Indexada en Latindex 2.0, Dialnet, BASE, MIAR,
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
Academic stress as a predictor of problematic social media use among upper secondary school students in Jalisco, Mexico
Problematic social media use among adolescents is a relevant psychoeducational concern because of its association with emotional distress, self-regulation difficulties in the school context, and possible experiences of academic stress. Therefore, the objective of the study was to analyze academic stress as a statistical predictor of problematic social media use among upper secondary school students. A quantitative, non-experimental, cross-sectional study with a correlational-predictive scope was conducted with a non-probability sample of 901 students from a public upper secondary school in the state of Jalisco, Mexico. The Systemic Cognitive Inventory SV-21 and the Social Media Addiction Questionnaire were administered. The results showed positive, although low, correlations between the total score for problematic social media use and manifestations of distress (rho = .218, p < .01), as well as stressful situations (rho = .133, p < .01). In contrast, coping resources correlated negatively with this score (rho = −.091, p < .01). In the multiple regression model, manifestations of distress positively predicted problematic social media use (β = .221, p < .001), whereas coping resources negatively predicted it (β = −.084, p < .010). It is concluded that problematic social media use should not be understood as an isolated behavior, but rather as a phenomenon linked to the subjective experience of academic stress and the resources available to cope with it. Strengthening school-based initiatives focused on psychoeducational support, stress management, and the promotion of healthy digital habits is recommended.
Copyright (c) 2026 Ignacio Pérez, Juan Caldera, Oscar Reynoso, Samuel Portillo, Patricia Martín del Campo (Autor/a) https://creativecommons.org/licenses/by/4.0
Accessible virtual environment based on challenge-based learning: evaluation of usability, inclusion, and learning perception in a telesecundaria in Veracruz, Mexico
In secondary education, the incorporation of virtual learning environments faces challenges related to accessibility, equitable participation, and attention to student diversity. In this regard, the objective was to evaluate the implementation of an accessible virtual learning environment based on Challenge-Based Learning, considering usability, accessibility, adaptability, and the perception of learning among secondary school students. The study followed a quantitative approach with a descriptive scope, within the framework of an educational intervention. The sample consisted of 28 students from a telesecundaria school in the municipality of Xalapa, Veracruz, Mexico. The intervention was developed in five phases: diagnosis, design based on the principles of Universal Design for Learning, development, implementation, and evaluation of the VLE. A structured questionnaire and the System Usability Scale (SUS) were used for data collection. The results showed an average score of 84.6 on the SUS scale, indicating a high level of usability. Regarding accessibility, 70% of the students reported that the implemented resources were easy to learn to use; in terms of adaptability, 80% confirmed that the platform allowed them to personalize their learning. It is concluded that the implemented virtual environment presented adequate levels of usability and a favorable perception of learning, demonstrating its relevance as an accessible and functional educational resource for secondary school students.
Copyright (c) 2026 Alma Otero Escobar, Mayra Méndez Anota (Autor/a) https://creativecommons.org/licenses/by/4.0
Active methodology mediated by digital portfolio to strengthen literacy in third grade students in Colombia
La investigación tuvo como objetivo determinar si una metodología activa mediada por un portafolio digital podía mejorar las habilidades de lectura y escritura de estudiantes de tercer grado de la Institución Educativa Eduardo Santos, ubicada en Neiva, Huila, Colombia. Se empleó un enfoque cuantitativo con diseño cuasiexperimental de pretest y postest. La muestra estuvo conformada por dos grupos de 30 estudiantes, y se utilizó el Test de Análisis de Alfabetización como instrumento estandarizado para evaluar el desempeño inicial y final. La intervención consistió en la implementación del portafolio digital Verbum, estructurado en cuatro unidades orientadas al desarrollo de la lectura, la escritura guiada, la producción de textos y la retroalimentación. Los resultados mostraron mejoras importantes en la fluidez lectora, la comprensión de textos, la organización espacial de la escritura y la ortografía de los estudiantes del grupo experimental. El análisis de diferencias en diferencias evidenció efectos netos positivos en todas las dimensiones evaluadas, con una mejora especialmente notable en la copia (DiD = –1.35). Asimismo, las ganancias obtenidas entre el pretest y el postest en el grupo experimental fueron entre tres y ocho veces superiores a las registradas en el grupo de control. Los tamaños del efecto fueron grandes en lectura (d = 0.82), dictado (d = 0.90) y escritura espontánea (d = 0.78), y muy grandes en copia (d = 1.15). Se concluyó que el portafolio digital constituye una estrategia pedagógica viable para fortalecer la alfabetización cuando se acompaña de mediación docente y monitoreo continuo.
Copyright (c) 2026 Mónica Ospina, Felipe Puc (Autor/a) https://creativecommons.org/licenses/by/4.0
Analysis of the effect of a didactic strategy based on field trips to enhance motivation in Natural Science teaching: a meta-analysis
At present, learning in Natural Sciences constitutes a key opportunity to foster scientific curiosity from an early age. Field trips are presented as an enriching educational strategy for connecting school content with meaningful experiences that are closely linked to reality. The aim of this study was to analyze the effect of a didactic strategy based on field trips on students’ motivation toward learning Natural Sciences across different educational stages, through a meta-analysis. To this end, a systematic and meta-analytic review was conducted following the PRISMA guidelines, consulting the Web of Science, Scopus, and ERIC databases, which made it possible to identify three studies that met the established eligibility criteria. The results suggested a positive and significant effect on students’ motivation across the set of interventions (Z = 4.72; p = 0.0001). In conclusion, traditional field trips or those supported by the use of technology contribute to improving students’ motivation and emotional connection with Natural Sciences, while also fostering a deeper and more contextualized understanding of the content. Therefore, their systematic integration into the school curriculum is essential for promoting active, inclusive, and student-centered pedagogical practices, in line with the educational challenges of the 21st century.
Copyright (c) 2026 José Gabriel Soriano-Sánchez (Autor/a) https://creativecommons.org/licenses/by/4.0
Learning communities in HEIs: challenges in Latin American higher education
Latin American higher education faces structural challenges associated with economic, social, political, cultural, and technological inequality. In this context, limitations have been identified in learning communities, such as resistance to change, lack of training, curricular rigidity, and faculty administrative overload. Consequently, the need for this study lies in presenting empirical evidence on how these communities are configured and in recognizing the existing challenges. The objective is to analyze the challenges of learning communities in the context of Latin American higher education. A systematic review was conducted in EBSCO, SCOPUS, Google Scholar, Dialnet, SciELO, LatinREV, Biblat, ERIHPLUS, MIAR, LivRe, and Latindex, applying inclusion/exclusion criteria and a selection procedure. Keywords such as “learning communities,” “collective intelligence,” and “educational innovation” were selected. The time frame for the information search covered the period 2020–2025; 100 articles were reviewed, of which 68 were selected. According to the analysis conducted, the main challenges in Latin American higher education are the digital divide, lack of leadership, infrastructure deficiencies, social inequality, resistance to change, lack of strategic investment, and the development of a learning-oriented organizational culture. It is concluded that, despite these limitations, learning communities constitute an essential component for the social transformation of higher education in a complex and global context, as they foster open and dynamic organizations that require collective intelligence, educational innovation, and emerging technologies.
Copyright (c) 2026 Susana Céspedes, Lizbeth Pavón, Jerri López, Miguel Clara (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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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