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

Objective: To evaluate the functionality of the contingent valuation method in Mexican consumers applied to wines and to identify factors with significant influence. Method: An online survey was carried out evaluating the willingness to pay for wine with protection of origin, Mexican, from Parras, imported, sustainable and regularly produced, using the contingent valuation method among 615 Mexican wine consumers. Results: The contingent valuation allowed us to obtain significant ordered logistic regressions using the willingness to pay for wine as the dependent variable and five groups of independent variables. The factors with the greatest influence on the willingness to pay for wines were socioeconomic aspects, consumer preferences and purchase statements. Limitations: By not having direct contact with the respondent, obtaining and verifying information is limited. Main findings: The contingent valuation method allowed us to explore the factors that influence the willingness to pay for wine, delimiting the relevant market niches for the product.

Objective: This study analyzes the impact of Information and Communication Technologies (ICT) on the operational efficiency of Chilean Small and Medium Enterprises (SMEs), aiming to identify the most relevant digital tools to support their development and guide public policy. Method: We used microdata from the Fifth Longitudinal Survey of Enterprises (ELE5). An ANOVA was applied to assess differences in ICT adoption across economic sectors, and a factorial analysis was conducted to identify the most influential technological dimensions. Results: Four key ICT dimensions—transactional, informational, infrastructure, and strategic—were found to significantly influence SME operations. The results highlight that ICT adoption varies notably across sectors, suggesting that its impact is not uniform. Limitations: The analysis relies on cross-sectional data from 2017, limiting causal interpretations and excluding post-pandemic digital developments. Furthermore, binary variables reduce the granularity of technological usage assessment. Main findings: ICTs play a strategic role in enhancing the operational efficiency of SMEs in Chile. The study provides empirical evidence to inform policy design aligned with the Digital Agenda 2030, offering a valuable baseline for future research and decision-making in emerging economies.

The paper presents the results of a doctoral thesis whose objective was to analyze the narratives of fifth grade students in a public school in the municipality of Girardota (Colombia) as literate practices in relation to intentional peer review. The study problematizes the use of institutionalized literate practices that respond to disjointed curricular demands of students and their sociocultural context. For this, the story is taken as narrative and vernacular literate practice, which acts as a significant scriptural trigger because it originates in the student's own life, which affects his role as a writer and peer reviewer. A qualitative methodology with a hermeneutic-comprehensive epistemological approach was used. The population was a group of fifth graders from the Emiliano García Educational Institution (Girardota, Colombia). The collection and analysis of the information shows that literacy practices in school contexts generate social changes from the articulation between the everyday and the academic. In this case, the story resulting from peer review, as a social practice, manages to contextualize writing in the school and points out an accurate path towards social justice, by strengthening the students' literacy. 

The article discusses the pedagogical training required for writing literary genres such as short stories and novels. The aim of the article is to analyse the key elements of this training in order to demystify erroneous beliefs about what it means to be a writer. Many people may think that writing is a spontaneous act or that it only depends on inspiration, but this article exposes that there is a structured process behind literary creation. Using documentary review, different texts and articles are examined to understand the importance of pedagogical training and the process of literary research and creation. It seeks to answer questions about what kind of research a fiction writer does and how he or she uses the findings to develop his or her narrative. Finally, it is concluded that academic training and research are fundamental to the writer's craft, as they establish formal requirements that are necessary for the production of literary fiction. This approach is supported by the development of a pedagogy that encourages literary creation and highlights the importance of discipline and learning in the writing process. 

In the university context, academic literacy is essential since it supports the implementation of strategies to guide reading comprehension and written production processes within different disciplines. This article presents a diagnosis of academic literacy at a teacher education university in the Dominican Republic. A mixed-methods, descriptive, non-experimental approach was adopted. A questionnaire was administered to 88 faculty members, and 60 writing prompts were analyzed using a rubric validated by experts. According to the results, 62% of the respondents recognize the epistemic value of reading and writing, and 54.8% believe that its associated skills should be developed within each discipline. Although 78.4% report using writing prompts to guide written production, only 2% of said prompts meet structural criteria. It is concluded that there is a gap between the strategies declared by the faculty and those observed in the analyzed prompts. This represents an opportunity to strengthen the use of reading and writing as learning tools. Including academic literacy in higher education remains a challenge, as it requires resources, spaces, and time to improve the teaching of reading and writing. Ultimately, it is essential to consolidate its epistemic value in order to foster the construction, transformation, and dissemination of knowledge, as well as to redirect pedagogical practice. 

The article analyzes the impact of pedagogical knowledge on the teaching practices of primary education teachers in Boyacá, specifically in the area of Spanish language instruction. Using a qualitative descriptive methodology based on semi-structured interviews, the study reflects on the relationship between pedagogical preparation and the effectiveness of the teaching-learning process. The results show that pedagogical knowledge, understood as an inherent understanding that integrates common sense and professional experience (Latorre, 2004), is closely linked to teaching vocation. Factors such as motivation, desire, and intent were identified as key elements in ensuring educational quality. In conclusion, this knowledge is not only essential for teaching practice but also positions the teacher as a transformative agent in schools and society, highlighting the importance of their comprehensive training and their ability to mediate in the construction of meaningful learning experiences.

This article outlines the results of a search on the state of research on Hypothetical Learning Paths (HLP) in the field of language, with a particular focus on reading and its learning within the framework of a doctoral research in this field. The methodological approach to HLP is based on the didactic relationships present in the classroom setting, considered by authors such as Brousseau (2007); Chevallard (2000) in the numerical field, and Calderón (2018); Calderón et al. (2017) in the field of language. The search was initially carried out in the linguistic field; however, due to the limited contributions identified, findings from other fields of knowledge are reported that will help understand the HLP category, in order to propose a possible didactic approach for full reading. The research included different virtual search engines such as Latindex, Dialnet, Scielo, among others that are accessible in the virtual library of the DIE, its result relates 55 references organized and studied according to the following criteria i) field of THA training, ii) level of schooling in which the THA design is proposed, iii) concepts that contrast THA and iv) role of THA in an inclusive education. The results highlight the need to redefine reading in school and it is concluded that the didactic approach in THA could be a fertile field for understanding cognitive and interactive processes, as well as the dimensions that must be taken into account to contribute to the development of the full reader.

Language education has historically been characterized by a continual search for more effective ways of teaching which support student learning. We investigated empirical evidence on language pedagogies integrated into Colombian PreK-11 English classrooms between 2010 and 2021. We systematically selected and analyzed 104 refereed articles, which we examined using an analytical framework informed mainly by Hall’s (2016) Method, methods and methodology and Thornbury’s (2017) 30 language teaching methods. Our analysis showed that Colombian teachers of English as a foreign language (EFL) employed a variety of language pedagogies and engaged in pedagogical practices which provided multiple opportunities for students to practice language. Teachers made substantial use of technological resources even before the constraints of the Covid-19 pandemic.