LÍNEA IMAGINARIA

INCLUSION IN ELEMENTARY SCHOOL CHILDREN IN RELATION TO THE IMPORTANCE OF PHYSICAL EDUCATION IN THE SOCIALIZATION OF STUDENTS IN COLOMBIA

Carmen Victoria Silva — 2025-08-12

Education in recent times is facing situations that are not very common due to the appearance and incorporation of artificial intelligences in the different ways of teaching and learning; to this effect, a set of contextualized factors are related to the development of pedagogical activities and, together with this, other situations have been added when, by provision of the legal norm, the obligation to receive students with exceptional characteristics in the classroom is indicated. From this perspective, it is convenient to rethink about the inclusion of children with special conditions to the regular teaching processes and then the following general objective arises: to analyze the theoretical postulates that originate from the inclusion of children in front of the relevance that physical education (EF) has from the socialization of students in Colombia. The methodology focuses on a documentary analysis related to a sample of educational inclusion and its relationship with EF; reason that brought as a result that physical education can improve as it is possible to reveal in the school progress of the students and their development in society. Therefore, it is pertinent to point out that it is based on a review focused on a historical review of educational inclusion and its relationship with the strengthening processes in the different ways of teaching PE; it is important to point out the remarkable conclusion reached, which is focused on the fact that by assuming educational inclusion from the different ways of teaching EF, a space for equality is opened, highlighting the effects that it brings to society in general.

ANALYSIS OF THE DATA FROM THE SIUCE PLATAFORM 2020-2023 ON TEENAGE PREGNANCY IN COLOMBIA

Sandra Milena Arizmendi — 2025-08-12

The National System of School Coexistence (SIUCE) originated from Law 1620 of 2013, aimed at identifying, registering, and monitoring cases of various issues, including teenage pregnancy within the school environment. This study reviews aspects of teenage pregnancy to observe trends, determine vulnerable populations, and provide a contextual reading of educational institutions across the country. One of its objectives is to prevent school dropout due to teenage pregnancy and motherhood. For this purpose, a documentary analysis of the 2023 Report was conducted, which does not present the total data of 992 cases for that year alone, but rather the 2,146 cases reported from 2020 to 2023, along with the UNFPA report for Latin America and the Caribbean. It is important to note that pregnancy cases involving girls under 14 years old are considered crimes in Colombia, making the analysis of the mothers' ages relevant, with the highest prevalence of teenage pregnancy occurring at age 16. Additionally, the 10th and 11th grades show the highest number of pregnancy cases. Unfortunately, there is a lack of detailed information regarding the fathers. This analysis provides a contextual understanding that could guide future promotion and prevention activities aimed at student support, life planning, sexual education, and citizenship building, in line with Law 2383 of July 2024.

CURRICULUM DESIGN AND PEDAGOGICAL PRACTICES FOR LEARNING ENGLISH AS A SECOND LANGUAGE

Miranda Arias, Carlos Manuel — 2025-08-12

Learning English as a foreign language has been a fundamental aspect of students' education, as it is considered important in an increasingly globalized and connected world. Therefore, this study was proposed to study the effect of curriculum design on the teaching of English, focusing, on the one hand, on the search for more effective teaching methods and innovative didactic strategies that succeeded in facilitating the learning of English. To carry out this research, a documentary review was conducted using up-to-date academic sources to identify the most relevant trends in curriculum planning and the impact they have on teaching and learning. The results showed that stricter curricula disconnected from the context hindered minimum communicative skills, while more flexible curricula, which paid more attention to interaction and technologies, ensured much more practical language learning. In addition, the academic review highlighted the need to work with dynamic methodologies for curriculum design, such as project-based learning and gamification, as well as teacher training in pedagogical strategies. Finally, it was concluded that the integration of these aspects within the curriculum design is fundamental to improve the teaching of English, and to achieve meaningful and contextualized learning for students

METHODOLOGIES FOR TEACHING STATEMENT COMPREHENSION IN RANDOM THINKING

Diana Paola Mayor Montes — 2025-08-12

Random thinking is a fundamental skill in mathematics education, allowing students to interpret information, analyze data, and make decisions based on probability. In this sense, the present systematic review article aims to identify teaching strategies for teaching and strengthening random thinking in elementary and secondary education students. To this end, various pedagogical and methodological approaches that promote its development are analyzed, answering the research question: What teaching strategies are most appropriate for teaching and developing random thinking in primary and secondary education students? The methodology used follows a qualitative approach and a systematic literature review design, in which recent studies on active methodologies, situated learning and problem-based teaching were collected and examined. The results show that strategies such as Problem-Based Learning (PBL), Investigative Classrooms and the integration of Information and Communication Technologies (ICT) promote the development of probabilistic thinking. In addition, the relevance of teacher training in the application of these methodologies to improve the teaching of probability and statistics is underlined. The use of contextualized teaching strategies and active methodologies allows to enhance the understanding of probabilistic concepts and their application in real situations.

INCLUSIVE EDUCATION IN COLOMBIA AND ITS POLITICAL, RELIGIOUS, SOCIAL AND LEGAL IMPLICATIONS FROM A DIACHRONIC PERSPECTIVE

Fanny Vásquez Vásquez — 2025-08-12

Education in Colombia has gone through various experiences over time with political, religious and social implications that have had historical repercussions; highlighting that despite the fact that education has a broad legal framework to guarantee its right, there is still a gap in terms of inclusion, since it is complex to fully comply with the rules established for this purpose due to the country's own economic and social reality; Although the regulations contemplate the right to education for all under the character of equality beyond the conditions or capacities of the students, weaknesses are still reflected which indicate a contrast to the presence of exclusion. In this sense, the concern emerges to develop an essay type academic text whose objective is framed to reflect: To discuss the political and social implications over time in inclusive education in Colombia, under a documentary analysis methodology; which allowed reaching the following final reflections from the conclusive: The historical evolution of education in Colombia of which inclusion is part has been influenced over time by political power (liberals and conservatives), and religion (Catholic Church). These powers have led to the ideological and religious strengthening for the domination of the majority of the social masses. Inclusion in spite of the social transformations.

THEORETICAL REFLECTIONS ON DISRUPTIVE BEHAVIORS IN COLOMBIAN BASIC EDUCATION: A CRITICAL ANALYSIS OF INCIDENT FACTORS AND INTERVENTION STRATEGIES

Karelis Santos Rodríguez — 2025-08-12

In the educational context, in its daily life it is evident that in the teaching processes every day there are elements that are present in the formation of students such as technological advances, teaching models focused on gamification, artificial intelligence, among others. From there, it is pertinent to consider that it is worth reflecting on what is happening in the educational system and from that perspective the following general objective is proposed: to channel actions on theoretical reflections on disruptive behaviors in Colombian basic education: a critical analysis of incident factors and intervention strategies. The methodology used responds to what is a documentary analysis, from which is derived as a result an academic essay that converges to show a set of knowledge, theories, strategies and resources that lead to generate an appropriation by teachers to ensure thereby remedy some situations that affect the academic performance of students; reason that leads to be clear that from that look some theoretical guidelines that allow approaching disruptive behaviors as a procedure that sometimes breaks the coherent thread in the formation and training of students are achieved.

COMPUTATIONAL THINKING IN COLOMBIA

Maribel Tique Merchán — 2025-08-12

Computational thinking linked to education becomes relevant in Colombia after the COVID 19 pandemic, seen by some teachers as a way to reach their students during that difficult situation, after overcoming that stage, it begins to be included in the classroom where it is already seen as a tool to develop in students skills in the areas of science, technology and mathematics, such as creativity, problem solving, identifying patterns, among others. This article aims to make a review of the existing literature on computational thinking in Colombia since its inception and to present how it has evolved and its current relevance in the classroom. Search engines such as Google Scholar, SciELO, Dialnet, among others, will be used. In order to collect as much information as possible and be presented in an orderly manner. It is expected to conclude that the use of computational thinking is increasingly relevant for teachers, and that it can be worked both with technological equipment and offline.

TECHNOLOGICAL IMPLICATIONS IN EDUCATIONAL CONTEXTS FROM THE THEORETICAL ASSUMPTIONS OF THE PEDAGOGY OF AFFECTION

Javier A. Bautista C. — 2025-08-12

The technological implications in educational contexts arise from the avalanche that is lived in society today with cutting-edge instructional resources or otherwise what is handled in terms of artificial intelligence; every day new teaching options appear that go in terms of virtual education, augmented reality or otherwise everything that enclose the platforms and repositories that are essential source in the teaching processes and this is how the present general objective arises: To reflect on the technological implications in educational contexts from the theoretical assumptions of the pedagogy of affection with an approach to Colombian basic education. The methodology used was framed in a qualitative research focused on documentary analysis; which brought as a result that the technological implications in education is a trend that must be assumed from the classroom and where it is pertinent to involve the pedagogy of affection that will undoubtedly humanize the use of technologies in education; from there emerges a great conclusion that indicates that teachers within their pedagogical action should establish the basis for an adequate use of technologies more human impregnated with the pedagogy of affection in order to generate a teaching model focused on the quality of educational processes.

IMPACT OF INCLUSION-BASED EDUCATIONAL PRACTICES ON PROMOTING MULTICULTURALISM AMONG STUDENTS IN RURAL AREAS OF COLOMBIA

Luis Fernando González Cuesta — 2025-08-12

The general objective of this documentary research is to analyze the impact of inclusive educational practices on the promotion of multiculturalism in rural areas of Colombia. Therefore, it is based on the recognition that, despite pedagogical advances, normative regulations, and constitutional recognition of multiculturalism in the country, traditional pedagogical strategies that do not appropriately value diversity continue to be implemented in rural areas. Therefore, gaps persist in the implementation of pedagogical strategies that integrate cultural identity, especially those of historically marginalized ethnic groups. The methodology used was documentary research, based on the review, collection, classification, analysis, and interpretation of relevant written sources. This also allowed for the identification of key concepts such as inclusive education, multiculturalism, educational policies, and intercultural pedagogical strategies regarding cultural diversity in rural contexts. Finally, the findings show that several rural institutions continue to operate using homogeneous and traditional models that fail to fully recognize the linguistic richness and traditional, cultural, and social diversity of their environment. This, in turn, generates demotivation, exclusion, low self-esteem, and barriers to comprehensive learning. Therefore, it is necessary to transform pedagogical approaches and teaching strategies into inclusive practices, with the appropriate design of contextualized strategies that benefit the entire educational community and guarantee the comprehensive development of all students.

OTIVATION AND COGNITIVE PROCESSES: PUBLISHING OBJECTS OF THE DIALECTIC JOURNAL (2020 - 2025)

Jackson Arley Acevedo Clavijo — 2025-08-12

The purpose of this research article is to conduct a bibliometric analysis of the journal Dialéctica published by the Universidad Pedagógica Experimental Libertador (UPEL), based on the phenomena studied within the framework of educational practice, such as Motivation and Cognitive Processes, examining and describing the details of the journal's scientific output in this specific field. This analysis is based on aspects such as thematic trends and the corresponding impact of this academic output on the consolidation of research processes as a core activity of postgraduate academic training at this institution. The cited studies demonstrate the significant contributions made by researchers and the journal to the dissemination and social appropriation of scientific knowledge regarding the influence of these mental factors on the consolidation of meaningful experiences in educational practice.

“THE METAMORPHOSIS OF COMMUNICATION: AN ANALYSIS OF TECHNOLOGICAL EVOLUTION AND ITS IMPACT ON HUMAN INTERACTIONS”

María del Pilar Bedoya Cerquera — 2025-08-12

This document presents a historical reconstruction of key events and moments that, beginning with the so-called digital age, had a direct impact on changes in the daily routines of individuals in Colombia. These aspects, inventions, and technological and digital advances promoted a paradigm shift in communication, in the way people relate to each other, and in the actions and decisions that decisively impact the construction of identity and self-concept among school-aged youth in the country. These include the recognition of digital identity, the digitalization of society, and the fraternization of concepts. It presents a review of statistical data that reflect the insertion of technology in daily life and the digital gaps present in the country, the divergence in discourse due to a problem inherited from family to school, loneliness in front of screens, the relationship with oneself, the review of the lives of others desired for oneself, the dualities in realities, adaptations and lies to try to fit into a world that is difficult to keep up with and where being ethically prepared can make a difference in whether or not one has a leading role in one's own existence.

AUGMENTED REALITY IN COLOMBIAN BASIC EDUCATION: AN IN-DEPTH ANALYSIS OF ITS PEDAGOGICAL AND TECHNOLOGICAL IMPLICATIONS

Karina Tarazona Romero — 2025-08-12

Nowadays, technologies have largely taken over the processes that involve society, so one of the scenarios that has had a high impact is education, where it is possible to see that new strategies and contents that point to ways of teaching and learning arise daily, where artificial intelligences have reached a good role and that is why the present general objective arises: to reflect on the theoretical foundation of augmented reality in Colombian basic education; for a deep analysis of its pedagogical and technological implications. The methodology used focuses on a documentary analysis that leads to generate an academic essay, whose results indicate that augmented reality is conceived as a process that superimposes digital information creating interactive experiences that point to the management of conceptual elements in the virtual environment. From this point of view, it is pertinent to take into account that it was concluded that augmented reality allows the adaptation of content according to the topics that are being addressed, thus establishing resources and strategies that converge in what is a successful teaching process that leads to give a special plus in the theoretical and procedural construction of comprehensive teaching models that contribute to familiarize students with the environment, in such a way that they are impregnated with technological advances and are able to penetrate with an effective teaching model.

CREATIVE CITIZENSHIP: ARTISTIC EDUCATION AS KEY TO CITIZENSHIP EDUCATION IN SCHOOL

Tania Katherine González Ninco — 2025-08-12

This article examines the intersection between civic education and arts education within the school context, emphasizing the formative power of the arts in developing essential cognitive, emotional, and communicative skills for democratic participation, peaceful coexistence, and respect for diversity. Based on a theoretical review, it argues that artistic practices such as theater, music, dance, and painting not only foster creativity but also promote the experiential embodiment of values like empathy, solidarity, justice, and critical thinking. The article calls for a shift away from a merely ornamental view of arts education toward its recognition as a central component of citizenship education, advocating for integrative, participatory, and culturally grounded pedagogical strategies that enable meaningful learning. Furthermore, it demonstrates that aesthetic and playful methodologies create inclusive and emotionally relevant learning environments, particularly for vulnerable student populations. Consequently, the article proposes a transdisciplinary curricular approach that repositions the arts as an ethical and political foundation for shaping reflective, empathetic, and socially engaged citizens from early stages of education. This perspective aligns with international frameworks that identify arts education as a key tool for building democratic, equitable, and resilient societies, positioning schools as vital spaces for enacting and learning active citizenship.

RURAL EDUCATION IN COLOMBIA, IMPACT AND CHALLENGES: AN UNPRECEDENTED HISTORICAL DEBT

Luz Maribel Dávila P — 2025-08-12

Rural education, as it is often called due to its implementation in rural areas, does not present any relevant or distinctive changes compared to the education offered in urban areas. For this reason, on this occasion, a way was sought to orient the processes toward a new perspective on current experiences, where a hybrid teaching method (in-person and technological perspective) is present, wrapped in the demands of society in its education. From this arises the present objective: to provide theoretical considerations on rural education in Colombia, its impact and challenges, from an unprecedented historical perspective. The methodology relies on qualitative research, focused on documentary and argumentative analysis, presented in an academic essay, resulting from a systematic review of documents and experiences raised in educational institutions in the rural sector. This review reveals a set of knowledge, strategies, resources, and arguments that can be used in rural institutions to consolidate plans, programs, and projects that promote new ways of teaching. Rurality has evolved, and every day we see teachers looking for alternatives to help students in rural areas adapt to new environments, influenced by the advances, changes, and transformations that have left significant marks on today's society.

RECONFIGURING TECHNICAL AGROINDUSTRIAL EDUCATION IN RURAL CONTEXTS: STRUCTURAL CHALLENGES, TECHNOLOGICAL INNOVATION, AND THE HORIZON OF SUSTAINABILITY

Fredy Enrique Martinez Valencia — 2025-08-12

This article offers a critical review of technical secondary education in agroindustrial fields within rural contexts, adopting a documentary and retrospective approach to examine the main advances, tensions, and structural challenges that shape its relationship with sustainable rural development, food security, and technological innovation. The analysis draws on national and international scholarly literature published between 2020 and 2024, as well as regulatory frameworks that guide rural education policies in Latin America. The findings reveal a persistent disconnect between technical education programs and the socio-productive dynamics of rural territories, manifested in inadequate curricula, insufficient teacher training, limited technological transfer, and a lack of integration of sustainability-oriented approaches. Agroindustrial technical education remains anchored in operational and standardized models that fail to respond to the complexity of rural realities or to foster transformative educational processes. In response, this study advocates for a reconfiguration of educational models based on principles of equity, pedagogical resilience, circular economy, responsible use of technology, and the inclusion of local knowledge systems. Technical education is framed as a strategic mechanism for enhancing productive autonomy, strengthening food sovereignty, and enabling territorial transformation grounded in social justice. The conclusions call for overcoming the functionalist view of agroindustrial education and repositioning it as a key driver of structural change through effective articulation between science, public policy, and community-based knowledge.

STRENGTHENING READING COMPREHENSION IN ENGLISH IN HIGH SCHOOL THROUGH A STRATEGY WITH 'ENGLISH READING COMPREHENSION'

Alfred Francisco Acevedo Cardoso — 2025-08-12

This article presents the results of the study on strengthening from a strategy supported by "English Reading Comprehension" the reading comprehension competence in the area of English, with high school students in an official educational institution located in the city of Cúcuta, Norte de Santander, Colombia. The research process was carried out taking into account the low performance in the learning of the foreign language area, and, taking as a reference the results of the Saber 11 tests of the last years, which shows that the academic performance in this subject is not the desired one, which makes it pertinent to involve the use of ICT in the educational process, with the Digital Educational Resource RED, "English Reading Comprehension", used as a didactic strategy. The methodology used was mixed, taking as qualitative techniques: documentary review from a data matrix and participant observation, which was achieved through the application of the field diary instrument. In the quantitative approach, a survey-type instrument was used to evaluate the impact and effectiveness of the didactic strategy. As a result, it is shown that the mediation of ICT in the educational process provides great opportunities for both teachers and students, since through the technological strategies they provide, knowledge can be accessed in an innovative and creative way, making teaching and learning interesting and motivating students to learn.

INTEGRACIÓN DE LA METODOLOGÍA STEAM EN LA HUERTA ESCOLAR: UNA EXPERIENCIA DE INVESTIGACIÓN – ACCIÓN EN MATEMÁTICAS CON ESTUDIANTES DE GRADO NOVENO

Sonia Enith Peña Bernal — 2025-08-12

The article entitled "Integration of the STEAM Methodology in the School Garden: An Action Research Experience in Mathematics with Ninth-Grade Students" is presented, within which all the necessary and indicated steps were developed to obtain the expected results. This is an action-research methodology, field-based, in order to truly achieve the expected results and address the problematic situation with the researcher in situ. Since these are people, young students, the importance, value, necessity, and relevance are already explicit. Using the STEAM methodology for the necessary improvements in mathematics learning, as well as the use of the school garden as a means to this end, the results obtained were absolutely grateful and relevant, since they even exceeded previously stated expectations. Likewise, it is indicated and highlighted that the knowledge went beyond mathematics, since logical reasoning, spatial comprehension, and other factors were consolidated. Likewise, environmental and protective awareness, which is a current trend and should be cultivated from an early age, has also been fostered by all teachers, who have embraced this innovative and beneficial way of transmitting knowledge.

PROMOTION OF COGNITIVE SKILLS FROM THE IMPLEMENTATION OF DIGITAL TECHNOLOGIES IN THE TEACHING PROCESS IN COLOMBIAN BASIC SECONDARY EDUCATION

Leidy Vanesa Uzcategui Altuve — 2025-08-12

Education is facing an accumulation of changes and advances; some marked by technologies, taking into account that every day unimaginable transformations arise as is the era of artificial intelligences and their impact on teaching processes; aspects that currently require some attention focused on the general objective: which states: to reflect on the promotion of cognitive skills from the implementation of digital technologies in the teaching process in basic secondary education. The methodology used is framed in the qualitative research that allows to elucidate a set of characteristics on the subject through the technique of documentary analysis; it is important to note that from that look in the theoretical contribution is brought as a result an accumulation of theoretical elements that contribute to design strategies in terms of improving the academic performance of students. From where it emerges as a conclusion that from the cognitive skills it is possible to define practices for the inclusion of digital technologies in the teaching process; which indicates that with a detailed study of the virtues of the technologies it is possible to establish resources and scenarios that lead to offer techniques and teaching strategies to improve academic performance in different areas of knowledge

INCLUSIVE AND SUSTAINABLE EDUCATION FOR STUDENTS WITH COGNITIVE DISABILITIES

Yadira Higuera Jaimes — 2025-08-12

This article offers a critical reflection on inclusive and sustainable education for students with cognitive disabilities within school contexts. It begins by recognizing a dual crisis—environmental and educational—that, despite scientific and technological advances, has not translated into transformative pedagogical practices. A traditional, memorization-centered model continues to dominate, often excluding students who most need comprehensive approaches. To address this issue, a bibliographic review was conducted, aiming to understand how education can respond to current challenges through inclusive, equitable, and sustainable frameworks. Key themes include the curricular integration of cognitive diversity, the ethical responsibility of teachers in the face of exclusion, and the need to foster critically engaged citizens in a complex world. The findings highlight the urgency of reshaping schools as spaces that uphold respect, justice, and active participation, recognizing education as a universal human right. Inclusion means more than access; it demands quality, dignity, and ethical commitment. Ultimately, sowing seeds of change involves preparing students for life through human values, ecological awareness, and social transformation.

SOCIO-EMOTIONAL SKILLS IN RURAL EDUCATION TEACHERS

Johnny Arango Mejía — 2025-08-12

Rural teachers face various difficulties. Some are inherent to the Colombian education system, but others are due to the specific characteristics of a rural context that presents challenges characteristic of these territories, such as long commutes over rough roads, high expectations from parents, intermittent educational services due to geographic and climatic conditions that limit the impact of educational activities, parents who respond intermittently to requests, and work schedules that require them to spend most of their time away from home. These situations generate emotional and psychological pressure on rural teachers. Therefore, it is imperative to recognize the importance of socio-emotional skills (SESS) to maintain a balance between work, personal, and family life. To this end, a qualitative research study was conducted using an argumentative approach and documentary analysis to support a theoretical construct on the importance of strengthening skills that allow teachers to face the challenges common in rural settings.

ORAL TRADITION AND DAILY READING: PILLARS FOR THE DEVELOPMENT OF CRITICAL THINKING IN SECONDARY SCHOOL STUDENTS

Ester Rondón Chinome — 2025-08-12

This research analyzes oral tradition and daily reading as fundamental elements for the development of critical thinking among secondary school students in Colombia. Using a qualitative methodology based on documentary analysis, multiple academic sources were examined that demonstrate the relevance of these pedagogical practices in strengthening communicative and cognitive skills. The main objective was to determine how the integration of oral tradition and daily reading habits contribute to the development of critical thinking skills in students from sixth to ninth grade. The methodology used was based on the interpretive analysis of scientific documents, research articles, and empirical studies related to the topic, applying the constant comparison method for categorizing and analyzing information. The main findings reveal that oral tradition acts as a cultural preservation mechanism that stimulates critical reflection and argumentative dialogue, while daily reading strengthens the interpretive and analytical skills necessary for critical thinking. The research concludes that both practices, when systematically implemented in the context of basic secondary education, generate a significant impact on the development of critical and reflective citizens. These results are particularly relevant to the Colombian educational system, where strengthening critical thinking is a priority in the comprehensive education of students. The pedagogical implications suggest the need to integrate teaching strategies that combine traditional oral tradition with systematic reading practices to optimize students' cognitive and communicative development.

Incidence of Environmental, Social and Emotional Conditions on the Learning of Primary School Students in Rural Areas

Miryan Teresa Mendoza Meza — 2025-08-12

Recognizing the incidence of environmental, social and emotional conditions in the learning of elementary school students in rural areas has an intrinsic value. This objective is to explain how appropriate school environments provide the conditions for students to feel motivated, while identifying those social factors associated with the learning process in the classroom, their elements and characteristics. With these environmental and social conditions, the emotional factors play a very important role that make possible the creation of special classroom learning climates in which the relationship, the interaction with the environment, the identification of the learning experiences themselves come together to give meaning to the educational fact from the valuation of the importance of the creation of environmental, social and emotional conditions for learning in elementary school children in rural schools to be effective and pleasurable. The epistemological approaches proposed by authors such as Goleman, Bisquerra and Vygotsky illuminate the pedagogical perspective from which the learning phenomenon is appreciated and its direct relationship with environmental factors, especially those oriented to the recognition of the value of emotion management and its importance in learning, in addition to other factors that are part of the contextual reality of the elementary school student in the rural area.

LEARNING ENGLISH IN THE FRAMEWORK OF APPROPRIATION OF THE COMMUNICATION PROCESSES

Yury Milena Meneses Vera — 2025-08-12

Learning English within the framework of the appropriation of communication processes is a fundamental aspect for developing linguistic and communication skills that allow students to interact effectively in diverse contexts, both academic and social. This approach focuses on ensuring that learners not only memorize vocabulary or grammatical rules, but also internalize and use the language as an active tool to understand, express, and construct meaning in different communicative situations. In this sense, this essay focused on understanding how communication processes develop through the appropriation of learning in the subject of English based on the use of competencies. The conclusion was that learning English within the framework of the appropriation of communication processes is essential for developing competent individuals who can operate confidently in a globalized world. By focusing on real and meaningful interaction, it is possible not only to acquire linguistic knowledge but also to develop essential social and cultural skills for active participation in different social and professional settings.

MASTER CRAFTSMAN COMBINING EMOTIONS AND LEARNING

Claudia Maritza Páez Jiménez — 2025-08-12

This essay will explore the correlation between pedagogical practice and the emotional qualities of educators, based on the "master craftsman" model popularized by Richard Sennett. It will explain why excellence in teaching is an art in which reflection and commitment to the student’s holistic well-being are key to fostering quality education.

Teaching practice is a dynamic process of planning, intention, and adjustment, a concept Donald Schön addresses through "reflection-in-action" and "reflection-on-action." The master craftsman teacher is reflective and does not merely apply pre-established techniques but rather analyzes and adapts their practice to the needs of the context. In this sense, the teacher becomes a guide for the holistic development of students, including their emotional dimension. For this reason, continuous professional development enables teachers to refine their "craft," contributing to forming well-rounded, resilient citizens capable of building positive interpersonal relationships. Additionally, the essay will address the characteristics of the “best teachers,” as proposed by Ken Bain, emphasizing the importance of respect for students, recognizing their humanity, diverse needs, and behaviors, and the necessity of creating challenging learning environments that foster confidence and motivation for meaningful learning. The master craftsman teacher encourages critical thinking, questioning the world, and developing their own potential by balancing knowledge and emotions in parallel. The figure of the master craftsman highlights the complexity of teaching. Just like an artisan who works with dedication and precision, the teacher is committed to "molding" their unique work, using knowledge, skills, and expertise to guide students. The master craftsman values the raw material they work with (the students), recognizes their individual traits, and strives to create a high-quality product: meaningful learning.

TEACHER'S ROLE IN THE INCORPORATION OF ARTIFICIAL INTELLIGENCE IN EDUCATIONAL PROCESSES.

Luz Dayene Suárez Arenas — 2025-08-12

The main objective of this essay-type article is to present a reflective explanation about the role of teachers in the face of the incorporation of artificial intelligence in education with a critical stance from various contexts. In certain cases, it is unknown that some educational institutions have technological tools and others lack these elements. Therefore, it is not unknown that there are some educational centers with teachers who lack qualifications in the use and application of Artificial Intelligence in the various educational disciplines.The methodology is based on analyzing this distancing of social interactivity, what we know as personal communication, blurring the context in order to plan actions that lead to thinking about a more analytical society, critical with investigative acumen and innovative skills, and creativity in addressing a variety of issues in today's world. There is an awareness of the lack of empathy for physical reading, coupled with information research, in which the skill of rigorous web consultation has been fading, a situation that has arisen with the emergence and development of artificial intelligence.As part of the conclusions, we will determine the advantages and disadvantages of the development of artificial intelligence that have impacted education. We will explore the interactivity of new generations who now like to solve academic problems with the help of artificial intelligence. This is where the role of teachers in incorporating AI into education becomes highly relevant.

Teaching geography in the context of secondary education from the perspective of teaching experience.

Jairo Antonio Cerón Diaz — 2025-08-12

With the constitutional reform of 1991, the Colombian educational system began a process of modernization that, in addition to considering the physical or infrastructure component, also included the educational model in place at the time. The above involved adopting a new teaching-learning act whose pedagogical practices would transform the ways in which students would appropriate various knowledge. In this context, teaching geography represented for educators a more practical and experiential exercise, moving away from the traditional model, the ability to memorize, and the static placement of locations on a map; prompting the teacher to rethink their role within the classroom and the social impact of the knowledge they imparted to their students.

Thus, Geography begins to propose a multitude of solutions to understand the complexity present in the various social, economic, and environmental processes that shape our world; responding to realities of both local and global order related to aspects such as citizenship, climate change, social inequality, accelerated urbanization, and other global challenges that affect geographic space. The following article presents a text for dissemination from the author's personal perspective and the integration of literature on the teaching of Geography in the context of secondary education; its objective is aimed at generating a pedagogical reflection that, among other things, allows for an analysis of the current educational landscape and how, from this, a set of proposals can be put forward to ensure that geographical knowledge is meaningful for society.

SCHOOL COEXISTENCE IN THE FRAMEWORK OF UNDERSTANDING EDUCATIONAL REALITIES IN PHYSICAL EDUCATION CLASSES

Eduard Nariño — 2025-08-12

School coexistence within the framework of understanding the educational realities in physical education classes is a fundamental aspect for promoting inclusive, respectful, and collaborative learning environments. Physical education, as a discipline that fosters social interaction, teamwork, and the appreciation of diversity, becomes a favorable space for strengthening the values of respect, tolerance, and empathy among students. In a broader sense, this article aims to analyze the development of school coexistence from the perspective of the educational realities in physical education classes. In this sense, this essay concluded that promoting school coexistence that is aware of educational realities requires an institutional commitment that supports inclusive and reflective pedagogical practices. It is essential that both teachers and students actively participate in processes of dialogue and the joint construction of shared norms and values. Physical education, as a key educational space, can be a catalyst for strengthening positive bonds and consolidating a school culture where mutual respect and appreciation of diversity prevail.

THE USE OF ARTIFICIAL INTELLIGENCE AS A VIRTUAL PEDAGOGICAL ASSISTANT TO STRENGTHEN EXECUTIVE SKILLS IN THE EDUCATIONAL ENVIRONMENT

Angela Julieth Puerto Vargas — 2025-08-12

The essay discusses the use of artificial intelligence as a virtual pedagogical assistant to enhance educational capabilities in the educational environment. It reveals that there are different types of artificial intelligence and that their use has different purposes. Artificial intelligence operates with mathematical models that allow for anticipating future events or circumstances. It helps humans rethink ideas and guide pedagogical actions for teachers and students. It also helps in the development of cognitive skills, enabling reasoning and response in critical situations. The essay highlights that artificial intelligence can be a valuable ally for managerial and high-ranking positions within educational institutions. Implementing artificial intelligence, particularly virtual teaching assistants, can significantly enhance executive skills in the educational field.

THE LEARNING OF MATHEMATICS. A SIGNIFICANT CHALLENGE TODAY ABSTRACT

Yanides Pinzón Ascanio — 2025-08-12

The area of mathematics has been defined and conceived by many authors as one of the most important in the training of their subjects. Through it, the subject acquires not only mastery of numerical skills, but can solve situations that emerge from their contextual reality, make timely decisions, develop formal logical thinking, be creative, assume commitment to the construction of their knowledge, inter alia. From this perspective, this article offers a hermeneutical review aimed at understanding how students learn the area of mathematics, highlighting its importance while creating awareness among them about their role as participating actors in their own knowledge, in a society of changes, where each subject uses the knowledge they have to solve the problems of their daily lives. For this, an interpretive paradigm will be used, supported by the hermeneutic method, from which different theoretical positions are reviewed aimed at knowing and strengthening the theoretical body of the essay presented, through this methodology we seek to obtain a foundation that allows the reader to understand the relevance that mathematics has today. Hoping to obtain as main findings positions and constructs that demonstrate the importance of the area of mathematics, and the provision of perspectives that can be used by students in the construction of their mathematical knowledge.

UNIVERSAL LEARNING DESIGN: FUNDAMENTAL PILLAR FOR INCLUSIVE EDUCATION

Régulo Augusto Martínez Munárriz — 2025-08-12

This essay aims to describe from multiple angles the Universal Learning Design (UDL) and its crucial role in promoting inclusive education. In this, the origin of the DUA, its fundamental principles, its support from neurosciences, pedagogical knowledge and research were examined. Subsequently, from a critical stance, which included the analysis of public policies, it was highlighted how the implementation of DUA in schools can be an effective inclusion strategy, which, in addition to being relevant for students with disabilities and special educational needs, transcends for all students, facilitating learning processes and the development of teaching models favorable to divergent thinking styles.

THE ROOT OF VIOLENCE IN SOCIETY, A LEGACY THAT TRANSCENDS TO SCHOOL

Alejandro Vargas Peña — 2025-08-12

This essay presents the roots of violence in Colombian society and its repercussions at school through the different forms of school violence, tracing the study since the origin and history of the nation, starting from the recognition of the violent wave that has faced over the years and the impact that this phenomenon has generated; As a result, a culture of hate, resentment, revenge, intolerance, indolence and antipathy has been created, permeating educational institutions where children in many cases have imitated these behaviors from popular culture, which have become normalized. giving rise to different expressions of violence in the educational context; The effects directly impact school coexistence and indirectly impact academic performance, since an environment where empathy and respect are reflected is more suitable for the construction of knowledge.This study is carried out based on a bibliographic review where educational strategies and policies implemented in different countries to mitigate this problem are identified. Likewise, the main expressions of violence in school are identified and a holistic and contextualized approach is proposed that can be applied in the educational systems of Latin America, especially in Colombia. To this end, the analysis of socio-emotional competencies was delved into, highlighting their importance in human development and life skills, which, hand in hand with the development of citizenship competencies and social skills, can be established as fundamental pillars in the construction of more harmonious school environments from which educational quality is derived naturally.

TEACHING CONCEPTUAL PHYSICS IN THE 21ST CENTURY CHALLENGES AND STRATEGIES FOR MEANINGFUL LEARNING

Carlos Andrés Encinales Corrales — 2025-08-12

ABSTRACT

Physics teaching in the 21st century demands a paradigm shift, moving from memorization to meaningful learning where students construct their own knowledge. This essay analyzes the challenges and strategies for achieving this, emphasizing the need for conceptual teaching that fosters deep understanding and connections between ideas. The current educational model is criticized for its focus on memorization and lack of connection to students' interests. More broadly, the purpose of this article is to analyze the development of the teaching process of conceptual physics in the 21st century, challenges, and strategies for meaningful learning. In this context, the importance of using new technologies such as simulations, mobile applications, and virtual reality to create more interactive and engaging learning is highlighted. Collaborative learning, problem-solving, and the development of critical thinking skills are crucial for a deep understanding of physics. The need for teachers to be trained in new methodologies and digital tools to facilitate this process is emphasized. Finally, the importance of integrating ethics and sustainable development into physics teaching is raised, reflecting on the implications of technological advances for society and the environment.

Access to higher education in rural areas of Colombia: state policies, challenges, and persistent barriers

Uriel Becerra Alarcón — 2025-08-12

Education, as a fundamental human right, must be effectively guaranteed in terms of access, retention, quality, and continuity across all levels of the educational system. This guarantee must be grounded in principles of equity, inclusion, and social justice, with special attention given to historically marginalized or vulnerable groups. In the Colombian context, although significant progress has been made in increasing coverage at the primary and secondary levels, higher education remains one of the areas with the most persistent inequalities, particularly for the rural population. This population faces structural barriers that limit their access to higher education, such as poverty, lack of infrastructure, low institutional presence in remote areas, and the persistence of social imaginaries that discourage continuing education beyond secondary school.The obstacles faced by rural youth are not only economic but also social, political, and cultural. Higher education is often perceived as a distant and unattainable privilege, conditioned by factors such as the need to migrate to urban centers, the high cost of living and transportation, the disconnection between academic content and rural realities, and the lack of comprehensive support policies. While public policies have been implemented—such as preferential access mechanisms, subsidized educational loans, and regional university outreach programs—their impact has been limited. A significant proportion of rural youth remains excluded from higher education or drops out early in the process.This academic essay aims to undertake a critical and contextualized reflection on access to higher education for rural youth in Colombia, questioning the institutional frameworks that, despite good intentions, have not managed to decisively overcome the structural inequalities afflicting rural areas. Through an analysis of the scope and implementation of governmental policies, this essay seeks to highlight both the advances and the shortcomings in expanding coverage and ensuring persistence in higher education. In addition, it will discuss the ongoing challenges and limitations that hinder genuine and transformative inclusion, beyond mere enrollment figures.From a comprehensive perspective of the rural environment—acknowledging its cultural richness, territorial diversity, and the specific dynamics of its communities—it is concluded that the main challenge lies in moving toward a deeper, sustained, and territorially grounded social intervention. Such intervention must recognize, support, protect, and dignify the rural population, taking into account their particularities, aspirations, and rights. Only through an intersectoral approach that integrates educational, social, economic, and cultural policies will it be possible to effectively guarantee the restitution of the right to higher education for rural youth, not only as a means of social mobility but also as a tool for individual and collective transformation.

DIDACTIC PRINCIPLES FOR TEACHING NATURAL SCIENCES FROM THE USE OF SCIENTIFIC SKILLS

Elizabeth Rodríguez — 2025-08-12

The teaching of natural sciences from the use of scientific competencies represents a pedagogical approach that goes beyond the mere transmission of knowledge. This model focuses on developing practical and cognitive skills that allow students to not only understand scientific concepts, but also apply them in real contexts. Given this, this essay is framed in the objective of analyzing the didactic principles for teaching natural sciences from the use of scientific competencies. Integrating scientific competencies in the teaching of natural sciences allows for a deeper connection with the environment and the daily reality of students. By addressing relevant and current topics, teachers can contextualize learning, making scientific concepts more accessible and understandable. This approach also encourages a critical and reflective mindset, as students learn to question, investigate, and seek solutions to specific problems. Ultimately, focusing on the development of scientific competencies helps create informed and responsible citizens who can actively participate in society and make informed decisions about scientific and environmental issues.

DEVELOPING CRITICAL THINKING SKILLS AND DIGITAL SKILLS LITERACY THROUGH SOCIAL MEDIA: AN INNOVATIVE APPROACH TO EDUCATION

Paola Alejandra Trujillo Amezquita — 2025-08-12

This scientific essay investigated the potential of social networks (RR. SS.) as pedagogical tools for the development of critical thinking (CP) and digital literacy (DL) in the Colombian educational system, considering its normative framework. Methodologically, a documentary and argumentative analysis was used, examining learning theories such as connectivism, 21st century competencies, and the concept of digital citizenship. Key Colombian public policies and educational laws, such as Law 115/94 and the Ten-Year Education Plan 2016-2026, were reviewed and contrasted with the current context of technological access and pedagogical practices in the country. The results show that, although there are significant challenges in infrastructure and teacher training, the RR. SS. offer considerable potential to promote CP and DL. It was found that the mere availability of technology or the social use of social media by students does not guarantee the development of these competencies; strategic teacher mediation and a clear pedagogical intentionality are indispensable. The main conclusions underline that the effective integration of social media requires a paradigm shift towards educational practices that promote critical interaction with information and the creation of meaningful content. The strategy “Conectarte for Critical Digital Citizenship” is proposed, a comprehensive model that articulates teacher training, curricular adaptations, resource development and the promotion of an ethical and responsible digital culture, as a way to realize this educational potential in Colombia.

DIGITAL DIVIDE IN TEACHING: THE IMPERATIVE NEED FOR TEACHER TECHNOLOGICAL TRAINING FOR 21ST CENTURY EDUCATION

Rosa Ángela Córdoba Meriño — 2025-08-12

The digital era has brought significant challenges to education, stemming from the increasing dependence on technology in humanity’s daily activities particularly in teaching and learning processes. Consequently, the digital divide, understood as the inequity in access to and use of information and communication technologies (ICT), poses a major barrier to educational equity. In this context, teachers play a crucial role in the effective integration of technological tools into the educational process; however, the lack of training in digital competencies limits their ability to innovate in their pedagogical practices. This scientific essay, employing a qualitative approach and based on a hermeneutic analysis through a literature review, examines the digital divide in education and the importance of strengthening teacher training in technology. It explores barriers to accessing technological tools and resources, the lack of teacher training, and their impact on pedagogical practice. Findings revealed that training teachers in digital competencies not only enhances teaching but also fosters innovation and helps reduce learning inequalities. Furthermore, the urgent need to implement technological training strategies for teachers is emphasized, as this would enable them to meet the challenges of the digital educational environment. Based on the analysis of existing policies and studies, specific actions are proposed to reduce the digital divide and thereby promote a more inclusive and equitable educational system.

RELATIONSHIP BETWEEN SCREEN OVEREXPOSURE AND DIFFICULTY IN SOCIO-EMOTIONAL SKILLS IN PRIMARY SCHOOL CHILDREN

Claudia Milena Rodriguez Rodriguez — 2025-08-12

The use of electronic devices has increased significantly in recent years, raising concerns about their impact on child development. This paper will focus specifically on the influence of screen time on the development of socioemotional skills in children living in rural areas. During the literature review, it was possible to find several scientific documents showing that excessive use of digital devices affects social interactions and emotional regulation. To understand this process, approaches from sociocultural theories, social learning, and attachment were selected, which describe how a lack of communication with others affects the acquisition of interpersonal skills. The information found and reviewed indicates that prolonged screen time reduces opportunities for children to interact with each other in real life, resulting in poor performance in processing emotional signals and regulating behavior in the presence of other children. In rural areas, the problem is exacerbated by the lack of available offline activities and the dependence on technology for educational and leisure purposes. It was found that adult mediation during the use of digital devices affects how children process information socially and emotionally. Based on this analysis, the development of strategies to control interaction with technology by limiting the use of screens in educational and community settings is suggested, in order to encourage face-to-face interaction. Allowing the use of electronic devices in conjunction with in-person activities can foster children's sociocultural development. It is proposed to continue studying the influence of electronic devices in various contexts and to develop methods that integrate technology without hindering social relationships in child development.

BEYOND THE COGNITIVE: EMPIRICAL EVIDENCE OF THE CRUCIAL ROLE OF SOCIOEMOTIONAL SKILLS IN LEARNING IN COLOMBIAN ELEMENTARY SCHOOL

Diana Mayerli Antolinez Buitrago — 2025-08-12

The purpose of this article, by the nature of a scientific essay, is to reflect on how current education faces circumstances that have left important marks on society, such as the technological advances and transformations that have gone hand in hand with different processes, such as teaching and learning; in this sense, it is observed that different contents of the curricular design use technologies as instructional resources that have tried to bring the topics to the students, and that is why the present general objective emerges, which is framed in: to reflect on socio-emotional skills in learning in Colombian primary basic education (HSEAEBPC); the methodology fits into a documentary analysis, which resulted in a scientific essay that becomes a significant contribution so that teachers can have at their disposal concepts and teaching tools that aim to strengthen socio-emotional skills in students at the primary level; However, it is of utmost importance to recognize that one of the most impactful aspects of the educational process goes beyond the cognitive and crucial role of teachers in making the teaching process a theoretical and practical journey that is quite accessible for those responsible for defining quality education, tailored to the demands of the general population, considering the purpose of the educational system.

EDUCATIONAL INCLUSION IN COLOMBIA: THEORIES, COMPETENCIES, AND APPLICABILITY.

Jeniffer Durán Pérez — 2025-08-12

The purpose of this scientific essay is to reflect on how contemporary education faces several challenges, one of the most significant being the existence of children and young people who are not integrated into formal education systems. This problem has generated the need to adopt a new vision in the field of education, focused on inclusion. However, it is important to note that there is also a lack of preparation among teaching staff to address this reality. The purpose of this document is to establish a relationship between the various aspects that characterize education, inclusion, and competencies, with the aim of promoting authentic inclusive education. Its purpose is to conduct a theoretical study of the current status of inclusive education, as well as the competencies acquired by university graduates in this specific field. This analysis is hermeneutical in nature. For its development, relevant theoretical aspects will be integrated, such as the historical evolution of education and its definition, as well as the concept of inclusive education, among others.

COMPLEXITY IN THE USE OF ASSESSMENT TECHNIQUES AND INSTRUMENTS IN PHYSICAL EDUCATION.

Juan Guillermo Bernal Gordillo — 2025-08-12

This scientific essay focuses on assessment within the field of physical education, considered a sensitive and complex issue, especially due to the nature of the practices involved and which often focuses solely on the physical dimension of the human being, ignoring other dimensions such as the cognitive, in addition to the axiological. Therefore, this article addresses the complexity implicit in the use of assessment techniques and instruments that predominate formative aspects of the aforementioned area, beyond a simple qualification focused on physical performance. For this reason, various reference elements are required, as well as some research published in recent years, which in general allow us to substantiate the idea of the implicit complexity in the assessment process, and how it represents a challenge for the teacher specialized in physical education. Based on the above, some conclusions are drawn regarding the objective assumed, which generally revolve around the importance of considering evaluation techniques, in addition to alternative methods, that facilitate the teacher's ability to assess both physical abilities and other dimensions of the human being, in line with a comprehensive evaluation that considers the biopsychosocial aspects of students, especially in the area of physical education.

ORALIDAD EN LOS PROCESOS DE LECTURA Y ESCRITURA

Martha Cecilia Ramos Beltrán — 2025-08-12

In a world of rapid change and unstoppable technological advances, it is necessary to establish transformations related to the ways of introducing children to reading and writing processes that respond to the current challenges of pedagogical practices. Therefore, it is necessary to discuss the impact that oral communication has on these processes. Recognizing that verbal communication influences the learning of reading and writing processes, it constitutes an essential skill in both the emotional and cognitive development of human beings, associated with linguistic competencies, which leads to a deeper study of strategies that strengthen its development. In this sense, this article aims to establish a reference framework that allows us to characterize relevant and innovative practice models for the development of oral language that contribute to strengthening these processes. The purpose of this article is to discuss the characteristics of the development of oral expression, so that they constitute the fundamental basis of learning. The purpose of this essay is to reflect on the need to strengthen oral communication in children to enhance the cognitive, social, and cultural processes that underpin the learning process and ensure literacy.

THE COMPREHENSIVE TRAINING OF STUDENTS FROM CONFLICT RESOLUTION

Yaid Alonso Quintero Lázaro — 2025-08-12

Conflict resolution is a skill that is currently essential for the development of individuals. Through it, each individual will be able to express their ideas, thoughts, feelings, and social and interpersonal spheres, taking into account the proper application of the technique while maintaining values of respect and consideration for others. For this reason, this essay-style article seeks to conduct an interpretive hermeneutic analysis of the comprehensive development of students through conflict resolution, taking into account their developmental, contextual, and personal characteristics, recognizing that they are immersed in a changing society. To this end, the hermeneutic/interpretive method is adopted, through which the selected topic will be narrated, in order to provide highly significant academic theoretical foundations for future research and for readers interested in the subject. It is hoped that upon completion of the essay, an adequate reference source will be obtained that exalts conflict resolution as an alternative for development for individuals, regardless of age, but rather the benefits it provides.

GLOBAL COMPETENCES AS AN EDUCATIONAL CHALLENGE: THE ROLE OF TEACHERS IN THE FACE OF PISA DEMANDS

Lyda Marcela Benavides Tamayo — 2025-08-12

Current educational systems face the challenge of preparing students for a rapidly changing and globalized world. Technological and informational advancements demand learners capable of engaging with this dynamic landscape, with teachers being the first called upon to understand it. This essay reflects on the global competencies assessed by the PISA standardized tests and their critical role in classroom integration.

First, the paper provides a conceptual framework for global competencies and their significance in student development. It then presents an argumentative analysis highlighting the teacher’s pivotal role in implementing these competencies, examining both the strengths and challenges of this endeavor. Finally, it concludes by emphasizing the urgency of fostering these skills within the educational Colombian system.

COGNITIVE CAPITALISM, ARTIFICIAL INTELLIGENCE, AND THE EVOLVING ROLE OF TEACHERS IN THE 21ST CENTURY: CHALLENGES AND PERSPECTIVES FROM LATIN AMERICA

Luz Helena Echeverri Gómez. — 2025-08-12

This essay critically examines the intersection between the integration of Artificial Intelligence (AI) in education, the dynamics of cognitive capitalism, and the transformation of the teaching profession in Latin America. Using a hermeneutic and theoretical approach grounded in recent literature, it explores how the accelerated incorporation of AI - driven by the interests in the commodification of knowledge and disputes over the intellectual ownership of social knowledge – reshapes the regional educational landscape. It is argued that although AI offers improvements in educational personalization and efficiency, its uncritical implementation may deepen inequalities, encourage the privatization of knowledge, and undermine the collective nature of knowledge production. This scenario presents significant challenges for the teaching profession, which now requires new technological and pedagogical competencies while maintaining tis ethical, humanistic, and critical dimensions. The essay concludes by emphasizing the need for an ethical integration of AI that resists neoliberal logics of commodification, reaffirms education as a public good, and strengthens human agency in the collective construction of knowledge.

METACOGNITION IN CHILDHOOD: HOW PEDAGOGICAL BIASES OVERLOOK COGNITION IN REGULAR CLASSROOMS

María Elena Ditta Vargas — 2025-08-12

This essay critically examines the invisibilization of metacognition in childhood within mainstream education, attributed to pedagogical biases in conventional models. It underscores the fundamental relevance of this construct for child development, arguing that the predominance of memorization over systematic reflection hinders critical thinking, learning self-regulation, and strategy self-assessment, neglecting individual learning rhythms. Methodologically, a theoretical-critical analysis was conducted through a documentary review of predominant practices, identifying rigid curricular structures and adult-centered authority approaches as key factors. These generate a dissonance between academic content and students' socio-cultural realities, impeding meaningful knowledge connection with their environment and perpetuating inequities by limiting cognitive agency. Consequently, an urgent transformation of teaching practices is urged, emphasizing continuous professional development to deconstruct such biases and implement flexible strategies that promote intellectual autonomy. It is concluded that integrating metacognition as a core axis for holistic education is imperative, intrinsically aligned with principles of inclusion and critical analysis, seeking to develop children's abilities not only to learn but to understand how they learn and transfer knowledge meaningfully to their realities.

THEORETICAL INSIGHTS ON EMOTIONAL INTELLIGENCE FOR STUDENTS' ACADEMIC DEVELOPMENT

Ada Nayibe Mesa Alvarado — 2025-08-11

Theoretical insights into the development of emotional intelligence (EI) in relation to students' academic performance highlight the importance of understanding emotional skills as fundamental components of the learning process. From early research, it has been established that EI not only influences psychological well-being but also has a direct impact on cognitive abilities and the management of school situations. More broadly, this article aims to reflect from a theoretical perspective on the development of emotional intelligence in promoting academic development. As an essay, empirical evidence supports the idea that students with higher levels of emotional intelligence tend to perform better academically. Studies show that these students are more resilient in the face of difficulties, maintain a positive attitude toward learning, and are less prone to disruptive behaviors. Furthermore, their ability to regulate their emotions allows them to cope more effectively with stressful or challenging situations in the school setting, which translates into greater concentration and persistence in their academic tasks. Consequently, promoting emotional development becomes a key strategy for enhancing academic performance.

SCHOOL MANAGEMENT IN THE FRAMEWORK OF ACADEMIC DEVELOPMENT IN COLOMBIA

Deisy Johanna Balaguera Restrepo — 2025-08-11

School management within the framework of academic development in Colombia is a strategic and participatory process that seeks to improve the quality of education, promote equity, and ensure compliance with the educational standards established by national policies. In this context, school management is conceived as a key element for strengthening educational institutions, optimizing resources, and promoting environments conducive to learning. More broadly, this article aims to analyze how school management is carried out within the framework of academic development in Colombia. As an essay, it is specified as possible outcomes. It is important to note that academic development in Colombia is also linked to the implementation of programs and strategies that promote pedagogical innovation, the use of educational technologies, and student-centered methodologies. Efficient school management facilitates the incorporation of these elements, ensuring that all stakeholders work together to raise learning levels and reduce existing inequalities in different regions of the country.

ICT IN ARTS TEACHING

Marleny Becerra Ibarra — 2025-08-11

Information and Communication Technologies (ICTs) have significantly transformed art teaching, offering new possibilities to enhance creative, pedagogical, and cultural processes. The incorporation of these tools allows teachers and students to explore different expressive media, facilitating access to global resources and promoting a more inclusive, interactive, and up-to-date education. In a broader sense, this article aims to analyze the impact of ICTs on art teaching. As an essay, it was determined that, in this context, ICTs not only complement traditional methodologies but also pave the way for pedagogical innovations that enrich the educational experience in the artistic disciplines. Effective integration requires specific technical knowledge and pedagogical skills to design meaningful activities that integrate these technologies in a manner consistent with educational objectives. It is also essential to promote a critical attitude toward the responsible use of ICTs, fostering ethical values related to respect for copyright and the protection of personal data.

CRITICAL THINKING IN THE FRAMEWORK OF EXPLAINING THE EDUCATIONAL REALITIES OF COLOMBIA

Norberto López — 2025-08-11

Critical thinking, within the framework of explaining the educational realities of Colombia, is fundamental to understanding and transforming the challenges facing the country's education system. Colombian education is characterized by its cultural, social, and economic diversity, which requires a deep and thoughtful analysis to identify the structural causes of its problems. In a broader sense, this article aims to analyze how critical thinking develops within the framework of trying to explain the educational realities of Colombia. To achieve this goal, a qualitative approach will be used, with an interpretive paradigm and a hermeneutic structure, as this is an essay-style text. As a result, it is clear that gaps in access to education, poor infrastructure in rural areas, and the lack of adequate resources limit opportunities for many students. Critical thinking helps analyze these inequalities not only from a superficial perspective, but also by considering their historical, economic, and political roots. This makes it possible to propose contextualized and sustainable solutions that address the root causes of educational gaps in different regions of the country.

FAMILIES WITH PURPOSE: AN EMERGING VISION OF SCHOOL SUPPORT

Wilson Pérez Mendoza — 2025-08-11

"Families with Purpose: An Emerging Vision of School Support" represents an innovative approach that seeks to transform family participation in the educational process, recognizing families as active stakeholders who are aware of their role in their children's learning. This concept arises from the need to rethink traditional forms of involvement, which are often limited to passive attendance or compliance with formal requirements, in order to promote more meaningful participation oriented toward clear, shared objectives. In a broader sense, this article aims to analyze how families influence the development of academic performance through support processes. As an essay, it was determined that, from this emerging perspective, school support is conceived as an intentional process in which families articulate their values, expectations, and resources to actively contribute to their children's academic and personal development. This requires family leaders to reflect on what type of support they wish to provide, how they can do so effectively, and what specific goals they hope to achieve together with the school.

AN APPROACH TO THE DEVELOPMENT OF SKILLS IN THE CLASSROOM: A REALITY OR A UTOPIA

Ramiro Orlando Gómez Vergara — 2025-08-11

ABSTRACT:

What is intelligence? What type of people are more intelligent? Why are some more intelligence than others? What is the best education to powerfully develop intelligence and obtain an honorable quantification? All these academic questions are what manipulate today´s education, they are what generate intellectual perfection in the search for results that are approved by schools, universities and even for connection to the workplace. But, how accurate is this educational approach for the development of talents within a modern, technological, dynamic and competitive society? Gardner proposes that these talents are multiple intelligences that must be the fundamental basis for defining the conditions of the teaching- learning process in each of its stages and elements. Therefore, intelligence should not be limited to its assessment in an imposed test, but rather one or more skills should be stimulated from a personal decision based on the learning expectation to define the resources, both of the individual and the context , and the strategies to be used, not for a written test that pigeonholes the student and defines their future, but to develop one or more talents that lead to efficient action within any field, both individually and as a team, even more so when the latter requires the sum of various talents for the execution of a task. The above should be both the means and the end of the new education. Therefore, it is concluded that the initial basis of this proposal considers defining the type of intelligence of the student in order to enhance it from pedagogical practice under a diverse and motivational mantle that leads to being more intelligence within the multiplicity of intelligence.

ACCESS AND PERMANENCE IN THE EDUCATIONAL SYSTEM: FACTORS AFFECTING HIGH SCHOOL EDUCATION OF STUDENTS IN THE MUNICIPALITIES OF SARDINATA AND TIBÚ NORTE DE SANTANDER.

Andrés Michael Ordoñez Andrade — 2025-08-12

The article analyzes the impact on the improvement of access and retention conditions in the high school education system in the municipalities of Sardinata and Tibú, Norte de Santander. It presents the results of a citizen oversight conducted in rural educational institutions, focusing on components such as food strategies, teaching quality, and infrastructure. The oversight revealed gaps in the delivery of the School Feeding Program (PAE), lack of awareness about criteria for targeting beneficiaries, and inconsistencies in the quality of food. The study identified barriers to access, and retention associated with poverty, inadequate infrastructure and transportation, armed conflict, work responsibilities, and teenage pregnancy. Dropout arises from the dilemma of choosing between studying or working to contribute economically. Integrated policies across the educational, economic, and social sectors, coordinated at the municipal, departmental, and national levels, are needed to ensure the right to quality education under equitable conditions in these areas. The study provides recommendations and aims to serve as a roadmap for the participatory construction of inclusive educational policies in the region.

MUSIC THERAPY IN THE LEARNING PROCESS

Ana Rosaura Serrano Buitrago — 2025-08-12

Music is a powerful tool to promote learning, as it increases confidence levels, improves self-esteem and security, helps to reduce anxiety levels, improves attention and promotes emotional well-being. An increasing number of educational institutions are committed to applying music therapy in their teaching-learning processes, and the challenge is for teachers to include music in their classes as a means of overcoming learning difficulties and increasing students' confidence in expressing their emotions. The aim of this paper is to describe how music therapy can influence students' learning in the classroom, based on the writings of various authors, using documentary research.

It can be concluded that music therapy in the classroom plays a fundamental role and its application allows teachers not only to transmit knowledge, but also to facilitate in their students the expression of what they feel and social development in a harmonious and motivating environment. The implementation of music therapy strategies contributes to a positive and enriching classroom climate for learning.

“MI SALON ES UNA NOTA”, A STRATEGY TO CULTIVATE ENVIRONMENTAL AWARENESS, BASED ON THE REVIEW OF ENVIRONMENTALLY SUSTAINABLE HABITS

Martha Carolina Barrera Parra — 2025-08-12

“Mi salón es una nota” is a strategy that begin at the I.E. La Merced in the municipality of Agrado – Huila, because deterioration was observed in classrooms, desks, green areas, common spaces, poor disposal of the solid waste generated, waste and misuse of water resources. This is probably caused by the lack of environmental awareness of the educational community, or the students' low sense of belonging to their school, by the lack of knowledge of ways to use solid waste or by not being aware of the dangers that are generated in landfills when they are overloaded with waste. Therefore, this research seeks to cultivate the 4 dimensions of environmental awareness, namely, the cognitive, affective, conative, and active dimensions, and to measure the latter through the constant review of articulated actions or habits by the student and their classroom as a social system. The research is framed within a positivist paradigm, a quantitative approach, and an inductive method. The data obtained from the active dimension, that is, from the habit review, are systematized and subsequently processed using decision trees to determine patterns and predict future group behaviors, thus strengthening the necessary habits focused on achieving the research objective. As conclusions, it is obtained that the generation of environmental awareness can be measured through habits, articulated actions, or specific activities. The applied methodology is adequate for observing school environmental problems. The patterns obtained through decision trees clearly account for prescriptions and possible predictions of groups as a social system and their aspects that need to be improved. Separation at the source can be naturalized and become part of the student's daily life

THE IMPLEMENTATION OF MEDIATION STRATEGIES IN SCHOOL CONFLICTS IN THE CLASSROOM.

Lilly Leyla Marínez Angulo — 2025-08-12

Conflict is inherent to the relationships that are established between human beings in different environments, including educational institutions, and reflection on how they are addressed is a constant concern and requires pedagogical innovations that focus on school mediation strategies for the improvement of relationships within the classroom. Therefore, this documentary review article aims to identify how school conflicts are being handled in the classroom and whether literature is a strategy that is being considered for this purpose. Therefore, it takes into account the description of master's theses of the last five years for a total of 31 theses consulted in repositories of national (Colombia) and international universities, through the implementation of the Prisma flowchart and the Casp checklist with categories that highlight the study, its theoretical and methodological contributions and main findings. The ideas put forward provide a theoretical and practical guideline that allows exposing the management of school conflict from several dimensions. Theoretically, the socioemotional component as a fundamental reference, methodologically, action research as an option for immediate intervention. With respect to the literary approach, this is presented in various ways in the use of stories, lyrical texts, fables, films, which in their real functionality show that

ACTIVE METHODOLOGIES AND PEDAGOGICAL INNOVATION IN COLOMBIAN ELEMENTARY EDUCATION

Indira Eneida Henao Andrade — 2025-08-12

While education has undergone constant evolution throughout history, it has also allowed us to uncover the various elements that influence it, such as didactic action and its direct connection with social demands, many of which focus on the need for change and innovation. Therefore, this scientific article is based on a formal research process, which focused its general purpose on reflecting on the theoretical conceptions and implementation of active methodologies and pedagogical innovations in basic education in the educational institutions of the Bahía Solano Municipality, Department of Chocó, Colombia. To this end, the study adhered to the interpretive paradigm, the qualitative approach, and the hermeneutic method, supported by documentary analysis. In conclusion, the research results indicate that active methodologies are essential in the teaching and learning process, as they become strategies for managing both conventional and non-conventional (technological) instructional resources. This provides a foundation for positions linked to improving the academic performance of elementary school students.

GAMIFICATION AND MEANINGFUL LEARNING IN TEACHING GEOMETRY IN SECONDARY SCHOOL

jmurciaindustrial@gmail.com — 2025-08-12

This article is based on the analysis of a teaching strategy focused on developed spatial geometry skills using gamification as a meaningful learning technique articulated with the implementation of educational activities that allow students in eighth and ninth grades, aged 12 to 14 to strengthen their knowledge of geometry and its various study topics. Likewise, the study seeks to contextualize each geometric concept through every day or experiential elements familiar to students, thus contributing meaningfully to the teaching and learning processes. In doing so, it also promotes awareness of geometric learning through the design of didactic units that facilitate the interpretation and explanation of the world. The proposal aims to develop spatial-geometric skills using gamification as a technique for meaningful learning, as it integrates the core principles of gamification into educational activities. The research adopts a mixed-methods approach, incorporating elements of the quantitative method—such as the collection and analysis of numerical data to measure variables and establish statistical relationships—and the qualitative method, which emphasizes understanding social phenomena through student interviews and observations. In this context, the Van Hiele model was integrated, with the objective of supporting the development and progression of students' metacognitive processes related to geometric thinking skills. As a final outcome, the study concludes that the motivation and interest generated through gamification lead students to engage passionately with the subject matter, transforming them into creators of their own knowledge and, consequently, promoting meaningful learning.

RURAL EDUCATION IN COLOMBIA: CHALLENGES AND OPPORTUNITIES

Nelson Vera — 2025-08-12

Rural education in Colombia faces challenges in access, quality, and infrastructure, with significant gaps between urban and rural areas. In this regard, this article analyzes the structural challenges and emerging opportunities to transform the rural education system, evaluating connectivity policies and programs. Its purpose was to identify persistent obstacles and evaluate innovative strategies to guarantee inclusive education in rural contexts. From a methodological perspective, this is a qualitative descriptive-interpretative study based on official documents, institutional reports, and academic articles. Emerging categories such as educational gaps, teacher training, and pedagogical models were considered, contrasting quantitative data with qualitative analysis. Among the findings was that in terms of coverage, there is a 23.7% rate of school nonattendance in rural areas versus 17.9% in urban areas, with only 35% of students completing secondary school. Regarding infrastructure, 79.8% lack internet access, and 18.1% lack electricity. This percentage is higher in some regions, such as Vichada, where it is 68%. Another relevant aspect is the persistence of violence, reflected in a 34% rate of forced recruitment in PDET municipalities, affecting school retention. Regarding opportunities, investments of 4.9 billion euros annually are projected until 2030, including the Escuela Nueva model and Law 2156/2025 for inter-institutional coordination. It was concluded that closing gaps requires combining infrastructure, technology, and community participation. Although policies such as the PEER have reduced the gap in Saber 11 tests, challenges persist in implementation and financing.

PEER LEARNING AS A TEACHING STRATEGY MEDIATED BY DIGITAL TECHNOLOGIES TO STRENGTHEN BASIC COMPETENCIES IN THE APPLICABILITY OF GEOMETRY

Jesús Gregorio Fuentes Ravelo — 2025-08-12

Society today requires interventions to analyze and reflect on the role of education, taking into account that the teaching and learning processes need to be reviewed; but when digital technologies have taken over the various sectors of society, it becomes relevant to reimagine a new way of teaching including all those elements that become the basis for the following general objective: To generate theoretical constructs as a teaching alternative mediated by digital technologies to strengthen basic competencies in the applicability of geometry; for fourth grade students, Hernando Acevedo Ortega headquarters of the city of Cúcuta - Norte de Santander - Colombia. The methodology used is framed in a qualitative research, using the interpretative paradigm through the hermeneutic method; supported by the technique of content analysis; aspects that allow to approach the object of study and to empower the essence that is the innovative and novel strategies; It is significant to point out that a theoretical approach of the elements that become a source to establish the bases of the theoretical constructs is shown; thus promoting peer learning; with the purpose of assuming challenges that contribute in a good way to the quality of basic primary education, strengthening the basic competences in geometry.

THE FAMILY ROLE IN THE EDUCATIONAL PROCESS IN COLOMBIA

Doris Rocio Salamanca — 2025-08-12

This research aims to analyze the role of the family in the educational process in Colombia. Schools will always be seen as forging generations, with individuals capable of playing a leading role in society. Therefore, it is essential that students' experiences be aligned with pedagogical processes, delegating this to educational institutions, teachers, and parents and guardians. But the most important factor is the family, where true formation in values and principles takes place. The home is our first school. The lack of family participation sometimes leads children to feel hesitant when making decisions. The role of teachers is integral to the knowledge imparted through curricula created for such formations and appropriate for the students' ages. Education is too important to be left solely in the hands of teachers. Therefore, the participation of parents and families, working hand in hand with teachers, the institution, and the community, is imperative, ensuring a better life for our students.

IMAGINATION AND LEARNING: THE ROLE OF CREATIVE THINKING IN PRIMARY EDUCATION

Natalia Posada Restrepo — 2025-08-12

This article delves into the relevance of creative thinking in the education of primary school students. It proposes pedagogical strategies that foster its development and offers recommendations for effectively integrating it into the classroom. It highlights the need to review how the concept of creativity has changed, since, although its importance is recognized, its practical application in curricula remains quite limited, especially at the most basic educational levels. Through an analysis of various research projects and the main theories on creative thinking, the article emphasizes that a deep understanding of this skill is crucial for fostering more complex competencies in students. It concludes that fostering creativity in the classroom requires a purposeful educational intervention, with teachers trained in this approach and a significant transformation of traditional curricula. Only in this way can we prepare future generations to face the challenges of a constantly evolving society with originality, resilience, and critical thinking.

MAPPING THE BRAIN AND PLAY: A LOOK AT THE THINKING CHILD IN EARLY CHILDHOOD

Laura Katherine López Gómez — 2025-08-12

This article provides a critical review of The Thinking Child: Brain-Based Learning for the Early Stage (Call & Featherstone,2010), a work that intricately combines neuroscientific principles with innovative pedagogical strategies to foster comprehensive early childhood development. The review examines the book's multifaceted approach, emphasizing the importance of creating educational environments that support sensory exploration, social interaction, and individualized pacing. Moreover, it highlights the ethical imperative for educators to design safe, stimulating spaces that honor the intrinsic dignity and potential of every child. The analysis positions the book as a vital resource for contemporary educators who must navigate the challenges of a rapidly digitalizing world while preserving the core tenets of experiential.

THE INFLUENCE OF PERSONAL MOTIVATION ON THE CONSOLIDATION OF THE STUDENT LIFE PROJECT

Jhon Muñoz Burgos — 2025-08-12

Personal motivation does seem to be one of the basic axes on which a life project grown by a student depends. Personal motivation serves a defining character in assessment and adult decision-making and in sustaining the effort until aspirations are met, either in academic or career-related achievements. However, there are students whose former work in terms of career direction and motivation suffer due to a number of factors such as low self-efficacy, limitation in their development, or sheer ignorance of vocational guidance. This article looks holistically at the central theme of internal motivation/external motivation with a view of determining methodology to go up on an educational level. It then adopts the stipulated and painstakingly theories in psychology and education, with a pointed focus on self-efficacy, resilience, and career guidance in elaborating the same interface between motivation and academic success. The findings indicate that the students who possess a higher personal motivation display greater commitment, cope with hindrances more capably, and plan for their futures better. However, in this respect, on the side of schools, hardly any structured strategies are found, and rarely are students able to avail the provision of career guidance programs. Some tips on how to resolve the impending issue have been suggested; for instance, establishing a career orientation program, developing self-efficacy, self-confidence, and motivation in the classroom, and involving families in building a life project for students. These measures should orient young people towards an increasing degree of independence and a sense of purpose, providing meaningful learning opportunities and comprehensive education that extends beyond the confines of the classroom. Among these conclusions is that such personal motivation really does form that basic tenet of education; its effective nurturing would logically entail cooperative work between institutions, teachers, and families. This should indeed provide a longitudinally focused study that highlights the rationale for ascertaining the impact of those approaches used in juristic influential processes that allow thus to move on with the life project of students.

INFORMATION AND COMMUNICATION TECHNOLOGIES ICT AND THEIR INFLUENCE ON RURAL EDUCATION

Carlos Hernando Quintero Calvo — 2025-08-12

New technologies have a significant influence on the different areas of social performance, shaping the daily development of individuals. Their proliferation has been such that they have permeated all spaces of people, with the educational field being one of the most invaded. Nowadays it is difficult to carry out a class day based only on the use of traditional or basic resources such as the board or guides, on the contrary, the use of Information and Communication Technologies (ICT) is now necessary; however, in rural areas the use of ICT is more complicated than expected, the causes for this reality are diverse, but even so they must be linked in these areas. This paper aims to offer a relationship between ICT and education in rural areas, including the influence and changes that they can cause, highlighting the possible impact that they could have on the development of the educational fact, all of this from a review of documents supported by the hermeneutics method for their analysis. So it is concluded that reality shows an inconsistency regarding the implementation of ICT in the educational field, since in the urban environment these instruments are taking over the classes, in the rural context they are in many cases not being used, which is why they are not generating the same impact.

INFORMATION AND COMMUNICATION TECHNOLOGIES ICT AND THEIR INFLUENCE ON RURAL EDUCATION

Edwin Jhovanny Barrera P — 2025-08-12

Environmental education today becomes a great educational challenge, specifically when the importance of environmental care is taken into account, especially for future generations; that is why, from the teaching of Natural Sciences and Environmental Education, we must be in permanent search for innovative didactic strategies that effectively allow the protection of the environment. Taking into account that the actions taught in the classroom are being ineffective, even more so when talking about sustainable development. Under this premise, the objective of the experience was to describe the strategies of knowledge, appropriation and promotion of the environment as a strategy of conservation and environmental education in two educational institutions located in different biomes of the municipality of Aquitaine. Regarding the methodology, it was framed in the interpretative paradigm, with a qualitative approach and from the hermeneutical method, since it tends to know in depth the reality and each of the experiences lived by individuals when carrying out certain activities that in the particular case are aligned with the care and environmental management developed over time; making use of the information collection technique corresponding to participant observation, where the teachers authors of this article are part of the educational communities involved. The activities consisted of carrying out various planned pedagogical outings selecting sites of environmental interest, in which the students were motivated to recognize other territories, therefore, the results obtained reflect the student's achievement in exploring other biomes, obtaining knowledge, appropriation and promotion of the environment through the environments visited. Therefore, it is concluded that the participants through interaction with the environment achieved significant learning which developed environmental management competencies

FLEXIBLE EDUCATIONAL MODELS: A FRAMEWORK FOR INCLUSION IN THE RURAL CONTEXT

Bairon Edilberto Ramirez Rendon — 2025-08-12

Educating in the 21st century requires educational systems to generate flexible academic proposals, capable of adapting to regional and local demands. These new proposals must also guarantee high levels of quality in education, competitiveness and equity. These challenges focus the attention of public policies and educational institutions to improve the relevance, coverage, effectiveness and efficiency of the system, assuming interculturality and addressing the different conditions of the rural context. Given this, the objective is to analyze from a theoretical component focused on the applicability of flexible educational models and the determining factors of adequate inclusion. Generating space to address elements that strengthen positions on the importance of flexibility in inclusive education, its adaptability and application in rural contexts. To this end, this article is oriented from a qualitative approach, from documentary design generating the possibility of presenting an essay-type text. Hence the importance of pedagogical flexibility, which must therefore provide for inclusive, pertinent, contextualized education in accordance with the interests and expectations of the various actors in the local and regional educational community, fostering strategies that dynamize classroom situations and encourage learning to know, to do, to be, to live together, to participate, to undertake and innovate and to understand the world in a meaningful way from all ages and educational cycles. Likewise, it must guarantee the transition between educational levels and training modalities throughout life, through the existence of educational scenarios and programs that offer means to meet the levels of competencies and qualifications that are highly motivating, welcoming, effective and relevant to the employment situation, the needs and personal expectations of students in the rural context.

CONSIDERATIONS ON TEACHING MULTIPLICATION AS A PRODUCT OF MEASUREMENT IN THE AREA OF MATHEMATICS.

Harold Alexander Bolaños Mejía — 2025-08-12

This article aims to disseminate aspects related to the forms and meanings associated with multiplication, other than iterated addition. In this framework of ideas, a position on the multiplicative structures and specifically the category of product of measures is offered and its problematic axes are identified. Taking into account the deficit presented by the students at the moment of applying the different concepts related to multiplicative operability, as determined by the MEN in their results of the saber tests. The theoretical-descriptive methodology of documentary type was implemented. Different authors such as: Castro E; J. Hierbert & M. Behr; Reston; Shwartz, J; Raymond Duval, among others, who with their contributions from their theories, facilitate the implementation of multiplication teaching strategies, applied to the circumstances presented in their daily life, were taken as references. As a result, it was defined that the teaching and learning of this mathematical operation is fundamental the use of representation registers (cognitive semiotic theory), the concept of quantity management and the approach on the multiplicative structures and punctually the category of product of measures is proposed as a different meaning of multiplication that enhances the ternary relations. With the purpose of orienting a learning trajectory that allows characterizing the multiplicative tasks under the structure of product of measures and from the representation registers used by the students, with the implementation and analysis of the activities, the use of semiotic approaches and the characteristics for the school work of multiplication from the product of measures and its modalities will be delimited.

STRATEGIES FOR TEACHER ADAPTATION TO TECHNOLOGICAL CHALLENGES AND THE INTEGRATION OF ICT IN EDUCATION

Leidy Judith Lazo Ojeda — 2025-08-12

The integration of Information and Communication Technologies (ICT) in education presents a significant challenge for teachers, who must adapt to a new digitalized reality. This article examines teacher adaptation strategies in response to technological challenges and the integration of ICT into educational processes, a topic that has gained prominence amidst the rapid transformation of learning environments. The study draws on the ideas of Andrés Oppenheimer, Francisco Mora, and Edgar Morin, who, from different perspectives, emphasize the importance of transforming education to address the challenges of the 21st century. Oppenheimer highlights the need to innovate pedagogical methodologies to effectively leverage ICT, while Mora stresses the importance of neuroeducation and the need to consider emotional and cognitive processes in teaching. Morin, on the other hand, advocates for an integrative approach that allows for the construction of critical and ethical knowledge suited to the challenges of the digital world. The findings of this study indicate that the main barriers to ICT integration include the lack of ongoing teacher training and inadequate infrastructure. However, it is concluded that overcoming these barriers requires a profound shift in teachers’ mindset, curriculum updates, and the implementation of educational policies that promote inclusive, dynamic, and flexible teaching. Ultimately, the successful integration of ICT will depend on institutional commitment and continuous teacher training to ensure equitable and quality learning.