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

This study explores the use of Instagram® and Facebook® as pedagogical tools for constructing social cartographies in Social Work and International Trade courses at the University of Tarapacá (Chile) and the Universidad Internacional de las Américas (Costa Rica). Employing a qualitative approach, focus groups conducted in 2018 and 2023 examined students’ perceptions and learning outcomes as they investigated social phenomena in their local contexts, influenced by personal and historical experiences. The findings indicate that these platforms, when purposefully integrated into educational settings, foster critical thinking, enhance social awareness, and strengthen the connection between theory and practice. Nevertheless, challenges emerged regarding subjective interpretations of content and varying levels of student engagement. The study concludes that social media, when guided by clear pedagogical frameworks, can serve as valuable resources for advancing critical and participatory teaching practices in diverse educational environments.

The aim was to analyze the productions developed on scientific literacy within the scope of pre-service chemistry teacher training. Bibliographic research, of the type of integrative literature review, was carried out in the annals of National Meeting on Research in Science Education (ENPEC) and National Meeting on Chemistry Teaching (ENEQ), in journals of the area of science teaching and chemistry teaching with Qualis A1 and A2, and in the Coordination for the Improvement of Higher Education Personnel (CAPES) catalog of theses and dissertations, from January 2017 to December 2023. The descriptor “scientific literacy” was used, and in a second search, the descriptor “pre-service teacher training”. Scientific literacy involves knowledge related to science and the didactic-pedagogical field, indicating that the types of research developed from this perspective are diverse and that reflections generated in the conceptions of undergraduate students contribute to the scientific literacy of pre-service chemistry teachers.

This paper examines inequality in educational outcomes in Peru through a spatial approach. Cluster analysis and spatial statistics were applied for the years 2007 and 2016. The results, based on the selected educational indicators, show that the country’s departments are grouped into at least four clusters, with little variation over time. In other words, departments with strong or weak performance in both the quality and quantity of education tend to remain largely unchanged from one year to the next. Although the data reflect realities prior to the pandemic, the findings provide a useful foundation for future research on progress in reducing educational inequality. In this context, sectoral policy should be implemented in ways that promote vertical equity and prioritize the regionalized and decentralized allocation of resources.

The starting point of this article is a reflective exercise guided by the following question: in what ways, and to what extent, is the notion of experience linked to praxis and, consequently, to praxeological research? In this sense, the “constituted space” of experience becomes the raw material of all praxeological inquiry in education. To address this question, five analytical axes are considered: (1) the creative nature of experience; (2) experience as action and memory; (3) experience and action; (4) experience and narration; and (5) experience and research as a way of understanding “in complexity.” The conclusions suggest that praxeological research and reflection in education seek to apprehend lived human experience by integrating a diversity of perspectives.

This study analyzes the integration of artificial intelligence (AI) and robotics in education, assessing their impact on 200 teachers and students. A mixed-methods approach was employed, combining surveys, interviews, and field observations to collect data on participants’ perceptions and experiences. The findings indicate that 75% of respondents believe these technologies foster personalized learning; however, 58% reported technological difficulties, and 62% emphasized the need for teacher training. The discussion highlights that, although 75% of teachers employ basic digital tools, the effective integration of AI and robotics requires overcoming challenges related to infrastructure and teacher professional development.

This article discusses the concept of needs and examines two approaches to needs assessment in the educational field. Its purpose is to present different perspectives on needs assessment in order to foster discussion and research among those interested in the topic.

This essay explores an ontology of being with existential possibilities within the framework of developing a proposal for an ontological pedagogy. At the core of this ontology lies the notion of autonomy. To fully understand it, a dialogue is established between enaction and neurophenomenology (Varela), philosophy of mind (Dennett), and Heidegger’s philosophy, complemented by elements of art and popular culture. This innovative approach shifts the focus of educational sciences toward meaning and purpose, rather than merely instrumental components in any sense of the word. Ultimately, it is students who benefit, while teachers themselves undergo a process of transformation.

In the everyday fabric of Mexican public secondary schools, the emotional fragility of those learning to teach intertwines—almost unnoticed—with the convivial frictions that cut through adolescent hallways. Probing the extent to which these threads knot together—or unravel—when brought into contact with a service-learning experience forms the backdrop of the present work. This study assessed the effect of an emotional-intelligence-based Service-Learning (SL) programme on the affectivewell-being of 27 pre-service teachers and the classroom climate of 97 seventh-grade students at a public secondary school in Mérida, Mexico. A one-group quasiexperimental design with a retrospective pretest and immediate post-test wasapplied. After eight intervention sessions, pre-service teachers completed semistructured online interviews, and students answered mixed questionnaires. Postthen- pre comparisons revealed significant anxiety reductions (Md 4 → 2; p < .001)and substantial gains in teaching self-efficacy (Md 2 → 4; p < .001). Students reported a 46 % decrease in peer conflicts and a 31 % increase in collaborative willingness. Thematic analysis showed that strengthened teacher resilience—rootedin bodily self-awareness—mirrored students’ improved impulse regulation and empathetic behaviour, supporting the SL bidirectionality hypothesis: self-care enables care for others. Embedding SL-emotional modules in initial teachereducation appears to enhance teacher resilience and foster healthier school climates; sustained mentoring is nevertheless required to prevent trainee fatigue and to address out-of-school stressors.

The essay aims to explore the situation of immigrant students in Latin American schools focusing on two aspects: the factors that limit an inclusive and intercultural educational practice and the ways in which students respond to the challenges posed by their school experience. The conclusion is that two contradictory conceptions/practices of education coexist in Latin American educational systems. One, which understands education as a public good that can be universalized under the same conditions for all; the other, which conceives education as a limited good in relation to the economic, social and cultural possibilities of families, a model imposed by the neoliberal shift that took place in the region. This tension has a direct impact on school life and is manifested in two paradoxical situations: i) states recognize that they must guarantee education for all, but at the same time, they promote the expansion of a segregating educational market; ii) the incorporation of inclusion and intercultural approaches in national policies and curricula coexist with discriminatory practices and non-recognition of cultural identity.Consequently, immigrant students find themselves in a situation of permanent tension between forms of “subordinate inclusion” and the struggle for recognition of their rights and respect for their cultural particularities.