ethics committee members.