DIALÉCTICA

THE ROLE OF SOCIO-EMOTIONAL EDUCATION IN TRANSFORMING SCHOOL COEXISTENCE IN BASIC EDUCATION

2026-10-31T23:08:40+00:00

This article explores the link between socio-emotional education and its role in transforming school coexistence in Colombian basic education. It highlights the fundamental role of socio-emotional education in the holistic development of students and, from a theoretical perspective, presents arguments for a teaching and learning process grounded in emotional and social competencies. This approach fosters harmonious coexistence and strengthens interpersonal relationships both within and outside the school context. Socio-emotional education is presented as a central axis of human development, promoting skills related to emotion management, empathy, assertive communication, peaceful conflict resolution, and the recognition of diversity. This perspective stems from the recognition of the human being as a unique individual with distinctive characteristics, yet simultaneously requiring social connections for individual and collective well-being. Consequently, the article argues that the early acquisition of socio-emotional competencies is essential for building educational environments based on respect, acceptance, and healthy coexistence. This article also analyzes aspects such as mental health, democratic values, the recognition of fundamental rights, and the capacity for emotional self-regulation, and their direct impact on the quality of interactions within the school environment. From this perspective, socio-emotional education transcends the institutional sphere to become an essential component of civic education and holistic development in a society characterized by increasing social and cultural challenges. In this sense, this article proposes rethinking school coexistence from a socio-emotional approach that allows for a re-examination of pedagogical practices in basic education, guiding them toward the construction of a more inclusive, empathetic, and humanized school climate.

WOMEN IN THE ACADEMIC-EDUCATIONAL MUSICAL HISTORY OF TÁCHIRA (19th CENTURY - EARLY 20th CENTURY): AN APPROACH

2026-10-31T23:08:39+00:00

This research analyzes the role of women musicians who, whether born in the state of Táchira or from other regions, significantly contributed to the musical development of the area during the 19th and early 20th centuries. Through a socio-historical and gender-based approach, using microhistory and documentary analysis of primary and secondary sources, the invisibilization of women in Táchira's musical historiography becomes evident. In response to this reality, a critical reconstruction of the region's musical history was necessary to identify female figures who have often remained hidden within male-centered musical biographies. The analysis of scattered biographies allowed for the recognition of pianists, singers, violinists, and cultural managers who actively contributed to the consolidation of musical institutions and the training of new generations. The scarcity of documentation and the difficulty in finding information suggest that many other women musicians have been relegated in the region's musical history. This study highlights the need to continue researching and recovering their stories to ensure their recognition and visibility within Táchira’s cultural heritage.

Fundamentos teóricos de la didáctica para el manejo de las TIC en el desarrollo académico de los estudiantes

2026-10-31T23:08:38+00:00

The theoretical foundations of didactics for the use of ICTs in students' academic development are based on various pedagogical currents and approaches that recognize the importance of integrating digital technologies into the teaching and learning processes. In this sense, ICTs facilitate these experiences by offering interactive resources, virtual environments, and collaborative tools that allow students to explore, experiment, and reflect on content, thus promoting deeper and more autonomous learning. Therefore, this essay is consolidated from a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing how the theoretical foundations of didactics for the use of ICTs impact students' academic development. As a finding, ICTs act as mediators that enrich educational interactions, allowing students to participate in virtual communities, exchange knowledge, and construct shared meanings. This favors the acquisition of knowledge and the development of social and cultural skills essential for their comprehensive education. The conclusions highlight the need to renew traditional teaching methods, based on the use and incorporation of ICTs in the context of creating scenarios where teachers' practical experiences focus on recognizing arguments in Colombia.

GAMIFICATION AS A PEDAGOGICAL STRATEGY TO STRENGTHEN THE LEARNING OF NATURAL SCIENCES IN COLOMBIAN PRIMARY BASIC EDUCATION.

2026-10-31T23:08:36+00:00

This essay critically and reflectively addresses the concept of gamification as a didactic strategy for teaching natural sciences in Colombian primary education. Based on a conceptual analysis and a review of various authors such as Kapp, Deterding, Werbach, and Nicholson, it argues that gamification is not merely about game dynamics, but rather a pedagogical approach that fosters intrinsic motivation, active participation, and the development of specific scientific skills that go beyond passive student behavior, understanding the student as the center of the teaching and learning process. It also contrasts gamified strategies relevant to the Colombian school context, such as science missions, challenging experiments, badge systems, and local narratives, which are closely aligned with teaching processes that prioritize inquiry, critical thinking, and meaningful learning—elements associated with the goals and objectives of education established by the Colombian Ministry of National Education. Likewise, critical dialogues are established with the literature, demonstrating the tensions associated with its implementation, such as the need for teacher training, deliberate planning, and technological adaptation. Finally, gamification is understood as a valuable and relevant educational resource for reinforcing scientific learning processes in the early years of primary education and promoting inclusive and dialogic educational practices that address the contemporary challenges of today's schools and the real-world context.

THE IMPACT OF NEW TECHNOLOGIES ON EDUCATION TODAY

2026-10-31T23:08:34+00:00

This academic-scientific essay presents an in-depth analysis—grounded in qualitative documentary research—regarding the impact of new technologies on contemporary education, offering a fresh vision and mission for educational practices and highlighting shifts in institutional models, philosophies, and approaches. The text examines the role and significant influence of these technologies on educational processes, as well as the implications inherent in utilizing such knowledge-based tools. It adopts a critical approach, maintaining an analytical and reflective perspective that questions the reality and scope of these technologies. The study is structured around three key aspects: the theoretical and educational foundations of the concept; an expanded perspective on the role and impact of new technologies; and a presentation of opposing viewpoints and counterarguments supported by critical evidence. Through a documentary and hermeneutic analysis, the text highlights the keen interest students show in using these technologies and the challenges they pose for 21st-century educators. The analysis demonstrates that new technologies currently represent the fastest, most creative, and most innovative tools available, while acknowledging that their misuse or improper application can lead to negative consequences. The essay concludes that new technologies drive a shift in educational focus and models, challenging us to transform education and curricula in order to foster meaningful learning—learning that is valuable for life, professional development, and academic, social, and human growth.

INTERCULTURAL SOCIAL LABORATORY: A COMMITMENT TO INCLUSIVE EDUCATION IN THE SCHOOL ENVIRONMENT

2026-10-31T23:08:33+00:00

This academic essay, The Intercultural Social Laboratory as an Innovative Pedagogical Strategy to Promote Inclusive Education in Colombian Schools, emerges as a response to historical violence and migration processes that have diversified classrooms, seeking to transform the school environment into a space for dialogue, knowledge-sharing, and mutual respect. Through an experimental and experiential approach, it aims to dismantle racism and discrimination by recognizing Afro-descendant and Indigenous ethnic identities. The text grounds this initiative in national regulations and theories of critical interculturality, proposing a flexible curriculum that integrates ancestral knowledge with teaching practice. Ultimately, the laboratory functions as a space for cultural resistance and peacebuilding where diversity is valued as a cross-cutting theme of learning. Discussing interculturality in school is one of the social phenomena that shape daily life and affect the school climate. This is demonstrated by migration rates to large cities, which make students feel alienated from new realities, social issues, a lack of opportunities, and a decontextualized education that absorbs and blurs their identity without allowing them to be who they are. That is why a proposal is put forward capable of transforming the school into an intercultural setting.

THE TEACHER AS A REFLECTIVE MEDIATOR: INTEGRATING DISCIPLINARY, HUMAN, AND CRITICAL ASPECTS INTO EXPERIENTIAL LEARNING IN HIGHER EDUCATION

2026-10-31T23:08:31+00:00

This reflective essay argues that, in higher education, the instructor has shifted from the role of lecturer to that of facilitator who guides students in constructing meaningful learning based on their experiences. However, participation does not guarantee critical understanding. To prevent experiential learning from being limited to the fulfillment of curricular requirements, educators must guide reflection that encourages students to interpret their experiences, which requires adequate pedagogical training and optimal institutional conditions. This reflective essay analyzes this paradigm shift through four key areas: educational mediation in the classroom, the tensions between employability demands and available resources, the influence of teacher training on practical reflection, and curriculum design strategies. The findings show that strengthening teachers as reflective mediators requires greater inclusion of practical activities in the curriculum. Furthermore, it is essential to have coherent institutional policies, collaborative spaces, and authentic assessment systems that promote critical thinking. Only then will experiential learning evolve into a transformative tool for the holistic education of students.

EDUCATIONAL EVALUATION: CHALLENGES AND OPPORTUNITIES FOR THE TRANSFORMATION OF TEACHI

2026-10-31T23:08:30+00:00

This essay reflects on educational assessment, understood as a fundamental component of instruction that impacts student learning, demands many hours of work from teachers, and whose results are crucial for decision-making regarding teaching methods and pedagogy, student learning strategies, and curricular and management adjustments within the educational institution. This subject of study has a broad theoretical framework that will serve as a basis for rethinking some of its elements, which every teacher who aims to improve student learning and their teaching methods should understand theoretically and integrate into their daily practice. Some of the elements to be addressed include the definitions of assessment from various authors, as it is a polysemous term given the complexity of its scope; the classification of assessment in relation to two criteria: the agents involved and the timing and purpose of its application; and an integrative prototype called competency-based assessment. Furthermore, the definition of the techniques and instruments used for the systematic collection of information will be presented, along with the criteria to consider for their selection. Finally, this article will explain the aspects raised by Föster (2019) that teachers should consider when evaluating their students, which the author refers to as assessment literacy. This literacy is understood as the ability to understand, interpret, and use assessment consciously and formatively to improve learning. Therefore, the purpose of this scientific essay is to elucidate educational assessment as a transformative agent of teaching and, at the same time, a catalyst for educational quality. The methodological approach will focus on a rigorous and systematic analysis of the theoretical contributions of contemporary authors.

TEACHING ACTION IN THE TEACHING OF THE SPANISH LANGUAGE IN THE DIGITAL AGE.

2026-10-31T23:08:29+00:00

Teaching in the digital age represents a profound transformation of the educator's role, requiring them to adapt to new technological and pedagogical environments to respond to the demands of an interconnected society. In this context, teachers cease to be transmitters of content and become critical mediators who guide the development of communicative, digital, and ethical competencies in their students. The Spanish language, traditionally taught from normative and literary perspectives, is expanding into virtual spaces where language is constantly constructed and negotiated, such as social networks, blogs, forums, and educational platforms. This expansion demands active, collaborative, and multimodal methodologies that integrate digital resources, promote textual production in diverse formats, and foster critical thinking in the face of contemporary discourses. Based on the above, the main objective of this article, structured as an essay, is to conduct a bibliographic review of teaching in the digital age. This process leads to the conclusion that the use of tools such as gamification, artificial intelligence, and virtual learning environments allows for personalized teaching, stimulates creativity, and strengthens student autonomy. Based on the above, this article, which will be written using essay methodology, aims to create a reflective space on the role of teachers today, a time when an open attitude toward technological advances is required.

Impact of Teaching Citizenship Competencies on School Coexistence in Different Contexts

2026-10-31T23:08:28+00:00

Despite Colombia having well-structured educational policies on citizenship competencies, classroom reality falls short of this objective. In cities such as Armenia, approximately 70% of students in public institutions perform poorly in this area on the Saber 11 assessment, largely because in vulnerable contexts policies do not adapt to the specific needs of each setting. For this reason, this essay aims to analyze the impact of the teaching of citizenship competencies on school coexistence and to propose recommendations adapted to vulnerable contexts. Drawing on a documentary review of indexed sources on citizenship competencies and school coexistence in Colombia, it is argued that the problem does not lie in the absence of policies but in their decontextualized implementation. It is further highlighted that theory alone is insufficient when it is not meaningfully enacted, and that family involvement and the teacher’s role are essential to effective implementation. Additionally, institutional culture must be maintained consistently over time, recognizing that changes are gradual and consolidate progressively to achieve lasting impact. It is concluded that improvement is possible in the contexts addressed, provided that institutional commitment is aligned with local realities, families are engaged as active partners, and citizenship competencies become a transversal practice across all spaces where students interact rather than being confined to a single subject.

TEACHING PRACTICE IN CENTERS OF INTEREST FOR INTEGRAL TRAINING IN RURAL CONTEXTS

2026-10-31T23:08:27+00:00

Teaching practices in centers of interest are configured as an innovative pedagogical strategy that significantly contributes to strengthening holistic education in rural contexts by fostering contextualized, participatory learning processes centered on human development. This scientific essay aims to analyze the role of teaching practices in centers of interest as a central axis for meaningful learning experiences that promote the integration of the school, the community, and the territory. Methodologically, the study is based on a qualitative, documentary approach, supported by the critical review and reflective analysis of theoretical sources related to rural education, holistic education, critical pedagogy, and innovative pedagogical practices. The results demonstrate that centers of interest benefit curricular contextualization and harmonization, strengthen active student participation, and enhance the development of cognitive, socio-emotional, civic, and community competencies. In this way, it is identified that teaching practice plays a fundamental role in consolidating inclusive, interdisciplinary, and relevant learning environments that are capable of responding to the needs and characteristics of rural areas. It is concluded that centers of interest become a pedagogical alternative of great importance for the transformation of rural education, by promoting the redefinition of the curriculum and strengthening the links between the school and the community for the construction of processes oriented toward the holistic development of students.

THE COMPETENCY-BASED PROBLEMATIZING CURRICULUM AND THE PERCEPTION OF PEDAGOGICAL PRACTICE AS AN EDUCATIONAL BENEFIT IN THE COMPLEMENTARY TRAINING OF A NORMAL SUPERIOR SCHOOL

2026-10-31T23:08:26+00:00

This paper examines the relationship between a competency-based problematizing curriculum and the perception of pedagogical practice in the complementary teacher education program of a Higher Normal School, focusing on the historical, regulatory, and pedagogical role of these institutions in Colombia. To analyze how the articulation among curriculum, reflective practice, formative research, and inclusion strengthens initial teacher education and redefines pedagogical practice as an educational benefit. An academic essay was developed through documentary review and analytical examination of verifiable legal sources and peer-reviewed studies on Higher Normal Schools, reflective teaching practice, research competencies, and inclusive teacher education, selected for thematic relevance, traceability, recency, and direct explanatory value in relation to the problem addressed. The review showed that pedagogical practice gains formative value when it is organized as a space for systematic reflection, experience-based analysis, classroom-linked inquiry, and attention to diversity; it also showed that state regulation requires coordination among complementary training, evaluation, research, and pedagogical support, while tensions remain between formal prescriptions, institutional culture, assessment, and daily curricular enactment. The educational benefit of practice depends not only on regulation or prescribed curriculum, but on the institutional capacity to transform them into reflective, inclusive, and research-oriented experiences that consolidate professional judgement, critical understanding of context, coherent pedagogical decision-making, pedagogical writing, sensitivity to diversity, and stronger links between training processes and school realities, school settings, and community dimensions of initial teacher education, with implications for professional identity and institutional coherence.

TRENDS IN LOGISTICS MANAGEMENT IN TIMES OF CRISIS: A PERSPECTIVE FROM EDUCATION

2026-10-31T23:08:25+00:00

This scientific essay analyzes directive management in educational institutions during times of crisis, integrating the variable of organizational stress and its impact on pedagogical praxis. Based on the situation generated by the COVID-19 pandemic and its subsequent evolution (2020-2025), it reflects on the challenges faced by school administrators to maintain academic continuity and manage the educational supply chain. Through a qualitative documentary review, five pedagogical trends are proposed to reorient school management: (a) student as the central focus of the formative process, (b) alliances with teachers and the community, (c) reinvention of school culture, (d) technological integration as a pedagogical mediator, and (e) educational sustainability. It is concluded that the pandemic, far from being exclusively a disruptive event, accelerated pedagogical transformation by incorporating hybrid learning, digital teaching competencies, and socio-emotional well-being as axes of the formative process, turning directive stress into a catalyst for educational innovation and consolidating more resilient institutions..

EDUCATION, NEOLIBERALISM AND LIBERATING UTOPIA: A CRITICAL REFLECTION ON THE INVOLUNTARY SYMBIOSIS BETWEEN POLITICS AND PEDAGOGY IN COLOMBIA

2026-10-31T23:08:24+00:00

This essay analyzes the structural tension between Paulo Freire's liberating pedagogical ideal and the neoliberal educational policies implemented in Colombia. Starting from the constitutional recognition of ethnic and cultural diversity (Article 7, 1991 Political Constitution) and the aims of education (Law 115 of 1994), it explores how the Colombian educational system paradoxically reproduces mechanisms of domination and cultural homogenization. It argues that education, conceived as a practice of freedom, is subverted by market forces that prioritize productivity over critical civic education. Through documentary and reflective analysis, discursive fallacies, adverse working conditions for teachers, and processes of acculturation are identified. Finally, critical constructivism is proposed as an alternative to redefine the school as a space for autonomy and social transformation.

SCHOOL SUPPORT THROUGH THE LENS OF FAMILY CONSTELLATIONS WITHIN THE FRAMEWORK OF EDUCATION FOR INTEGRAL DEVELOPMENT

2026-10-31T23:08:22+00:00

School support through the lens of family constellations offers an analytical perspective that invites reflection on how family relationships influence students' integral development. It acknowledges that education extends beyond the mere transmission of knowledge, encompassing emotional, social, cultural, and ethical dimensions. From this viewpoint, the student is seen as an individual who constructs their identity through experiences within various socialization settings most notably the family and the school. Consequently, this essay adopts a qualitative, interpretive, and hermeneutic approach, with the primary objective of interpreting the role of family constellations in school support for integral development. The findings suggest that family constellations specifically the bonds of belonging and relational dynamics can influence individual experiences. However, these interpretations should not be taken as scientifically proven explanations for behavior in a school setting; rather, it is worth considering that family experiences may be linked to how students participate, interact with others, and adapt to the school environment.

DIDACTIC INTEGRATION OF MATHEMATICAL COMPETENCIES IN COLOMBIAN EDUCATION

2026-10-31T23:08:14+00:00

The didactic integration of mathematical competencies within the Colombian education system is a fundamental process for transforming pedagogical practices and strengthening the holistic development of students. It is understood that learning this discipline must go beyond the mere memorization of procedures and numerical operations. From this perspective, it is essential to recognize that mathematical competencies encompass a set of knowledge, skills, attitudes, and capabilities that enable individuals to interpret, analyze, and resolve problems encountered in various everyday contexts. Consequently, the primary objective is to examine the connections between the didactic instruction of mathematics and the application of competencies specific to the subject. This essay adopts a systematic approach to theoretical aspects, highlighting the necessity for mathematics instruction to maintain a constant alignment between curricular frameworks, didactic strategies, and the sociocultural experiences of students. Therefore, the role of the educator should focus on creating pedagogical environments in which students actively participate in constructing meaningful mathematical knowledge. This entails moving beyond traditional approaches which center exclusively on the transmission of content toward the adoption of methodologies that foster exploration, discovery, and argumentation.

PEDAGOGICAL PRACTICES FOR TEACHING MULTIPLICATION IN PRIMARY EDUCATION: ANALYSIS FROM EDUCATIONAL RESEARCH

2026-10-27T15:41:00+00:00

Mathematics constitutes a fundamental pillar in the academic development of students, given its role in fostering logical thinking and problem-solving across various contexts. Therefore, this study seeks to understand the different pedagogical practices associated with the teaching of multiplication in primary education, with particular emphasis on their effectiveness and impact on student learning through a systematic review. This was made possible through the process of a systematic review of fifteen research articles, in which three categories were identified: Theoretical Foundations of Teaching Multiplication, Pedagogical Practices for Teaching Multiplication, and the Impact of Pedagogical Practices on Multiplication Learning. For data collection, techniques such as document review were employed. The findings aim to provide precise recommendations for integration within each educational context. In conclusion, learning multiplication is not merely a matter of memorizing algorithms but requires the incorporation of didactic methodologies focused on mathematical reasoning, creativity, and problem-solving.

EMERGING PEDAGOGIES AND TECHNOLOGY MEDIATIONS FOR INTERCULTURAL COMPETENCE IN RURAL ENGLISH LEARNING: A HERMENEUTIC SCOPING REVIEW (2020–2026)

2026-10-31T23:08:49+00:00

This article reports a scoping review with a qualitative–hermeneutic approach aimed |at mapping, interpreting, and critically examining the most recent evidence on technology-mediated emerging pedagogies for developing intercultural competences in English within rural educational contexts. Methodologically, the PCC framework was used to define population, concept, and context; a sensitive and reproducible search was conducted across academic databases and doctoral thesis repositories; duplicates were removed; screening was performed at title/abstract and full-text levels; and the process was reported using PRISMA-ScR. Findings show, on the one hand, a sustained tendency to rely on technological mediations to support learner autonomy and continuity of learning; on the other hand, a clear shift toward active methodologies and authentic tasks, with observable improvements in motivation, participation, and communicative performance. Moreover, interculturality moves from “cultural content” to a situated ICC, where translanguaging and the recognition of local repertoires function as inclusion mediations. However, structural tensions remain (digital divide, teacher training, institutional sustainability), along with evidence gaps (ICC assessment, longitudinal follow-up, and ethical articulation of AI/emerging technologies in rural settings).

PROJECT-BASED LEARNING VS. PROBLEM-BASED LEARNING AS A PEDAGOGICAL STRATEGY IN ENGINEERING EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2022–2025)

2026-10-31T23:08:48+00:00

This article presents the results of a systematic literature review aimed at comparing Problem-Based Learning (PBL) and Project-Based Learning (PBL) as pedagogical approaches in engineering education in Latin America from 2022 to 2025. To this end, the study analyzes a set of 49 articles drawn from high-impact databases, examining the foundations, methods, academic outcomes, and contextual limitations of each of the teaching methodologies under study. The analysis reveals that both methodologies enhance technical and transferable skills but exhibit significant differences in their pedagogical approaches. PBL promotes the development of analytical thinking, the structuring of concepts, and the systematization of complex problem-solving; whereas PBLj enhances skills related to project work, collaborative work, and the application of knowledge. Furthermore, the study identifies key elements that determine their success, such as teacher training, the availability of resources, and institutional dynamics. Despite the advances that have been demonstrated, methodological limitations remain, such as the lack of longitudinal studies, the heterogeneity of research designs, and the limited scope for generalizing the results. Thus, it appears necessary to adopt integrative approaches to combine the two methodologies through hybrid models and to conduct research with greater empirical rigor and broader contextual generalizability. This paper presents a critical and up-to-date overview of the state of the art, with the aim of facilitating evidence-based pedagogical decision-making and sustainable educational practices in engineering education.

ANALYSIS OF COMPETENCY-BASED ASSESSMENT IN HIGHER EDUCATION

2026-10-31T23:08:47+00:00

Competency-based assessment constitutes a strategic axis for strengthening learning processes and comprehensive training in higher education. The objective of this study was to critically analyze the approaches, strategies, digital technologies, and challenges associated with the implementation of competency-based assessment in university institutions. The methodology corresponded to descriptive documentary research with a qualitative approach. Scientific articles and specialized reports were examined and organized into four main conceptual categories: assessment strategies and instruments, formative assessment and feedback, applied digital tools, and institutional challenges of the model. The results show that assessment moves beyond simple theoretical verification by promoting the pragmatic integration of knowledge, attitudes, and skills through active methodologies structured within contextualized formative rubrics. In conclusion, a pedagogical proposal is consolidated, articulating learning pathways, study plans, and feedback schemes aimed at enhancing educational quality and professional performance within organizational environments.

TRAINING FOR THE FUTURE: DIGITAL LITERACY AS A TRANSVERSAL COMPETENCE IN CONTEMPORARY EDUCATION

2026-10-31T23:08:46+00:00

This article addresses the issue of digital literacy as a transversal competence in the context of contemporary education, from a qualitative approach, inscribed in the interpretative paradigm. Through the hermeneutical method and documentary review as an analysis technique, discourses, educational policies, and studies that show the growing need to integrate digital skills in training processes are examined. The research interprets how digital literacy transcends the technical domain to become a key competence that articulates knowledge, practices and values in the integral formation of the subject. It is argued that, in a world increasingly mediated by technologies, training for the future involves not only teaching how to use digital tools, but also fostering critical thinking, digital ethics and the ability to adapt to changing environments. The findings reveal that digital literacy should be conceived as a transversal axis, promoting more relevant education. The article concludes that the current pedagogical challenge lies in reconfiguring educational models so that they respond to the demands of a digital society, without losing sight of the humanistic sense of education.

TEACHING THE RULE OF LAW INTEGRATED INTO THE MATHEMATICS CURRICULUM: AN ETHICAL PERSPECTIVE ON COLOMBIAN PRIMARY AND SECONDARY EDUCATION

2026-10-31T23:08:43+00:00

This article examines the pedagogical possibility and the imperative ethical need to include a culture of legality in the mathematics curriculum of basic and secondary education in Colombia. Traditionally, mathematics teaching has been developed from an instrumental and abstract perspective, disconnected from the legal demands of the school environment. Therefore, the fundamental purpose of this paper is to teach a culture of legality integrated into the mathematics curriculum, from an ethical standpoint, at the basic and secondary levels of Colombian education. To achieve this objective, the conceptual approach begins with the conception of teaching itself, employing didactic strategies that, in some cases, result in moral and collective consequences for transgressing the law. It is argued that the mathematics classroom is not axiologically neutral; Rather, it presents a favorable scenario regarding technical operability. After reviewing the bibliographic sources, the authors conclude that the curricular integration of legality in the area of mathematics will allow for a redefinition of the teacher's role as the primary ethical agent in the educational sphere. Ultimately, mathematics constitutes a language of transparency and objectivity, thus providing a foundation for new generations to embrace legality as a fundamental element of coexistence, demonstrating a rational attitude that contributes to building the common good.

DISCONNECT BETWEEN THE ETHICS OF SOCIAL JUSTICE AND THE IMPLEMENTATION OF INCLUSION IN THE EDUCATIONAL CONTEXT

2026-10-31T23:08:42+00:00

Education in recent times has been influenced by the changes and transformations brought about by technological advances, giving rise to issues that must be addressed, such as ethics, social justice, and inclusion. Therefore, it is important to bear in mind that all these elements will form part of the education system, and this is where the intention of this scientific essay lies: to reflect on the dissociation between the ethics of social justice and the implementation of inclusion in the educational context. The methodology adopted is based on documentary analysis, including a literature review that focuses on the development and approach of certain premises related to ethics and social justice in the Colombian education system and inclusive education in educational work; theoretical models on ethics, social justice, and inclusive education, together with strategies for linking the triad of ethics, social justice, and inclusive education, plus proactive actions that focus on trends and innovations in ethics, social justice, and inclusive education; From this perspective, it is pertinent to point out that the respective argument can be demonstrated so that teachers have at their disposal a set of knowledge focused on the ethics of social justice accompanying inclusion in the education system; thus, the aim is to improve the quality of education.

MARCHING BANDS, WAR BANDS, MARCIAL BANDS, AND MARCIAL MUSICIANS IN MUSIC EDUCATION: TOWARD A PROACTIVE PEDAGOGICAL MODEL FOR HOLISTIC EDUCATION

2026-10-31T23:08:41+00:00

This article analyzes the educational value of marching bands, military bands, and martial music practice within music education, with an emphasis on the Latin American and Colombian school context. Based on a review of academic literature, theses, articles, and specialized documents, it argues that these groups should not be understood merely as devices for parades or exhibitions, but rather as complex settings for musical learning, physical expression, social interaction, leadership, cultural identity, and, ultimately, community engagement. The text discusses their historical and pedagogical foundations, examines their contributions to students’ technical, cognitive, socio-emotional, and aesthetic development, and acknowledges the limitations that persist when the practice is reduced to mechanical repetition, competition without educational guidance, or institutional improvisation. As its main contribution, the study proposes a pedagogical model called PRO-MAR, focused on curriculum planning, teacher training, formative assessment, inclusion, and the integration of music, movement, and the community. The central thesis, then, is that a well-designed school marching band can become a laboratory for contemporary music education and a platform for human development with a significant social impact, provided that it is based on pedagogical criteria—not exclusively on performance-related ones.

ACTIVE METHODOLOGIES FOR ANALYZING MATHEMATICAL PROBLEMS AMONG SECONDARY SCHOOL STUDENTS

2026-10-31T23:08:21+00:00

The purpose of this study was to design active methodologies for analyzing mathematical problems with secondary school students—specifically, eleventh-graders at the *Colegio Nuestra Señora de Belén* educational institution in the city of Cúcuta. An action-research method was employed, fostering an immediate yet analytical commitment to academic work in arithmetic. The sample consisted of 32 eleventh-grade students from the morning session. To gather data, activities were designed based on problem-solving models proposed by Polya, Schoenfeld, and Fernández Bravo. The results demonstrated the successful reinforcement of these context-appropriate curricular techniques, which stimulated the students to improve their performance in these mathematical exercises. It is concluded that, despite initial weaknesses, the intervention contributed to the development of the minimum competencies required for university entry.

ART EDUCATION AND DIGITAL MEDIATION AS STRATEGIES TO STRENGTHEN CONCEPTUAL UNDERSTANDING IN SECONDARY SCHOOL STUDENTS

2026-10-31T23:08:20+00:00

This study aimed to design and implement a didactic strategy mediated by Information and Communication Technologies (ICT), through the creation of an educational blog called “VIRTUALARTE”, in order to strengthen conceptual understanding in the area of Art Education among tenth-grade students at La Milagrosa Educational Institution in the city of Palmira. The research emerged from the identification, within teaching practice, of several difficulties related to conceptual gaps in the dimensions of dance, theater, music, and drawing, as well as motor skill limitations, difficulties in interpreting procedures, and challenges in organizing information. Through an initial diagnostic assessment, a low level of conceptual appropriation was identified, along with the availability of technological resources that enabled the implementation of virtual learning environments. In response, a learning unit supported by an educational blog was designed, integrating multimedia resources and interactive activities to promote active student participation. The results showed a significant improvement in the understanding of basic concepts, as well as increased motivation and engagement in the learning process. Consequently, it is concluded that the incorporation of ICT tools constitutes an effective strategy to enhance teaching and learning processes in Art Education and to support the development of students’ competencies.

DIFFERENTIATED INSTRUCTION IN THE CLASSROOM AS A STRATEGY TO ERADICATE HOMOGENIZATION IN SCHOOLS

2026-10-31T23:08:19+00:00

This article is based on a case study that explores the impact, influence, and contributions of Differentiated Instruction strategies in a classroom where there are different English proficiency levels, allowing students to be included and valued, when considering the different learning styles, interests, learning habits, and different ways of acquiring knowledge. The study was conducted with 32 students from a public school in an urban area. Data were collected through a placement test, a semi-structured interview, and a focus group. Positive outcomes were observed in the implementation of the strategies since their engagement, self-confidence, teamwork, and motivation toward English learning increased. Finally, this article describes the theory of differentiated instruction, its elements, components, strategies, and principles. It also discusses its impact on students, teachers, and families, as well as the challenges encountered in its implementation, with the aim of eradicating homogenization in classrooms.

DIGITAL PEDAGOGICAL TRANSFORMATION: STRATEGIC APPROPRIATION OF ICT IN CIVIL AND MECHANICAL ENGINEERING TEACHING

2026-10-31T23:08:16+00:00

The integration of Information and Communication Technologies (ICTs) is a strategic axis for transforming pedagogical practices in higher education. This research consolidates the use of ICTs by engineering faculty at the Francisco de Paula Santander University in Ocaña, and its impact on educational innovation and teaching. A mixed-methods approach was employed, of a non-experimental, descriptive, and cross-sectional nature, with the participation of eleven faculty members. Data collection was carried out through Likert-type surveys, semi-structured interviews, and focus groups, processed using Atlas.ti and SPSS software, which allowed for robust methodological triangulation. The results show that ICTs facilitate faculty in the creation of digital resources, academic interaction, and the incorporation of audiovisual media in the classroom. However, significant digital divides were identified among faculty with less technological proficiency, which limits the full utilization of these tools. It is concluded that the pedagogical use of ICTs strengthens the teaching-learning process, stimulates creativity, develops technical skills, and promotes comprehensive competencies. However, to consolidate their critical appropriation, it is necessary to implement clear institutional policies, strengthen continuing education, and design relevant virtual environments for engineering education. These actions will allow us to respond to contemporary competencies in higher education and enhance teaching innovation from a situated and transformative perspective.