Educacion

Contemporary art processes in early childhood education: an artistic research project in teacher training

Enric Font-Company — 2025-03-14

The educational research project Integration and Assessment of Contemporary Art Processes in the Design of Learning Environments was implemented during the 2022-2023 academic year in the Early Childhood Education Teacher Degree program. Conducted under the REDICE 2022 initiative, its primary objective is to design, execute, and evaluate a training proposal based on contemporary art creation processes. The project employed an experimental, mixed-method study through correlational research structured across five distinct phases. The findings indicate significant shifts in students' perceptions and interactions with contemporary art, with a majority recognizing it as a valuable resource for creating impactful learning experiences in Early Childhood Education.

Rural Higher Education in Colombia: A documentary review

Jonathan Pérez Verano — 2025-03-18

This paper presents a state-of-the-art review of rural higher education in Colombia, focusing on academic work conducted between 2015 and 2023. Employing a qualitative approach and drawing on Pierre Bourdieu’s methodology of the field of knowledge, a systematic documentary review was carried out. The analysis identified two main categories of work: Within the academy and Outside the academy, each further subdivided to provide a nuanced examination of the strengths and weaknesses of the reviewed studies. The findings highlight significant gaps and challenges in the field. The paper concludes by emphasizing the urgent need for more inclusive and diversified public policies to address persistent educational inequalities in rural areas.

Participatory Action Research Experience with University Students for the Dissemination of the Legacy of the Colombian Truth Commission

Piedad Ruiz Echeverry — 2025-03-18

The Final Report of the Truth Commission, presented to Colombians in 2022, is hosted on a transmedia platform that integrates written texts and multimedia products in various formats. This platform provides access to collected testimonies, analyses of the recovered truth, concrete data and figures on the multiple impacts of the armed conflict, and information about the social actors involved. The social appropriation of this report is an essential task in educational contexts, serving as a tool for ensuring non-repetition. Within this framework, a participatory action research process was conducted, generating initiatives such as the design of a communication strategy, recognition and awareness workshops, the collection of testimonies, the socialization of results, and the delivery of dissemination materials about the Commission’s Report.

Construction of Professional Learning Communities: Perception of School Leaders from Chile and Peru

Rosa María Tafur Puente — 2025-03-14

The objective of this study was to analyze the perceptions of school leaders regarding the principles and practices that guide the construction and development of Professional Learning Communities (PLCs) in schools in Chile and Peru. A qualitative methodology with a descriptive scope was employed. Six school leaders were intentionally selected to participate. Data collection was conducted through focus groups, and the analysis was carried out using grounded theory. The results indicate that participants emphasize pedagogical and distributed leadership as key factors in consolidating PLCs, fostering collaboration and critical reflection on teaching practices. It is concluded that PLCs are fundamental in creating collaborative cultures that enhance educational quality, provided that a shared vision of learning is established.

Community of Practice of English Teachers During the Pandemic: A Study on Professional Development in a Language Institute in Lima

Wilfredo Alvarez Poma — 2025-03-18

In a language institute in Lima, the community of practice of English teachers constitutes an essential space for collaboration and professional development. It emerges as a response to specific challenges in the educational environment, promoting the exchange of ideas and collective improvement. Participants describe the community as a space for dialogue and mutual support, with a particular emphasis on the use of educational technology during the pandemic. Its main goal is to enhance teaching practices through the exchange of practical and useful ideas. This case study, based on interviews and observations, highlights its capacity for teachers’ professional development and its adaptation to challenging circumstances. The community fosters critical thinking and the collaborative distribution of leadership, emphasizing the importance of the leader’s social experience. In summary, this community emerges as a valuable space that positively impacts teaching practice, promoting collaboration and adaptability.

Clustering of Entrepreneurial Profiles of University Students at UNALM: An Analysis with K-Means

Javier Rubén Antonio Vargas — 2025-03-18

This study classifies the entrepreneurial profiles of students enrolled in the Business Development course at the National Agrarian University La Molina (UNALM), analyzing the variables of gender, age, and field of study. A non-experimental quantitative methodology was employed, using a survey validated by the Wadhwani Foundation, followed by a cluster analysis with the K-Means algorithm. The results identified two clusters of students with entrepreneurial tendencies and revealed a significant relationship between gender, age, and field of study with entrepreneurial profiles. Findings indicate that each student exhibits at least one type of entrepreneurial style, with certain profiles being more prevalent depending on gender and field of study. This study provides valuable insights for designing educational programs that foster entrepreneurship among diverse student groups.

Behavioral Problems and Intervention Strategies Used by Teacher of Primary School in Chillan, Chile.

Cindy Verónica Vásquez Caballero — 2025-03-14

Behavioral problems in the classroom have a negative impact on the emotional well-being of students, as well as on the learning process and classroom climate. This study aimed to describe the behavioral problems observed in the classroom, according to teachers' reports. A questionnaire created for this study was answered by 55 teachers, (female = 70,9% and men = 29,1%), among five schools of Chillán, Chile. Teachers indicated that among the behavioral problems, non-compliance behavior is observed with frequency (43,6%). This study is a starting point for future investigation on this topic, that addresses regional and national phenomena.

Educational territories and academic engagement: perceptions of a group of future educators

Daiana Yamila Rigo — 2025-03-18

This study unfolds in two stages. The first stage aims to describe the diverse and expanded experiences that students enrolled in the Teacher Training and Bachelor’s Degree in Early Childhood Education undergo throughout their formative process. The second stage explores the most frequently mentioned educational territories—university classrooms, professional practices, and socio-community practices—to understand students’ perceptions of how these environments foster academic engagement. A quantitative research design was employed, with a total sample of 120 future educators from the National University of Río Cuarto, who voluntarily completed two instruments: an ad hoc questionnaire and a standardized survey. The results indicate that each educational territory promotes different dimensions of academic engagement and complements the others.

Didactic sequences from the perspective of teaching-learning theories

Lilianne de Sousa Silva — 2025-03-14

Science teaching encourages the development of scientifically literate students, i.e. students who know how to use the scientific knowledge learned in the classroom to make sound decisions in everyday life. This influences researchers to seek a break with “traditional” methodologies and promote the use of tools/methodologies that can help develop scientific literacy, such as Didactic Sequences. Through a systemic analysis of the literature, this article aims to understand how the theories of teaching and learning defended by Jean Piaget, Lev Vygotsky and Paulo Freire are references in the construction of Didactic Sequences aimed at promoting Scientific Literacy. The data collected shows that the Didactic Sequence is based on the theories of Piaget, Vygotsky and Freire.

What is this thing called gamification?

Jocimario Alves Pereira — 2025-03-14

Gamification is a process that has been the subject of debate in the 21st century. A particularly delicate topic is the erroneous concepts related to ludic, games, and gamification. Despite having a single “gen”, it is possible to separate them, mainly thinking about the objectives and their application in education, for example. Considering that, this essay seeks to clarify the conceptual limits of gamification and its relation with the ludic and the game, exploring concepts and approaches. In this way, we expect to contribute to combating the dubious vision of gamification. Thus, without relegating other investigations, we assure that the objective of the ludic is to entertain (play), the game is to compete and the gamification is to involve through a process that uses game elements other than in games.

Bilingual education in the Intermediate Educational System: comparative perspective between Brazil and Peru

Edgar Romario Aranibar Ramos — 2025-03-18

In the vast South American region, profound cultural and linguistic diversity gives rise to striking educational contrasts. This study aims to compare bilingual educational policies and practices in Brazil and Peru, exploring their normative and historical foundations, as well as the attention given to indigenous communities. The importance of analysing socio-educational dynamics in multicultural and multilingual environments is highlighted, along with the promotion of language and traditional integration in educational structures. Both challenges and possibilities are identified in the implementation of bilingual educational programmes in both nations. Ultimately, it underlines the urgent need to establish educational policies and methods that recognise and value the multiplicity of languages and traditions, aiming to foster equity and holistic development of individuals in pluricultural societies.

13 perspectivas del liderazgo: Orientaciones para fortalecer la formación en gestión educativa. Villa, A. (coord.) (2024). Dykinson

Ana Cecilia Ferreyra Díaz — 2025-03-14