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

This study examines the design and implementation process of a competency-based curriculum from a socioformative perspective in three study programs of the Hermilio Valdizán National University (UNHEVAL) in Peru. Document analysis was performed on the reports of the teams in charge of curriculum development and on the three curricula approved by the university. The results show the complex process of transitioning from a linear, subject-based curriculum to one based on formative projects. It is also clear that the participation of teachers, students, graduates, and other stakeholders has enabled the progressive implementation of the curriculum.

This work aims to identify the elements of teacher didactics that generate critical thinking in virtual environments. A qualitative methodology is employed to explore how classroom didactics centered on dialogicity affect the transition from contemplative in-person education to a participatory virtual education that generates critical thinking and is co-responsible for the formative process. The mixed research communities in the methodology section allow us to draw correlations between the ways in which students and teachers are reflected in an informational, discursive, and formative space, which serves as a basis to describe the changes experienced in dialogic practices as a result of the COVID-19 pandemic. The results show a change in teacher didactics, opening up a gap that affects spaces for dialogue in class.

This article explores the perceptions of the parents of gifted children regarding the understanding of giftedness and their view of the school experience. Using a qualitative methodology, group interviews were conducted with 51 parents from four schools in Chile. The results show the parents’ perceptions of giftedness and describe both traditional and atypical profiles. While there have been positive experiences in schools, parents reported that the social climate in classrooms was not ideal for gifted students. Parents are critical agents and key informants for increasing the visibility of giftedness, both for identifying and serving gifted children and for providing them with a better school experience by recognizing their characteristics and lived experiences.

This research was conducted in a context of continuing education of mathematics teacher trainers and seeks to describe and analyze a cycle of reflection by one teacher trainer in a workshop on professional problems. Based on a qualitative interpretive approach, content analysis was used to examine data gathered from participation in the workshop. Our analysis focused on two dimensions: the type of professional problem and the type of interest that is the focus of the reflection. The problem raised was found to evolve as the workshop progressed. While the focus of the reflections was initially technical, this later shifted toward a practical and emancipatory interest. Our conclusions suggest that a workshop of this kind can contribute to teacher trainers’ professional development and our analysis may help to systematize the study of this type of experience.

One challenge for teachers is the design of educational material that generates engagement in digital teaching, which is relevant in university courses where performance is influenced by course complexity and motivational factors. This paper evaluates the effects of the design of an e-textbook on engagement in digital learning in a Cuban university. The methodology followed a quasi-experimental design. The first phase included the design and expert validation of the e-textbook. The second phase was the quasi-experiment, in which 178 students participated (88 in the experimental group and 90 in the control group). Students who used the e-textbook showed a significant improvement in engagement and academic performance. These results reinforce the need for teachers to design interactive resources for digital teaching.

The COVID-19 pandemic compelled teachers to develop skills to continue the education process remotely; massive open online courses (MOOCs) were one of the most effective strategies. This research aimed to identify the personal and institutional factors that facilitate or hinder completion of a MOOC. A quantitative, exploratory, cross-sectional study was conducted, with a nonprobability sample of 1,277 teachers. Descriptive and logistic regression analyses were performed with data from a self-assessment and a survey taken by participants enrolled in MOOCs on digital competence. The findings show that participants’ level of digital competence is not a determining factor for completion of these courses, and course completion is facilitated by factors like personal interest and professional development but hindered by the technology platform and time availability. Gender, years of ICT use, and participants’ view of the courses were also identified as significant factors. These results can provide guidance for professional development initiatives to promote conditions that support the completion of this type of course.

This study aimed to simulate school dropout in preschool, basic, and upper secondary education in Colombia following the COVID-19 pandemic, based on face-to-face and distance education scenarios. A two-stage methodological approach was employed, consisting of a meta-analysis of 25 articles (2020-2022) and a simulation of scenarios using system dynamics. “Teachers” and “curriculum matrix,” which were part of the academic determinant, were found to be the most relevant variables. The model showed that dropout is highly sensitive to the percentage of virtual education, with over one million students dropping out in 100% virtual scenarios. By contrast, dropout was not sensitive to an increase in teacher training hours within the limits set by education policy. We conclude that virtual education calls for comprehensive measures that go beyond teacher training and ensure minimum technological conditions to prevent school dropout.

This paper aims to identify habitual corruption-related behaviors among students of a private university in Lima, Peru. The research is exploratory and follows a group-comparison design, with a sample made up of 1,572 university students from 10 of the university’s schools. The results show significant differences in 16 of the 19 habitual corruption-related behaviors. Men had a higher mean than women in all behaviors, but an analysis of the size of the effect found that the gender, age, study year, and school variables were not determinants of the frequency of behavior. Cheating and unethical behaviors among university students demonstrated the existence of a culture of cheating that worsens over the course of their academic life and impacts their future career.

This research seeks to determine the attitudes and behaviors of teachers from schools in challenging contexts and understand how some become socially just teachers. A case study approach was used in five schools: three public schools and one privately run but state-funded school in Spain and one public school in Portugal, with a sample made up of teaching and non-teaching staff from the schools. Document analysis, non-participant observation, and semi-structured interviews uncovered two types of teacher profile—one committed to education and social justice, and the other exhausted and unmotivated—and provided insight into the practices, motivations, and leadership of teachers working toward social justice. Thus, the study shows a clear need for targeted social justice training and increased awareness of inequalities.

Technical and vocational education and training is an important branch of education, pursued by increasing numbers of young people, and information in this regard is crucial. This research aims to determine student entry profiles based on their initial expectations and skills. A total of 183 newly admitted students of technical degrees at a public university responded to two scales used to measure academic expectations and readiness. This non-experimental, cross-sectional, descriptive research employs cluster analysis to identify four groups with high levels of academic expectations and readiness, but the findings show that effective communication and emotion modulation skills are weaker, as are student participation expectations.