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

The role of university formation for the improvement of the current and future societies is evident in the motivation of students to participate in the solution of problems that affect their immediate environment. Social entrepreneurship, social innovation, and the development of social awareness represent the essential tools that for professionals to become agents of change. The present article aims to explore to explore the link between the university and the social innovation of the Universidad Autónoma de Aguascalientes. The results were found to be significant, which implies that the activities, resources, and the development of educational programs influence the students’ ability to creatively and innovatively solve the problems of society.   Translated by: Adán Israel Vázquez Alba.

The Ópera Prima programs in film schools in Mexico have served as a platform of professionalization for emerging and recent graduated filmmakers since they represent a bridge to the professional world as well as represent a space for practice and application of the knowledge acquired throughout their training. However, these programs have represented a challenge for higher-education institutions (IES) that decide to implement it due to the direct impact on the economic-administrative and academic-administrative aspects of film-related programs. This study aims to describe the operation of the Ópera Prima programs at the IES that offer film-related programs in Mexico, in order to outline the essential elements to design a program of this nature in the Bachelor’s Degree in Cinematic and Audiovisual Arts at the Universidad Autónoma de Aguascalientes.   Translated by: Adán Israel Vázquez Alba.

The present article highlights the importance of transversal skills in the comprehensive teacher education, which considers knowledge, skills, attitudes, and values that are transferable to any activity involved in this work. The four pillars of learning proposed by Jaques Delors (1996): “learning to know, learning to do, learning to be, and learning to live together”, provide a comprehensive framework that emphasizes the importance and the type of competencies that complement one another. These skills are essential for humans to develop in order to address the current educational challenges. In the Universidad Autónoma de Aguascalientes, the Institutional Educational Model promotes a teaching profile that incorporates these pillars by focusing on the cognitive, practical, personal, and social development of teachers. This article presents a review of the teacher profiles established in 60 current educational programs at UAA, identifying the transversal skills promoted following the framework of Rojas, Luna, & Hernández (2018). Skills as the management of theory and teaching practice as well as social responsibility are notable for their significant presence in the revised educational programs with approximately 95% to 100%. Similarly, the management of ICT, the development of affectivity, collaborative work, institutional identity, the management of a foreign language, ethical competence, and critical thinking were found in approximately 90% of the programs. Two skills that differ from the original framework proposed by the cited authors: teamwork and institutional identity were identified. The four least-mentioned transversal skills were flexibility, research competence, communicative research, and creativity and innovation, which appeared between 7 and 12% of the educational programs.   Translated by: Adán Israel Vázquez Alba.

In this interview, the teacher in Gestalt Psychotherapy, Cecilia del Socorro Delgado Rodríguez, addresses affectivity within the educational context and its impact on the learning of students in higher and upper secondary education. She highlights the importance of developing affective skills by teaching professionals, such as authenticity, respect, and empathy, to strengthen their relationship with students. Moreover, she emphasizes the need to consciously work on self-regulation and positive expression of emotions, to create more meaningful and humane teaching and learning environments. Translated by Aydali Guadalupe Palomino Castañeda

The current environmental problems are a consequence of excessive and careless human activity. Environmental education emerges as a tool to create positive impact in the environment. This study describes the teaching experience of conducting an environmental diagnosis within an upper secondary education institution in the state of Aguascalientes. In this process, the environmental impact of the activities in the institution was identified and evaluated, leading to the proposal of student-led projects focused on the utilization of urban waste, thus promoting a culture of environmental awareness.   Translated by: Adán Israel Vázquez Alba.

Artificial Intelligence (AI) is transforming education radically, offering personalized tools to optimize learning. When analyzing big amounts of data, AI allows to identify the strengths and weaknesses of each student, adapting the contents and the teaching strategies individually. This translates to precise diagnosis of learning difficulties, the creation of personalized curricula and the continuous assessment of progress. Moreover, AI automatizes repetitive tasks, allowing teachers to dedicate more time to higher-value activities, such as qualitative assessment and personalized guidance. However, the implementation of the AI implies challenges such as the teaching training, the digital divide, and ethical worrying related to the privacy and equity. It is fundamental to address these challenges to guarantee a responsible use of AI in education, maximizing its potential to improve the academic results and the experience of students learning.   Translated by: Adán Israel Vázquez Alba.

This is an interview with Doctor María Elena Ortiz García, who shares her experience as an educator with over 40 years of experience Her work has been primarily focused on education for peace, addressing topics such as peaceful conflict resolution, gender equity, and human rights, among others. Her educational approach is based on socio-affectivity and the use of game as a teaching tool. Translated by Aydali Guadalupe Palomino Castañeda

From the perspective of observing the other, an analysis exercise of the context is developed, leading to the understanding of the reality of an individual in their social environment. The other is a term from social studies that highlights how a professional observes a social context to which they do not belong. The idea of “the other” allows the individual to deepen into the everyday life and gain knowledge related to the person, culture, and physical and material space, as well as the life dynamics. This academic exercise based on the exploration and analysis serve to recognize critical thinking and decision-making, allowing the designer to adopt a stance and to propose a series of ideas that help to transform the studied space.     Translated by: Adán Israel Vázquez Alba.                                  

 A brief academic profile is offered in posthumous tribute to university trajectory of engineer Gonzalo González Hernández (RIP), a leader from Aguascalientes, who contributed, among other areas, to the educational, cultural, and social development of the state of Aguascalientes through his work as a teacher and educational administrator, such in the Universidad Autónoma de Aguascalientes and its predecessor, the Instituto Autónomo de Ciencias y Tecnología. Translated by Aydali Guadalupe Palomino Castañeda