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

This paper intends to identify the factors that, from higher education institutions (HEI), have an influence on the sustainable consumption behavior (SCB) of their community (students, teachers and administrative staff). The initial theoretical model proposed that institutional action, education for sustainability, social influence, actions aimed at the neighboring community and physical factors are key factors for the SCB of the HEI community. The research was carried out in 14 institutions that host 80% of the higher education enrollment in the state of Querétaro, Mexico. The study concluded that only social influence and actions aimed at the neighborhood community are determinants of SCB; however, new hypotheses were confirmed that allow to infer that HEIs are implementing activities for their transition to sustainability.

In an attempt to demystify the discourse about the virtues of collegial work among teachers in Mexican teacher training schools, and thus understand the needs of organizational control underlying this practice, we present the study carried out over more than a decade, intermittently, in five schools, from the perspective of the French approach to institutional analysis and from a critical perspective on the collaboration among the teaching staff.

The purpose of this article is to analyze the characteristics of the match/mismatch between the skills acquired by students of higher technical-professional education in Chile and the professions they subsequently perform in the labor market. By means of quantitative methodology and logistic regression models, the authors determine that only 40% of the students of technical-professional careers are employed in occupations related to their field of study. They determine that there is a low adjustment level between the skills acquired by students of technical-professional higher education in Chile and the occupations they subsequently perform in the labor market and draw up, based on the results, possible improvement for the decision makers of educational and labor policies.

Organismos e instituciones comenzaron a dar sus aportes sobre los efectos que ha dejado a su paso la pandemia. En respuesta a ello, la Fundación Carolina concibió el texto La educación superior en Iberoamérica en tiempos de pandemia. Impactos y respuestas docentes. Esta obra, organizada en dos partes —Reflexiones ante la pandemia y Experiencias prácticas—, da cuenta no sólo de las consecuencias nefastas dejadas por la COVID-19, sino también recoge interesantes aportes hechos por notables investigadores de España, América Latina y el Caribe.

This paper evaluates the articulation of the Sustainable Development Goals (SDGs) and its obstacles in Colombian private universities, from an institutionalist approach, by means of an applied study. An instrument was designed, validated, and administered to the people in charge of the planning process of active universities that are legally private and that have been authorized by the Ministry of National Education. A total of 55 universities participated, of which 53 completed the questionnaire comprehensively. The results expose the commitment in the incorporation of the SDGs and identify barriers that are related to governance.

Los investigadores y académicos que deseen proponer trabajos para su publicación en la RIES deberán presentarlos de acuerdo con estos lineamientos.

Directorio de la Revista, Comité editorial, Consejo Editorial, Legales.

Contenido del número.

In October 1833, as part of the implementation of the liberal educational reform, the Mexican intellectual José María Luis Mora and the dean of the Colegio de San Gregorio, Juan de Dios Rodríguez Puebla, experienced an ideological clash when they tried to impose high school studies in the abovementioned school, dedicated to the education of the Indian leaders’ children. This article analyzes not only this incident, which evidences the cultural clash produced by that educational proposal, but also the shortsightedness that an educational liberalism produced as the only answer to a series of problems that are made visible here. Likewise, the article examines the suggested subjects of this new study program, the teachers, the students and the financing problems that the proposal for the implementation of Preparatory Studies (Establecimiento de Estudios Preparatorios), one of the cornerstones of this reform, had in its short life.

This article presents the analysis of the educational trajectories of young people in relation to their social status and their disposition, defined by the future time perspective of each student, compared to their performance in university life. The article takes a sample of 968 young people, resulting from the selection of students who took the Saber 11 (2006) and Saber-Pro (2012 to 2018) government tests. The study is a longitudinal panel study in which a regression analysis of categorical variables is performed, obtaining as a result that, although there is a direct influence of personal motivations in the selection of professional careers, there is a low probability that students achieve to enroll in the career they want to.