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

Introduction: Racial discrimination is a complex problem that directly affects the experience of university students, impacting not only their academic performance, but also their mental health and well-being. Objective: To discuss the characteristics of racial discrimination and its interfaces with the family income of university students. Methodology: A descriptive, exploratory, cross-sectional study was conducted, with a sample of 751 university students from the state of Ceará, Brazil. The instruments used were a sociodemographic questionnaire and the discrimination experience scale. Results: Among the students, 36.9% had a family income of between 1 and 2 salaries.  With regard to discrimination because of their race or color, those with an income of less than one minimum wage were the ones who experienced this the most, 39.9%. The place of occurrence with the highest exposure for those with an income of less than one minimum wage was school, 37.5%. Conclusion: The results suggest that there is a direct relationship between family income and racial discrimination: the lower the income, the greater the exposure to racial discrimination. There is an urgent need to implement strategies to protect and support those who experience racial discrimination.

Introduction: This study analyzed the effect of travel restrictions, including closure of borders and the cancellation of international flights in Latin America and the Caribbean, as one of the early measures implemented to control the spread of COVID-19 virus. Methodology: Literature review examining governmental and scientific databases as well as news-press publications. The material obtained was organized according to the dates of the first cases of COVID-19, notifications informing closure of borders, flights suspension, and travel rebound. The data was crosschecked with the reports of the passengers stranded in Latin American countries highlighting governments' roles in response to the pandemic. Results: Travel restrictions and border control measures affected several passengers returning to their country of origin and/or legal residence. Passengers experienced overwhelming challenges impacting their socioeconomic status, families, health, and employment. Discrimination was also a topic addressed. Many citizens of Latin American countries stranded in various Latin American regions were forced to restructure their travel plans and spend several months in places other than their homes. Conclusions: The early measures had several unintended consequences in the lives of countless individuals, despite their effectiveness in decreasing the transmission of the virus

Introduction: Education for sustainability aims to promote decision-making and actions aligned with the Sustainable Development Goals (SDGs). To promote sustainable diets, a diagnostic analysis is key to identifying demographic characteristics, practices, knowledge, and opinions of the target population. This information is necessary for the formulation of a contextualized and timely educational strategy that can influence eating behaviors. In this sense, the objective of this study is to analyze the knowledge, attitudes, and practices of local families regarding sustainable diets. Methodology: Descriptive study with a mixed approach involving 23 families from the Monteverde district. Results: The majority of interviewees recognize the influence of food on the environment and the community's economy. However, there is a need to reinforce the role of consumers in the transformation of food systems, with the purpose of encouraging norms and values through critical thinking and reflection, which can motivate the adoption of more sustainable diets. In some cases, the knowledge did not reflect in the practices carried out. Conclusions: Considering the need for sustainability education to be contextualized, this diagnosis should be used as the starting point to inform about the principles of sustainable eating and facilitate the development of competencies, with the goal of helping participants create their own action plan to adopt a sustainable diet.

Mathematics education is essential for developing critical thinking and problem-solving skills in students, preparing them for an increasingly technological world. Over the past decade, research in this field has gained prominence, driven not only by the need for effective educational policies but also by the imperative for pedagogical innovation. This study conducts a bibliometric analysis of scientific production in secondary mathematics education, aiming to identify trends, influential authors, and emerging topics in global research. The primary objective is to analyze the evolution of scientific output in secondary mathematics education between 2013 and 2023, focusing on identifying research trends, prolific authors and countries, and emerging topics and challenges in the field. The study employs a bibliometric design with a descriptive and retrospective approach. The Scopus database, recognized for its broad coverage of peer-reviewed scientific publications and citations, was utilized as the main data source. The bibliographic search took place in June 2024, encompassing publications from 2013 to 2023. Advanced techniques, including co-authorship network analysis and keyword co-occurrence analysis, were applied using tools such as R Studio, VOSviewer, and CiteSpace. These tools facilitated the statistical analysis and visualization of research trends. A total of 1,831 records were selected after applying specific inclusion and exclusion criteria, prioritizing scientific articles, book chapters, reviews, and complete books. The methodology also involved manual reviews to ensure data accuracy and consistency. The analysis revealed a substantial increase in the production of scientific articles on secondary mathematics education, growing from 114 articles in 2013 to 257 in 2023, reflecting a 125.44% increase. The United States led in production with 365 articles and an h-index of 33, followed by Spain and Australia, demonstrating a relevant impact on research. Additionally, 529 authors were identified, organized into seven main research clusters, focusing on areas such as mathematics pedagogy, digital technology integration, and STEM education. Moreover, the keyword analysis showed a trend toward pedagogical innovation, emphasizing advanced educational technologies and curriculum adaptation to 21st-century demands. The most frequent keywords included "Mathematics Education," "Mathematics," and "Secondary Education," indicating a sustained interest in improving mathematics teaching. International collaborations also played a significant role, facilitating knowledge exchange and supporting the implementation of innovative educational practices across different regions. In conclusion, the study demonstrates that secondary mathematics education is a growing field with a positive trend in scientific production and robust international collaboration. The findings highlight the need to align educational practices with evolving technological and methodological demands, offering a solid foundation for future research and educational policy development. The study recommends promoting international collaboration to share best practices, integrate emerging educational technologies, and ensure equitable access to educational opportunities, particularly in under-resourced regions. This research provides valuable insights into current and emerging trends in mathematics education, supporting continuous innovation and improvement in teaching practices at a global level.

The persistent low performance of students in national standardization assessments, the pressing need for innovation, and the scarcity of recent studies evaluating the impact of proposed initiatives to enhance student achievement underscore the necessity of a meticulous inquiry as a means to delve into the internal dynamics of the classroom. To explore the current state of English language teaching in Chile, a fundamental and pertinent research question is proposed to facilitate advancement: What type of knowledge can be systematized from applied studies conducted in Chile between 2017 and 2022 regarding English teaching practices aimed at developing linguistic skills as a foreign language? This study undertook a scoping review following the Prisma-ScR framework to map the body of research concerning English language teaching within school contexts in Chile. This methodology enables the collection of reliable and valid data while simultaneously assessing the quality of existing knowledge that can inform future investigations (Manterola et al., 2023). The aim of this scoping review is to classify and synthesize the available evidence from studies on English language teaching, distinguishing between knowledge concerning practice (descriptive) and knowledge concerning what should be taught (prescriptive). This analysis seeks to assess the level of theoretical advancement in English language teaching in Chile, particularly regarding the development of linguistic skills and the implementation of the communicative approach that underpins the national curriculum’s plans and programs. Such an assessment is essential to understand the state of English language education in the years following the disclosure of poor outcomes in the 2017 national evaluation. This led to the main conclusion, which identifies the ongoing challenge of advancing a deeper understanding of what "actually occurs" in classroom settings. The scarcity of detailed studies on pedagogical practices within school contexts, coupled with students’ low performance in national assessments, highlights the pressing need for comprehensive investigations into the unexplored factors influencing student achievement. Given the limited number of studies addressing pedagogical practices, it is important to consider the inconsistencies between practical knowledge and knowledge about practice: teachers’ perceptions of possessing strong pedagogical expertise and their positive appraisal of fundamental practices aligned with the communicative approach are contrasted by the high valuation of grammar instruction and the frequent use of translanguaging as a central practice in the context of teaching English as a foreign language. This discrepancy reveals a critical area for research in both initial and continuing teacher education, aiming to interrogate and respond to the documented evidence presented in other studies (Karatas et al., 2024; Kaya, 2019). In summary, consolidating systematic evidence on the practice of teaching linguistic skills in English is crucial to achieving a clearer understanding of the challenges associated with innovation in this field.

This article explores the experiences of non-traditional families regarding their school participation and their conflict management processes. It presents the initial qualitative results of the broader project called “Pedagogy of hope and nonviolence: educational proposal for the inclusion of new family models”, which was divided in four different lines of development. The first one, was a state of the art about the experiences of diverse families in educational spaces in the last 20 years in Mexico and Latin America. The second, analyses the regulatory framework to identify merits and obstacles related to educational inclusion of diverse families. The third, reviewed different studies that explore teachers’ experiences in relation to diverse families and their inclusion. The last line was a qualitative research about the experiences of diverse families in educational centres and the initiatives to achieve their participation and inclusion in educational contexts; this article focuses on this fourth line. Specifically, the information presented is based on the evidence provided by six women representing different types of family: extended, reconstituted, single-parent, by adoption and homoparental. Even though an effort was made to interview families according to the specific established categories mentioned before, it was found that the conformation of families cannot be classified in one single category, since their family’s dynamics and members can be positioned in different categories at the same time. The results show that the interviewed families’ participation is limited to schools’ requirements, which is normally directed from the schools to the parents to express particular needs or share information about the specific engagement needed. Although there is a basic notion of families seen as dynamic structures with diverse forms of conformation, these approaches are usually based on the conception of traditional families. One of the biggest obstacles expressed by the mothers to participate in school activities is their lack of time, which should be considered in relation to other context elements, like their productive and reproductive roles, family structure, and the support they have for parenting.  Whereas their participation is limited, families feel included as long as teachers keep them informed of their children’s performance and they attend school’s events, which is classified as an informative and fictitious participation (Simón y Barrios, 2019; Valls-Carol et al., 2014). On the other hand, there is evidence of conflict in the relations between schools and families, but the expressions about this category are less systematic. This could be due to their lack of tools to express and manage conflicts, since there is a negative perception about it. In conclusion, even though diverse families’ participation and conflict management schemes are the same as other traditional families, their diversity hinders their participation, because mothers usually play productive and reproductive roles, which makes it harder to establish relationships with schools. So, their participation is not inclusive, and they do not participate in decision making processes. The perception of conflict management perception agrees with what was found in other research (De la Peña & Lozano, 2017; Perales Franco, 2022), which highlights the importance of finding different ways of looking into it to explore more about this item.

This article presents a theoretical-methodological reflection based on the experience of collaborative ethnographic fieldwork with irregular migrant girls and boys in the border region of Tarapacá, Chile, between the years 2023 and 2024. It introduces the concept of "child participatory mandate" to question the automatic application of ideals proposed by international organizations, promoting a critical reflection on child participation in social studies of childhood. It highlights collaborative ethnography as a respectful methodology that facilitates the co-construction of knowledge among girls and boys in border contexts. The main contributions of this paper include the innovative use of workshops and visual techniques to delve into the complex experiences of migrant childhoods, criticizing conventional norms of citizenship and rights.

El turismo cultural en Barranquilla, Colombia, enfrenta barreras significativas; elevados costos, falta de accesibilidad y carencias en la capacitación del personal, limitando su desarrollo competitivo. Este estudio tuvo como objetivo identificar un Cuadro de Mando Integral basado en la estrategia del Océano Azul, orientado al direccionamiento estratégico del turismo cultural, énfasis en el sector hotelero. Mediante un enfoque mixto, combinando métodos cualitativos y cuantitativos; al realizarse cuestionarios, entrevistas y grupos focales tanto con turistas como tomadores de decisiones en hoteles de 4 y 5 estrellas. La metodología RICE utilizada permitió identificar indicadores clave de áreas como aprendizaje, talento humano, procesos, clientes y finanzas. Como resultado, el análisis identificó barreras como altos costos, limitada accesibilidad y deficiencias en la gestión de procesos; direccionando, soluciones innovadoras centradas en la capacitación, optimización operativa y creación de valor. Lo que promueve un enfoque estratégico que mejora la experiencia del cliente, impulsa la sostenibilidad y fortalece la competitividad del turismo cultural en Barranquilla, Colombia. En conclusión, esta herramienta se presenta como un modelo eficaz para alinear objetivos organizacionales, optimizar recursos y fomentar el desarrollo sostenible, asegurando beneficios tanto para los actores locales como para los visitantes, mientras preserva el patrimonio cultural de la ciudad.

La conveniencia del branding como actividad estratégica en las Instituciones de Educación Superior, resulta significativo debido a diversos factores que afectan a estas organizaciones El presente estudio tuvo como objetivo principal identificar los componentes multidimensionales del Brand equity desde la perspectiva de los consumidores en Instituciones de Educación Superior. Para alcanzar este propósito, se realizó un análisis factorial exploratorio y confirmatorio con datos obtenidos mediante una encuesta aplicada a 422 estudiantes universitarios de la ciudad de Bogotá, Colombia. Los resultados revelaron la existencia de un modelo compuesto por cinco dimensiones: Reputación universitaria, asociación con la marca, conciencia de marca, entorno educativo y calidad percibida, las cuales explican en conjunto el 68,4% de la varianza acumulada. La dimensión de reputación universitaria destacó como la de mayor impacto, representando el 19% de la varianza explicada, seguida por asociación con la marca (14,1%) y conciencia de marca (13,3%). Por otra parte, la dimensión de lealtad a la marca fue excluida debido a cargas factoriales insuficientes. Estos hallazgos brindan en conclusión una guía para que las instituciones comprendan mejor cómo son percibidas por sus estudiantes y partes interesadas, facilitándoles el desarrollo de estrategias de marketing y comunicación más efectivas para fortalecer su Brand equity.

Esta investigación analiza la influencia de los factores motivacionales y los enfoques de aprendizaje en el rendimiento académico de estudiantes universitarios, determinando hasta qué punto intervienen en el bajo rendimiento académico de los estudiantes en la Universidad. Se realizó un estudio con enfoque mixto, con análisis multivariado para describir las relaciones entre las variables. La muestra consistió en 37 estudiantes de la Facultad de Salud en una Institución de Educación Superior de Cali-Colombia, durante un periodo académico. La recolección de datos incluyó un registro documental, dos cuestionarios y entrevistas semiestructuradas. Como resultado, los estudiantes obtuvieron un promedio académico de 3.2 y una mortalidad académica del 21,6%. Se encontró una correlación significativa entre los factores motivacionales, especialmente la ansiedad por la prueba, y el rendimiento académico. Aunque los enfoques profundos y estratégicos de aprendizaje se correlacionaron entre sí, no mostraron una relación directa con el rendimiento académico. La motivación intrínseca y la gestión de recursos, juegan un papel clave en el éxito académico. Se concluye que en casos de bajo rendimiento académico es necesario validar las determinaciones y motivaciones intrínsecas del estudiante, puesto que los enfoques o estrategias de aprendizaje adecuadas no son garantía para un buen desempeño.