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

Academic writing in the university context requires specific cognitive and metacognitive processes. Objective: To analyze the determinants of two key metacognitive components in writing: planning and revision, in relation to the academic background and sociodemographic characteristics of health sciences students. Methodology: A total of 548 Colombian university students participated by completing two self-report questionnaires on metacognitive components of writing. Exploratory factor analyses were conducted to validate the instruments, followed by descriptive analyses to characterize the sample. Subsequently, analysis of variance (ANOVA) was applied to identify differences in the evaluated components based on sociodemographic variables. Results: The subcomponent of generation, related to planning, varied according to gender and age. Selection, another planning component, was associated with gender, with men scoring higher than women. Regarding revision, covert self-regulation was influenced by sociodemographic characteristics. Conclusions: The observed differences may be related to pedagogical practices, field of study, or individual factors. These findings should be considered when designing strategies to strengthen academic writing skills at the university level.

Objective: the article addresses the practices of citizenship produced by secondary level institutions in response to the transmission of knowledge inside and outside the classroom in the party of San Martín, province of Buenos Aires. Methodology: qualitative techniques were used, including the application of 48 in-depth interviews to students and observation of pedagogical practices. These observations were carried out on a weekly basis between 2021 and 2023, which made it possible to describe the discursive and non-discursive practices that occur in school contexts. Results: the findings reflect practices of citizenship promoted by school institutions that express a becoming in solidarity, Camaraderie and dialogue as a basis for students to learn to stand up for the word and live in common with each other. Conclusions: at present, the practices of citizenship in secondary schools involve knowledge, encounters and affections which make it possible to live with others more fairly and democratically within the school/school. However, this is stressed by a social context interceded by neoliberal logics that promote competition, self-improvement and the exercise of individual freedooms.

Introduction: education of young women is key to their personal and social development, but it has barriers and limitations that prevent them from participating harmoniously in the world of science. Objective: to analyze the situation of adolescent students in Ecuador in the area of mathematics from the PISA-D database and focus groups with secondary school teachers. Methodology: is an embedded study with a predominance of the quantitative approach. In which a multilevel predictive model was first developed and then two focus groups were developed. The sample consisted of 5,664 students and 12 secondary school teachers from a public school in the country. Results: it was evident that Ecuadorian women individually have lower performance in mathematics than men, but at the central level the results were not significant. The possible causes are associated with motivation, effort towards studies and diversity of groups. Conclusion: Women still struggle with a system that does not offer opportunities in formal compulsory science education, so more gender studies are suggested. In addition, it is recommended to create programs and policies to achieve greater equity in Ecuador.

Objective: in a context of questioning democracy, the role of future teachers in the task of educating to form democratic citizenship is highlighted. This is the reason why the present study was intended to analyse the concepts of democratic education expressed by teachers in initial training in history and social sciences. Methodology: qualitative research, with an exploratory-descriptive approach. The participants were four students of Pedagogy in History and Social Sciences from a Chilean University, who were interviewed individually semi-structured, whose analysis was by open coding. Results: the results, organized in four thematic categories, show that the conceptions of the participating teachers position participation, deliberation and critical analysis as nuclei of the democratic education approach. It is also possible to identify obstacles in schools to the development of democratic teaching practices. Conclusions: the concepts of democratic education articulate curricular, pedagogical and organizational elements. In addition, they include contextual factors which influence the ideas and beliefs that teachers in training express about the relationship between education and democracy. The relevance of these elements is related to the possibilities of strengthening an initial training of teachers in democratic key that seeks to deepen the task of educating to form democratic citizenship.

When the Bachelor’s Degree Program in Basic General Education at the State Distance University of Costa Rica (UNED) embarked on revising its curriculum in 2021, it faced the challenge of rethinking the pedagogical role of primary school teachers. The objective was to provide a fresh viewpoint to the field that went beyond conventional methods and give a contemporary purpose their daily activities. The process began by examining contemporary societal perceptions about primary school teachers followed by research into current and emerging teacher-training trends. Given the multidisciplinary nature of teaching, the study explores the contributions that science has made to the profession. This was accomplished through an in-depth targeted scientific literature review. Due to the breadth and complexity of the matter, the study addresses how the role of primary school teachers has evolved subject over time, from its foundation in colonial times to more recent changes in education policies. It looks at the curriculum and the establishment of the National Qualifications Framework for Professional Training, the trends and demands that evolved and the academic disciplines that served as the foundation for changes in teacher-training. The information was organized by tables to simplify analysis and understand the underlying theory. This process led to an innovative concept that regards teachers in the first and second cycles of basic general education (EGB) (grades 1-6) as managers of “inclusive educational settings that promote learning, skills, and the comprehensive development of primary school students” (Palma & Mesén, 2022, p. 359). Primary school teachers are experts in primary education since they carry out a broad range of complex tasks and are able to manage these responsibilities in inclusive classrooms. They perceive their job as teachers as an opportunity to transform and empower their students by responding to the needs of their school and our modern world.

This study, presented at the IV Primary Education Conference: Transforming Education in the Face of Current and Future Challenges examines a workshop on the use of Constructionism and a STEAM approach to create educational projects with Makey Makey equipment from the perspective of teacher trainees who participated in the workshop. The objective was to evaluate the feasibility of conducting such workshops as an effective way of promoting creative thinking and fostering technology skills for teacher training purposes. Research was based on a quantitative methodology with surveys to track project progression. Workshops were created using a Design Thinking methodology and implemented with three cohorts from a Creativity and Talent course during 2022, 2023 and 2024. Course participants were either Primary Education, English for Primary Education or Early Childhood Education majors at the Guanacaste Campus of the University of Costa Rica (UCR). Workshops were facilitated by Educational Technologies for Learning Program, PROTEA staff from the UCR Rodrigo Facio Campus in San José, Costa Rica. The factors that were analyzed include the environment and materials, the pedagogical approach, the impact of the innovation and practicality of implementing this teaching method in a classroom setting. Students evaluated the workshop favorably and expressed a strong inclination to adopt a Design Thinking methodology through Makey Makey technology together with the resources learned in the workshop for classroom projects. The workshop proved to have a positive impact on teacher training by fostering creativity, innovation and integration of new technologies. Study limitations included the sample size and absence of a control group. Expanding educational settings to implement this technology and further research for its integration in classrooms, supported by a systematic pedagogical approach is recommended. 

This study probes into how academic literature has represented the challenges faced by women in academia using the Systematized Bibliographic Reviews Framework method for Human and Social Sciences (Framework ReSiste-CHS), Codina (2020). The study employed the Prisma method for the search and assessment phase of the primary sources. Journals selected for the literature review had to be positioned in the top three categories of the CIRC classification system and consist of qualitative studies published from 2015 to 2023.  A code co-occurrence matrix and semantic map were created through the analytical tools of the Atlas Ti software. Academic capitalism, feminist, and structural constructionism theories were identified as the foundation of policies governing teaching and research, academic career path,  faculty identity, the value of work and mental and social factors affecting job performance. The study concludes that contributions to the understanding of university academics are theoretically framed through the lenses of academic capitalism and feminism, to account for the social, cultural, institutional, and organizational factors influencing the professional development of women academics in higher education. Studies concerning women in academia primarily draw from concepts of academic capitalism and feminist theory. These concepts elucidate the impact of social, cultural, institutional, and organizational factors on the careers and professional development of women in higher education.

The internet has democratized the visibility of university-led research, while social media has increased connectivity within the digital ecosystem, helping to reduce the digital divide in academia and expand its contributions to society. This study examines both the presence and prevalence of digital platform use among a group of professors of the Rural Regional Development Masters Course at the Chapingo Autonomous University in Mexico. The study also aims to identify notable disparities among those professors in study group who are members of the National System of Researchers (SNII) and those who are not. The objective is to assess how management of faculty digital profiles influences university visibility. The study consisted of a quantitative methodology based on an exploratory paradigm and cross-sectional design. Data was collected from a sample group at a single point in time and systematized using observational techniques and a review of digital platforms. The findings reveal that the professors participating in the study group had minimal presence on academic social media and limited involvement in managing their digital identities, regardless of SNII affiliation. It can be concluded that a university´s online presence and reputation, as determined by webometric rankings, can be strengthened when faculty effectively manage their digital identities, as determined by webometric rankings. Universities could, therefore, benefit from developing and implementing targeted strategies to train faculty in effectively using social media and in enhancing their online presence.

This study sought to explore the outcome of English as a Foreign Language (EFL) instruction at the University of Costa Rica through instructor-led tutoring sessions and artificial intelligence tools on student learning experience. Research was based on a qualitative methodology and a single case study that consisted of interviews, participant observation, and documented analysis. The student participating in the study had come from a rural institution that employed conventional pedagogical approaches where she had faced academic difficulties. Having previously failed the course, she was plagued by low self-confidence. However, the combination of tutoring and AI-based programs, such as Speak & Improve and NaturalReaders enabled the student to overcome psychological barriers and markedly improve her English speaking, pronunciation, listening, and reading skills. Throughout the course, the student consistently showed progress in her writing with greater command of verb tenses and coherence in her compositions. As her confidence level increased, she dismissed her belief that English was exceedingly difficult, attaining a sense of personal satisfaction after passing the course. The  findings of the study reveal that instructor-led tutoring combined with AI tools, can, not only improve the efficacy of language training, but also provide students with a meaningful learning experience.

The objective of this study was to create and implement a sequence of structured didactic lesson plans to enhance inferential reading comprehension skills among students in a Diversified Education setting (Grades 10-11) within the formal Costa Rican Public School System. The study used a qualitative, descriptive methodology executed in three phases: Initial Diagnostic Assessment, Execution of the Didactic Sequence and Results Analysis. The participants consisted of 24 eleventh-grade students enrolled in the 2023 academic year at a private Catholic day school in the San José Norte Regional Office. A diagnostic assessment revealed that the majority of students faced difficulties in reading comprehension, mostly focusing on a literal understanding of the text with restricted capacities to make inferences and draw conclusions from their reading. After engaging the students in a stimulating  interactive didactic sequence, it was observed that their inferential skills improved significantly.  The study concluded that inferential reading comprehension among secondary school students, could be greatly enhanced through targeted and carefully planned teaching sequences. It would be advisable, however, that students select texts that align with their interests and preferences to increase reading motivation and engagement. Further study is also recommended in order to examine how these didactic strategies work in different educational contexts. Continuous professional training for teachers in how to use these teaching strategies effectively is also necessary.