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

This paper works on the construction of national sociability in the dramatic introductions to “El triunfo de la libertad” and “Tragedia de Guillermo Tell” by the patriot and thinker Bernardo Vera y Pintado. To do this, the texts are analyzed based on the representation of the indigenous people as part of the construction of a new society that includes them in the social relations of Chileans and, on the other hand, in the construction of O'Higgins as a hero and figure of national independence. The proposal understands that the works represent the view regarding a new form of relationship between citizens in a recently liberated town and a political project of the nation that points to a homogenizing utopian horizon.

We propose to investigate here an aspect of Duns Scotus’s thought, which seems relevant to us in the formation of modern philosophy and culture, namely: his dualistic conception of freedom and nature, understood as contra-distinct or opposed. This scotist metaphysical and anthropological contrast was received and continued in the 14th, 15th and 16th centuries until it influenced modern philosophy and culture (this dichotomy is very clear in Descartes and Kant, for example). We attempt a critical analysis of this conception of freedom and –so as not to remain only critical– we propose what it would be to conceive the relationship between freedom and nature in a non-voluntaristic way, that is, in terms of a more balanced complementarity.

This paper proposes a comparative study of Variable Piece #4: Secrets (1970) by the american conceptual artist Douglas Huebler (1924-1997) and Secreto (2016-2020) by the chilean artist María P. Vila. These are interactive works that, through an installation, involve the participation of the public through the writing of secrets. In both projects the secrets were made public in two instances: through their exchange among the participants and, later, through their publication in the form of an artist's book. Although the works by Huebler and Vila can be grouped under the “art as action” trend, due to their publication, two processes of rematerialization take place. The formal and material decisions made by the artists and editors account for profound differences in the conception of what an artist's book is and can be.

The article approaches to migrations and folds between poetry and visuality in three works of the canonical frameworks of chilean poetry. This works (No Vásquez’s L&vertad, Barrio Cívico. Epigramas, from Bernardo González and Loreto Pérez; Santiago Espiritual en el Nuevo Extremo de la Vida, of Tatiana Álamos y Tristán Altagracia) suggest a poetical expansion as a response to the authoritarian regime by and artistic displacement and artesanal job with precarious materials wich integrate text and images. From the extension of genders and disciplines, focusing on the relationships between graphic and poetic resistance, this three works exceeds the literary and visual frameworks, following the route of expanded poetry in the Pinochet’s dictatorship.

Since 2020, educational digitalization has highlighted the impact of technostress on the academic goal orientation of Peruvian university students. This phenomenon affects their motivation, engagement, and ability to face educational challenges, emphasizing the importance of analyzing this relationship within the context of increasing digitalization. The study aimed to evaluate the relationship between technostress and academic goal orientation among Peruvian students, considering how technological demands and interpersonal relationships influence their performance. Additionally, it sought to identify strategies to mitigate the negative effects of technostress. A quantitative correlational study was conducted with 885 students using the Technostress Scale (TS4US) and the Academic Goals Orientation Questionnaire (AGOQ). Data were analyzed through statistical methods, including network analysis and a regression model. A significant negative correlation (r = -0.32) was found between technostress and academic goal orientation. Technological demands and dysfunctional interpersonal relationships impacted goals related to learning and personal growth. The regression model explained 12.5% of the variability in goal orientation, highlighting the negative effects of technological skills-demands (B = -0.228) and interpersonal relationships (B = -0.173). It is essential to implement institutional strategies such as psychological support, digital training, and regulation of technology use to create healthy educational environments that enhance academic performance and strengthen orientation toward meaningful goals.

The accelerated growth of generative artificial intelligence (GAI) platforms in the educational field demands a critical analysis of their impact on teacher autonomy. This study aims to investigate how these technologies influence teachers’ pedagogical freedom and to propose strategies for their ethical, conscious, and strategically aligned use in contemporary educational practices. The research adopted a qualitative, exploratory approach, supported by an analytical framework developed and validated through a focus group with experts in digital technology-mediated education. The results show that although the platforms analyzed — Teachy, MagicSchool and PlanIt Teachers — offer innovative features for lesson planning, activities, and assessments, their uncritical use may compromise teachers’ creativity and professional independence. The findings reveal that relying on automatically generated responses from GAI tends to restrict pedagogical decision-making, subordinating teachers to algorithmic logic that is often biased, technical, and non-transparent. The discussion highlights the risk of diminishing teacher agency and emphasizes the need to develop Prompt Engineering as a key competency to maintain professional autonomy. The study concludes that mastering this skill allows teachers to consciously configure their interactions with platforms, enhancing their control over pedagogical processes. Thus, GAI can shift from being perceived as a threat to becoming an ally of critical, creative, innovative, and contextualized educational practices.

Generative Artificial Intelligence (GAI) is reshaping higher education, and transforming instructional and assessment practices, therefore, educators must develop technical expertise and pedagogical awareness to ensure ethical and responsible use. This study evaluates the impact of an 80-hour GAI training program conducted with 299 lecturers from eight Ecuadorian universities, aiming to enhance their digital skills and openness to AI-based teaching strategies. Through a quasi-experimental design with pretest and posttest assessments, findings reveal an increase in technical proficiency (M = 2.62 to 4.22, t = -30.77, p < 0.0001, d = 0.85) and lecturers’ willingness to apply GAI in their teaching (M = 3.63 to 4.02, t = -6.38, p < 0.0001, d = 0.52). However, perceptions of AI-generated content originality remained unchanged perceptions (M = 3.02 to 2.94, t = -0.82, p = 0.41), indicating ongoing concerns regarding authenticity in academic settings. These results emphasize the necessity of training programs that merge technical instruction with active learning methodologies, such as project-based learning and formative assessment. Additionally, higher education institutions should establish clear policies regulating AI implementation, ensuring ethical standards and academic integrity. Moreover, developing institutional guidelines for assessing AI-generated content is essential for maintaining transparency, fairness, and responsible adoption in teaching and assessment, in order to identify the best practices to support lecturers’ development, and promote its effective use in academic fields.

The key dimensions influencing the use of ChatGPT among university students are analyzed, a topic driven by the growing expansion of generative artificial intelligence across all domains. Based on a two-stage probabilistic sampling method, a questionnaire was administered to 509 students from the Faculty of Education, Science, and Technology at a public university in Ecuador. The instrument integrates well-established theories of technology adoption and includes the adaptation of relevant factors for the use of ChatGPT in educational contexts. Through Exploratory Factor Analysis, seven factors were extracted: ethical and academic concerns (PEA), performance expectancy (ED), cost and financial accessibility (CAF), intention to use (IU), social influence/social anxiety (IAS), perceived credibility and reliability (CFP), and facilitating conditions (CF). The latent variables explain 68.6 % of the variance and show high internal consistency (Cronbach’s alpha ranging from 0.859 to 0.945), which confers strong reliability to the instrument. The main factor, PEA, highlights the relevance of academic integrity and authorship, while ED and CF underscore the importance of academic effectiveness and institutional support. The proposed model, CHASSIS, contributes to a deeper understanding of the elements influencing the intention to use ChatGPT, providing a theoretical foundation for future research.

This article aims to establish the concept of Digital Emotional Intelligence as a key competency within digital literacy frameworks. It presents both a theoretical model of Digital Emotional Intelligence and an instrument for its assessment. The theoretical framework explores the emotional phenomena experienced on social media platforms, which are characterized by user communication and interaction. Based on a literature review, the methodology outlines the construction of the Digital Emotional Intelligence model, including the definition of its dimensions, subdimensions, and the corresponding indicators. From this foundation, an instrument comprising 60 items is developed to measure Digital Emotional Intelligence. This instrument is administered to two pilot groups of university students from the Universidad de Huelva in Spain and the Universidad Popular Autónoma del Estado de Puebla (UPAEP) in Mexico. The instrument is validated through expert judgment and statistical analysis, resulting in a final version consisting of 38 items across 10 dimensions. This research provides a robust conceptualization of Digital Emotional Intelligence and an empirical tool for its evaluation.

GenIA is increasingly present in our lives, and in this way also in education, being used in school environments and even by children, in the construction of children's literature. This article aims to examine the use of GenIA in the production of children's literature linked to Science. Using an exploratory qualitative methodology, six narratives generated by two AI applications (Story Spark and Gamma) for storytelling were investigated. The stories were of the adventure genre, involving scientific activities related to insects and followed the same three elaborated prompts. Content Analysis was followed to analyze the text and images. The results showed that GenIA used to create the stories was not able to construct narratives free of stereotypes or conceptual errors. The Chatbots did not present gender equity in their entirety, and when there was partiality, the attributions to the characters remained fixed, giving the male character a more exploratory role and the female character an assistant role in the scientific activities. Some stereotypes of scientists were reinforced by the male protagonism and the need to be intelligent, and even by the use of glasses in nature exploration activities in the images. The results indicate that teachers and parents need to be careful when guiding the use of GenIA for children.