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

This study examined the perspectives of in-service primary school teachers on  gender equality as a foundational component of La Nueva Escuela Mexicana (The New Mexican School Reform). Focus groups were held in the 2023–2024 academic year with five female educators from several academic disciplines, all employed at the same urban elementary institution associated with the Benemérita y Centenaria State Teacher Training School in San Luis Potosí, Mexico (Benemérita y Centenaria Escuela Normal del Estado).  The results reveal that teachers view the classroom as a crucial setting for addressing and modifying discriminatory practices. The executed projects fostered student thinking and resulted in noticeable transformations in school life, including a more equitable distribution of resources and communal areas. The study revealed ongoing obstacles, such as cultural opposition from families and students, inaccuracies in textbooks, and insufficient teacher training in implementing a gender perspective when confronting traditional norms and practices in school and family settings.Despite these challenges, the study underscores the transformative potential of integrating gender equality into educational practices, especially when bolstered by robust pedagogical tools and sustained collaboration between schools and communities within a collective, ongoing awareness-building initiative.

This research aimed to examine the impact on confidence in practicing oral production resulting from the implementation of Flip in the English II course using near-peer role models. Since most local degree programs require A1 and A2 English courses, groups usually consist of more than 25 students with different levels and goals. These differences seem to significantly affect both the opportunity and confidence to practice orally in online classes. To address this issue, the teacher-researcher implemented near-peer role models using Flip, a Microsoft application, along with the Evolve textbook, taking advantage of more advanced students whose videos served as examples to facilitate learning. Therefore, this case study follows a mixed-methods approach, using Likert-type items for the quantitative section and an open-ended survey for the qualitative section. While paired items were analyzed using a paired t-test, unpaired items were assessed through mode and median calculations, and the survey responses underwent content analysis. The results confirm that Flip and the attainable examples provided had a positive impact on confidence in oral production, leading to the rejection of  the null hypothesis. In conclusion, the combination of Flip and near-peer role models has significant potential to address this issue. The researcher recommends further investigation into the effectiveness of these tools in improving oral production and 21st-century skills. 

 This study examines the perceptions of students benefiting from Chile’s free tuition policy in higher education, specifically at the Universidad del Bío-Bío. The objective is to understand how this public policy has influenced students’ access to and retention in higher education, based on the experiences of 234 students from six enrollment cohorts between 2016 and 2021. The research is framed within ongoing debates regarding the costs, regulation, and sociodemographic effects of free tuition in Chile. A non-experimental, cross-sectional study was conducted using a questionnaire as the data collection instrument. The questionnaire was developed based on a literature review and validated by a panel of education experts. Descriptive statistics and content analysis were applied, using frequency and percentage calculations with SPSS software (version 23). The findings indicate that respondents positively evaluate the free tuition policy, as it facilitates access to higher education, particularly for students from the most socioeconomically vulnerable sectors. Additionally, the policy has contributed to student retention by reducing financial barriers. However, a significant proportion of female  students have considered dropping out at some point in their academic journey due to factors such as mental health challenges, academic difficulties, vocational concerns, and financial constraints. These findings underscore the need to complement free tuition with additional support measures that enhance student well-being and ease the transition to university life. This study provides empirical evidence on the perceptions of beneficiaries at a public state university in Chile.

English language proficiency is an asset and a necessity for medical students, allowing them to access the most current scientific information, interact with interntional peers, gain entry into both national and international postgraduate programs, and communicate research findings. Thus, being able to assess English language proficiency among medical students has become highly relevant to medical education. Objective: To assess the English reading skills of medical students at a university in Mexico. Method: A descriptive, observational, and cross-sectional study using a random sample of first-year medical students at a public university was used. The students completed an English Reading Comprehension exam made up of 100 questions. The exam was structured according to the  Common European Framework of Reference for Languages. Results: The observed failure rate was 67.8% with a mean score of 52.5. The following factors were attributed to the student failure rate: Having attended a public high school (OR = 4.3), No English language qualification (OR = 3.73), Studied English only in high school (OR = 3.26) and, Never studied English language (OR = 2.27). Learning English throughout primary and high school is more beneficial that studying it only in primary school (OR = 1.76) or only in high school (OR = 3.26) Conclusion: The low English proficiency level observed in incoming students highlights the need to strengthen English language learning among medical students. The greatest inequalities are associated with access to learning this language in both in primary and secondary schools.

The ED2013 Free Courses project at the Pacific Campus sought new ways to disseminate knowledge by implementing a hybrid model that combines face-to-face and virtual courses, the latter delivered through digital platforms. This study analyzes the advantages and disadvantages of using such platforms in non-formal education—specifically, whether they facilitate ongoing access to educational resources and contribute to sustained learning. A mixed-methods approach was employed, combining quantitative and qualitative analyses. Quantitative data include metrics such as the number of views and comments related to the courses offered on the Facebook page of the Pacific Campus Social Outreach Office during 2020 and 2021. The qualitative analysis evaluates the tone of user comments—whether positive or negative—in relation to the courses. Data were extracted from this social media platform in 2021, 2022, and 2024 to systematize the experience of this pedagogical mediation. The main findings suggest that digital platforms serve as effective alternative tools for pedagogical mediation, as they enable real-time interaction and allow users to access recorded sessions and materials for later review. This supports content reinforcement—such as reviewing instructions, recipes, or other resources—and allows for the reuse of materials with future cohorts, especially within educational institutions.

Although the adoption of technology in higher education has become more widespread in recent years, the onset of the pandemic highlighted critical gaps in teaching. A non-experimental, descriptive and correlational study was conducted among students from a Peruvian technology institute in 2023, to determine if there is a link between digital skills and academic performance. The study population was composed of students from a private technology institute in the city of Trujillo. The sample consisted of 48 students majoring in Occupational Health and Safety. Convenience sampling was used given that edent data was readily available. Data collection methods included surveys and document analysis through questionnaires to assess digital skills. Academic transcripts were used to calculate academic performance. Researchers used inferential statistical analysis via the Shapiro-Wilk test to assess whether or not the data had a normal  distribution, which it did not. The non-parametric Spearman's Rho test was employed to assess variable correlation, yielding a p-value of 0.038. To align with the general objective, a significant relationship was found to exist between digital competency and academic performance among students in the Occupational Health and Safety program at a Peruvian technology during 2023. Based on the findings, it was revealed that that students with strong digital skills are more likely to excel academically.

Comprehensive and contextualized teacher training is vital for transforming schools into institutions that equip students with the skills needed to comprehend, analyze, and engage both constructively and critically with the multicultural complexities of their environment. This study aims to investigate how intercultural training, specifically benefits educators in fostering critical thinking skills and attitudes to help them face the pedagogical and social realities of a multifaceted and evolving world, through a group of education majors at four universities in Medellín, Colombia. The study employed a qualitative methodology with an interpretative, phenomenological-hermeneutic framework. The data was derived from analysis of Educational Program Projects (PEPs), semi-structured interviews, and autobiographical narratives. Training teachers in critical thinking favorably impacts educational and pedagogical practices. The study emphasizes the need for teachers to acquire a diverse critical understanding of culture and the role of intercultural education in cultivating such competencies. Thus, future educators will strengthen their role as mediators who understand contextual needs and institutional discourse to enable their students to better navigate the educational and social challenges of the 21st century.

This study aims to assess the overall satisfaction and perceived effectiveness of  knowledge transfer in synchronous online courses delivered through  post-pandemic university extension programs. The study employed a quantitative methodological design that entailed distribution of a questionnaire among 190 students enrolled in a teaching extension program at the University of Costa Rica. Data was analyzed through the Partial Least Squares Structural Equation Modeling (PLS-SEM) method and SmartPLS software. The results show that there is a robust correlation between knowledge transfer and overall satisfaction, emphasizing that teacher responsiveness significantly influences student satisfaction.

  La presente investigación está enfocada a estudiar al personaje de Luis Antonio García a través del trabajo actoral de Pedro Infante en los filmes Los tres García y Vuelven los García (1946, díptico fílmico), realizados por el director mexicano Ismael Rodríguez. Este personaje es un arquetipo del charro fílmico, mismo que analizaremos como uno de los prototipos de la mexicanidad en el cine de la Época de Oro, y cómo este evoluciona de antihéroe a héroe mediante una heroicidad melodramática. Nuestro estudio se realiza a través de propuesta metodológica Yuri Tinianov, cuyo enfoque destaca la importancia de las acciones de los personajes en la narración, para posteriormente vincular su técnica con las esferas de acción de Vladimir Propp, quien en la Morfología del cuento (1928) distingue que un mismo personaje, conforme a sus acciones, puede figurar en varias esferas de acción dentro de una misma narración.

El artículo consiste en informar sobre el contexto y las circunstancias por los que nació la idea de armar el proyecto cuyo título es Alemania en otoño (Deutschland im Herbst). Filme que integra segmentos por 11 realizadores en 1978 y cuyo líder-organizador fue Rainer Werner Fassbinder, trata el tema relacionado con la guerrilla urbana de los años 70 en la República Federal Alemana (RFA) por la “Fracción del Ejército Rojo” [Rote Armee Fraktion], Banda Baader-Meinhof. Para lo anterior, presentamos las lecturas que resultaron clave en la formación ideológica del grupo desde sus inicios y su posterior desarrollo hasta la caída del Muro de Berlín. Después, revisamos cada una de las diez piezas en que se divide el filme, comentando de qué trata y en qué consiste cada una de ellas y quiénes participaron en estas. Finalmente, este trabajo se propone dar cuenta de la significativa atención que despertaron los acontecimientos violentos en la opinión pública de la época, en particular en la RFA, mostrando el collage de historias que componen el filme, donde cada director-participante expone el dolor, el sufrimiento y la impotencia de una sociedad dividida por los hechos políticos que suscitaron el surgimiento de la agrupación “terrorista”.