Revista Panamericana de Pedagogía. Saberes y quehaceres del pedagogo, is edited since 2000 by the Escuela de Pedagogia of Universidad Panamericana, campus Mexico City. It publishes specialized and unpublished contributions, both national and international, that may contribute to the advance in the knowledge of the field of education and pedagogy through the study of paradigms, scopes, theories, models and educational expressions. The topics centered in educational theory and thought and educational actors, processes and institutions, are particularly relevant.
Social representations of Early Childhood Educators in Bogotá, Colombia. About their identity and profession
This paper presents the results of a doctoral research study aimed at understanding the social representations of Early Childhood Educators in Bogotá, Colombia, regarding their identity and profession. Using a hermeneutic-interpretive paradigm and both procedural and structural approaches informed by Moscovici (1979) and Jodelet (1989, 2011), qualitative research was conducted with a purposive sample of educators from two locations in the city. The findings reveal an ambivalent identity: an external hegemonic image linked to feminized caregiving versus an internal controversial image that claims the teacher as a specialized professional and researcher. The paper concludes by highlighting the need for collective action to dignify the profession within the regional context.
Representational and affective dimension
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Narrative language assessment in monolingual Spanish-speaking children. A comparative study in educational settings
Narrative competence is a key indicator of children’s language development and academic success, particularly in reading comprehension and written expression. In educational settings, narrative assessment plays an important role in supporting teachers’ instructional decisions and the early identification of language-related difficulties. However, many narrative assessment tools require lengthy administration and analysis, which limits their practical use in classroom contexts. This study aimed to compare the narrative performance of typically developing monolingual Spanish-speaking children using two commonly used instruments: Frog on His Own, analyzed with the Narrative Scoring Scheme (NSS), and the Dog Story from the Multilingual Assessment Instrument for Narratives (MAIN), with a specific focus on their applicability in school settings. Ten monolingual Spanish-speaking children aged 9 to 11 years with typical language and cognitive development participated in the study. Narratives were elicited through retelling tasks and analyzed using microstructural measures (mean length of utterance, lexical productivity, subordination index, and grammaticality) as well as narrative macrostructure. Results indicated no significant differences between instruments in syntactic complexity or macrostructural organization once scores were standardized. Differences emerged only in verbal productivity, with longer narratives produced in the frog story task. Overall, the findings suggest that both instruments provide comparable information about children’s narrative abilities. However, the MAIN offers a clear advantage for educational practice due to its shorter, more structured format, which reduces administration and analysis time while still yielding meaningful narrative profiles. These characteristics make the MAIN particularly well suited for teachers and school-based professionals seeking efficient and informative tools to support language monitoring and instructional planning in the classroom.
Experiences of graduates in a Master’s Degree completion program: A phenonomenological perspective
This study aims to understand the meanings that graduates of a Master’s degree in Pedagogy attribute to their participation in an institutional degree-completion program with continuous academic support, within the context of a teacher education college (escuela normal) in the state of Guanajuato, Mexico. Adopting a qualitative approach, hermeneutic phenomenology is employed to explore the lived experience of degree competition beyond its administrative or credentialing dimensions. The research is based on the analysis of written narratives produced by twenty graduates who, despite having completed all postgraduate coursework, had not obtained their degree and later resumed the process through the institutional program. The phenomenological analysis identified structures of meaning that reveal degree completion as a complex formative experience, characterized by the rupture represented by entry into the program, the structuring and sustaining of the process, academic support as a pedagogical presence, the return to the role of student, the re-signification of research, and the construction of the professional oath as an anticipated horizon of meaning. The findings indicate that participation in the program fosters subjective and professional transformations even before the formal attainment of the degree, re-signifying degree completion as a human, situated, and relational process. This study contributes to rethinking degree-completion programs from the perspective of those who experience them, shifting the focus from completion rates toward an understanding of formative processes in postgraduate education.
María-de-los-Ángeles Arévalo-Constantino
Learning from reflective practice. A qualitative study in the Architectural Design Studio
This article analyzes the learning outcomes developed through reflective practice in the Design Studio course in university architectural education, conceived as a reflective practicum. Based on a qualitative case study and inductive data analysis, it explores students’ perceptions of changes in their ways of thinking, acting, and learning during their professional preparation. Such findings reveal interrelated learning across the cognitive, affective-motivational, self-regulatory, and social spheres. At the cognitive level, improvements are observed in higher-order thinking processes and in more analytical and holistic problem-solving strategies. In the affective-motivational domain, students develop greater self-regulation, learning habits, and attitudes, as well as a positive and persistent disposition toward the task. Likewise, at the social level, openness to dialogue, cooperation, and the co-construction of knowledge are strengthened. The multidimensionality of these results allows for an understanding of reflective practice as an integral formative process in higher education contexts, articulating personal, intersubjective, and professional dimensions.
Content validity and reliability of an instrument on ethics and Artificial Intelligence in health sciences students
The increasing integration of artificial intelligence (AI) in health sciences education poses ethical challenges related to academic integrity, data privacy, algorithmic bias, and professional responsibility. Despite this growing relevance, there is a lack of validated instruments that comprehensively assess ethical factors associated with the academic use of AI among university students in health-related fields. The aim of this study was to design and validate an instrument to evaluate ethical factors linked to the academic use of artificial intelligence in health sciences students. An instrumental study was conducted that included the design of the instrument, content validation through expert judgment by 13 specialists using the Expert Judges Scale (Centro Universitario CIFE, 2019), calculation of Aiken’s V coefficient, a pilot test applied to 32 students, and the final application of the instrument to a sample of 313 health sciences students. The items demonstrated adequate content validity (V ≥ 0.75) and high internal consistency, with a Cronbach’s alpha of 0.886 and a McDonald’s Omega of 0.89. Students reported clear instructions, relevant content, and high acceptability of the instrument. In conclusion, the instrument shows solid content validity and adequate reliability, supporting its use in future research aimed at analyzing ethical factors related to the academic use of artificial intelligence in health sciences education.
Competences for addressing diversity in the classroom: perceptions of Ecuadorian teachers
This study presents Ecuadorian teachers’ perceptions of their actual and desired levels of competencies for addressing diversity (AD) in the classroom. The approach was quantitative, with a sample of 334 teachers from early childhood to upper secondary education, who completed the Questionnaire for the Evaluation of Teachers’ Competencies for Attention to Diversity (CECPAD) by Mena and García (2017). Descriptive statistics were applied, along with the Wilcoxon Z test to identify differences between actual and desired levels of teaching competencies (TC), and association tests between sociodemographic variables and TC. The results show a moderate level of perceived actual competencies and a higher desired level for further developing these competencies; the difference between levels is significant across all TC. Few associations were found between sociodemographic variables and TC. The general interest in developing competencies for AD provides guidelines for identifying teacher training needs. It is recommended to consider variables related to the dimensions of educational institutions that may influence teachers’ perceptions of TC regarding AD.
Reasonable adjustments and inclusive teaching practices for students with disabilities and autism spectrum disorder in higher education
This research analyzes the reasonable accommodations implemented by higher education faculty to include students with disabilities in university classrooms. The study involved two students and one alumnus with disabilities, and four undergraduate faculty members, using semi-structured interviews and the GEPIA-A questionnaire. Using a qualitative approach, the authors identified progress in teacher awareness, but also structural barriers, methodological limitations, and a lack of institutional regulations. The results show that inclusion still largely depends on the individual disposition of faculty members. Therefore, the conclusion is that university policies and teacher training need to be strengthened to achieve effective inclusion.
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Film as a pedagogical mediator in literature education: Insights from an action research study
This article examines an innovative teaching practice implemented at the Colegio de Bachilleres del Estado de Quintana Roo (Mexico), exploring the pedagogical affordances of film as a medium for literature instruction at the upper-secondary level. Grounded in an action research design, the study investigates how the integration of audiovisual semiotics can promote meaningful, critical, and culturally responsive learning in virtual classrooms characterized by limited technological infrastructure. The theoretical framework draws on meaningful learning theory (Ausubel, Novak y Hanesian, 2000), critical pedagogy (Freire, 2005; Giroux, 2015), and audiovisual literacy (Ferrés, 1994; Novillo-López, 2020). Findings indicate that film, when used through intentional pedagogical mediation, operates not merely as a motivational aid but as a pedagogical language that articulates emotion, cognition, and culture. Students demonstrated enhanced symbolic interpretation, reflective thinking, and collaborative engagement. The study concludes that teaching literature through film is both pedagogically viable and epistemologically fertile, offering a pathway to strengthen teacher education in audiovisual literacy and to advance the renewal of humanistic and arts-based learning within the Mexican public education system.
Psychometric analysis of a scale to measure university dropout intention: A pilot study
This study, conducted in Yucatán, Mexico, aims to translate and analyze some psychometric properties of the Scale for Measuring Dropout Intention developed by Bäulke et al. (2022) in Yucatán, México. An instrumental, cross-sectional and correlational pilot study was conducted with 71 students from various programs at universities in the state of Yucatán. The instrument was translated into Spanish with the assistance of an expert, and preliminary convergent validity were assessed. Reliability was estimated using Cronbach’s alpha and McDonald’s omega. The results show positive and statistically significant correlation with the five dimensions of the instrument: perception of no fitting (r = .394; p < .05), thoughts about dropping out (r = .313; p < .05), analysis (r = .320; p < .05), information seeking and final decision, as well as with the total score of the scale (r = .394; p < .05). Negative and statistically significant correlations were observed with motivation and academic self-efficacy. The instrument demonstrated adequate internal consistency across all its dimensions (α = .843 – .997; ω = .849 – .996) and in for the overall scale (α = .973; ω = .978). These results provide valuable insights for guiding the measurement of the phenomenon within this context and highlight the relevance of conducting future research with large and more diverse samples.
Analysis of teacher training for the development of the critical thinking
Training gaps among preschool teachers in different regions of the world have led to significant inequalities in the development of complex cognitive skills such as critical thinking in early childhood. In response to this issue, the present article presents the results of a systematic review on teacher training aimed at the development of critical thinking in preschool education. Based on the PRISMA statement and the use of the PEO strategy, 15 empirical studies published between 2015 and 2025 were analyzed, all of which focus on training processes aimed at pre-service teachers. The results were organized into four categories: authors´ perspectives on critical thinking, pedagogical strategies used, the type of critical thinking promoted, and factors that hindered its development. A diversity of approaches was found, ranging from reflection on practice to socio-critical and ethical stances, as well as a variety of active and contextual methodologies. However, structural and institutional obstacles that hinder implementation were also identified. The review concludes that critical thinking in teacher education should not be understood merely as a technical skill, but as a transformative practice that integrates cognitive, ethical, and political dimensions from early childhood.
Young university women and their transition to motherhood: training, challenges, and parenting
This article uses a qualitative exploratory study to explain the challenges faced by young mothers at the National Pedagogical University, Unit 153, Ecatepec. It highlights the diversity of motherhood experiences conditioned by their context of origin and characterized by the ways in which they mother based on their status as university students. This implies different personal challenges that overlap with their studies, raising their children, and working. Throughout their university careers, resilience is present, as are their efforts to complete their studies and care for their children. The theoretical basis of the text was the work of Pierre Bourdieu and Jean Claude Passeron. And, on the other hand, from microsociology, Erving Goffman’s theory of stigma, considering that the condition of being young, a mother, and a university student is often affected by socially constructed stigma and within the institution aimed at discrediting the identity of student mothers, relating it to irresponsibility and abandonment of their studies. In reality, various studies, including this one, show that being a mother (university student) encourages and motivates them to continue and complete their studies, both for personal growth and to set an example for their children. However, the study also highlights the disadvantages of being a mother and studying for a university degree at the same time, considering the cases of those who suspended their studies temporarily or indefinitely. The methodology used for the research was qualitative, combining biographical narrative interviews and a Google Forms questionnaire to obtain, organize, reinforce, and interpret information on the subject.
Legal education in the digital age: tensions, resistances and opportunities
This article explores the convergence between traditional legal education and emerging technological skills, addressing the educational metamorphosis facing law in the digital age. Through a comparative assessment of curricula and interviews of practicing jurists, it examines the transformations needed in the academic curriculum to prepare 21st century jurists. It highlights the tensions between tradition and innovation, highlighting the need to integrate advanced technological skills into legal education to ensure competitiveness and efficiency in professional practice. The study reveals a significant dichotomy among educational institutions: while some cling to traditional paradigms, others are moving towards an interdisciplinary education that combines law and technology. Resistance and benefits of the use of digital tools in legal practice are evaluated, underlining the importance of training jurists with a deep understanding of emerging technologies and their impact on the legal field.
Pedagogical theories in the New Mexican School. Notes for Primary Education
This article analyzes the characteristics of elementary education within the Nueva Escuela Mexicana, dividing the analysis into three main sections. The first relates to educational policy, ideas, the role of the teacher, and the role of the student in the New Mexican School, describing the main elements that underpin it. The second section provides a historical overview of the ideas and principles of great educational thinkers, with the aim of analyzing how these ideas remain relevant within current educational policies. Finally, a section presents how technology is integrated within the New Mexican School as a disruptive element to improve education and achieve active, critical, and self-managed students. The central thesis of this article is to demonstrate how new educational models and approaches are based on traditional ideas and concepts, some of which have been developed for centuries. Therefore, it is important to look back to the past with a futuristic vision that will help us guide a new quality education.
Teaching practices for the development of academic writing in pre-service teachers
Academic writing as an object of study in higher education is recent in Latin America. While research has usually focused on student performance, this study takes a different approach by aiming to describe teaching practices aimed at developing academic writing. The research design consisted of a descriptive, in-depth case study with a qualitative approach. Fourteen teachers from a teacher training school in northwestern Mexico were interviewed, and their lesson plans were analyzed. Findings suggest that teachers associate academic writing with the practice of various intellectual skills, the use of formal language, and discipline-specific writing conventions, and that the English major is where academic writing is most frequently addressed. Although teachers consider this skill important, not all of them incorporate it into their courses; there is no teacher guidance throughout the academic writing process, and there is no uniformity in evaluation criteria. The study concludes that deficiencies in academic writing could be reduced if it were incorporated transversally into the curriculum and if a shared responsibility were established among students, teachers, and institutional authorities.
Teachers’ attitudes towards the educational inclusion of ASD
Introduction: The new inclusive school model of education must build a more equitable and fairer society which speaks to diversity from the point of perception and valuation of difference. Objectives: This research reveals the attitude of education professionals towards children with special educational needs and most of all those associated with ASD from a comparative consideration of the two educational systems, Spanish and Ecuadorian. Method: The semi-structured interview and the intensive questionnaire were employed with a final sample of cooperating subjects consisting of ten teachers, seven actually working in the Ecuadorian education system and three belonging to the Spanish education system. Conclusions: It was found that, on the whole, both positive and negative attitudes towards the inclusive teaching model were determined by a group of variables derived from preconceptions or prejudices.
Integration of the flipped classroom in Mexican school contexts. A review of studies from 2021 to 2025
The Covid-19 pandemic favored the integration of new innovative teaching methodologies in various educational contexts. One of them was the flipped classroom, which emerged as an effective strategy for fostering students’ active learning. The implementation of the methodology in Mexico allows to document, systematize and analyze a wide range of experiences. The aim of this study was to carry out a systematic review of studies published between 2021 and 2024 to identify trends, findings and strategies that help their integration into new school contexts. The revision included 19 studies focused on the implementation of the methodology in Mexican educational settings in different academic levels. Among the most relevant findings is that the flipped classroom promotes positive changes in teachers’ practices and in the development of students’ autonomy. In addition, there are some other benefits, for example, the increase in the interaction and responsibility of the students in their learning process. Nevertheless, some challenges were identified, mainly on teacher training, access to technological resources and the necessity to adapt the teaching strategies to the students’ profiles. As a result of the review, some opportunities arise. For example, strengthening the teacher’s skills to integrate digital tools and the possibility to improve the perception of both teachers and students. Finally, the need to continue researching on the implementation of the flipped classroom in new school contexts is of paramount importance.
Teacher Leadership and Character Education: Keys to Educational Transformation in Paraguay
This article examines the role of teacher leadership and character education as fundamental pillars in the process of educational transformation in Paraguay. Through a theoretical and contextual approach, it analyzes how practices of pedagogical, ethical, and distributed leadership contribute to improving educational quality and promoting students’ holistic development. Conceptual models, public policies, and relevant experiences that link teacher leadership with values education are discussed, and strategies for their effective integration into the Paraguayan education system are proposed.
Inclusion and culture of peace at university: student perceptions in the context of criminal violence
This article presents the results of a research study conducted with university students, whose objective was to analyze their perceptions of institutional practices that promote a culture of peace and inclusion in the context of an environment marked by criminal violence in the state of Colima, Mexico. The study was conducted using an exploratory qualitative approach. A questionnaire composed of eleven multiple-choice questions and seven open-ended questions was used as a data collection instrument, validated by the judgment of three experts on the subject. The questionnaire was administered to a simple random sample of 200 higher education students from 20 undergraduate programs. The theoretical framework is based on specialized literature on educational inclusion, a culture of peace, and criminal violence, which supports the need to promote peace practices in educational institutions located in violent social contexts. The findings reveal how students conceive of a culture of peace and inclusion in an environment affected by violence. It is observed that the experiences of the social context are reflected in the academic environment, and both positive aspects and areas for improvement are identified in institutional actions aimed at promoting these values. Likewise, the way in which students contribute to the culture of peace and inclusion within the school environment, in their interpersonal relationships, and in the family environment is analyzed.
Personal dimension for the culture of peace in the initial teacher training
The formative processes should contemplate the cognitive aspects, alongside the attention to the personal dimension and the culture of peace. The objective of this study is to analyze the importance of the personal dimension in the initial formation of professors for the promotion of the culture of peace. The methodology was qualitative, of exploratory and interpretative type. With regard to the gathered data, the technique used was the analysis of content and three axes of analysis were established: a) meaning assigned to the personal dimension, b) personal characteristics related to the culture of peace, and c) challenges faced. The results showed a positive evaluation of the personal dimension. Meanings were given, linked to personal growth and the development of skills for learning and harmonious coexistence. Likewise, they highlighted values ​​of responsibility, commitment, respect, and positive attitudes of kindness, perseverance, and patience within the framework of personal characteristics related to the culture of peace. However, they also faced challenges associated with the difficulty of expressing themselves and sharing experiences with peers as part of personal development. This highlighted their lack of confidence and need to manage emotions in order to relate, coexist, and peacefully resolve conflicts. It is concluded that the personal dimension is a relevant task in initial training processes, and its attention enhances the healthy performance of future teachers in promoting a culture of peace in the classroom and in the different spheres in which they operate.
Teachers and educational inclusion in upper secondary education: Findings from a systematic review (2015-2025)
Educational inclusion, especially for students with special educational needs, poses a significant challenge in upper secondary education in terms of ensuring equitable academic trajectories. This systematic review aims to identify the empirical studies on teachers’ experiences related to educational inclusion at the upper secondary level, published between 2015 and 2025. The PRISMA methodology and the PEO strategy were used to select 23 studies in English and Spanish, retrieved from the ERIC, EBSCOhost, and Web of Science databases. Through content analysis, the studies were grouped into four categories: inclusive pedagogical practices, structural and institutional barriers, teacher attitudes and beliefs, and professional training. The main findings reveal insufficient teacher training, lack of resources, and rigid curricula, while also highlighting inclusive pedagogical efforts and increased sensitivity to diversity. Teachers’ beliefs can either support or hinder inclusion, depending on the support they receive and the institutional context. The review concludes that educational inclusion depends on both the teacher’s commitment and institutional support, including structural transformations and professional development. This review provides critical evidence to strengthen inclusive policies and practices in upper secondary education.
Cyberbullying among university students in the post-pandemic period: aggresive behaviors and prevention
A questionnaire administered to 863 university students in Mexico City examines the frequency of peer-aggressive behavior via digital media during the return to face-to-face classes in the context of COVID-19. Among the findings, it is evident that reading gossip about classmates online and sending offensive memes among classmates are the most frequent problems among university students. A predictive analysis was conducted using three variables: the probability of cyberbullying, the insinuation of cyberbullying, and the provocation of cyberbullying. The study shows that by controlling the insinuation of cyberbullying, the likelihood of doing it decreases by 11%. However, the probability of committing cyberbullying could decrease twofold (21%) when its provocation is controlled.
Teaching experiences regarding the approach to drug use in secondary educational institutions
Education is a formative space par excellence in the early stages of the life cycle of each person. The teachers play a transcendental role in this stage. In this article we focus on the purpose of characterizing the experiences of teachers with the role of course leader regarding the approach to drug use among high school students in public and private subsidized educational establishments in the southern zone of Chile. The methodology of this research is qualitative with a descriptive cross-sectional approach operationalized in a semi-structured interview in which 8 teachers from three regions of Chile participated. The results show that in the discourses of the participants, the presence of normativity and regulation predominates when mediating behaviors or actions of consumption, while the need for more training and tools to adequately address these situations is also recognized. Even so, it is recognized that the work of teachers in charge of courses is related to their own skills of containment and management that each teacher possesses.
Development of Research Writing at Postgraduate Level
In the encounter of postgraduate students with writing linked to research, their general mastery of language comes into play, such as the use of spelling and grammatical conventions, and the discursive-textual knowledge of the scientific texts, together with specific styles of an academic community for posing questions, criticizing ideas, arguing, even reviewing and presenting background texts. However, it is generally assumed that those who reach this educational level already “know how to write”, as if this were a single linguistic-communicative process learned in schooling. This limited vision means that research writing is not considered in the pedagogical and didactic criteria of most master’s and doctoral programs. This essay reviews the characteristics of research writing as a composition aimed at transforming knowledge, and critically analyzes the effectiveness of different strategies to accompany the development of this writing, based on the revision and commentary of drafts, from the traditional thesis direction to collaboration among peers in writing circles.
Discovering soft skilss in secondary school students: Exploration and reflections
The objective of this study was to explore the validity and reliability of a pilot soft skills inventory for secondary school students, as well as its relationship with sociodemographic variables and classroom projects. The pilot tool, composed of 32 items distributed across four dimensions (interpersonal, intellectual, social, and accuracy), was administered to a non-probabilistic sample of 228 students aged 13 to 20, from 15 educational institutions in the Greater Buenos Aires (AMBA) region (Argentina), with and without vulnerability criteria. The inventory showed high internal consistency (α = 0.93) and high inter-rater agreement (κ = 0.95). Non-parametric analyses, performed in response to the non-compliance with normality, revealed significant differences in the interpersonal and intellectual dimensions according to socioeconomic status and gender, and associations with the implementation of classroom projects. The results provide initial evidence of the inventory’s usefulness as a diagnostic and formative resource, although the need for additional psychometric studies to validate its structure is recognized.
Socioeconomic and socioenvironmental variables
Staying in school: disenrollment in a technological high school
The article presents an analysis of variables associated with disaffiliation or desertion of a cohort of first-time students in technological high school in a school in the northwest of Mexico. To do so, three categories of analysis were considered: personal variables, school background, and digital capital. The selection of categories was based on the statistical availability of the school, but it allowed, based on the information of 500 students, the construction of a non-parametric model of the variables with the greatest influence on disaffiliation or desertion, with the support of a logistic regression. The results show a disaffiliation of 28% of students, where the average secondary level is one of the greatest predictors of this situation, as well as having computer equipment at home. The need to increase the understanding of the problem with the analysis of the school climate, as well as educational policies, is concluded in order to reduce the incidence of this problem.
School Inclusion Processes in Colombian Rurality: A Systematic Review of the Literature
This article corresponds to a systematic review developed under the guidelines of the PRISMA declaration, whose objective was to analyze the research production related to the processes of school inclusion in rural areas of Colombia, within the framework of Decree 1421 of 2017, a regulation that regulates inclusive education in the country. To this end, a documentary search was carried out in four databases, prioritizing articles published in the last five years and with open access, specifically focused on inclusion and rurality. In total, 212 records were identified; After the process of filtering and application of inclusion criteria, 9 relevant studies were selected for analysis. The results show common problems such as ignorance of current regulations, lack of preparation of teaching staff and contextual barriers typical of rurality, which limit the effective implementation of inclusive educational practices.
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Autoethnography as a tool for transformation in teaching practice
The article examines how autoethnography can deepen the understanding of a teacher’s experiences in her personal and professional development. Drawing from a qualitative and constructivist approach, the research employs narratives to analyze and reflect on the teacher’s educational and social interactions, revealing how these experiences have influenced her pedagogical practice. The autoethnographic method enables introspection, fosters a critical perspective, and facilitates comprehension of specific sociocultural contexts. This approach not only enriches educational practice by transforming pedagogical dynamics, but also promotes the teacher’s ongoing professional development. Furthermore, the article underscores the importance of reflexivity, understood as a necessary process for analyzing and reinterpreting lived experiences. Regarding the findings, the research highlights the need for equitable access to continuing education, arguing that such opportunities are essential to improving teaching quality, particularly in regions such as Huila, Colombia. In conclusion, the use of autoethnography in educational research not only offers a valuable tool for teachers’ self-knowledge, but also serves as a vehicle for pedagogical transformation, strengthening educational quality through professional development and adaptation to local contexts.
Drug use prevention: A look from high school
The article presents a research on the perspective of high school students in Mexico regarding drug use. Based on the implementation of the nationwide prevention program “If you take drugs, you get hurt,” the article shows the student perspective regarding drugs through the free expression of their opinion on this topic. The results of ten students are shown, who express interesting criticisms about the economic factors associated with drug use, its regulation, causes of consumption, purposes in drug use, as well as effects and personal situations. The article concludes the relevance of considering the student perspective on drug use as a means of strengthening prevention programs; especially in the face of the growing consumption of substances in the adolescent population.
School-Based Management of Emotional Problems in Primary School Students: A Systematic Review, 2014–2024
Educational institutions have the mission of providing quality education and promoting the comprehensive development of children, which is why they are also responsible for their emotional well-being. This work presents a systematic review that had the purpose of identifying the main lines of study on the school management of emotional problems in primary school students, globally, during the last decade (2014-2024). The work was based on the PRISMA methodology; 419 articles were collected from the ERIC, Education Source, Web of Science and Redalyc databases. Based on the inclusion and exclusion criteria, 23 articles were selected for analysis. The results obtained reflect that most of the articles are oriented towards two fundamental lines, the first related to the strategies that teachers use to manage emotional problems and the second referring to the challenges they face in this process. It was observed that the results of interventions with teachers and students have been investigated to a lesser extent. It is concluded that it is necessary to continue deepening the study of this topic from an educational perspective.
Didactic strategies to foster active participation in virtual environments through learning lanscapes
This article explores the impact of learning landscapes as a teaching strategy to promote active student participation in the Pedagogical Praxis module of a graduate program. The study highlights how learning landscapes can address educational diversity by integrating multimedia resources, interactive activities, and a reflective approach that promotes collaboration and active participation. The exploratory, qualitative research research was conducted in four stages: design of the learning landscape, implementation in a virtual environment, data collection through pre- and post-implementation surveys, and analysis of interactions on digital platforms. Nine students from the module participated, and the data were analyzed qualitatively to understand the perceptions and experiences of the students. The results showed that learning landscapes significantly improved active participation, increased motivation and interest in the content, and facilitated self-regulation. Additionally, the importance of integrating innovative strategies to personalize learning and foster collaborative interaction in digital environments was emphasized. This study concludes that learning landscapes are an effective tool for transforming educational dynamics in graduate virtual environments.