DIALÉCTICA

CREATIVE PEDAGOGICAL STRATEGIES FOR TEACHING PHYSICAL EDUCATION IN ELEMENTARY SCHOOL IN THE COLOMBIAN CONTEXT

Fri, 02 Oct 2026 00:00:00 +0000

Throughout its history, education has had to grapple with countless changes and transformations; therefore, it is considered appropriate to pause and examine the various approaches and methods teachers employ to ensure effective instruction; Thus, by examining one of the most significant areas of curriculum design—physical education—the following objective is proposed: to reflect on the proposed influence of creative pedagogical strategies for teaching physical education in elementary schools within the Colombian context. This research is grounded in the interpretative paradigm and qualitive research approach, utilizing the hermeneutic method supported by a documentary review. It aims to understand within the school setting how physical education instruction facilitates the re-education or consolidation of learning in alignment with the students ‘development stages. The technical framework and conceptual tools of this scientific essay represent a significant contribution to physical education instruction mediated by creative strategies, seeking to explain the importance of teaching a motivating process that enables students to achieve holistic development for the sake of social and academic well-being.

CHALLENGES AND DIFFICULTIES OF VENEZUELAN MIGRANT STUDENTS IN THE COLOMBIAN EDUCATION SYSTEM

Carlos Francisco Silva Parada, Angie Carolina Mojica — Fri, 02 Oct 2026 00:00:00 +0000

The purpose of this article is to identify the multiple problems faced by migrant girls, boys and adolescents in the Colombian educational system. Based on the authors' experience as teachers in two public educational institutions in Cúcuta, Norte de Santander, they conduct interviews on the social problems faced by venezuelan migrant families from the time they leave their homes to their entry into the Colombian Education System. They also highlight the responsibilities of schools and other educational authors in the violation of the right to education. The structure of this article is presented from the perspective of the realities experienced by these migrant minors from six angles: the new family environment; the economic crisis, family, legalization of legal status; access to the right to education; school stigmatization; and academic barriers. The methodology was based on mixed focus groups with students and parents from two educational institutions with a high concentration of migrant populations. As final conclusions, there are multiple factors that prevent the integration of Venezuelan migrant students in the classroom, evidencing the lack of commitment on the part of teachers and principals to guarantee the inclusion and guarantees of the right to education of this population.

THE EMOTIONS COURSE IN SECONDARY SCHOOL: A SPACE TO UNDERSTAND WHAT WE FEEL

Rosa Angélica Flórez Ortega — Fri, 02 Oct 2026 00:00:00 +0000

This text focuses on strengthening emotional education in the secondary school of the Nuestra Señora de las Mercedes Educational Institution, located in the municipality of Sardinata. It aims to expand the didactic approach of an educational experience that recognizes emotions as a key element in the holistic development of each student and as a factor in shaping school coexistence. Methodologically, it adopts a qualitative, propositional-descriptive approach, based on examining the school context, the continuous implementation of strategies that improve classroom agreements, the analysis of frequent conflict situations, school mediation, and organized exercises in emotional awareness. These results demonstrate significant improvements in the school environment, a greater capacity among students to regulate and distinguish their emotions, a decrease in disciplinary conflicts, and the strengthening of relationships based on respect, empathy, and active listening. It is concluded that emotional education, when linked with restorative practices, becomes a powerful pedagogical tool for ethical development as citizens, strengthening the socio-emotional aspect and thus contributing sustainably to building peaceful, democratic, and more humane communities.

THEORETICAL FOUNDATIONS FOR A MODEL TO STRENGTHEN SCHOOL COEXISTENCE

Diana Marcela Lizcano Pérez — Fri, 02 Oct 2026 00:00:00 +0000

This article presents a category-based proposal for developing a practical theoretical model to strengthen school coexistence. Although the model is designed for a specific educational institution, it also contributes to the broader discussion on the shared objective of fostering a positive school climate. The paper examines key issues such as the exercise of power and authority in educational settings, where punitive approaches are often prioritized over dialogue. It also conceptualizes school coexistence as an integral component of the pedagogical environment, which is inherently connected to the broader social context. Finally, the article explores interpersonal relationships, which constitute the core of any educational community and are therefore naturally characterized by the presence of conflict. From this perspective, conflict is understood as a normal and inevitable feature of interpersonal interaction. However, responding to conflict through aggression and violence is neither appropriate nor constructive, as it only exacerbates tensions. The article concludes that a practical theoretical model for strengthening school coexistence should incorporate restorative justice approaches, promote spaces for dialogue and collective reflection, and encourage the active participation of the entire educational community in diversifying pedagogical strategies for the constructive management and resolution of conflicts.

THE IMPORTANCE OF “SELF” IN TODAY'S SCHOOLS AS PATHWAYS TO MENTAL HEALTH FOR ALL ACTORS

Catalina Álvarez Tamayo — Fri, 02 Oct 2026 00:00:00 +0000

This reflective article considers the concept of "self" as a component of important terms in the business world, which have reached schools as guidelines for all actors within the system, and which today contribute particularly to the mental health of these actors. In this sense, self-knowledge and its relationship to dialogue, emotional intelligence, and discernment are considered; as well as self-esteem and its derivations in conceptual and applied expressions in the ability to solve everyday problems; and autonomy and its manifestation in transformational leadership. The conclusions call for the creation of a school attuned to the real world from the perspectives of these "self" concepts to foster greater harmony and productive practices; to cultivate students with capacities manifested in vocabulary and actions that may be simple but always meaningful, motivated by extra effort.

DECOLONIALIZING TEACHERS’ PRACTICES THROUGH CLASSROOM PROJECTS: FOSTERING POPULAR RESISTANCE AND UNIVERSAL VALUES IN EFL SETTINGS.

July Marcela Sánchez González, Alejandra Barragán Páez — Fri, 02 Oct 2026 00:00:00 +0000

This critical reflection presents an opportunity to rethink the pedagogical practices developed in Colombia, formulated under foreign theoretical and practical frameworks that not only conceptualize current political policies but also subordinate the local English teacher's endeavor. Therefore, popular resistance is a stance derived from the tenets of critical pedagogy and comprises a horizon of understanding to problematize the prolongation and suitability of these educative systems and practices that shape the teaching and learning of the English language from an exclusionary practice, conceiving local culture as homogeneous and ethnocentric. To address this issue, the structuration of knowledge dialogues between English teachers encourages the development of classroom projects that avoid reproducing Western culture, and privileges situated teaching and learning processes and zones of proximal development through project-based learning settings. These pedagogical dialogues challenge contemporary teaching practices under the umbrella of foreign and local government settings. Furthermore, this exchange among educative colleagues entails disempowering traditional classroom projects that preserve the Western culture status quo, towards organizing situated classroom projects based on local social issues, fostering on the one hand, resistance practices from other territories like The East against neoliberal economic policies, on the other hand, the agency of human rights and universal values as auto determination and solidarity respectively.

TEACHING ENVIRONMENTAL EDUCATION IN SECONDARY SCHOOL: DYNAMICS, CHALLENGES AND PERSPECTIVES

Luis Leonardo Lugo Mancilla, Diana Yamile Parada Parada — Fri, 02 Oct 2026 00:00:00 +0000

This article analyzes the dynamics, challenges, and perspectives that characterize environmental education at the secondary school level, recognizing its importance in building competencies oriented toward sustainability and environmental stewardship. Based on theoretical and reflective information, this paper examines the pedagogical strategies implemented in educational institutions, as well as the role of teachers, the curriculum, and social contexts in strengthening students' environmental awareness. It also identifies several challenges that limit the effective development of environmental education, including curricular fragmentation, a superficial and poorly conceptualized approach, and a weak connection between theory and practice. Similarly, it addresses current perspectives that promote interdisciplinary, participatory, and critical approaches, oriented toward meaningful learning and the transformation of educational practices. Finally, it highlights the need to strengthen educational processes that integrate environmental education across the secondary school curriculum, fostering the development of responsible attitudes toward contemporary environmental problems and promoting a culture of sustainability within schools.

FUNDAMENTALS OF DIDACTICS ON CLASSROOM MANAGEMENT FOR THE DEVELOPMENT OF TEACHING PRACTICES

Cristian Enrique Ruiz Silvio, Amanda Blanco Lazaro — Fri, 02 Oct 2026 00:00:00 +0000

Classroom management faces challenges when didactics fails to translate theory into effective practices. In many contexts, the incoherence between objectives, content, and methods creates a disconnect between what is planned and what happens in the classroom. This gap hinders the organization of learning and reduces the capacity to sustain meaningful experiences for students. The first obstacle is often the lack of clarity in didactic goals, which hinders real-time decision-making. For this reason, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing the impact of didactics on classroom management for the development of teaching practices. The results show that the common difficulty is the diversity of learning paces and styles without an appropriate inclusive design. Without differentiated strategies, some students fall behind while others are drawn to unchallenging tasks. Classroom management is affected by the pressure to meet schedules and cover content, which ultimately prioritizes quantity over quality. This situation limits opportunities to practice critical thinking, autonomy, and peer collaboration.

PROJECT-BASED PEDAGOGY AS A CURRICULAR-SOCIO-FORMATIVE REFERENCE IN THE DIDACTIC PROCESSES OF BASIC PRIMARY EDUCATION

María Luisa Martínez González, Emilse del Pilar Salazar Jaimes — Fri, 02 Oct 2026 00:00:00 +0000

In the Colombian educational context, project-based pedagogy has emerged as a transformative approach capable of responding to the contemporary challenges of basic primary education. The importance of project-based pedagogy lies in its ability to articulate learning from a contextualized vision, with the integral training of students, promoting the resolution of real problems and the development of citizenship competencies, hence, this approach not only facilitates the integration of knowledge, but also strengthens the autonomy and active participation of students in the learning process. The purpose of this article was to understand the importance of project-based pedagogy as a curricular methodology towards socio-training within the didactic processes of Colombian basic primary education. In the presentation of this reference, each of the theoretical and conceptual elements associated with the topics that refer to the contribution of project-based pedagogy to the formative processes of Colombian education are highlighted, where a meticulous interpretation process was established through the technique of content analysis. elaborating a configuration of aspects associated with the reality addressed. As significant findings, it can be conceived that Colombian basic primary education maintains in its pedagogical experiences some aspects of pedagogy towards the fulfillment of objectives, which retracts the competency-based training that maintains the elements of project-based pedagogy as an integrated reference to socio-training as a curricular methodology.

INFORMATION AND COMMUNICATION TECHNOLOGIES AS A STRATEGY FOR TEACHING IN UNDERGRADUATE NURSING PROGRAMS

Jomaira Benedicta Gaona Ordoñez — Fri, 02 Oct 2026 00:00:00 +0000

Education today is immersed in a constant wave of innovation and a diverse array of digital resources that promote and improve university teaching practices. The overall objective of this research is to analyze Information and Communication Technologies (ICTs) as a strategy for the teaching and learning process within the university setting.

In this way, the present essay seeks from the qualitative approach and the interpretive paradigm together with the phenomenological method; to decipher the perceptions yielded with the interview technique and the semi-structured instrument to the social actors made up of the directors and teaching staff of the nursing career of the Francisco de Paula Santander University in its headquarters of the city of Cúcuta. Among the findings; the use of these innovations in the academic process allowed for the optimization of critical and reflective reasoning processes in students and as a way to incorporate essential aspects within the career into the avant-garde society, creating opportunities to act in the face of this demanding society. In conclusion, ICTs offer a new perspective that transforms the curriculum, generating curricular guidelines more contextualized to social dynamics and strengthening training activities for future professionals. This, in turn, reinforces the academic process through digital teaching resources, establishing alternatives for creating a transformative university environment that reflects the new styles of thinking emerging from this interconnected society.

ALTERNATIVE PEDAGOGIES AS ACTIVE TEACHING METHODOLOGIES IN COLOMBIAN PRIMARY EDUCATION

Nidia Susana Vera Balaguera, José Ricardo Chávez Pérez — Fri, 02 Oct 2026 00:00:00 +0000

The purpose of this essay is to understand the significance of alternative teaching approaches in Colombian elementary education, their impact on the socio-formative development of skills in students, comprehensive and creative training. Considering the theoretical foundations, these include the Montessori pedagogy, based on respect for the child’s individuality and on learning through experimentation and autonomy; the Decroly pedagogy, which focuses on the student’s interest and curiosity; Freinet pedagogy, based on cooperation and the active participation of students in their learning process, and the importance of communication and free expression as tools for the holistic development of children; and Steiner pedagogy, inspired by anthroposophical philosophy with a holistic education that integrates cognitive, emotional, and spiritual aspects into teaching processes, fostering creativity, imagination, and respect for nature. From an interpretive paradigm using a qualitative approach and the hermeneutic method, where the active methodology of didactics in Colombian primary basic education was contrasted, taking into account the references of the connection and current educational policy promoted by the Ministry of Education, which focuses on the development of centers of interest within the Colombian educational landscape. The findings reveal that these pedagogical approaches represent an innovative and dynamic approach to primary education in Colombia, promoting active, participatory, and meaningful learning that enhances children’s skills, knowledge, and attitudes.

TRANSDISCIPLINARY SCIENTIFIC RESEARCH AS THE AXIS OF REORGANIZING UNIVERSITY TEACHING IN THE FACE OF THE FRAGMENTATION OF KNOWLEDGE

Fri, 02 Oct 2026 00:00:00 +0000

This essay analyzes how scientific research, from a transdisciplinary perspective, can reorganize university teaching in the face of the fragmentation of knowledge inherited from the traditional disciplinary model. To this end, it examines the epistemological development of Cartesian and positivist rationality, which consolidated the division of knowledge into specialized disciplines, as well as its consequences for scientific production. Subsequently, it studies the evolution of research towards interdisciplinary and transdisciplinary approaches. Based on this discussion, the essay exposes the contradiction between increasingly integrative scientific research and university teaching that continues to be organized under fragmented structures. In response to this problem, it proposes a pedagogical reorganization based on scientific research and educational models such as project-based learning (PBL), problem-based learning, the laboratory classroom, formative research, and STEAM approaches. Finally, it concludes that the transformation of higher education requires converting the classroom into a dynamic space for analysis and research, capable of responding to the social needs of the 21st century.

CURRICULUM AND TEACHER EDUCATION FOR CHEMISTRY TEACHING IN COLOMBIA: A SCIENTIFIC ESSAY ON THE GAP BETWEEN EDUCATION POLICY AND PEDAGOGICAL PRACTICE

Luz Dary Forero Sierra — Fri, 02 Oct 2026 00:00:00 +0000

This scientific essay examines chemistry teaching in Colombia from an explicitly curriculum- and teacher-centred perspective. Rather than focusing on students' cognitive dispositions, the argument addresses the gap that may emerge between education policy, school curriculum, and the professional conditions required for teachers to translate policy expectations into teaching decisions. The central thesis is that a competency-based approach cannot be consolidated merely through the existence of curricular references or prescribed teaching strategies; it requires sustained articulation among curriculum design, teachers' professional knowledge, assessment, pedagogical support, and institutional conditions for implementation. The discussion brings together the current regulatory framework, the Basic Learning Rights (DBA) for Natural Sciences, and recent national references for the assessment of scientific competencies with contemporary literature on Pedagogical Content Knowledge, epistemology of science, inquiry, multiple representations, and contextualized science teaching. The essay argues that improvement should not be reduced to adding isolated classroom techniques. Instead, educational systems and schools need to strengthen their capacity to interpret the curriculum, translate it into coherent learning progressions, align assessment with intended competencies, and sustain teacher professional development around authentic problems of practice. Accordingly, the practical recommendations target teacher education, curriculum management, and education policy rather than individual students' cognitive regulation.

INFLUENCE OF NEURODIDACTIC PRINCIPLES ON THE TEACHING OF DIGITAL SKILLS IN COLOMBIAN SECONDARY EDUCATION

Álvaro Ricardo Parada Lozano, Luz Dary Parra Navas — Fri, 02 Oct 2026 00:00:00 +0000

Technological integration in education has transformed teaching and learning processes, requiring models that ensure educational quality. Thus, digital ecosystems are emerging based on the presence of digital skills in Colombian secondary education. The present study aims to analyze the influence of neurodidactic principles on the teaching of digital skills in Colombian secondary education. Methodologically, it falls within the interpretive paradigm with a qualitative approach, using the hermeneutic method and documentary analysis technique. It is significant to note that a systematic and methodological process with a high impact is evident. These aspects come together in relation to the neurodidactic principles that respond to teaching. The results highlight the importance of teaching skills in integrating technological trends and educational software from a neuroscientific perspective. It is concluded that neurodidactics acts as a transformative force that allows digital tools to be adapted to students' cognitive processes, promoting meaningful and diverse learning in different areas of knowledge. This converges with improving students' academic performance and is complemented by the quality of pedagogical processes, offering students well-being.

BODY NARRATIVES AND SCHOOL TRANSFORMATION: TOWARDS A PEDAGOGY OF CORPOREITY

Jorge Eduardo Rubio Rodríguez, Sandra Patricia Castellanos Bedoya — Fri, 02 Oct 2026 00:00:00 +0000

This scientific essay delves into the urgent need to reconfigure the school experience, proposing a theoretical and practical articulation between Physical Education and Children's Literature, two fields historically segregated by the positivist curricular tradition. Under a methodology of pedagogical hermeneutics and socio-critical analysis, the study questions the fragmentation of the educational subject, arguing that integral formation does not occur in watertight compartments, but in the vital convergence between movement and the word. It analyzes how the "playing body" and the "reading mind" can merge through strategies such as the dramatization of stories and motor narrative, configuring what we call an "imaginary of resistance." Among the theoretical findings, it is highlighted that this fusion not only enhances cognitive development but is fundamental for the construction of identity, allowing the child to inhabit their body as a territory of their own meanings and not as an object of discipline. It is concluded that moving towards a Pedagogy of Corporeity is an indispensable political and ethical act to humanize the classroom, overcome the mind-body dualism, and offer an education that legitimizes the totality of being.

EDUCATIONAL PRACTICES BASED ON ENVIRONMENTAL EDUCATION TO PROMOTE ECOLOGICAL AWARENESS IN SCHOOLS

Oscar Humberto Salazar Sanchez, William Eduardo Salazar Sanchez — Fri, 02 Oct 2026 00:00:00 +0000

In the face of a profound ecological crisis, the growing complexity of regulatory frameworks poses challenges for educational institutions as they train citizens for sustainable societies. In this context, the following essay aims to examine a variety of pedagogical practices that, through curriculum integration and community projects, facilitate and foster the development of pro-ecological awareness (knowledge, values, and skills) toward the environment. Through a qualitative and reflective analysis methodology, critical barriers such as inadequate teacher training and systemic resource shortages were identified. The results showed that when supportive regulatory frameworks are employed, pedagogical innovation based on participatory practices increases environmental awareness and consolidates ethical values and the willingness to act. Ultimately, it is asserted that a solid education for sustainability is essential for the establishment of resilient societies.

Stoicism as a Strategic Framework for Teaching the Emotional Education Course

Luisa Fernanda Ramos Villada, Erica Yasmín Pinzón Santos — Fri, 02 Oct 2026 00:00:00 +0000

Education in recent times has faced countless changes and transformations, some marked by technological advances and others by historical developments that point to the mission and vision of education. Thus, we seek to take an in-depth look at what happens in classrooms when emotions and socioeconomic factors come together and need to be addressed in order to guarantee changes in line with a comprehensive education for students. From this perspective, the objective is to reflect on the positions of stoicism as a strategic framework for teaching that strengthens emotional management. The methodology was based on a qualitative approach; it should be noted that content analysis techniques were used with the aim of offering a set of pedagogical actions that help teachers achieve emotional balance in students during their academic training. This will contribute to improving education in line with society's needs, adjusted to the changes and transformations that the country is undergoing, seeking to promote the progress and development of communities from the classroom.

THE HISTORICAL DIALECTIC OF EDUCATION: FROM UNIVERSAL ROOTS TO THE LATIN AMERICAN REALITY

Yoimar Estebinson Mosquera Valencia, Catherine Lisveth Castiblanco Rodríguez — Fri, 02 Oct 2026 00:00:00 +0000

From a dialectical approach, this article examines education as a field of historical contestation between the reproduction of hegemonic orders and emancipatory practices. It underscores the historicity of the pedagogical act and situates Latin America as a paradigmatic scenario where structural contradictions and epistemic resistance become visible. Drawing on a theoretical discussion that connects classical thinkers with critical pedagogy (Freire, Quijano, Walsh), the text argues that education is shaped by political and epistemic tensions. Colonization is examined as a mechanism of the “coloniality of knowledge” that imposed hierarchies, while vernacular pedagogies resisted and re-created knowledge practices. Under neoliberal globalization, these tensions intensify and reshape the public meaning of education. The central argument is that acknowledging this historical tension is key to re-signifying the school institution, transforming it from an ideological apparatus into a space for empowering critical subjects and producing counter-hegemonic knowledge.

GEOMETRIC CONCEPTS OF LOCAL CHANGES AND CUMULATIVE EFFECTS IN BASIC SECONDARY EDUCATION FOR GRADES 8° AND 9°

Oscar Orlando Ortiz Corredor, Lady Alexandra Gelvez Ortega — Fri, 02 Oct 2026 00:00:00 +0000

The study of real functions usually begins in eighth and ninth grade with students aged 14 to 16. Generally, some of their attributes, different representations, equation solving, and various applications are studied, without any priority given to the meaning of local variation and the accumulation of these changes over an interval. This may be the cause of the gap between algebra and future calculus, despite some of the objectives of the Basic Learning Rights (BLR) for these courses. The purpose of this article is to analyze the feasibility and demonstrate the educational value of progressively building notions of these concepts as an early conceptual bridge to the local and cumulative variation of linear and quadratic functions without technical formalisms, using estimates, comparisons, and refinements of approximations; of the slopes of the segments tangent to a set of their points and of the area under the graphs in some interval of their domain; through the usual geometric constructions with pencil and paper, simulators, or software. The methodology corresponds to a theoretical-didactic essay as an exercise in didactic awareness to address variational thinking from a geometric visualization perspective. The central proposal rests on the feasibility of introducing these ideas, given their alignment with the DBA for grades 8 and 9 in Colombia. It is hoped that this early articulation will transform the understanding of these functions from a static to a dynamic view that supports the previous concepts for introducing the study of calculus.

TEACHING MATHEMATICS IN RURAL CONTEXTS: A DOCUMENTARY REVIEW ON INCLUSION AND LOCAL KNOWLEDGE

Darling Arantxa Carrero Garcia — Fri, 02 Oct 2026 00:00:00 +0000

This documentary review article analyzes strategies to optimize mathematics teaching in rural areas under equity and inclusion approaches. The purpose is to propose pedagogical and public policy guidelines that foster comprehensive, sustainable, and culturally relevant education. The methodology was based on a critical analysis of specialized literature, selecting sources that address innovative pedagogical approaches, the use of technological resources, and the integration of traditional knowledge in the face of the structural challenges of the rural environment. The results reveal that, although obstacles such as deficient infrastructure and limited teacher training persist, these are mitigated through participatory methodologies and the use of contextualized technologies. It was identified that systemic collaboration between families, social organizations, and the school is the axis that guarantees the sustainability of interventions. Likewise, formative assessment is positioned as an essential tool to promote autonomy and personal growth in diverse environments. In conclusion, educational transformation requires an ethical-political commitment that recognizes cultural diversity as a pedagogical value and not as a deficiency. In terms of practical implications, rural teachers must immediately redesign their teaching units by integrating mathematical problems based on the productive and daily reality of the community (ethnomathematics). Furthermore, it is imperative that they initiate processes of mapping local knowledge alongside community leaders so that the classroom ceases to be an isolated space and becomes a center for social innovation. Only through this humanization of teaching will a truly inclusive and quality mathematics education be achieved.

INCLUSIVE EDUCATION AND NEURODIVERSITY IN EARLY CHILDHOOD: PEDAGOGICAL CHALLENGES IN DIVERSE EDUCATIONAL SETTINGS

Mahecha Torres, Xirley Sarai — Fri, 02 Oct 2026 00:00:00 +0000

Educational inclusion and neurodiversity in early childhood require an analytical framework with conceptual clarity and structural rigor that addresses pedagogical challenges in different contexts. Today, inclusion and neurodiversity in early childhood raise a series of questions regarding the development and unique characteristics of children’s learning trajectories, the support required, the role played by families, and the involvement of communities. Despite the interest generated, there is a scarcity of research that explicitly addresses the topic of inclusion and neurodiversity from early childhood. A conceptual and normative analysis of inclusion and neurodiversity, along with a review of the state of the art in recent research, allows for the identification and systematization of different categories of pedagogical challenges that arise in various educational settings. The methodology is based on a literature review aimed at producing a scientific essay that provides tools and strategies for teachers and parents to foster meaningful learning; each child’s learning is unique. Each child has strengths that can be nurtured and weaknesses that should be addressed. Therefore, an essential part of early childhood education is the identification and assessment of children who are most likely to be neurodiverse.

CADEMIC COMPETENCIES IN RURAL MULTIGRADE SCHOOLS

Jonatham Arévalo Álvarez, Gustavo Gómez Galván, Magali Jacome Torrado — Fri, 02 Oct 2026 00:00:00 +0000

La educación rural en Colombia enfrenta el desafío de superar brechas estructurales mediante el modelo de escuela multigrado, un escenario donde la diversidad de grados y niveles coexiste en un mismo espacio de enseñanza y aprendizaje, esta realidad permite reflexionar sobre el alcance de los procesos pedagógicos, los cuales deben responder a las demandas personalizadas de los estudiantes. El propósito de este artículo de revisión documental es comprender los postulados teóricos que definen las competencias académicas de los estudiantes en escuelas rurales multigrado. Metodológicamente, se desarrolló un análisis crítico y retrospectivo bajo un enfoque cualitativo, seleccionando un conjunto de literatura científica indexada, seleccionada mediante categorías emergentes asociadas a la adaptabilidad y el autoaprendizaje. Los resultados evidencian que las competencias académicas en el entorno escolar multigrado se configuran, mediante el desarrollo de habilidades socioemocionales, la autonomía cognitiva y el aprendizaje colaborativo intergeneracional, potenciados por el arraigo sociocultural del territorio. Se concluye que los aportes documentales consultados acerca de las competencias en la ruralidad colombiana deben desprenderse de los mandatos homogeneizadores del currículo oficial, por esto, se demanda la necesidad de consolidar un marco epistémico que reconozca la heterogeneidad y la resiliencia comunitaria como ejes de formación académica, transformando la limitación del aula compartida en una ventaja pedagógica para la equidad social.

STATE OF THE ART ON THE IMPACT OF IMMERSIVE ICT ON THE UNDERSTANDING OF NATURAL PHENOMENA IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2020–2025)

Eyder Milton Coral Guamanga, Mireya Consuelo Pabuence Hernández — Fri, 02 Oct 2026 00:00:00 +0000

The lack of representation of natural phenomena is a key challenge for science teaching and learning in primary education, since many phenomena cannot be observed with the naked eye due to their duration, scale, or invisible nature, therefore, augmented reality, virtual reality, and digital simulators allow us to observe some phenomena that are otherwise invisible and reproduce processes that can facilitate meaningful learning. This review examines literature published between 2020 and 2025 on the use of digital visualization and immersion resources to represent natural phenomena (photosynthesis, the water cycle, and astronomical movements), the article offers an analysis that focuses on teacher training, technological intervention, and curriculum adaptation, however, the results indicate that when tools like these are incorporated through explicit pedagogical strategies, they foster conceptual understanding, scientific curiosity, and positive attitudes toward science, they also present challenges regarding the digital divide, the lack of teacher training, inequalities in infrastructure, and the need for context between resources and curricular content.

TRANSFORMATION OF SCHOOL COEXISTENCE IN SECONDARY EDUCATION: PEDAGOGICAL ACTIONS, RESTORATIVE JUSTICE, AND COLLECTIVE LEARNING

Dora Astrid López Meneses, Aurelio Antonio Cuentas Guerrero — Fri, 02 Oct 2026 00:00:00 +0000

School coexistence is a fundamental component of comprehensive education in secondary education; however, situations involving violence, exclusion, interpersonal conflicts, and socio-emotional difficulties continue to affect relationships and educational environments. This article aims to critically analyze recent literature on the factors affecting school coexistence and the strategies oriented toward its transformation, with emphasis on pedagogical actions, the socio-emotional dimension, restorative justice, and collective learning. A narrative literature review was conducted through the search and selection of publications in Spanish and English corresponding to the period from January 2020 to April 2025. The final corpus consisted of ten sources, including literature reviews, systematic reviews, meta-analyses, and theoretical analyses, organized through a matrix and analyzed according to four categories: factors affecting school coexistence; pedagogical actions and the socio-emotional dimension; restorative justice and restorative practices; and collective learning and participation. The results show that school coexistence is a multidimensional phenomenon associated with relationships, participation, inclusion, socio-emotional development, and institutional conditions. Likewise, pedagogical strategies, restorative practices, and collective learning experiences show greater potential when they are systematically and contextually articulated. It is concluded that transforming school coexistence does not depend on an isolated strategy, but on the integration of pedagogical, socio-emotional, restorative, and community-based processes that promote participation, shared responsibility, and the construction of a democratic and inclusive school culture.

THE PEDAGOGY OF COMPLEX THINKING IN EDUCATIONAL RECONFIGURATION A SYSTEMATIC REVIEW OF CONTEMPORARY LITERATURE

Clara Elena Ceballos Checa, Marly Liliana Eraso — Fri, 02 Oct 2026 00:00:00 +0000

Complex thinking has positioned itself as a fundamental interpretive framework that has enabled the reconfiguration of education based on the multidimensionality and interdependence of phenomena in order to promote inclusive teaching practices. This article presents a systematic literature review with the aim of analyzing the contributions of this paradigm to contemporary educational reconfiguration in the epistemological, curricular, and humanistic spheres. The search for information was carried out between October and December 2025 by consulting the Scopus, SciELO, Dialnet, and Redalyc databases, selecting articles published in the period 2022-2025. An initial corpus of 116 documents was identified, of which 48 met the criteria of methodological rigor and thematic relevance after a quality assessment. The results showed that complexity was a robust reference point for transforming educational processes in societies marked by uncertainty and rapid change. This approach was found to promote flexible curricula, interdisciplinary teaching, and the strengthening of a humanistic education oriented towards planetary responsibility. It is concluded that the pedagogy of complex thinking offers relevant guidelines for a comprehensive education consistent with the challenges of the 21st century, although its effective implementation requires structural transformations in public policies and in the ongoing training of teachers to overcome the fragmentation of traditional knowledge.

PROJECT-BASED LEARNING IN LATIN AMERICAN EDUCATION: A LITERATURE REVIEW OF FOUNDATIONS, PEDAGOGICAL PRACTICES, AND EMERGING CHALLENGES

Criss Dahiana Laverde Torres — Fri, 02 Oct 2026 00:00:00 +0000

In Latin America, cultural, technological, and institutional transformations have pressured educational systems to revise their teaching models, especially in the face of persistent problems such as curriculum fragmentation, a low sense of relevance in school learning, and a disconnect between school and context. Within this framework, Project-Based Learning (PBL) has been positioned as an active methodology that seeks to reorganize teaching around authentic problems and meaningful products. However, although regional academic production on PBL has grown in recent years, its findings appear scattered, with heterogeneous emphases and poorly systematized implementation challenges. The purpose of this article is to critically analyze recent scientific production on PBL in Latin American education, identifying conceptual trends, implementation modalities, and emerging challenges. Methodologically, a descriptive-analytical literature review was conducted, with a qualitative-documentary approach, examining 14 publications (2019–2025) retrieved from regional repositories and indexed journals. The analysis was organized around three thematic axes: (1) foundations and conceptualization of PBL, (2) situated pedagogical practices, and (3) tensions, limitations, and obstacles. The findings show that PBL is predominantly understood from constructivist, sociocultural, and competency-based frameworks, but its application is conditioned by teacher training gaps, assessment tensions, school time constraints, and curricular rigidity in different contexts, including rural and post-pandemic settings. It is concluded that PBL maintains pedagogical potential for articulating meaningful learning and curricular integration, but its viability depends on institutional conditions, teacher support, and assessment coherence.

DEVELOPMENT OF ENVIRONMENTAL COMPETENCIES THROUGH ACTIVE METHODOLOGIES: THEORETICAL-DOCUMENTARY ANALYSIS

Kellys Viviana Quintana Meza — Fri, 02 Oct 2026 00:00:00 +0000

Environmental education has become a key component in preparing citizens capable of understanding and addressing current socio-environmental challenges. To achieve this, it is necessary to move beyond traditional approaches and promote pedagogical proposals that foster active participation, critical reflection, and responsible action. This article aims to analyze, through a literature review, the contributions of active pedagogies to the development of environmental competencies in educational contexts. The study was conducted through a critical analysis of twenty-four academic documents published between 2014 and 2025, including 18 doctoral dissertations, 1 master’s thesis, and 5 scientific articles. The search engines and databases used were Google Scholar, Scopus, SciELO, Web of Science, Dialnet, and university institutional repositories, including the repository of the Universidad Pedagógica Experimental Libertador (UPEL). This was complemented by a systematic selection process based on criteria of thematic relevance, methodological rigor, and educational significance. The information was organized into emerging categories such as active pedagogies, environmental competencies, the teacher’s role, and the contextualization of learning. The results show that strategies such as project-based learning, ecopedagogy, active teaching units, and the pedagogical use of technologies foster the development of environmental competencies by promoting meaningful, contextualized, and action-oriented learning. However, limitations were identified related to teacher training, competency assessment, and the superficial implementation of these methodologies. It is concluded that active pedagogies represent a relevant pathway for strengthening environmental education when integrated in a critical and coherent manner.

SMARTPHONES IN BASIC AND SECONDARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW ON PEDAGOGICAL MEDIATION AND DIGITAL DISTRACTION RISKS.

Andrea Correa Pérez, Jennifer Samantha Suárez Calvo, Henry Varela Restrepo — Fri, 02 Oct 2026 00:00:00 +0000

Smartphones have become widespread among primary and secondary school students in Latin America, sparking debate about whether they serve as a teaching aid or, rather, as a distraction and encourage problematic use. This systematic review examines recent empirical evidence on how smartphones affect teaching and learning in primary (ages 6–11) and secondary (ages 12–17) students, paying particular attention to the Latin American context and lessons learned for Colombia. Following the PRISMA 2020 guidelines, we reviewed studies in Scopus, Web of Science, and SciELO published between 2015 and 2025 that address smartphone use in formal schools and measure impacts on performance, motivation, attention, or self-regulation. The results are divided into two main areas: when used with lesson planning and educational apps, smartphones improve engagement, participation, and, in some cases, performance in mathematics or foreign languages. However, if smartphones are used for leisure, multitasking, or social media during class, they are associated with less sustained attention, poorer content retention, and lower grades. Data from PISA 2022 for Colombia also show that many students use devices for non-academic purposes during school hours, highlighting the urgent need for clear rules and digital control skills from an early age. In short, the smartphone is a double-edged sword: its educational impact depends primarily on how teachers guide its use, school regulations, and the digital literacy promoted by public policies, rather than on the technology itself.

CONTRIBUTION OF ETHNOBOTANY AND KNOWLEDGE FROM THE RURAL CONTEXT TO THE TEACHING OF NATURAL SCIENCES

Eliana Patricia Montejo Flórez, Diego Enrique Rojas Sánchez Flórez — Fri, 02 Oct 2026 00:00:00 +0000

In this article the contribution of Ethnobotany and Knowledge Specific to the Context is analyzed in the strengthening of the Didactics of Natural Sciences in Primary Education, particularly for the C.E.R. San José de Calasanz, El Mestizo headquarters in the municipality of Zulia, Norte de Santander, is presented succinctly the results of an investigation carried out under the qualitative approach, the hermeneutic method and the ethnographic design, three phases were developed according to each specific objective: Phase 1, the didactic interaction between knowledge specific to the natural context and the pedagogical practices of Natural Sciences developed with primary school students was recognized, for the appropriation of useful and novel knowledge in the educational curriculum; In Phase 2, the contribution of Ethnobotany as ancestral and scientific knowledge was determined in the teaching of biology as a curricular innovation from a pedagogical and didactic perspective. In Phase 3, the types of projects and strategies that can be carried out were identified, taking advantage of the knowledge specific to the context and the knowledge of Ethnobotany. One of its most notable findings or results is that the main pedagogical resource is the "living environment," and didactics is the collective memory that societies or humanity have been weaving from generation to generation over time. This recognizes that Ethnobotany facilitates the articulation between knowledge specific to the context and scientific knowledge from the pedagogical practices of the natural sciences..

LEARNING AESTHETICS THROUGH VIRTUAL MUSEUMS: AN APPROACH TO A TRANSDISCIPLINARY INTEGRATION PROPOSAL

Javier Alexander Molina Correa, Nancy Sofía Rincón García, Yeiner Palacios Perea — Fri, 02 Oct 2026 00:00:00 +0000

El objetivo de este artículo es analizar la integración del arte, las ciencias sociales y las humanidades dentro del enfoque STEAM, proponiendo una aproximación teórica que fortalezca la ejecución de proyectos transdisciplinares en la educación secundaria. Se desarrolló una metodología cualitativa de tipo descriptivo, sustentada en la sistematización de experiencias pedagógicas implementadas en la Institución Educativa Ateneo, sede Santa Isabel, mediante la creación de un museo virtual sobre historia del arte. Los resultados evidencian que la incorporación del componente artístico favorece el trabajo integrado entre diferentes disciplinas académicas y potencia la expresión simbólica de los estudiantes, consolidando procesos de aprendizaje significativos que rebasan la enseñanza tradicional. Se concluye que el arte no es una dimensión decorativa del enfoque STEAM, dado que dota de humanidad y creatividad a la ciencia y la tecnología sobre la base de contextos culturalmente situados capaces de generar una educación más crítica y transformadora situando en la palestra de discusión la pertinencia de nuevos modelos como el TACH-di.