Indexada en Latindex 2.0, Dialnet, BASE, MIAR,
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
Educational practices that influence motivation and persistence in natural sciences degree programs among graduates of a laboratory school
This study analyzed the factors influencing motivation and persistence in pursuing and remaining in natural science careers among graduates of a laboratory school in Puerto Rico. A mixed-methods approach was employed, integrating an educational practice rating scale and open-ended questions, applied to a sample of 61 participants. A non-probabilistic convenience sampling was used. Quantitative analysis, through Friedman and Nemenyi non-parametric tests, showed significant differences in the evaluation of educational practices, highlighting laboratory experiences and exposure to the scientific community as those with the highest perceived influence on the motivation to pursue natural science careers. Complementarily, qualitative thematic analysis identified four emerging categories: early exposure to science, real-life application of content, vocational redirection, and limited institutional visibility. The results showed that while 66.7% of participants indicated they developed their interest in science during high school, only 44.4% are currently working in areas related to natural sciences, evidencing a gap between early vocation and effective continuity in scientific professional trajectories. The importance of contextualized science education based on authentic experiences and links with the scientific community is highlighted, as well as the need to strengthen academic dissemination and vocational guidance. Relevant evidence is provided for the design of educational policies and curricular redesign oriented from secondary education.
Copyright (c) 2026 Keyla Soto-Hidalgo, Elena Maldonado-Vargas (Autor/a) https://creativecommons.org/licenses/by/4.0
Latent class analysis and profiles of teaching quality in higher education in Ecuador
Ecuadorian students face difficulties and barriers in their transition through university. A lack of adaptation to university processes or difficulties in meeting course content and competency requirements, among other factors, may place them in a situation of academic risk, leading to experiences of failure and dropping out. Latent Class Analysis is a statistical technique that makes it possible to characterize academic risk profiles within the university context. Within this framework, the objective was to identify possible academic risk profiles based on perceptions of teaching quality and perceptions of adaptation to university, using Latent Class Analysis. The study followed a quantitative approach with an exploratory–descriptive scope, employing Latent Class Analysis (LCA) as the method of analysis. Data were collected at PUCE Esmeraldas (Ecuador) from N=208 students using the Student Course Experience Questionnaire and from N=124 students using the Student Perceived Fit Questionnaire. The results yielded four classes for the SCEQ: very high academic risk (Class 1), medium academic risk (Class 2), very low academic risk (Class 3), and low risk (Class 4); and two classes for the SPFQ: low risk associated with adequate adaptation to university (Class 2) and a risk profile associated with a lack of adaptation to university (Class 1). Consequently, measures should be proposed aimed at comprehensive assessments that enable individualized monitoring of university students’ trajectories.
Copyright (c) 2026 Manuel González-Berruga (Autor/a) https://creativecommons.org/licenses/by/4.0
Improvement in teacher performance following the implementation of school leadership mentoring in a public educational institution in Iquitos, Peru
Educational quality depends on teacher performance and school leadership mentoring; however, weaknesses in pedagogical monitoring, resistance to innovation, and limited systematic feedback persist. The objective was to verify the improvement in teacher performance following the implementation of school leadership mentoring in a public educational institution in Iquitos, Peru. A quantitative approach was used, with a single-group pre-experimental design and pre-test and post-test measurements. The census sample included 36 teachers, to whom a questionnaire, observation sheet, and rubric were applied to collect information on teacher performance. Descriptive analysis showed an improvement in teacher performance after the intervention, shifting from 97.2% at the lowest level and 2.8% at the intermediate level in the pre-test to a distribution concentrated at higher levels in the post-test, with 30.6% at the highest level and 52.8% at the intermediate level, reflecting a marked change in the frequency of the practices assessed. In inferential analysis, Shapiro–Wilk indicated non-normality in the pre-test (p = 0.006) and post-test (p = 0.018); therefore, the Wilcoxon test was applied (α = 0.05), finding significant differences across all dimensions and in the total score (p < 0.001; overall Z = −5.201), with higher scores after the intervention. It is concluded that the professional development strategy oriented toward school leadership mentoring yielded positive results even in contexts with limited training resources, suggesting its contribution to reducing educational quality gaps and to sustaining reflective and collaborative pedagogical leadership practices.
Copyright (c) 2026 Jhosiveth Zambrano, Cecilia Rios, Ketty Alarcón, Ronald Rucoba (Autor/a) https://creativecommons.org/licenses/by/4.0
Digital technologies and educational emancipation: re-signifying and conditioning factors of virtual learning among out-of-school adolescents in Colombia and the Dominican Republic
Educational exclusion in Colombia and the Dominican Republic, especially in vulnerable contexts, reveals gaps that the school system is unable to address. Therefore, it is necessary to provide empirical evidence on how digital learning is configured as a formative alternative for out-of-school youth. The objective was to analyze how digital technologies enable and condition educational emancipation through the re-signification of virtual learning among out-of-school Colombian and Dominican adolescents and young people. Under a critical paradigm and a digital ethnographic method, a qualitative methodology was employed with a sample of 6 participants from Colombia and 6 from the Dominican Republic, for a total of 12 participants. Data collection was conducted using interview guides, focus group guides, and observation records. The findings reveal that young people construct virtual learning as a legitimate and autonomous form of education that breaks with the traditional model, highlighting meanings associated with practical usefulness in rural and urban contexts (agriculture, technology, and entrepreneurship). A high level of personal agency was identified in the autonomy subcategory, where participants decide what to learn, when to learn, and at what pace, transforming curiosity into productive capacity and personal confidence. It is concluded that digital learning operates as a situated emancipatory process that restores a relative level of control over young people’s life trajectories, even though it develops under structural constraints such as limited connectivity, the high cost of mobile data, and insufficient access to technological devices, configuring a possible but tensioned form of emancipation.
Copyright (c) 2026 Rafael Santana, Josefina Moreno-Aguirre, Johanna Cortés Daza, Wilyn Feliz Ramírez (Autor/a) https://creativecommons.org/licenses/by/4.0
Inclusive strategies for the improvement of formative practices in early childhood education students
The current environment shows progress in integrative educational approaches with an inclusive perspective oriented towards attention to diversity and social integration. This research sought to determine the extent to which the use of inclusive strategies improved formative practices in students of the Early Childhood Education program at the Universidad Católica de Trujillo (Peru). The study was developed under a quantitative approach, with a pre-experimental single-group design with pretest and posttest, and an applied research type. The sample consisted of 60 students, selected through non-probabilistic convenience sampling. The interview technique was used for data collection and a structured questionnaire as the instrument, validated by expert judgment and with acceptable reliability determined by Cronbach's alpha coefficient. Data analysis was performed using descriptive and inferential statistics; previously, a normality test (Kolmogorov-Smirnov) was applied, whose results showed a normal distribution of the data (p > 0.05), allowing the use of parametric statistical tests. The comparison of the pretest and posttest results was carried out using the Student's t-test, which showed statistically significant differences (p < 0.05) in favor of the posttest, showing a significant increase in the level of formative practices after the application of inclusive strategies, concluding that the systematic use of these strategies is important for initial university teacher training.
Copyright (c) 2026 Dora Meza-Carrasco, Carmen Valverde-Meza (Autor/a) https://creativecommons.org/licenses/by/4.0
Assessment of social skills and university coexistence in Chilean higher education students
Social skills and university coexistence are relevant components of the academic and social development of higher education students. The objective was to describe social skills and university coexistence among university students, with the aim of providing descriptive evidence to support the implementation of future formative actions. A quantitative study was conducted using a non-experimental, descriptive, cross-sectional design. The survey technique was employed, and data were collected through a structured Likert-scale questionnaire. It was administered to a sample of 20 students from the Bachelor’s Degree in Education at Miguel de Cervantes University (Chile), selected through purposive sampling, and analyzed using descriptive statistics. The results showed unfavorable perceptions in both variables. Regarding social skills, high percentages of disagreement and total disagreement were recorded, ranging from 75.5% to 83.5% for the effective communication dimension and from 70.5% to 85.0% for the social skills dimension, reflecting a negative appraisal of key aspects of socioemotional performance. Similarly, in university coexistence, the indicators across its dimensions showed high levels of disagreement, with percentages between 77.5% and 87.5%, revealing a generalized perception of weaknesses in the institutional climate. In conclusion, significant limitations in social skills and coexistence were identified, highlighting the need to strengthen formative actions aimed at improving the institutional climate.
Copyright (c) 2026 Angely Preciado-Cornejo, Alexis Ruiz-Mora, Kevin Minchola-Castañeda (Autor/a) https://creativecommons.org/licenses/by/4.0
Epistemological beliefs of secondary school teachers about digital competencies training. A comparative analysis between Spain, Mexico and Colombia
Training in Digital Competence for Teachers (FCDD) is often based on assessments that focus solely on the level of digital competence. However, this approach overlooks a crucial component of curriculum design: teachers' epistemological beliefs about their own training in this field. In response to this need, this research comparatively analyzes the level of sophistication of these beliefs among secondary school teachers and their curricular implications. A descriptive, quantitative, and analytical study was developed using a 20-item instrument based on the Schommer-Aikins model. The sample included 94 active teachers from the public sector in Valencia (Spain), Yucatán (Mexico), and Zipaquirá (Colombia). Descriptive analysis by subcategories, one-way ANOVA, and Scheffé's post hoc test were applied. The results show significant differences in knowledge stability, allowing us to reject the null hypothesis for that specific case. Mexico and Colombia do not differ from each other, while Spain differs from both. In terms of training, sophisticated beliefs favor the integration of emerging technologies and the design of innovative pedagogical strategies; they also strengthen curriculum planning linked to FCDD. A training approach is required that explicitly recognizes these beliefs in order to adjust curriculum designs to the real context, reduce fragmented views of FCDD, and mitigate resistance associated with less dynamic conceptions of knowledge.
Copyright (c) 2026 Wilder Banoy, Héctor Hernández, Ronald González (Autor/a) https://creativecommons.org/licenses/by/4.0
Didactic calculus modules and the learning of definite integrals in engineering students at a Peruvian public university
Didactic modules are autonomous and structured learning units that logically organize theoretical content, practical activities, and evaluation processes. This research evaluated the influence of didactic modules on the learning of definite integrals among Systems Engineering students at the National University of the Altiplano. Faced with persistent difficulties in conceptual understanding and the predominance of mechanical teaching, a quantitative approach was applied with a pre-experimental design of pretest and posttest to a sample of 23 students through non-probabilistic convenience sampling, using a non-parametric Wilcoxon test. The results showed a significant improvement in academic performance, with an increase in the overall mean from 9.13 to 12.48. Initially, 78.3% of the students were at the "Beginning" level; after the intervention, this percentage decreased to 21.7%, shifting most students to the "Process" and "Achievement" levels. The greatest impact was observed in the dimension of the Fundamental Theorem of Calculus, where the gap between differentiation and integration was closed. Likewise, didactic mediation facilitated the transition from the geometric interpretation of Riemann sums to the analytical formalization of the limit. It is concluded that the use of pedagogically structured modules is an effective strategy to overcome cognitive barriers, promoting meaningful learning and better internalization of operational properties in integral calculus.
Copyright (c) 2026 Elio Ruelas, Zaira Díaz, Nicolás Barrantes, Vicky Gonzales-Alcos (Autor/a) https://creativecommons.org/licenses/by/4.0
Knowledge and perception of misconduct among university students
The study was conducted in a context marked by growing concern regarding the presence of academic misconduct in higher education, which affects both the quality of learning and the ethical training of students. Objective: To identify the level of knowledge and perception that university students have regarding academic misconduct. Methodology: A quantitative approach with a non-experimental, cross-sectional design and a descriptive-correlational scope. The sample consisted of 351 students from three universities in southern Peru, selected through non-probability convenience sampling. A questionnaire evaluating three dimensions was used: knowledge of dishonest practices, misconduct committed, and perception of the severity of such behaviors. Data analysis included the Kolmogorov-Smirnov test, Spearman's correlation, and Pearson's chi-square. Results: 70% of participants showed a high level of knowledge about misconduct; however, approximately 90% reported engaging in such practices with low frequency during the academic semester. Furthermore, 67.1% showed a high perception of severity toward these behaviors. A low-intensity positive correlation was identified between knowledge and perception (rho = 0.208; p = 0.0001), and a moderate-low positive correlation between motivational factors and the commission of misconduct. Conclusion: Despite an adequate level of knowledge and perception of severity, a discrepancy persists between knowledge and ethical action, influenced by academic and contextual factors, highlighting the need to strengthen institutional academic integrity policies.
Copyright (c) 2026 Sandra Yucra-Sevillano, Mercedes Nuñez-Zevallos, Gladys Nuñez-Zevallos (Autor/a) https://creativecommons.org/licenses/by/4.0
Influence of management practices on strengthening university teaching commitment in the Peruvian context
Managerial management is a key factor in the organizational development of public universities due to its influence on teachers’ commitment, a fundamental element for ensuring the quality of the educational process. In the Peruvian context, limitations associated with leadership, planning, and institutional organization affect teaching commitment, making it necessary to analyze improvement strategies from a management perspective; therefore, the objective was to determine the influence of managerial management on university teachers’ commitment, with the intention of strengthening strategic planning, institutional organization, leadership, and control. A quantitative approach was used with a pre-experimental design; the sample consisted of 69 teachers, and the intervention focused on the faculty’s managerial team at a Peruvian public university; a Likert-scale questionnaire was administered, and Student’s t-test for related samples was applied. A significant difference was found between the pretest and posttest measurements of university teachers’ commitment (t = -12.291, p < 0.001), confirming the influence of managerial management; at the dimensional level, improvements were observed in commitment to students (t = -8.572, p < 0.001), commitment to teaching work (t = -6.088, p < 0.001), and commitment to the institution (t = -11.688, p < 0.001). It is concluded that managerial management influences university teachers’ commitment, and that interventions aimed at improving planning, organization, leadership, and control generate positive changes in faculty attitudes and behaviors.
Copyright (c) 2026 Rubens Houson Pérez-Mamani, Hernán Toribio Hurtado Hurtado, Elvira Palacios Sarmiento (Autor/a) https://creativecommons.org/licenses/by/4.0
Training critical thinkers in virtual environments: Challenges to autonomy in three universities in Peru, Panama, and the Dominican Republic
In virtual education, student autonomy manifests as operational self-regulation, and critical thinking depends on isolated pedagogical practices, which highlights the need to analyze the pedagogical, technological, and institutional mediations that shape critical autonomy. The objective was to analyze how the formation of critical subjects and autonomy in higher-education virtual environments is configured, based on students’ experiences at three universities in Peru, Panama, and the Dominican Republic. A qualitative approach was adopted, using a multiple and comparative case study design. The purposive and voluntary sample consisted of 18 university students aged 18 to 25, evenly distributed between semi-structured interviews and focus groups, and content analysis of the institutional virtual platform was conducted in each context. The findings show that, across the three cases, operational autonomy predominates, centered on time management and task completion. Critical thinking emerges through debates and real-world cases, although with varying depth, with a technical emphasis in the Peru case, an argumentative emphasis in the Panama case, and a systematic emphasis in the Dominican Republic case. The platforms prioritize administrative functions, which limits reflection. Connectivity and economic inequalities affect all cases, with less impact in the Dominican Republic due to its support policies. It is concluded that the formation of critical subjects in virtual environments is not an automatic result of digitization, but rather depends on pedagogical mediations, institutional decisions, and specific social contexts.
Copyright (c) 2026 Julio Jiménez, Melucipa Moreno, Ceferina Cabrera Félix (Autor/a) https://creativecommons.org/licenses/by/4.0
The student as interpreter of the digital age: Emerging meanings in the educational use of artificial intelligence at a public university in Argentina
The growing use of artificial intelligence (AI) in higher education raises pedagogical, ethical, and formative questions that need to be understood from students’ own experiences and perceptions. The aim was to interpret the meanings that university students construct regarding their active role in the educational use of artificial intelligence in the digital era. Using a qualitative approach, a hermeneutic phenomenological design was adopted, drawing on six in-depth interviews and one focus group with four participants, conducted with advanced students from the Special Education teacher-training program at the National University of Misiones, selected through purposive sampling. A semi-structured interview guide was used, and the analysis was carried out through an interpretive thematic categorization process. The results show that AI is understood as a tool that mediates learning rather than as a substitute for human reasoning. In their accounts, participants tend to describe reflective and metacognitive practices, as well as self-regulation strategies, which strengthen their agency and intellectual autonomy in the learning process. Likewise, ethical concerns related to authorship, academic honesty, and the risk of technological dependence are interpreted, along with the expressed need for institutional guidance and spaces for ethical training. In conclusion, these meanings suggest the advisability of integrating AI through humanistic pedagogical approaches aimed at promoting critical thinking, ethical responsibility, and active learning, recognizing students as reflective subjects capable of constructing meaning in complex digital environments.
Copyright (c) 2026 Fabiana Gilardoni, Manuel Morocho Malla, Decired Ojeda Pertuz (Autor/a) https://creativecommons.org/licenses/by/4.0
Perceived stress and sleep quality among university students in the San Martin region, Peru
Perceived stress and sleep disturbances constitute frequent problems among the university population due to the academic and personal demands inherent to this stage of life. In this context, the purpose of this research was to determine the relationship between the level of perceived stress and sleep quality among university students. The study was conducted using a quantitative approach, with a basic scope, a descriptive-correlational level, and a non-experimental cross-sectional design. The population consisted of 525 university students from public and private universities in the San Martín region. The results showed the existence of a significant relationship between perceived stress and sleep quality, highlighting the association between eustress and insomnia, as well as between distress and insomnia (r = -0.025 and r = 0.341; p < 0.05). In conclusion, it was determined that higher levels of perceived stress are associated with higher levels of insomnia, which negatively affects the sleep quality of university students.
Copyright (c) 2025 Rafaela Gavidia, Shirley Monsalve, Eslienca Sinche (Autor/a) https://creativecommons.org/licenses/by/4.0
Training education professionals through the psychopedagogical curriculum track: student perceptions at UANL and curricular comparison in Mexico
This study stems from the problem of updating the curriculum in teacher education at an educational institution in northeastern Mexico (the Autonomous University of Nuevo León, UANL), specifically the psychopedagogical curricular track in terms of content, strategies, updating, and professional development to strengthen the professional profile across diverse fields of practice. The objective was to analyze this track in the training of education professionals at a public university in northeastern Mexico, with the purpose of using the information to compare it—locally and nationally—with other educational programs. A qualitative methodology was followed under the interpretive phenomenological paradigm in order to situate experiences and understand the phenomenon. An interview guide was applied to three focus groups with 110 participants distributed across three cohorts of the program, in two sessions lasting two and a half hours each (5 hours in total), with selection criteria including completion of 50% of the curriculum, faculty recommendation, and academic experience. Three main categories were identified: the curricular structure of the psychopedagogical track; recommendations to the curriculum to expand this track; and the labor field and practical experiences. In addition, a documentary analysis was conducted of two other local programs (UMM and UDEM) and three national programs (UNAM, UABC, and UNISON) to identify courses based on students’ opinions. These findings suggest alternatives for improving and ensuring the fulfillment of the psychopedagogical curricular track within the professional profile of education professionals.
Copyright (c) 2025 Carlos González-Cardona, Angélica Vences-Esparza, Lizette González-Martínez, Juan Huitrado Treviño (Autor/a) https://creativecommons.org/licenses/by/4.0
Factors influencing the choice of an Accounting Sciences degree and related fields: a systematic review
The decision to pursue a university degree is shaped by multiple personal and contextual dimensions that affect students’ academic and professional trajectories. In the case of Accounting Sciences, available studies address these determinants only partially and across heterogeneous contexts, which hinders an integrated understanding of the phenomenon. In response, this study aimed to identify and classify the factors that influence the choice of an Accounting Sciences degree. A systematic literature review was conducted in accordance with PRISMA guidelines, considering publications from 2013 to 2025 indexed in the Scopus and SciELO databases. Based on previously defined inclusion and exclusion criteria, 21 studies were selected for analysis. The evidence shows that career choice is recurrently linked to personal factors (interest, vocation, and self-efficacy), perceptual factors (image and social valuation of the profession), and labor-market factors (expectations regarding employability and stability). Overall, these findings indicate that choosing Accounting Sciences results from a complex interaction of motivations and perceptions, suggesting the need to strengthen vocational guidance strategies through a comprehensive and contextualized approach.
Copyright (c) 2025 Balbina Cutipa, Carlos Colque (Autor/a) https://creativecommons.org/licenses/by/4.0
The Nutrinfo Digital Library as a pedagogical innovation in university nutrition education
This study analyzed the impact of the Nutrinfo Digital Library on the level of nutrition education among students in a Faculty of Food Industries at a university in the Peruvian Amazon, located in the city of Iquitos. The research was based on a quasi-experimental design with a control group. The sample consisted of 62 students enrolled in the faculty and was divided into an experimental group (n = 31) that received the intervention and a control group (n = 31) that received no intervention, thus ensuring baseline homogeneity among participants. For data collection, a validated questionnaire was administered as a pretest and posttest to assess nutrition education, along with a survey aimed at examining perceptions and use of the digital library. Pretest results showed that, prior to the intervention, both groups were comparable, with a predominance of nutritional knowledge at the deficient level ranging from 64.5% to 71.0%. After the digital library intervention, posttest analysis revealed a significant change in the experimental group, where 41.9% of students reached the “Good” knowledge level—an improvement not observed in the control group. It is concluded that the Nutrinfo Digital Library has been validated as a functional and sustainable teaching resource capable of enhancing nutrition education in the university context. Its use resulted in a notable increase in students’ competencies, reflecting a positive and statistically significant transformation.
Copyright (c) 2025 Carlos Li Loo Kung, Nady Rojas Guerrero, Linda López Alvarado, Rommel Quintanilla Huamán (Autor/a) https://creativecommons.org/licenses/by/4.0
Financial literacy as a key competence in higher education
Financial literacy is recognized as an essential competence in higher education due to its direct impact on economic and social well-being. This study aimed to analyze, through a systematic literature review, the role of financial literacy as a university competence, its benefits, key areas, forms of curricular integration, and main implementation challenges. The review followed the PRISMA 2020 guidelines and included articles, books, and book chapters published between 2020 and 2025 in the databases SciELO, RedAlyC, Dialnet, ScienceDirect, Web of Science, and Scopus. After the identification, screening, and eligibility processes, 49 publications were included in the qualitative synthesis. The results reveal a lack of financial education in universities, which is associated with inadequate economic decision-making, higher student indebtedness, and negative effects on the financial and emotional well-being of young people. The literature also highlights clear benefits of its incorporation, such as greater financial autonomy, reduced economic stress, improved decision-making, long-term financial planning, and the promotion of saving, responsible investment, and entrepreneurship. Core areas of financial literacy include budgeting, saving, debt management, credit use, investment, taxation, and insurance, underscoring the need for transversal and interdisciplinary integration within academic programs. However, significant barriers remain, including limited faculty training, institutional constraints, curricular resistance, and low priority in public policy. It is concluded that financial literacy should be formally incorporated into university curricula as a key competence for addressing contemporary economic challenges.
Copyright (c) 2025 Efraín Alfredo Barragán-Perea, Javier Tarango(Autor/a) https://creativecommons.org/licenses/by/4.0
Conceptions about mathematics and affectivity towards problem solving in future secondary school mathematics teachers in Peru
The teaching and learning of mathematics in initial teacher training in Peru faces challenges that transcend disciplinary and didactic domains, involving the conceptions that future teachers construct about mathematics and the affective factors associated with problem-solving, which directly influence their pedagogical practice. In this context, the objective of this study was to determine the relationship between conceptions of mathematics and affective attitudes toward problem-solving in future secondary school mathematics teachers. The research was conducted using a quantitative, correlational, and non-experimental design, with a census sample of 128 future teachers. Two Likert-scale questionnaires were used, validated through expert judgment and with adequate reliability indices (α = 0.843 and α = 0.882). Data processing was performed using SPSS version 26. The results show that most participants held moderately favorable conceptions of mathematics and a moderate level of affect toward problem-solving. Furthermore, a moderate and statistically significant positive correlation was identified between these two variables (Rho = 0.466; p < 0.001), indicating that constructivist conceptions are associated with more positive affective dispositions, while rigid and mechanistic views are related to negative affect. Consequently, the importance of promoting training opportunities that foster critical reflection on the beliefs and feelings of future teachers regarding mathematics and problem-solving is highlighted.
Copyright (c) 2025 Alejandro Torres Lozano (Autor/a) https://creativecommons.org/licenses/by/4.0
Singapore Method as a strategy for understanding the concept of multiplication
Learning basic operations requires the integration of didactics and pedagogy as key elements in building mathematical concepts. Therefore, the objective of this article was to strengthen students’ understanding of multiplication through the design of a teaching sequence based on the Singapore Method. Considering the needs of third-grade students at Alejandro Humboldt School, a qualitative approach was adopted, complemented by descriptive analysis. A diagnostic test and a teaching sequence were designed and implemented with the participation of 20 third-grade students from the institution. The results showed that students exhibited demotivation and a lack of interest in activities involving multiplication. In addition, the results obtained from the diagnostic test and the support provided by the Milton Ochoa test highlighted the importance of strengthening their understanding. Thus, after designing and applying the teaching sequence, students developed a better understanding of multiplication. During its implementation, first, students showed willingness to solve the activities and, second, active participation in each phase of the sequence, in which they analyzed and were able to find solutions to the problem situations presented. It is concluded that the use of didactics in mathematics teaching significantly strengthens students’ learning process and, in this specific case, the Singapore Method provided dynamism and motivation as a classroom teaching strategy.
Copyright (c) 2025 Yadira Fonseca Alarcón, Alba Gutierrez Sierra (Autor/a) https://creativecommons.org/licenses/by/4.0
Academic motivation through the experience of older women university students in Mexico during the 2025 school period
In the educational context, academic motivation is an individual characteristic associated with various indicators of academic achievement. However, few studies have explored this variable among students over 60 years of age, creating a gap in the understanding of academic motivation in later life. The purpose of this study was to describe academic motivation from the experiences of older adult women enrolled in higher education. A qualitative and phenomenological study was conducted with the collaboration of six older adult women enrolled in two higher education academic programs, aged 60 to 65 years, using an interview guide to collect information. The content analysis identified five categories that make up academic motivation in older female university students: family support, self-fulfillment, academic support, job expectations, and amotivation. Among the findings, it is noteworthy that academic motivations focus on the support received from children and partners, the achievement of personal and professional goals, and the support of teachers. The findings are expected to inform the development of inclusive educational policies that promote the participation and persistence of older adults in university settings.
Copyright (c) 2025 César De León, José De La Cruz, Andrea Alvarado (Autor/a) https://creativecommons.org/licenses/by/4.0
Academic performance and sociocultural conditions of students from a rural educational institution in Peru
Educational institutions collect and manage information about their students in order to support decision-making aimed at improving academic performance and the overall achievement of their community. The objective of this research was to identify findings on academic performance considering sociocultural factors throughout secondary education. The study followed the KDD process (Knowledge Discovery in Databases) and applied machine learning algorithms for data mining. As a result, two main findings were identified: first, the family environment and the level of student responsibility directly influenced academic performance; second, five student profiles were detected based on these factors: (1) favorable family environment and high level of responsibility, associated with outstanding performance; (2) favorable environment and low responsibility, with limited performance; (3) unfavorable environment and high responsibility, which partially compensates for family disadvantages; (4) unfavorable environment and low responsibility, linked to the lowest performance; and (5) intermediate profiles with mixed combinations of family conditions and responsibility. These findings, obtained through machine learning techniques, provide knowledge about the situation of the educational institution, facilitating more assertive decisions for the continuous improvement of academic performance in the rural sector of Peru. These findings derive from data collected in a specific rural institution; therefore, they may vary in studies conducted in urban contexts or other countries.
Copyright (c) 2025 Donia Ruelas, Elio Ruelas, Marta Carrera, Miguel Aceituno (Autor/a) https://creativecommons.org/licenses/by/4.0
Alignment of clinical competencies in nursing education: an umbrella review
Objective: To identify, in the scientific literature on nursing education, the predominant curricular elements in the processes of incorporating the clinical competence-based approach. Competency-based education in the health field faces tensions derived from the transition from a traditional educational model to a competency-based one. Method: An umbrella review of scientific literature was conducted through a search in ten sources, including databases and scientific publishers: Science Direct, Web of Science, PubMed, EBSCO, Scopus, Embase, Dialnet, SciELO, Redalyc, and Springer. The Joanna Briggs Institute review protocol was adopted, which includes selection criteria, search strategy, study selection, methodological quality assessment, data collection, and synthesis. Inclusion criteria were: nursing students, clinical competencies, and literature reviews; exclusion criteria: reviews from other health disciplines, graduate-level nursing studies, and professional competencies. Results: Nine reviews published between 2014 and 2024 were selected and analyzed using the constructive alignment approach, focusing on three key elements: the concept of clinical competencies and their typologies; the use of simulation as a teaching strategy; and the methodologies and tools used for their assessment. Conclusions: The findings reveal divergent interpretations of the concept of clinical competencies, divided views on the educational value of simulation, and fragmented evaluation approaches. This highlights the need for specific training of educators in competency-based education to ensure implementation aligned with the proposed learning outcomes.
Copyright (c) 2025 Daniel Rincón, Carola Gómez (Autor/a) https://creativecommons.org/licenses/by/4.0
Learning styles and critical thinking in secondary education: implications for training based on a correlational analysis
Currently, with the advancement of technology and the accelerated dissemination of information, it is essential to have the ability to discern verifiable content from speculative information; therefore, developing critical thinking is necessary, as it allows for the thorough analysis and evaluation of such information. In this study, the objective was to identify the relationship between learning styles and critical thinking among secondary-level students from a private educational institution in Ate, Lima. Methodologically, the research followed a quantitative approach, was basic in nature, and employed a descriptive-correlational design. The population consisted of 123 secondary-level students, and the sample was census-based. The survey technique was used, and the questionnaire served as the instrument. Among the results, it was found that correlations between critical thinking and the theoretical, pragmatic, and active styles were high, while with the reflective style they were moderate. It is concluded that learning styles are positively related to critical thinking. These findings invite reconsideration of learning styles, as they are not profiles that confine students but starting points for designing demanding experiences that integrate evidence, criteria, and self-regulation. This, in turn, implies a school that makes intellectual decisions visible, promotes virtues, and expands students’ capacity for agency to transfer such judgment into academic, professional, and civic life.
Copyright (c) 2025 Hugo Pérez (Autor/a) https://creativecommons.org/licenses/by/4.0
Trends and challenges in enrollment in the Bachelor’s degree in basic education at the Universidad Pedagógica Veracruzana in Mexico, 2019–2025
The objective of this study is to examine enrollment trends in the Bachelor's Degree in Basic Education at the Universidad Pedagógica Veracruzana, through the analysis of enrollment statistics at the beginning of courses over the last six academic years (2019–2020 to 2024–2025), in order to identify patterns, associated factors, and their potential impact on educational planning. The study was conducted using a quantitative, longitudinal approach with census sampling, employing basic statistical tools, time series analysis, and the linear trend equation to project future scenarios for the next six academic cycles. The data obtained reveal fluctuations in enrollment over the analyzed period, an upward trend in some regional centers, and a constant decline in others, as well as the predominance of female students across all academic years and centers. Finally, three lines of action are proposed to strengthen the program’s enrollment in the coming years: expanding the period of analysis to gain a broader perspective of the phenomenon; conducting ethnographic studies involving the educational community of each regional center to better understand their specific educational context; and implementing graduate follow-up mechanisms to assess the impact of the degree on their entry into teaching or the labor market.
Copyright (c) 2025 Gonzalo González Osorio (Autor/a) https://creativecommons.org/licenses/by/4.0
Evaluation of the mexican university student experience in innovative exhibition formats
Currently, traditional presentation methods in higher education have limitations in motivating and actively engaging students. This situation raises the need to integrate innovative formats that promote a more dynamic learning experience. The study aimed to evaluate student satisfaction, learning, and experience when using these innovative formats instead of conventional ones. A mixed approach with a non-experimental and cross-sectional design was adopted, administering a questionnaire with Likert-scale and open-ended questions to 79 students from the University of Veracruz. The results showed that the majority perceived the formats as more motivating, interactive, and effective in improving comprehension and communication. Strong and positive correlations were identified between motivation and entertainment (r = 0.87), understanding and deepening (r = 0.86), as well as between learning facilitation and understanding (r = 0.88). Moderate correlations were also found between interaction and creativity (r = 0.79) and interaction and motivation (r = 0.72). In contrast, weak, negative correlations were found between prior experience and motivation (r = -0.02) and between experience and enjoyment (r = -0.11). Some students faced challenges related to the use of digital tools, content editing, and teamwork. It is concluded that while innovative formats promote more student-centered learning, their implementation must consider technological training and accessibility to maximize their educational impact.
Copyright (c) 2025 Alma Otero-Escobar (Autor/a) https://creativecommons.org/licenses/by/4.0
Between understanding and appropriation: game-based learning from the perspective of rural teachers
The incorporation of Game-Based Learning has been promoted as a cornerstone of pedagogical innovation, yet important gaps persist regarding how teachers, especially in rural areas, understand and appropriate this strategy under conditions of scarcity. Guided by this overarching question, the study sought to understand, both theoretically and practically, how primary-school teachers at IE 70022-Collana (Puno - Peru) appropriate the strategy, using a qualitative phenomenological–interpretive approach. Five in-depth interviews were conducted with teachers who had more than twenty-five years of service, and a thematic analysis supported by qualitative coding was applied. Findings reveal: 1) a strong conviction that play is a prerequisite for meaningful learning and a cultural bond; 2) structural constraints (scarce materials, lack of time and weak institutional support) that compel creative adaptation with local resources; and 3) practices of resignification ranging from instrumental appropriation, limited to specific moments, to deep appropriation, where play becomes the organising axis of the curriculum, community identity and classroom socio-emotional well-being. On this basis, a double-helix model is proposed: one strand of “comprehension” (playful beliefs, self-efficacy, prior knowledge) and another of “appropriation” (situated diagnosis, adaptive integration and social legitimation), whose interaction explains the density of pedagogical resignification achieved. The study concludes that genuine transformation of teachers’ thinking depends on both critical reflection and supportive institutional conditions; otherwise, the strategy risks remaining a limited adaptive response.
Copyright (c) 2025 Rodrigo Gonzales-Huamán, Lizeth Quispe-Chipana, Diana Ticona-Encinas, Estefany Calsin-Quispe, Tania Aquise-Mestas, Julia Humpiri-Tumi, Paola Cutipa-Escalante (Autor/a) https://creativecommons.org/licenses/by/4.0
Approach to the professional identity of rural and multigrade teachers in the state of Chiapas, Mexico
This study aims to present relevant aspects of the construction of the professional identity of rural and multigrade teachers in the state of Chiapas. The research was conducted using a qualitative approach, with the objective of understanding the experiences of three primary school teachers working in rural and multigrade schools, each with more than ten years of service. Narrative interviews were used, allowing for the recovery of meaningful experiences related to being a teacher in these contexts. The data were analyzed using Atlas.ti software and organized into four categories: the family and its influence on career choice; entry into the profession and first workplace; the relationship with rural life and educational actors; and teaching practice in rural and multigrade classrooms. Among the findings, it stands out that professional identity begins to take shape within the family environment and is strengthened through teaching in challenging contexts, which require personal and pedagogical strategies to address student diversity and community engagement. This dynamic construction is mainly sustained through teaching practice, shaped by specific school, social, and material conditions, which demand ongoing adaptation and the development of skills often not addressed in initial teacher training but essential in rural and multigrade settings.
Copyright (c) 2025 Jose Morales-Soto (Autor/a) https://creativecommons.org/licenses/by/4.0
The precariousness of parents and its influence on their children's academic performance at the secondary level
In an increasingly globalized world, job insecurity has increased in Latin America, affecting levels of social well-being. As a result, many families are trapped in a cycle of poverty from which it is difficult to escape. In this context, education becomes a key tool for improving quality of life. The objective of this study is to analyze the influence of parents' precarious employment conditions on their children's academic performance, with a particular focus on schools in the outskirts of Mazatlán, Sinaloa. Methodology: The study was exploratory in-depth with a qualitative approach, using a case study method. Data collection techniques included semi-structured interviews. Results: Although parents value educational attainment and have expectations about their children's future employment, their perceptions are driven by their own precarious employment experiences. In conclusion, a relationship was identified between parents' precarious employment conditions and students' poor academic performance. These findings highlight the need for a multidisciplinary approach to addressing educational issues from a social perspective that considers the structural conditions that impact academic performance.
Copyright (c) 2025 Gandhi Peralta, Caitlin Snow, Dennisse García (Autor/a) https://creativecommons.org/licenses/by/4.0
ICT training during initial teacher preparation: a comparative study across socioeconomic regions of Paraguay
This comparative study analyzes the initial teacher training in Paraguay regarding the use of Information and Communication Technologies (ICT) across different socioeconomic regions of the country. A quantitative approach was employed, with a descriptive scope and a non-experimental, cross-sectional design. The sample consisted of 476 prospective teachers from 11 officially managed teacher training institutes nationwide. The findings reveal significant convergences and divergences concerning the availability of technological resources, the training received, and attitudes toward ICT. The Central-Southern region shows the greatest shortage of technological resources, although all regions share the need to improve technological infrastructure and training in the use of these technologies. Despite these limitations, prospective teachers express positive attitudes toward ICT, which is a key factor for their effective integration into the educational process and for improving the quality of teaching. Consequently, it is concluded that policies should be implemented to promote an equitable distribution of technological resources and ensure continuous training, especially in the most disadvantaged regions. Moreover, fostering the effective integration of ICT in the classroom is crucial, taking into account the positive attitudes of future teachers. Achieving this requires a comprehensive approach that addresses regional disparities in resources, training, and attitudes, in order to promote quality education that meets the demands of the 21st century throughout Paraguay.
Copyright (c) 2025 Lucía Cañete-Estigarribia, José Castillo-Vega (Autor/a) https://creativecommons.org/licenses/by/4.0
Heuristic strategies in solving mathematical problems in a primary school in Peru
The study addressed the difficulties faced by fourth-cycle primary school students in public educational institutions in the district of Ccatca, Cusco region, in solving mathematical problems. These difficulties were attributed to the limited use of effective strategies and heuristic techniques by teachers. The main objective is to analyze the impact of applying these strategies on student performance and to propose a pedagogical model based on empirical evidence. A heuristic strategy was applied in an applied study with a pre-experimental design, involving 131 students. To measure progress, a pedagogical test (pretest and posttest) and an evaluation rubric were used. The data were analyzed using SPSS 22 and Excel. In the pretest, 67.2% of students were at the "beginning" level, 21.4% were "in process," and only 11.5% reached the "expected achievement" level. After the intervention, these results reversed: 0% at "beginning," 33.6% "in process," and 66.4% at "expected achievement." Significant improvements were observed in all evaluated dimensions, particularly in reading and comprehension (67.2%) and planning and translation (62.6%). It is concluded that the application of heuristic strategies strengthens students’ cognitive and methodological abilities, promoting more autonomous, reflective, and effective learning. The results support the integration of these strategies into mathematics instruction, especially in low-performing educational contexts.
Copyright (c) 2025 Mercedes Vargas-Fernández (Autor/a) https://creativecommons.org/licenses/by/4.0