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

Objective To identify the socio-emotional competencies developed by Bachelor's degree students in Psychology during supervised psychological practice. Method The research was conducted under a pragmatic paradigm, using a mixed approach with a descriptive scope and a concurrent design. A sample of 30 students aged between 20 and 42 years was used, along with 2 instruments, 1 interview, and 1 Likert scale questionnaire. Results The main findings evidencie significant development in students' perceptions in the five dimensions of emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competencies, and life skills for well-being. Students are at a high and homogeneous level of socio-emotional competency development. Social competencies present an average of M=4.8, representing 95.78% development. Life skills for well-being have an average of M=4.5, equivalent to 90.50% development, followed by emotional autonomy with an average of M=4.5 and 90.13% development. However, the competencies that require more attention in supervised psychological practice are emotional awareness with an average of M=4.4 (88.27%) and emotional regulation with an average of M=4.3 (86.95%). Conclusión Students are at a level of socio-emotional competency development in the following order: social competencies, emotional autonomy, life skills for well-being, and emotional awareness and regulation. The last two competencies need more attention in supervised psychological practice.

OBJECTIVE: identify the main trends and areas of application of artificial intelligence in education. METHOD: a systematic review was carried out focused on analyzing the use of artificial intelligence in the educational context, using a research methodology based on the collection of bibliographic information. RESULTS: The study highlights that personalizing learning through AI improves students' academic performance and motivation by adapting the content to their individual needs. Likewise, personalización of learning and instant feedback are identified as the main trends in artificial intelligence in education, which helps students identify their areas of improvement and progress at their own pace. Furthermore, it was observed that the automation of administrative tasks optimizes teachers' time, favoring teaching focused on pedagogical activities. Areas for improvement include technological accessibility and ethical challenges around data privacy. CONCLUSION: Artificial intelligence has great potential in education, providing tools to personalize teaching and improve evaluation methods. However, its implementation faces challenges such as lack of technological accessibility and ethical concerns linked to data privacy. To maximize your benefits, a balanced approach that considers both opportunities and challenges is crucial.

OBJECTIVE: This article aims to identify the contribution made by the Legislature, as a law-making body, to the right to education. METHOD: To evaluate this process, the dimensions of affordability, access, adaptability, and acceptability are considered, which allow for the recognition of all the elements that comprise this right. RESULTS: This article identifies the process of consolidation of education in the country, recognizing that there are still unstrengthened processes that prevent this right from achieving a comprehensive evolution. There is a political element that conditions this evolution and can be seen through legislative work or proposed legal reforms. Multipartyism, the composition of majorities, proponents, and political ideologies are some of the variables that affect the legislative agenda on the subject of education. One of the most notable insights from this paper relates to the cost-benefit logic with which political actors understand education policies, as well as the presence of majority groups, elements that increase the likelihood of these laws being passed. CONCLUSION: The impact on the right to education highlights the progress made at the national level in terms of affordability, but many issues remain pending regarding quality, equality, inclusion, and plurality as key elements of the other dimensions.

OBJECTIVE: To explore the potential of the Internet of Things (IoT) as an emerging technology for the assessment and validation of learning in virtual educational environments, through the review and synthesis of previous research. METHOD: The hermeneutic method was used to critically analyze the literature on the Internet of Things and its potential in the assessment and validation of learning in virtual educational environments. This interpretive approach allowed the identification of opportunities and challenges of the Internet of Things, providing a deep understanding of its applications in educational assessment and offering key insights for its implementation and future research. RESULTS: Studies reflect a consensus on the positive impact of the Internet of Things on the personalization of assessment and learning, as well as on the improvement of student motivation and autonomy, especially in higher education. CONCLUSION: The Internet of Things represents an emerging and promising approach that can redefine traditional assessment methods, generating new forms of interaction and measurement of learning. However, its success will depend on overcoming technological and educational barriers, as well as providing adequate training for educators to fully utilize its potential in digital educational environments.

OBJECTIVE: To analyze digital literacy and the use of technological learning tools in higher education. METHOD: This academic article was based on a hermeneutic design, through the search, collection, review and analysis of scientific articles related to digital literacy and the use of technological learning tools in higher education. The sample consisted of 16 scientific articles. RESULTS: According to the analysis carried out, it is evident that digital literacy in higher education affects the use of technological learning tools, mainly among students from low socioeconomic levels or rural areas, since in most cases they face situations that limit access to technological equipment and services, which is why there is usually a low use of technological learning tools in the academic and professional training process. CONCLUSION: Digital literacy as the first digital competence is presented as a key and important skill that defines academic success in both teachers and students. For this reason, it is concluded that the intervention of the authorities in charge is necessary to manage and promote innovation in public institutions, given that educational policies still do not satisfy the demands of society regarding professionals with technological skills and abilities for better performance in the labor or business field. In this sense, it is pertinent to generate a significant adaptation in the academic programs offered in higher education.

OBJECTIVE: To describe the contributions of feminist theories from different places of enunciation of the Global South in their emancipatory possibilities to relate them to an articulating view of gender, art, and feminism from the reality of Northeastern Uruguay. METHOD: Qualitative research reaffirms the heuristic vocation where an attempt is made to understand the meaning that subjects give to their actions. Experiences on the other side of the abyss are shown from the sociology of absences, considering the current patriarchal present. RESULTS: When approaching gender concerning art and feminism, it is necessary to understand that meanings are referred to the contexts, power relations, and practices of subjects in their specific conditions. The agent is not only a synonym for resistance to power relations. It is also necessary to consider the capacity for action conditioned by the relations of subordination specific to each context. CONCLUSION: This paper reflects on feminism, art, and gender, proposing the construction of citizenship from the South in Multireferential Learning Environments. This research is part of the Gender and Power studies of the Center for Multireferential Biographical Studies in Education (CEMBE), which researches and promotes the training of professionals to co-construct cognitive processes based on a political dialogue radically involved with the care of oneself, others, the environment, and life.

OBJECTIVE: To evaluates the impact of test anxiety on reading comprehension in secondary school students at a subsidized private school in Chillán. This research contributes to the analysis being conducted to explain the low scores on reading comprehension tests. METHOD: The research uses a quantitative, correlational approach; the participants were 107 students, 61 men and 71 women. The research instruments were the Ministry of Education's level test with 30 alternative questions and the Test Anxiety Questionnaire (CAEX). This instrument consists of 39 items that measure test anxiety, considering motor, verbal, and cognitive responses. RESULTS: The results corroborate the research thesis and show that the low scores are indeed directly related to a higher level of anxiety, which is also higher in women. Students who present a very high level of anxiety also present very low scores on the language test. CONCLUSION: These results confirm the relationship between these variables, which is why it is necessary to implement strategies that help young people regulate their anxiety, since poor results may not be due to poor comprehension but to high levels of test anxiety.

OBJECTIVE: To analyze the challenges of pedagogical mediation in virtual environments in higher education, to optimize the teaching-learning process, taking into account the particularities of the educational, technological and cultural context of both students and teachers. METHODS: The methodology used was bibliographic, expository and informative, focused on the review and analysis of relevant studies on the challenges of pedagogical mediation in higher education, with a special focus on the Guatemalan context. RESULTS: the challenges access to technology, digital literacy, interaction, assessment, pedagogical adaptation, instructional design, motivation and digital fatigue. CONCLUSION: Overcoming these challenges requires a combination of technological access, digital literacy, meaningful interaction, fair evaluation, and constant motivation. Only through a comprehensive approach, combining technical, pedagogical and emotional skills, can inclusive and effective digital education be achieved.

OBJECTIVE: In this sense, an articulation of arguments is presented that analyze the importance of intersectionality as a harmonizing element for research in inclusive education, which contribute to overcoming the diffuse conception of inclusion from its emancipatory capacity to understand local reality. METHOD: The method of documentary review, descriptive and critical analysis was used to support this articulation, oriented from a critical perspective, far from marginal identities, from the practice derived from prescriptions and short-term regulations, and distanced from didactic and methodological specificities, which are governed by the traditional model of special education. RESULTS: The importance of overcoming some errors in the understanding of inclusion is pointed out. Research in inclusive education, in addition to aiming to break the canonical linearities of school contexts, also needs intersectionality to broaden the gaze, the forms and objects used to look at the other, highlighting silenced angles that go unnoticed in traditional academic standards. CONCLUSION: It is necessary to make the meaning of inclusion in education more complex, from the perspective of research in the transformations in school education, because inclusion is gaining increasing strength as a politically correct language. 

OBJECTIVE: analyze the epistemological conceptions of teachers who teach research training spaces at three Regional University Centers of the Francisco Morazán National Pedagogical University, Honduras. Besides, to describe the way in which these conceptions guide the teaching of scientific research. METHOD: the research approach is mixed. For the collection of information, the questionnaire and the phenomenological interview were implemented, which were applied to three groups of participating teachers. RESULTS: teachers have built various epistemological conceptions in their professional training, among them, they stand out: the traditional positivist position and social constructivism, both conceptions are reflected in their teaching practices. In addition, in the stories of lived experience, the challenge of teaching the basic foundations of research, improving academic writing, and students' attitude toward research was recurrently reflected.