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

In the visits prior to the sampling campaign for the preparation of a geological map in the village of Pajonal, it was observed that the waters of all the localities have a whitish color. This article presents the physicochemical analyzes of the collected samples. The objective of their study is to verify the possibility that surface waters are affected in quality by the presence of soluble minerals that make up the Piedra Jabon de Pajonal. Organoleptic methods were used to determine color and odor. A multiparameter was used to obtain pH, temperature, electrical conductivity and dissolved solids. Tests were carried out in laboratories as total solids SM2540 b and heavy metals present in the samples using the ICP-OES Method. In addition, the maximum limits of heavy metals in water were evaluated according to regulations applicable to drinking water, aquatic life, irrigation and aquaculture. A total of 15 samples obtained in the vicinity of the Piedra Jabón de Pajonal outcrops were analyzed. Of which, 13 points correspond to surface water samples and the remaining points were taken in springs. The analysis of the concentration of heavy metals covered a quantity of 36 chemical elements. In conclusion, no minerals contained in the Pajonal Soap Stone have been identified. However, high levels of heavy metals were found in the groundwater samples, considered hydrothermal, which represents a risk for human consumption.

Objectives:  The morphological characterization of the fruits of five accessions of tacaco (Sechium tacaco) was carried out.  Methodology:  Between July 2017 and September 2019, fruits of five tacaco accessions, whose fruits did not have thorns, were collected from five sites in Costa Rica; between 62 and 88 fruits were collected per accession.  The variables evaluated in the fruits were:  weight, length, width, thickness, number of complete longitudinal sutures, number of incomplete longitudinal sutures, total number of longitudinal sutures, number of thorns, length/width ratio, length/thickness ratio, and width/thickness ratio.  Results:  There were statistically significant differences between accessions for all variables, except the number of thorns.  Conclusions:  There is an important variability in the morphological characteristics of the fruits of the various accessions of thornless tacaco, which constitutes a key factor in the plant breeding process in this species.

This article aims to present the main lines of the pedagogical thought of Manuel Antunes (1918-1985), based on a synthetic humanism, conveyed by the ideal of total education, of the whole man. Considered one of the most important thinkers of Portuguese culture in the 20th century, a democratic pedagogue, always concerned with everything that is human and with the humanization of the Earth itself, Manuel Antunes imprints in his thought an interdisciplinary, transdisciplinary, dialogic, plural, open logic, of articulation of knowledge, and of appeal to integral, humanist education, as a means of emancipation and liberation, which promotes the dignity of the human person. Inspired by his pedagogical thought, of integral education, in a close relationship with culture, combined with a humanism based on complementarity, we present a project for training critical thinking and creativity, with a view to promoting socio-emotional skills, enhancing a culture of peace and tolerance.

This study surveyed student learning practices in higher education in Angola, using digital technologies while taking into account the challenges and limitations regarding access to these technologies. The primary objective was to identify how public university students use digital technologies to carry out their learning activities. This is a qualitative study, developed through a single case study of an observational nature. Multiple data collection methods were employed, including questionnaire-based surveys, participant observation, informal conversations, and document analysis. The findings highlight the importance of technological enhancement in public universities as a result of public policy and underscore the need for pedagogical actions that promote the appropriation and valorisation of mobile device usage within the context of education and digital culture, among both teachers and students in public higher education. It was found that students own at least one mobile device and primarily use it to communicate with peers and lecturers via social media. Additionally, students were found to rely predominantly on mobile data for internet access, as it is the most cost-effective option.

This study, explores nursing students’ experiences with video self-modelling (VSM) using smart glasses in simulated clinical training. VSM involves students recording their performance during clinical simulations and later reviewing the footage to identify errors, reflect on their practice, and receive personalized feedback. The method aims to enhance self-awareness, skill retention, and self-efficacy in nursing education. Eleven undergraduate and postgraduate nursing students from Portugal, Spain, Slovenia, and Poland participated in a qualitative focus group after completing training with smart glasses. The researchers analyzed data using Creswell and Poth’s (2018) qualitative spiral method. Three main domains emerged from the content analysis: learning impact, technical constraints, and emotional/pedagogical experience. In terms of learning impact, students highlighted improved self-assessment, reflective thinking, and skill transfer to real clinical settings. Reviewing their own recordings helped them recognize subtle mistakes, retain procedural memory, and improve performance. Personalized feedback based on the videos was seen as more meaningful than traditional methods. However, technical constraints were noted, including issues with device comfort, fit, weight, and recording reliability. While most students adapted quickly to the technology, concerns were raised about the smart glasses’ ergonomics and occasional malfunctioning of voice commands or camera angles. Emotionally, students initially felt nervous and self-conscious being recorded, but this discomfort lessened over time. Many reported increased motivation and confidence as they observed their own progress. Participants expressed strong support for expanding VSM into broader areas of nursing education, suggesting it be integrated into curricula for both technical and communicative skills. Cultural differences also influenced perceptions; for example, Polish and Slovenian students focused on precision, while Portuguese and Spanish students emphasized emotional aspects. Despite some technical limitations, the study concludes that VSM with smart glasses is a promising, learner-centered strategy for clinical education, fostering reflection, autonomy, and skill development. The authors recommend further research into long-term impacts, scalability, and technological improvements to maximize the method’s effectiveness across diverse healthcare training contexts.  

Aim: This article aims to identify students' perspectives and experiences regarding the use of project methodology in their learning process, highlighting the strengths and areas for improvement. It focuses on how students view this approach, exploring both the positive and challenging aspects, and ultimately, assessing its effectiveness as perceived by the students themselves. Method: A quantitative, descriptive, and analytical study was carried out using a questionnaire created with Artificial Intelligence (AI) support and approved by the faculty members. The participants referred to this research article with confidentiality have been given adequate information about the study and voluntarily agreed to participate. Data were analyzed using Microsoft Excel and SPSS (Statistical Package for the Social Sciences) software. Results: The study included 64 students, mostly from the Bachelor's Degree in Nursing program, followed by the Postgraduate Course in Healthcare Services Management. The dimensions “pedagogical articulation”,  “student collaboration and autonomy,” and “pedagogical effectiveness” received positive agreement rates of 74.5%, 79.7%, and 67.1%, respectively. The “competency development” dimension achieved a high agreement rate (82.3%). Strengths highlighted included “continuous mentoring,” “execution autonomy,” and “critical thinking development.” Areas for improvement mentioned were “execution time”' and “lack of a project guideline”.  Conclusion and Implications: Project-based methodology is a powerful tool, but its success depends on continuous adjustments and commitment from all stakeholders in the educational process. Furthermore, integrating it with interdisciplinary practices could enhance its effectiveness in preparing students for real-world professional challenges.

The development of critical thinking is a priority in mathematics education, being particularly relevant in contexts that value relational intelligence. This quasi-experimental study analyzed the effects of cooperative learning on critical thinking dispositions in students of the 11th grade of Mathematics A. Participants were 119 students from a public school in the north of Portugal, divided into an experimental group (n = 70) and a control group (n = 49). The experimental group participated in structured cooperative activities for over 13 weeks, while the control group followed a more traditional approach. Through the application of the Critical Thinking Dispositions Scale (PDS), statistically significant improvements were observed in the experimental group, especially in the dispositions of open-mindedness (p<.001), search for truth (p=.004), self-confidence in reasoning (p=.001) and cognitive maturity (p = .005), with no significant changes in the control group. These results support the effectiveness of cooperative learning in the development of critical and relational skills in secondary education, with direct implications for higher education, namely in teacher training and the promotion of innovative pedagogical practices.

In order to develop the EFL skills of students at Universidad Iberoamericana del Ecuador (UNIB.E), there was a necessity to change the EFL material for another that offered innovative ideas for the students and teachers to interact more and for them not to be limited to the traditional book methods that are mainly focused in the use of grammar. As a consequence, it was implemented the use of Keynote e-book that works with the Keynote online platform. The use of this e-book started to show meaningful changes in the students’ communication skills, which is the reason why it was feasible to carry out a study about the influence of the new method on the A2 level students EFL skills. Therefore, the objective of this research is to compare the academic performance of the students in different semesters and determine the influence of the use of the e-book on the EFL skills of the students of A2 level at UNIB.E. It is essential to apply methods according to the new era, since the traditional methods are not related to the today’s times. In Ecuador, students are encouraged to ask questions instead of expressing their opinions and producing by themselves and use English in real contexts, so this new method gave learners the opportunity to experience English in meaningful situations, however it only could be reached through the use of online tools to make students participate, interact, and practice better . Therefore, by means of the use of this e-book, students and teachers can create a new class environment that allows learners communicating and developing fluency. This quantitative applied the observation of the English lessons by using a classroom observation evaluation, the pre-post estimation model, comparative statistics about the evaluations and grades obtained by the students in five semesters as well.

The present study investigated the impact of virtual reality on mathematics learning, specifically focusing on the perimeters and areas of regular geometric figures. Employing a quantitative approach, a descriptive quasi-experimental study was conducted with eighth-grade students in basic education. Pre- and post-surveys were utilized to assess students’ motivation before and after the virtual reality intervention. The results revealed a significant increase in students’ motivation after the intervention, supporting the hypothesis that virtual reality positively affects students’ motivation towards mathematics learning. Additionally, positive changes were observed in the perception of complexity, enjoyment, and willingness to continue using virtual reality in mathematics learning. These findings suggest that virtual reality could be considered a tool that offers numerous benefits for increasing student motivation and engagement in mathematics learning. Future research is recommended to be longitudinal, comparative, and focused on the development of new virtual reality applications, aiming to further expand understanding of the use of this technology in mathematics education and enhance students’ learning experiences.

Education does not focus solely on the transmission of academic knowledge; It is also crucial to promote the social and emotional competencies of future high school graduates. Consequently, emotional intelligence plays a fundamental role in the holistic advancement of people. The objective of the present study was to analyze the relationship between emotional intelligence and reading comprehension in high school students of the Isla de Bejucal de Vinces Educational Unit, 2024. The research was basic, descriptive and correlational, with a quantitative approach. It had a population of 199 students. The sample is a probabilistic sample of 132 students with an error level of 5 percent. The instruments used were the BarOn Ice Emotional Intelligence Inventory: NA, in children and adolescents (short form) and the Linguistic Complexity Reading Comprehension Test 6 Form A; instruments that have validity and reliability. The results obtained, taking into account the Pearson correlation coefficient. The hypothesis is accepted. The level of emotional intelligence and reading comprehension, R value found r = 0.133; Therefore, the alternative hypothesis is rejected and the null hypothesis is accepted.  Based on the research carried out, we can conclude that there is a significant correlation between the emotional intelligence quotient and reading comprehension for high school students in the school under study.