INVESTIGACIÓN Y POSTGRADO

KEY PEDAGOGICAL PRINCIPLES FOR EDUCATIONAL INNOVATION: A SYSTEMATIC REVIEW

2026-01-31T16:03:23+00:00

This study identifies ten key pedagogical principles for educational innovations based on a systematic literature review. The methodology was structured into five phases: formulation of research questions, database search (ERIC, SciELO, Google Scholar), definition of inclusion/exclusion criteria, selection and extraction of data, and synthesis of information. Sixteen documents were analyzed, including sources from the OECD, UNESCO, and APA, to identify patterns and trends. The principles are: 1) focus on the student and their learning; 2) consideration of starting points; 3) attention to values, affective, and motivational aspects; 4) communication of high expectations; 5) provision of scaffolding; 6) attention to individual differences; 7) recognition of the social nature of knowledge; 8) promotion of situated learning; 9) organization of the learning environment; and 10) formative assessment. These principles, supported by recent empirical evidence and leading theoretical perspectives, provide practical guidelines for transforming teaching and addressing the educational challenges of the 21st century. Future empirical validation is recommended to strengthen their applicability in diverse educational contexts.

SYSTEMATIZING EXPERIENCES AND LEARNING IN TEACHER EDUCATION: INSIGHTS FROM THE POSTGRADUATE COURSE INNOVATION AND EDUCATIONAL TECHNOLOGY

2026-01-31T16:03:15+00:00

This study aims to systematize the educational experience developed in the course “Innovation and Educational Technology”, part of the Master’s Degree in Pedagogical Innovation and Digital Technology at José Simeón Cañas Central American University (CAU), El Salvador. A qualitative approach with quantitative support was employed, through a mixed questionnaire with closed and open questions. The sample included nine teacher trainees who participated in the virtually delivered course.: Findings show a positive transformation in the perception of educational technology use, the strengthening of techno-pedagogical skills, and the appropriation of active methodologies. Barriers identified include limited time, lack of prior experience, and unequal access to digital resources. This systematization allowed for a critical evaluation of the experience, the documentation of good practices, and the formulation of recommendations for future course iterations, contributing to the discussion on educational innovation in teacher training.

WRITING AS A POLITICAL AND EDUCATIONAL ACTIVITY OF WOMEN IN MEDELLÍN (1920-1957) AND IN LATIN AMERICA: A LITERATURE REVIEW

2026-01-31T16:03:30+00:00

This paper is part of a doctoral research project on the experience of writing as a political and formative activity among women in Medellín at the beginning of the twentieth century. The article presents a narrative review of secondary sources on writing as a political and formative activity of women in Medellín (1920–1957) and in Latin America. Based on searches in Google Scholar and university catalogs (in the libraries of the University of Antioquia, Eafit University, and the National University), it reviews articles, theses, and books about women authors who, through genres such as poetry, chronicles, and essays, intervened in the public sphere, challenged gender norms, and forged subjectivities. The findings show that writing functioned as a practice of formation and resistance, linked to processes of modernization and labor conflict. Gaps are identified in the conceptualization of the term and in comparative analyses with other urban centers, and lines for future research are proposed.

ACADEMIC TRAINING OF MODERN LANGUAGES GRADUATES FROM THE UNIVERSIDAD METROPOLITANA

2026-01-31T16:03:28+00:00

The research focuses on the training and job performance of graduates in Modern Languages of the Universidad Metropolitana by analyzing the training received and the labor market demands. Analytical research integrates positivist and interpretive/constructivist paradigms with mixed methodology and longitudinal design. The population comprises the graduates of 2018-2022 and their respective employers. The sample consisted of 48 graduates and five employers. Data was collected through a survey and an interview. The results indicate that the graduates have mastered the 39 specific competencies of the degree, 50% are employed in the business sector, and 85% use English in their work. The 94% current employability demonstrates the program's overall effectiveness and gives professional diversification (teaching, translation, business sector), validating the multidisciplinary approach of the curriculum.

DIDACTIC STRATEGIES FOR UNDERSTANDING SOCIAL SKILLS WITHIN COEXISTENCE DYNAMICS

2026-01-31T16:03:26+00:00

The objectives of this article are to present some playful and educational strategies aimed at developing social skills in the school coexistence processes of primary school students in three public institutions in the municipality of Cúcuta, Colombia, and to reveal teachers' experiences with behavioral changes in students following the implementation of these strategies. A qualitative approach was used, based on the critical social paradigm and the participatory action research method. Interviews, surveys, and interactive workshops were conducted. The analysis included open and axial coding, supported by networks of categories such as emotional support, assertive communication, and conflict resolution. The results of the interviews with a group of teachers show that the strategies employed promote empathy, assertive communication, student leadership, and the peaceful resolution of student conflicts. The implementation of these strategies at all educational levels is recommended.

A PHENOMENOLOGICAL APPROACH TO THE INHIBITING ELEMENTS OF SCIENTIFIC TEACHING AND LEARNING PROCESSES IN SECONDARY EDUCATION

2026-01-31T16:03:22+00:00

The purpose was to learn about the elements that inhibit the teaching and learning processes of science, based on a qualitative research, based on the phenomenological method, whose information was collected from the reflection of 11 teachers on their professional practice. Among the findings, three categories emerge: (a) the erroneous perception that students have of science; (b) the threatening elements to the curricular design, and (c) limitations of the learning process. In conclusion, it is recognized that the Venezuelan State, through the governing body with educational competence, should review the policies in this area, promoting in teachers the active role of guides of knowledge, and in students the protagonism of the formative process, committed to classroom experiences as a way to consolidate competencies that allow them to contribute with solutions to problems of their environment.

CULTURAL ROOTS: A PEDAGOGICAL APPROACH TO THE PROMOTION OF ANCESTRAL CULTURE AND TRADITIONS IN INDIGENOUS EDUCATIONAL CONTEXTS

2026-01-27T21:12:46+00:00

Education in the Colombian Indigenous context faces the challenge of contributing to the preservation of the identity and cultural heritage of Indigenous peoples. This study aimed to highlight cultural rootedness as a pedagogical approach for promoting ancestral culture and traditions in Indigenous educational settings. The research systematically reviewed 18 primary studies retrieved from various databases, organized using the PRISMA method. Three analytical criteria emerged: cultural heritage and Indigenous identity, own education and ethnoeducation, and the biocultural-education relationship. The results suggest that education in Indigenous contexts should not only provide academic training but also reinforce cultural identity and respect for nature. Likewise, ethnoeducation and the incorporation of biocultural knowledge into the curriculum strengthen social cohesion and the continuity of Indigenous traditions. Therefore, cultural rootedness serves as a driver of identity and sustainability.

PEDAGOGICAL STRATEGY FOR THE DEVELOPMENT OF CRITICAL READING SKILLS IN ELEVENTH GRADE STUDENTS

2026-01-31T16:03:20+00:00

The article presents the design of a pedagogical strategy based on hermeneutics, aimed at developing critical reading competencies in eleventh-grade students from two public educational institutions in Cúcuta, Colombia. The main objective is to strengthen identification, comprehension, and reflection skills through diverse types of texts. The methodology is grounded in a pragmatic epistemological model, with a mixed-methods approach, a DISTRAS design, and a correlational scope. The procedure included a literature review, an initial diagnosis, the design and implementation of an instructional sequence based on hermeneutic principles, a pilot test, and pedagogical adjustments, using various instruments analyzed through data triangulation. The results show significant improvements in critical reading assessments, within the national average. Influential factors identified include the learning environment, methodology, and pedagogical interaction. It is concluded that hermeneutics is an effective and viable pedagogical approach for implementation in other educational institutions.

EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE IN HIGH SCHOOL STUDENTS IN A PUBLIC INSTITUTION IN CUENCA

2026-01-31T16:03:17+00:00

The relationship between emotional intelligence and academic performance in high school students from a public institution in Cuenca, Ecuador, was explored. Quantitative correlational design, using the Trait Meta-Mood Scale (TMMS-24) to assess three dimensions of emotional intelligence: attention, clarity, and emotional repair (α=0.95). Academic performance was measured by quarterly averages. The results revealed the absence of a statistically significant correlation between academic performance: attention (r=0.173, p=0.053), clarity (r=-0.020, p=0.821) and repair (r=0.060, p=0.507). However, significant correlations were identified between the emotional dimensions themselves: clarity-repair (r=0.594, p<0.001). Female students showed superior academic performance (mean=8.39) compared to male students (mean=7.97). The findings contrast with empirical evidence documenting positive relationships between these variables, hinting that contextual, cultural, or methodological factors specific to the Ecuadorian education system may mediate this relationship. It is concluded that, although emotional competencies do not directly correlate with performance, they maintain intrinsic value for the integral development of students.

EVALUATING TRANSFORMATIONAL EDUCATIONAL LEADERSHIP: PERCEPTUAL DIFFERENCES BETWEEN ADMINISTRATORS AND TEACHERS IN ECUADOR USING PLQ

2026-01-31T16:03:13+00:00

Transformational leadership constitutes a critical factor for educational effectiveness and student performance in contemporary institutions. This study examined perceptions of transformational leadership through the application of the Principal Leadership Questionnaire (PLQ) in an educational institution in Cotopaxi, Ecuador. A cross-sectional quantitative design was employed with 60 participants (8 administrators and 52 teachers), evaluating four dimensions: vision building, intellectual stimulation, individual support, and modeling practices using a 5-point Likert scale. Analyses included descriptive statistics and Mann-Whitney U tests for group comparisons. Results revealed generally positive leadership perceptions (M=4.01), with significant differences between administrators and teachers (p<.001, r>.70) and between experienced versus novice professionals (p<.01, r=.35-.40). Individual support received the lowest scores. It was concluded that the PLQ demonstrated cross-cultural applicability, identifying the need to improve organizational communication and develop mentoring programs based on professional experience.