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

The acceptance of avocados in the global market depends on consumer satisfaction, which is determined by attributes such as taste, price, and health benefits that influence preferences and purchasing decisions. The growing global demand for avocados in Latin America and the United States, along with the upward trend in European and Asian countries, highlights its commercial potential. The aim of this article was to analyze the attributes that determine consumer preferences for avocados, identifying research themes and methodologies used. A systematic review was conducted following the PRISMA statement, with searches performed in Scopus and Web of Science. The results showed an increase in the publication of articles in recent years, primarily employing quantitative methodological approaches, which identified that intrinsic attributes of avocados have the greatest influence on consumer preferences. These findings helped identify research gaps regarding avocado consumption, as well as enhance producers' and marketers' understanding of consumer preferences crucial information for defining commercial strategies and subsequently increasing market competitiveness.

The collective memories of the conflict in Granada recorded events and experiences of what happened; the lack of psychosocial strategies, especially in remote villages, limited their impact on community rebuilding and care. In this applied research, a core team was formed to support the strengthening of territorial networks—understood as emotional, symbolic, and social connections—to learn about and disseminate care experiences in the exchange of memories about territory and community well-being. Methodologically, it was collaborative, interdisciplinary, and interinstitutional, with epistemological and technical foundations in participatory action research and interculturality. It was observed that community meetings promoted intergenerational exchanges of knowledge and memories, strengthening collective narratives about care, rootedness, and a sense of community. They showed that community strengthening was based on an ethic of care grounded in values such as solidarity, cooperation, and responsibility. It was concluded that care was expressed in three dimensions: care for the territory through agroecological practices; care among all: for neighborhood and community relationships in meeting spaces that promoted respect, empathy, and autonomy; and care for oneself by allowing oneself to speak, share, and listen. All of these are key to good community living and becoming stronger together.

Achieving the social appropriation of knowledge represents a significant challenge, one that requires a qualitative leap to foster meaningful connections between individuals from the worlds of science and everyday life throughout the processes of knowledge creation, communication, and application. This article aims to reflect on this situation by proposing a special and critical pedagogy grounded in collective intelligence and co-creation as a means to make such a transformation possible. The research was conducted through a qualitative methodology with a hermeneutic approach, which involved acknowledging the author's lived experience, reviewing 49 texts, and engaging with 68 beings from both the scientific world and the world of life, all connected to the University of Antioquia. The findings highlight the need to create an atmosphere of trust that enables beings from both worlds to recognize each other in their particularities and multiple intelligences. This mutual recognition is essential for moving from the individual to the collective, and for advancing towards co-creation processes in which new knowledge can emerge. In such processes, two-way communication becomes fundamental, as it facilitates the teaching and learning of these collectively generated forms of knowing and experiencing. This requires clear pedagogical principles and components that allow participants to understand themselves and each other, to learn together, and to meaningfully appropriate what has been collaboratively created—so they may transform both their own realities and the world around them.

The teaching support processes, in higher education institutions -IES-, are fundamental to guarantee a quality educational act. Thus, the objective of this research was to analyze the process of accompaniment to new virtual teachers, in an HEI with a 100% virtual modality, in relation to the institutional identity, and in light of its particular pedagogical approach, seeking its improvement and optimization. To this end, a qualitative approach was adopted, with a descriptive scope and action research design, with 15 new teachers and 5 accompanying teachers as a sample, to whom a survey and focus group were applied; In addition, a review of institutional documents and the application of an observation rubric was carried out. In the results, in addition to recognizing the importance of the process of initial support for teachers to strengthen their practice in virtual learning environments, the importance of training on the topics inherent to institutional pedagogical approaches is considered as a differentiator. It is concluded that the chosen institution, and the others that rely on this reality, must guarantee a process of accompaniment, permanent and updated, so that mere technical training is transcended, embracing the institutional identity and the particular pedagogical approach.

Implementing experiential learning in universities has required updating processes for teachers, who are responsible for taking advantage of all the benefits and possibilities of this training model. This research has been aimed at finding out how university professors working in undergraduate communication programs in Colombia understand and implement experiential learning. The methodology followed consisted of in-depth semi-structured interviews applied to 28 professors from 12 Colombian universities. The information obtained was analyzed by creating and applying codes created from variables taken from the theoretical model assumed for the analysis, from the literature review and from the interviewees' responses, using the Atlas.ti software. The results indicate that the teachers in the sample know what experiential learning consists of, they greatly value the methodologies associated with it and implement them. However, to optimize its application, they must extend the time they dedicate to each moment of the process, include a greater diversity of actors in it and strengthen mechanisms of analysis and reflection on the part of students about the experiences lived.

Leveraging technologies, virtual field trips have been advantageous beyond borders in pedagogy. This stems from the need to tackle incivility among youths/students. The use of virtual field trips could solve the challenges of restrictions like COVID-19, fear of accidents etc. Hence, the study investigated the effects of virtual field trips on students’ attitude to civic responsibility in Nigeria. The study adopted a 2x2 quasi-experimental design involving pre-test, post-test experimental control group. The population comprised all students of colleges of education in Kwara State, targeting N.C.E 2 students. A purposive sampling technique was used to select 12 students comprising experimental group 1 (virtual field trip); and a Control Group. The experimental group was treated and an adapted questionnaire was used. The reliability of the instrument was carried out using test re-test method yielding 0.72 coefficient. The data were analyzed using percentage, and Analysis of Co-Variance at 0.05 significance level. The findings of the study showed virtual trips changed attitude and no gender and interaction effect was recorded. The study concluded that virtual field trips positively modified the attitude of students to civic responsibility The study recommended training of teachers in ICT.

Today, the textile and apparel industry faces significant challenges in a volatile and competitive market where the main pillar of performance lies in human talent and the link between personnel training and workforce versatility. These elements are directly related to productivity and quality levels. This study focused on diagnosing and improving the operational skills of workers in a company in the sector, with an emphasis on the implementation of a polyvalence strategy. From an initial analysis of the production process, shortcomings in staff training were identified which limited both productivity and quality, leading to the design and implementation of a training programme. The implementation of the training strategy resulted in a significant reduction in the number of operators with low levels of polyvalence, from 22.9% to 4.7%, as well as an increase in productivity levels, reaching a cumulative average of 86%. These results underscore the importance of developing strategies focused on strengthening workforce polyvalence to improve operational efficiency and ensure competitiveness in a global environment.

Organizational transformation in Latin American universities constitutes a critical line of inquiry for understanding the processes of institutional reform, adaptation, and reconfiguration that they undergo within the framework of a global order increasingly defined by the intensification of inter-institutional competition, the hegemony of standardized quality indicators, and the consolidation of neoliberal rationalities. As has been repeatedly documented in the specialized literature, organizational change in the region's higher education institutions cannot be understood as an isolated phenomenon, but rather as the manifestation of a complex confluence of exogenous and endogenous pressures that substantially transform their mission, structural architecture, governance modalities, and academic cultures (Arocena & Sutz, 2005; Torres & Schugurensky, 2002).

University didactics is linked to teaching and faculty practices in the training of professionals required by society. The research aimed to recognize didactics as a defining element of the pedagogical practices of university professors. To achieve this objective, a qualitative study with an interpretive approach was designed. Data collection was conducted through 14 interviews with university professors from different programs and a review of the microcurricula of various graduate courses at a university institution in Medellín. The results highlighted the following issues: the importance of didactics in teaching, the need for didactic training for professors of different disciplines, and the role of didactics in the transformation of teaching practices. From this, it is possible to conclude that the systematic articulation between didactics and continuing teacher training allows for the reconfiguration of educational practices, moving from repetitive and rote models to new ways of teaching and learning. The teacher participates in the student's learning process as a mentor and motivator, using innovative teaching strategies and models.

The analysis of migration policies and human rights is essential to understand how migrants are protected in vulnerable situations.  This is why this work seeks to know the presence of the intersection of these regulations that work for the well-being of migrants. Despite international commitments assumed by various countries, migration policies are often implemented in a way that does not adequately guarantee the protection of the human rights of migrants.