Revista Panamericana de Pedagogía
type: channel
description: 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 It publishes specialized and unpublished contributions, both national and international, that may contribute to the advance in the knowledge of the field of education and pedagogy through the study of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.
publisher: Universidad Panamericana
language: en
publication name: Revista Panamericana de Pedagogía
issn: 1665-0557
items: Willingness to pay and dependence on Generative Artificial Intelligence. Scale validation and structural model
items: Ethical training in psychopedagogy: experiences and student participation in contemporary dilemmas
items: Teacher training and psychological first aid. A systematic review
items: Philosophy of language and meaningful learning in lower secondary education: A mixed-methods pedagogical intervention
items: The sadness behind the laughter. Questions about ludic pedagogy in the university education
items: Social-emotional competence for online education
items: Beyond academic excellence: Pedagogy of interiority and stoicism in graduate programs in Mexico
items: Quality of life as a predictor of academic engagement among university students
items: Social representations of Early Childhood Educators in Bogotá, Colombia. About their identity and profession
items: Narrative language assessment in monolingual Spanish-speaking children. A comparative study in educational settings
items: Experiences of graduates in a Master’s Degree completion program: A phenonomenological perspective
items: Learning from reflective practice. A qualitative study in the Architectural Design Studio
items: Content validity and reliability of an instrument on ethics and Artificial Intelligence in health sciences students
items: Competences for addressing diversity in the classroom: perceptions of Ecuadorian teachers
items: Reasonable adjustments and inclusive teaching practices for students with disabilities and autism spectrum disorder in higher education
items: Film as a pedagogical mediator in literature education: Insights from an action research study
items: Psychometric analysis of a scale to measure university dropout intention: A pilot study
items: Analysis of teacher training for the development of the critical thinking
items: Young university women and their transition to motherhood: training, challenges, and parenting
items: Legal education in the digital age: tensions, resistances and opportunities
items: Pedagogical theories in the New Mexican School. Notes for Primary Education
items: Teaching practices for the development of academic writing in pre-service teachers
items: Teachers’ attitudes towards the educational inclusion of ASD
items: Integration of the flipped classroom in Mexican school contexts. A review of studies from 2021 to 2025
items: Teacher Leadership and Character Education: Keys to Educational Transformation in Paraguay
items: Inclusion and culture of peace at university: student perceptions in the context of criminal violence
items: Personal dimension for the culture of peace in the initial teacher training
items: Teachers and educational inclusion in upper secondary education: Findings from a systematic review (2015-2025)
items: Cyberbullying among university students in the post-pandemic period: aggresive behaviors and prevention
items: Teaching experiences regarding the approach to drug use in secondary educational institutions

Willingness to pay and dependence on Generative Artificial Intelligence. Scale validation and structural model
type: item
description: The proliferation of monetization models in Generative Artificial Intelligence (GenAI) raises critical concerns regarding equity and intellectual autonomy among university students. The objective was to validate the Intention to Pay and Dependence on Generative Artificial Intelligence Among University Students (INPADE) scale and determine the predictive value of payment intention on dependence toward generative artificial intelligence in the university context. A quantitative cross-sectional study was conducted with a sample of 1,047 undergraduate students in Basic Education from the Universidad Pedagógica Veracruzana in Mexico. The sample distribution by biological sex was 78.6% female and 21.4% male. Data processing included Exploratory and Confirmatory Factor Analysis (EFA/CFA), measurement invariance by sex, and Structural Equation Modeling (SEM) using SPSS, AMOS, and JASP software. The results confirmed a two-factor structure comprising 10 items, with acceptable internal consistency (α > .852) and scalar invariance between males and females. The primary finding through SEM demonstrated that payment intention positively and significantly predicts technological dependence (β = .297; p < .001). It is concluded that the INPADE scale possesses robust psychometric properties, and it is empirically demonstrated that payment intention significantly predicts greater dependence toward artificial intelligence.
subject: Research articles
  topic: section
subject: Educational technology
  topic: keywords
subject: Higher education
  topic: keywords
subject: Internet
  topic: keywords
subject: Learning
  topic: keywords
subject: University student
  topic: keywords
creator: Carlos Arturo Torres Gastelú
creator: Carlos Torres Real
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-08-17
publication date: 2026-08-17
doi: 10.21555/rpp.3920

Ethical training in psychopedagogy: experiences and student participation in contemporary dilemmas
type: item
description: The ethical component of professional life, along with deontological and legal regulations, can be a source of disorientation and mistrust for prospective graduates. This study aims to analyze a pedagogical experience developed in the Ethics and Professional Deontology course in Psychopedagogy, focusing on addressing ethical, professional, and legal dilemmas related to current situations. The issues addressed included mental health, disability, vulnerability, and gender identity, where confidentiality and informed consent required attention. The content was explored through case studies, group discussions, collaborative activities, and interactive digital resources. The methodology employed a mixed-methods approach and action-research design, supported by records of written and oral productions and activities in virtual environments. Collaborative tools and immersive experiences were used in the analysis of situations related to the professional role. The results showed greater participation in topics related to professional responsibility, autonomy, and current demands. The students (n = 50; academic years 2024 and 2025) completed the abbreviated Academic Satisfaction Inventory (SAT), demonstrating high satisfaction with what they had learned, reviewed, researched, and produced during the course (ME = 4.34; SD = 0.43; 84% at a high level; Cronbach’s α = 0.83). In summary, working with dilemmas about intervention and guidance methods, access to virtual learning, and interdisciplinarity fostered spaces for critical reflection and situational analysis.
subject: Research articles
  topic: section
subject: Educational psychology
  topic: keywords
subject: Professional ethics
  topic: keywords
subject: Deongology
  topic: keywords
subject: Ethical dilemmas
  topic: keywords
subject: Professional responsibility
  topic: keywords
subject: Digital technologies
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Student participation
  topic: keywords
creator: Dides-Iliana Hernandez-Silvera
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-07-29
publication date: 2026-07-29
doi: 10.21555/rpp.3867

Teacher training and psychological first aid. A systematic review
type: item
description: Psychological First Aid (PFA) is a used tool to attend crisis situations. In recent years it has become in an importan topic in disciplines outside of psychology, such as education. In this investigation a systematic review was implemented according to the steps proposed for Newman and Gough, to explore how Psychological First Aid has been implemented in crisis situations within teacher training in school contexts. Fifty documents were identified through five databases, 11 of them were selected after applying the selection and exclusion criteria. Analyzed research show a predominance of qualitative approach, and action research method is one of the most frequently used. Were found several topics related to Psychological First Aid such as emotions, bullying, and a peace culture. Training sessions are the most common way in which Psychological First Aid is implemented to teachers. Other researchers are invited to continue investigate this phenomenon of study with other methodological perspectives and with teachers from different contexts and educational levels, to facilitate the approach, knowledge and management of it in critical situations that may occur within school contexts.
subject: Review articles
  topic: section
subject: School contexts
  topic: keywords
subject: Teacher training
  topic: keywords
subject: Psychological First Aid
  topic: keywords
subject: Crisis care
  topic: keywords
creator: Estefanía Joaquín-Quintero
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-07-30
publication date: 2026-07-30
doi: 10.21555/rpp.3798

Philosophy of language and meaningful learning in lower secondary education: A mixed-methods pedagogical intervention
type: item
description: Objective: This article analyzes the effects of a pedagogical intervention grounded in philosophy of language—particularly Wittgenstein’s language-games and Chomsky’s notion of linguistic competence/structure—on the consolidation of meaningful learning in Spanish as Mother Tongue, Phase 6, within Mexico’s 2022 Nueva Escuela Mexicana curriculum. Method: An applied mixed-methods study with qualitative predominance was conducted through a classroom case-study design and a single-group quasi-experimental pretest–posttest component. Participants were 30 ninth-grade students from a public lower secondary school in Iztapalapa, Mexico City. The intervention was implemented over nine sessions between May and July 2023. Instruments included a metalinguistic competence test, an attitudes-toward-linguistic-diversity questionnaire, debate and argumentative-writing rubrics, portfolios, reflective logs, and classroom observation. Results: Mean metalinguistic competence increased from 58.4/100 (SD = 8.2) to 75.6/100 (SD = 7.4), an absolute gain of 17.2 points and an estimated effect size of d ≈ 2.20. The central item on valuing linguistic diversity rose from 3.2 (SD = 0.9) to 4.6 (SD = 0.5), with d ≈ 1.92. Final debate performance reached 10.8/14 (SD = 1.9), and argumentative essays averaged 14.8/20 (SD = 2.5). Qualitative evidence showed shifts from unsupported assertions toward practices of justification, reformulation, argumentative listening, and contextual appreciation of linguistic variation. Conclusion: Philosophy of language, when translated into explicit didactic mediations, can function as an articulating axis linking curricular content, discursive practice, and metacognition, thereby strengthening transferable learning and a socioculturally situated understanding of language.
subject: Research articles
  topic: section
subject: Philosophy of language
  topic: keywords
subject: Language-games
  topic: keywords
subject: Metalinguistic competence
  topic: keywords
subject: Linguistic diversity
  topic: keywords
subject: Pedagogical intervention
  topic: keywords
subject: Meaningful learning
  topic: keywords
creator: Victor-Manuel Alvirde-Herrera
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
doi: 10.21555/rpp.3819

The sadness behind the laughter. Questions about ludic pedagogy in the university education
type: item
description: This essay refer about ludic pedagogy, which integrates playful methods into teaching and training, with the purpose to improve motivation, engagement and interactiveness in education process. Correspond on this argument, ludic pedagogy is particularly used for basic levels such as preschool and primary school. However, this practise has been becoming implemented in the university level, where students express boredom and a constant need for entertainment. In this regard, there is extensive literature about the importance and usefulness of educational games. Into benefits, It is find to promote better memorization, comprehension of concepts, and let facilitate group integration. Depite of this, It is necessary to observe that this educational phenomenon hide problems related with development of responsibility in students, and even promote a materialistic and behaviorist attitude. Moreover, this educational trend requires teachers to remain constantly updated, in order to create functional and enjoyable games for students, a challenge exacerbated by the precarious and stressful working conditions amogn teachers. Based on research literature, in this essay It is argument that behind the games implemented at the university level, there are priorities unsatisfied, for students and teachers, which are related to the overload of tasks or work activities, sleep deprivation, excessive digital consumption and another.
subject: Research articles
  topic: section
subject: Gamification
  topic: keywords
subject: Leisure education
  topic: keywords
subject: Mental stress
  topic: keywords
subject: Vocational training
  topic: keywords
creator: Alejandra Pinto-Ballinas
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
doi: 10.21555/rpp.3816

Social-emotional competence for online education
type: item
description: The development of social-emotional competencies in the education of college students is a fundamental requirement, especially in online education. The objective of this study is to describe the perceptions of college students regarding social-emotional competence in online education. The methodology employed is quantitative, descriptive, and cross-sectional. Data were collected using purposive sampling via a self-designed questionnaire administered through Google Forms to 101 students at a public university in Mérida, Yucatán. The results showed that between 66.47% and 80.99% of the participants perceived a moderate level of development across the six dimensions analyzed, with the dimensions of empathy and assertive communication exhibiting the highest levels of development and relevance. Likewise, the only statistically significant relationship found was between age and the dimension of autonomous and collaborative learning, while the variables of gender, degree program, technological capital, and activity in virtual environments did not show significant differences. In conclusion, although students perceived their socio-emotional competencies to be at a moderate level, it is necessary to strengthen aspects such as emotional self-regulation, motivation, and affectivity in virtual environments.
subject: Research articles
  topic: section
subject: Emotional self-regulation
  topic: keywords
subject: Socio-emotional competencies
  topic: keywords
subject: Online education
  topic: keywords
subject: College students
  topic: keywords
subject: Empathy
  topic: keywords
creator: Chealsea-Isabel Pool-Maldonado
creator: Sergio-Humberto Quiñonez-Pech
creator: Jesús-Alejandro Aguilar-Reyes
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
doi: 10.21555/rpp.3783

Beyond academic excellence: Pedagogy of interiority and stoicism in graduate programs in Mexico
type: item
description: The article critically examines the question “education for what purpose?” in graduate education in Mexico. Its objective is to demonstrate that master’s and doctoral programs have been effective in training specialists and producing academic capital yet remain limited in fostering the holistic formation of the subject. Based on this diagnosis, it proposes a pedagogical alternative grounded in the pedagogy of interiority articulated with the “technologies of the self,” as a secular approach to strengthening academic coexistence and subjective well-being in programs of excellence. The theoretical framework situates the consolidation of graduate education since the 1980s within a context of neoliberal policies oriented toward productivity, evaluation, and competition, implemented through mechanisms such as the National System of Researchers (SNI) and the national graduate system. The study integrates the pedagogy of interiority as a contemporary approach to self-knowledge and emotional regulation, and Stoicism as a tradition of practices centered on self-discipline, discernment, and relational ethics. The methodology is qualitative, interpretive, and exploratory, based on reflexive participant observation in four graduate courses (2024–2025) and on the construction of typical cases. The findings reveal structural tensions: a dissociation between performance and well-being, competition that undermines academic coexistence, authority-related conflicts, deficits in relational competencies, and gender inequalities linked to care responsibilities. On this basis, the article proposes the MPIP, a transversal and flexible model aligned with the SNP/SECIHTI, aimed at improving the academic climate, reducing conflict and attrition, and strengthening the social responsibility of knowledge production.
subject: Research articles
  topic: section
subject: Graduate education
  topic: keywords
subject: Pedagogy of interiority
  topic: keywords
subject: Holistic formation
  topic: keywords
subject: Academic coexistence
  topic: keywords
creator: Mario-Alberto Velazquez-Garcia
creator: Luz-Angélica Ceballos-Chávez
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
doi: 10.21555/rpp.3765

Quality of life as a predictor of academic engagement among university students
type: item
description: Higher education in Mexico demands excellence at the cost of physical and mental health, undermining academic engagement. This tension generates burnout and disengagement, highlighting the need to identify which dimensions of quality of life predict student vigor and dedication. The aim of this study is to analyze the predictive value of quality of life in its physical, psychological, social, and environmental dimensions on the academic engagement of students at TecNM Saltillo campus, determining the specific impact of these well-being factors on vigor, dedication, and absorption. The methodology followed a cross-sectional, observational, comparative, and predictive design, involving a non-probability sample of 830 students. Results from multiple linear regression models indicate that quality of life is a positive and statistically significant predictor of academic engagement. The global model explained 7.6% of the variance in total engagement, with vigor being the most influenced dimension (R² = .135), followed by dedication (R² = .122) and absorption (R² = .097). In all models, general health emerged as the well-being factor with the highest predictive weight (β = .276, p < .001 about academic engagement). In conclusion, physical well-being drives academic enthusiasm, necessitating institutional health policies to foster such academic engagement.
subject: Research articles
  topic: section
subject: Quality of life
  topic: keywords
subject: Academic engagement
  topic: keywords
subject: Student well-being
  topic: keywords
subject: Higher education
  topic: keywords
creator: Juan-Carlos Padilla-Hernández
creator: Jesús-Alberto García-García
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-06-02
publication date: 2026-06-02
doi: 10.21555/rpp.3760

Social representations of Early Childhood Educators in Bogotá, Colombia. About their identity and profession
type: item
description: 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.
subject: Research articles
  topic: section
subject: Early Childhood Educator
  topic: keywords
subject: Social representations
  topic: keywords
subject: Information field
  topic: keywords
subject: Representational and affective dimension
  topic: keywords
creator: Yarilpa-Paola Sandoval-Parra
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-04-24
publication date: 2026-04-24
doi: 10.21555/rpp.3723

Narrative language assessment in monolingual Spanish-speaking children. A comparative study in educational settings
type: item
description: 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 …
subject: Research articles
  topic: section
subject: Education
  topic: keywords
subject: Assessment
  topic: keywords
subject: Children's language
  topic: keywords
subject: Storytelling
  topic: keywords
subject: Children
  topic: keywords
creator: Paulina Meza-Rubio
creator: Lourdes Martinez-Nieto
creator: Luisa-Josefina Alarcón-Neve
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-04-12
publication date: 2026-04-12
doi: 10.21555/rpp.3722

Experiences of graduates in a Master’s Degree completion program: A phenonomenological perspective
type: item
description: 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.
subject: Research articles
  topic: section
subject: Educational research
  topic: keywords
subject: Higher education
  topic: keywords
subject: Teachers
  topic: keywords
subject: Hermeneutic phenomenology
  topic: keywords
subject: Graduate degree completion
  topic: keywords
subject: Academic support
  topic: keywords
subject: Formative experience
  topic: keywords
subject: Graduate narratives
  topic: keywords
creator: Cecilia Medel-Villafaña
creator: Yolanda-Coral Martínez-Dorado
creator: María-de-los-Ángeles Arévalo-Constantino
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-04-10
publication date: 2026-04-10
doi: 10.21555/rpp.3712

Learning from reflective practice. A qualitative study in the Architectural Design Studio
type: item
description: 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.
subject: Research articles
  topic: section
subject: Higher education
  topic: keywords
subject: Learning
  topic: keywords
subject: Reflective practice
  topic: keywords
subject: Vocational training
  topic: keywords
creator: Leyla Castro-González
creator: Carme Armengol-Asparó
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-04-24
publication date: 2026-04-24
doi: 10.21555/rpp.3699

Content validity and reliability of an instrument on ethics and Artificial Intelligence in health sciences students
type: item
description: 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.
subject: Research articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: Educational evaluation
  topic: keywords
subject: Ethics
  topic: keywords
subject: Health sciences students
  topic: keywords
subject: Higher education
  topic: keywords
creator: Francisco-Raúl Hernández-Burrola
creator: Haydeé Parra-Acosta
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-03-09
publication date: 2026-03-09
doi: 10.21555/rpp.3695

Competences for addressing diversity in the classroom: perceptions of Ecuadorian teachers
type: item
description: 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.
subject: Research articles
  topic: section
subject: Attention to diversity
  topic: keywords
subject: Inclusive education
  topic: keywords
subject: Teaching competences
  topic: keywords
subject: Teaching practices
  topic: keywords
creator: Andrea Bejarano-Acosta
creator: José-Daniel Merchán-Naranjo
rights: Copyright (c) 2026 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-04-09
publication date: 2026-04-09
doi: 10.21555/rpp.3678

Reasonable adjustments and inclusive teaching practices for students with disabilities and autism spectrum disorder in higher education
type: item
description: 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.
subject: Research articles
  topic: section
subject: Reasonable adjustments
  topic: keywords
subject: Disability
  topic: keywords
subject: Inclusive education
  topic: keywords
subject: Higher education
  topic: keywords
subject: Teaching
  topic: keywords
creator: Ana-Georgina Macías-Rosado
creator: Briseda-Noemí Ramos-Ramírez
creator: Norma-Guadalupe Márquez-Cabellos
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3606

Film as a pedagogical mediator in literature education: Insights from an action research study
type: item
description: 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.
subject: Research articles
  topic: section
subject: Educational cinema
  topic: keywords
subject: Literature teaching
  topic: keywords
subject: Meaningful learning
  topic: keywords
subject: Critical pedagogy
  topic: keywords
subject: Audiovisual literacy
  topic: keywords
creator: María-Teresa López-Martínez
creator: Marco-Antonio Muñoz-Madrid
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3604

Psychometric analysis of a scale to measure university dropout intention: A pilot study
type: item
description: 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.
subject: Research articles
  topic: section
subject: Dropping out
  topic: keywords
subject: Higher education
  topic: keywords
subject: Measurement
  topic: keywords
subject: Reliability
  topic: keywords
subject: Validity
  topic: keywords
creator: Aaron-Javier Euan-Catzin
creator: Pedro-José Canto-Herrera
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3588

Analysis of teacher training for the development of the critical thinking
type: item
description: 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.
subject: Research articles
  topic: section
subject: Critical pedagogy
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Preschool
  topic: keywords
subject: Teacher education
  topic: keywords
creator: Laura García-Martínez
creator: William-René Reyes-Cabrera
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3570

Young university women and their transition to motherhood: training, challenges, and parenting
type: item
description: 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.
subject: Research articles
  topic: section
subject: Study
  topic: keywords
subject: Mother
  topic: keywords
subject: Narrative
  topic: keywords
subject: Young
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: University
  topic: keywords
creator: Diego Rodríguez-Calderón-de-la-Barca
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3562

Legal education in the digital age: tensions, resistances and opportunities
type: item
description: 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.
subject: Research articles
  topic: section
subject: Academic curriculum
  topic: keywords
subject: Artificial Intelligence
  topic: keywords
subject: Educational transformation
  topic: keywords
subject: Interdisciplicary education
  topic: keywords
subject: Legal education
  topic: keywords
subject: Legal tech
  topic: keywords
subject: Technological skills
  topic: keywords
creator: Philippe Prince Tritto
creator: Sara-Elvira Galbán-Lozano
creator: Mónica-del-Carmen Meza-Mejía
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3557

Pedagogical theories in the New Mexican School. Notes for Primary Education
type: item
description: 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.
subject: Research articles
  topic: section
subject: Educational disruption
  topic: keywords
subject: Pedagogical ideas
  topic: keywords
subject: Quality education
  topic: keywords
creator: Carlos-Antonio Quintero-Macías
creator: Carmen-Citlalli Bautista-Villalaz
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3549

Teaching practices for the development of academic writing in pre-service teachers
type: item
description: 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.
subject: Research articles
  topic: section
subject: Academic writing
  topic: keywords
subject: Higher education
  topic: keywords
subject: Teacher training school
  topic: keywords
subject: Teacher training
  topic: keywords
creator: Selenne Ríos-Higuera
creator: Francisco-Javier Sotomayor-Andrade
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3543

Teachers’ attitudes towards the educational inclusion of ASD
type: item
description: 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.
subject: Research articles
  topic: section
subject: Inclusion
  topic: keywords
subject: Attitude
  topic: keywords
subject: Teacher
  topic: keywords
subject: Special educational need
  topic: keywords
subject: ASD
  topic: keywords
creator: Celia Gallardo-Herrerías
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3508

Integration of the flipped classroom in Mexican school contexts. A review of studies from 2021 to 2025
type: item
description: 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.
subject: Research articles
  topic: section
subject: Flipped classroom
  topic: keywords
subject: Active learning
  topic: keywords
subject: Educational innovation
  topic: keywords
subject: Student perception
  topic: keywords
subject: Educational inclusion
  topic: keywords
subject: Mexico
  topic: keywords
creator: Emmanuel Flores-Flores
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3491

Teacher Leadership and Character Education: Keys to Educational Transformation in Paraguay
type: item
description: 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.
subject: Research articles
  topic: section
subject: Teacher leadership
  topic: keywords
subject: Character education
  topic: keywords
subject: Values education
  topic: keywords
subject: Paraguay
  topic: keywords
subject: Educational quality
  topic: keywords
subject: Transformation
  topic: keywords
creator: Yeni Servin-Mendieta
creator: Lucía Rivas-Benítez
creator: Ana Riveros-Lesmo
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3497

Inclusion and culture of peace at university: student perceptions in the context of criminal violence
type: item
description: 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.
subject: Research articles
  topic: section
subject: Culture of peace
  topic: keywords
subject: Higher education
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Violence
  topic: keywords
creator: Briseda-Noemí Ramos-Ramírez
creator: Norma-Guadalupe Márquez-Cabellos
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2025-06-27
publication date: 2025-06-27
doi: 10.21555/rpp.3454

Personal dimension for the culture of peace in the initial teacher training
type: item
description: 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.
subject: Research articles
  topic: section
subject: Values
  topic: keywords
subject: Attitudes
  topic: keywords
subject: Teacher training
  topic: keywords
subject: Culture of peace
  topic: keywords
subject: University
  topic: keywords
creator: Gladis-Ivette Chan-Chi
creator: Johann-Daniel Poot-May
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3455

Teachers and educational inclusion in upper secondary education: Findings from a systematic review (2015-2025)
type: item
description: 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.
subject: Research articles
  topic: section
subject: Inclusive education
  topic: keywords
subject: Upper secondary education
  topic: keywords
subject: Teachers
  topic: keywords
subject: Special educational needs
  topic: keywords
subject: Systematic review
  topic: keywords
creator: Arlety Pacheco-Gómez
creator: Edith J. Cisneros-Cohernour
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3476

Cyberbullying among university students in the post-pandemic period: aggresive behaviors and prevention
type: item
description: 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.
subject: Research articles
  topic: section
subject: Bullying
  topic: keywords
subject: Peer harassment
  topic: keywords
subject: Peace education
  topic: keywords
subject: Classroom environment
  topic: keywords
subject: Higher education
  topic: keywords
creator: Cecilia Vallejos-Parás
creator: Luis-Antonio Andrade-Rosas
creator: Jaime Echeverría-García
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2026-01-01
publication date: 2026-01-01
doi: 10.21555/rpp.3467

Teaching experiences regarding the approach to drug use in secondary educational institutions
type: item
description: 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.
subject: Research articles
  topic: section
subject: Educational community
  topic: keywords
subject: Secondary school students
  topic: keywords
subject: Teaching role
  topic: keywords
subject: Drug addiction
  topic: keywords
subject: Drug use
  topic: keywords
creator: Darling Inostroza-Fuentes
creator: Francisca Torres-Moreno
creator: Magdalena Vera-Jackson
creator: Pamela Castillo-Mardones
rights: Copyright (c) 2025 Revista Panamericana de Pedagogía https://creativecommons.org/licenses/by/4.0
date: 2025-06-27
publication date: 2025-06-27
doi: 10.21555/rpp.3453