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

The objective is to build a Model that complements the recent European Union Artificial Intelligence (AI) regulation, the National Institute of Standards and Technology (NIST) AI Risk Management Framework that operationalizes the US President's Executive Order 14110 on AI, and the first international standard for AI Management Systems (ISO/42001) from the International Standardization Organization (ISO). The method critically reviews the stages and actions of AI systems to remedy the absence of AI Governance (AIG) in previous guidelines. The results show the Model as a new paradigm of Law in the face of AI in the 21st century. The conclusions require an AIG organism or agency made up of citizens; prototypes and pilot tests generated from institutes and affected communities. The contributions implement the anti-monopolization of AI; they point out instances, mechanisms, and moments for final decisions to be made by humans.

In this edition, we present issue fifty-six of IUS Magazine, which explores various legal and interdisciplinary perspectives related to the legality of elements that define our current context. These approaches, considered innovative and transformative in relation to traditional legal paradigms, are grouped under the title “New paradigms of legal science in the 21st century.” This publication seeks to become a reference based on scientific and critical analysis, with projections for both the present and the future.

The objective of this research is to analyze the provision of social service in the school trajectory of the students of the Bachelor of Business Administration of the BUAP Mixteca Regional Complex to identify strengths and problems they face in light of the foundations of Human Rights. The research followed a quantitative, exploratory and descriptive approach. The instrument was evaluated by a group of experts made up of researchers and colleagues. To validate reliability, a pilot was carried out with 10 undergraduate students and the observations made were attended to. Finally, the test was carried out. It was applied to a total of 45 female students. The results of the general data show that 82% of the students carried out their social service in public sector companies, while 18% did so in the private sector. In the Social Service, the students developed attitudes such as: social commitment, professional ethics, solidarity and proactivity, as well as the perception of compliance with constitutional article 5 and its consideration as a human right, although it will not be the only article presented.

This article explores the level of perceived self-efficacy in the use of artificial intelligence (AI) among law students. A quantitative, descriptive, cross-sectional design was employed, with the participation of 49 students who responded to an online questionnaire. The instrument assessed confidence to learn and apply AI in jurisprudence research, drafting legal documents and other academic tasks. The findings show a favorable disposition toward AI adoption, although significant gaps in knowledge and technical proficiency persist. In addition, a large proportion of respondents expressed interest in receiving formal training, evidencing a need for institutional support. Concerns about the ethics and accuracy of AI highlight the importance of addressing these issues within legal training. The study contributes to understanding the challenges and opportunities of integrating emerging technologies into the education of future legal professionals.

The doctrine of conventionality control is one of the most recent legal mechanisms developed within the Inter-American human rights system. Its significance extends beyond the application of the American Convention on Human Rights, as countries like Mexico have actively promoted its implementation. However, a comparative analysis reveals that the conceptual roots of conventionality control are older than commonly assumed. This mechanism reflects the logic of constitutional review, adapted to the international legal sphere. The article first traces the historical origins of constitutional review, grounded in early debates on how to effectively limit state power. It then examines its two primary institutional models: the diffuse and concentrated systems. By analyzing these structures, the study identifies the essential features common to both mechanisms. Ultimately, it argues that constitutional and conventionality control, though applied in different normative contexts—domestic and international—share a structural and functional equivalence that justifies their conceptual alignment.

The analysis of the dynamics, history, and construction of the scientific field, as well as the formation and characteristics of the groups and spaces that are created within it, constitute elements of study that account for its complexity. The objective of this research report is to make known the formation and characteristics of the academic enclaves and castes within public state universities. The methodology used was qualitative from an inductive-deductive approach. The case study was the methodological strategy that guided the collection and analysis of the information. Semi-structured interviews focused on the problem and self-completed questionnaires-surveys were applied to a sample of eight teacher-researchers from an Academic Area of Educational Sciences. It is concluded that the formation of academic enclaves and castes is made possible by those who integrate and have a preponderant role in the scientific field (teacher-researchers, universities, certifying organizations, and international organizations that delineate scientific policies) generating phenomena of segregation, exclusion, and inequality in this field.

This paper presents the experience of curriculum design, implementation in 2017, and development to date of the Specialization Program in Digital Technology for Mathematics Teaching (TEDIEM) at the Faculty of Higher Studies Acatlán of the National Autonomous University of Mexico (UNAM). This program is unique in this institution. The objective is to share this experience, which seeks to improve and professionalize mathematics teaching from secondary to undergraduate levels, addressing a complex, multifactorial problem specific to our country and Latin America. The experience is analyzed through a systematic autoethnographic lens to express how the TEDIEM Specialization was created and implemented, now with over six years and eight generations of students. This specialization's approach is considered innovative and addresses educational issues in both Mexico and Latin America. The information described here can be useful for educators in general and mathematics education in particular. Strengths and weaknesses of this process are briefly discussed.

The objective of this article is to analyze three teaching-learning processes (instructional, community-based, and collaborative) that occur in indigenous language instruction to teach reading and writing of a Zapotec variant that does not yet have a standardized writing system, causing both teachers and students to face various challenges. Although the research has a strong connection to linguistics, it is a pedagogical-didactic analysis. A qualitative methodology with an ethnographic approach was used at the "Emiliano Zapata" multi-grade bilingual indigenous primary school, located in the community of San Baltazar Guelavila in the state of Oaxaca, Mexico. The theoretical approach supporting this study is Michel de Certeau's (2000) proposal on tactics and strategies in ways of doing. The results reveal innovative and creative methods for teaching Mexico's indigenous languages, both inside and outside the classroom, implemented by teachers, students, their families, and the community in which they live, given the limited materials available for literacy instruction in their language.

The objective of this article is to observe the influence of policies for higher education quality on the modification of university linkage. The approach is qualitative, and the method is a case study. Among the results, it was found that policies significantly influenced the transition from a diffuse and political linkage characterized by social commitment to excluded sectors, to the predominance of diversified strategic linkage forms with interaction actors.

The emergency remote teaching implemented during the Covid-19 pandemic imposed pedagogical challenges on teachers in diverse geographical contexts. This qualitative study aims to explore the experiences of eight foreign language teachers from five universities on remote teaching during the pandemic, in order to document educational experiences from diverse sociocultural contexts. A virtual adaptation of the classic semi-structured interview was used to collect the information. The findings show that teachers developed differentiated experiences on the virtual modality and faced challenges associated with teaching pronunciation, reviewing writing activities, listening comprehension, interaction, and oral expression during the training. Reflecting on these points could be useful for analyzing possible future scenarios, in view of the global climate-health landscape and the possibility of using remote teaching again for training.