INVESTIGACIÓN Y POSTGRADO

KEY PEDAGOGICAL PRINCIPLES FOR EDUCATIONAL INNOVATION: A SYSTEMATIC REVIEW

2025-10-13T11:24:08+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

2025-10-04T02:13:47+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

2025-10-04T02:37:41+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

2025-10-05T08:23:42+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

2025-10-13T03:20:48+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

2025-10-21T02:40:16+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.