LÍNEA IMAGINARIA

HIGHER EDUCATION AND RURALITY IN LATIN AMERICA: TOWARDS INCLUSIVE AND RELEVANT MODELS

Uriel Becerra Alarcón — Fri, 10 Jul 2026 00:00:00 +0000

Education represents a human right. However, its scope seems to be differentiated by aspects related to geographical and ethnic origin and the economic resources that families have to develop it. In particular, students from areas far from the city show notable difficulties in achieving and maintaining completion of all levels that make up the educational system. In this article, we reflect on the reality of access, relevance and quality that rural regions of Colombia experience to access the human right to be part of the field of higher education. Methodologically, it is oriented under the interpretive paradigm, with a qualitative approach. It was based on the documentary analysis of seven investigations reported in Colombia between the years 2023 – 2026; through the digital platforms Scielo and Redalyc. These findings enter into open dialogue with studies reported in other latitudes of Latin America. The results confirm that the non-differentiation in the curricular proposals, the great geographical distances and the socioeconomic difficulties constitute the main reasons that do not allow students from rural areas to enter this educational level or complete it successfully.

SCHOOL COEXISTENCE IN LATIN AMERICA: THEORIES AND STRATEGIES FOR IMPROVEMENT

Duperly Bahamón Álvarez — Fri, 10 Jul 2026 00:00:00 +0000

This systematic review article examines research on school coexistence in Latin America published between 2015 and 2023. Its purpose is to identify patterns, methodological approaches, and relevant findings that contribute to improving coexistence in educational settings. The methodology consisted of the selection and analysis of 15 studies extracted from academic databases, applying inclusion criteria such as thematic relevance, full-text availability, and publication in indexed journals. Studies that did not address the school context or lacked empirical support were excluded. The findings were grouped into four categories: school coexistence, formal education, basic theories for the development of school coexistence and strategies implemented to improve school coexistence, which emphasize the positive impact of interventions such as mindfulness and the teaching of socioemotional skills; and family and community participation, which emphasizes the key role of the family in building harmonious school environments. The analysis of the reviewed studies indicates that school coexistence remains a challenge in the region, particularly due to the need to improve policy implementation and strengthen the connection between school, family, and community. It is concluded that addressing this issue requires a comprehensive approach that combines pedagogical strategies, social interventions, and sustainable educational policies.

EXPERIENCE OF AFROMETENSE COMMUNITY EMPOWERMENT IN THE POPULATION OF DINAMARCA ACACÍAS (META)

Ángel Gilberto Torres Rodríguez, Lina Isabel Peña Duarte — Fri, 10 Jul 2026 00:00:00 +0000

The purpose of this article is to propose a methodological route for working with communities for development, taking the concept of empowerment as a central axis. This is approached from a historical review and reflection, analyzing its evolution and relevance within the framework of the Human Sciences and its relationship with Social Psychology. For this purpose, the documentary analysis method was used, which allows for an in-depth understanding of the theoretical and social foundations of empowerment, as well as its implications in the processes of community transformation. From this conceptual basis, a concrete proposal is put forward to implement participatory processes that promote autonomy, collective agency and overcoming the historical backwardness of excluded human groups. In the results section, a possible work route to promote community empowerment, articulating theory and social practice, is presented. This proposal also draws on a specific experience carried out with an Afro-descendant community in Dinamarca, a rural area of the municipality of Acacias, Meta (Colombia). In this context, an intervention based on Participatory Action Research (PAR) was carried out, using the Metaplan as a methodological instrument; this tool facilitated collective dialogue, the identification of local problems and the collaborative construction of proposals for social improvement, thus promoting the active participation of the community in decision-making. Empowerment, more than a theoretical concept, has become an urgent need in many communities facing social, economic and cultural backwardness. Our experience shows that it is possible to build processes of social transformation based on participatory methodologies that recognize the voice and knowledge of local actors. These paths open up the possibility of strengthening collective capacities and generating conditions for autonomous, fair and sustainable development from the community's own realities.

INSTITUTIONAL PLANNING PLAN (POI) A RECOGNITION OF DIVERSITY IN THE SCHOOL SPACE FROM THE SOCIAL SCIENCES

Miguel Ángel Goyeneche Echeverría, Andrea Milena Moreno Carvajal — Fri, 10 Jul 2026 00:00:00 +0000

This review article offers a reflection from a pluricultural perspective on theories and conceptual frameworks related to school spaces, the recognition of diversity, and coexistence within educational environments. The analysis seeks to understand the various forms of exclusion that directly affect the institutional climate, emphasizing the strategic role of the Institutional Planning Framework (POI) as an effective mechanism for acknowledging diversity through spatial appropriation in educational settings Although this work adopts a theoretical approach, it is grounded methodologically in the master’s thesis titled "Institutional Planning Framework: A Recognition of School Space during the Covid-19 Health Emergency." The study employed a qualitative social approach, based on educational action research, which enabled the identification of key issues in the reorganization of institutional spaces during the shift to hybrid learning environments. Using social cartography and collaborative work involving students, teachers, school administrators, and the broader academic community, the project facilitated significant improvements in teaching-learning processes and school coexistence at Clemente Manuel Zabala Educational Institution. Additionally, the project supported the development and implementation of the first biosecurity protocol for Covid-19 risk management in the city of Cartagena, allowing for a safe return to in-person classes under the hybrid model during the second semester of 2021.

SCHOOL MEETINGS AS PEDAGOGICAL SETTINGS FOR HARMONY CONSTRUCTION BASED ON REFLECTIONS ON A PEACE PACT

Olga Lucía Valle, Yaneth Garzón Beltrán, Marta Isabel Ruiz Ortiz — Fri, 10 Jul 2026 00:00:00 +0000

Education is one of the fundamental components of progress and change, and students must become active agents for this transformation, such as the one that has been taking place in Colombia since the final signing of the peace pact. This research arose from an exhaustive review of various works dealing with the topic of Colombian education after the peace treaties. The objective was to describe the development of education in Colombia since the peace pact signed between the government and the Revolutionary Armed Forces of Colombia (FARC). The bibliographic review was conducted by selecting the most outstanding articles and works on the topic from the last five years. The methodology applied was a descriptive bibliographic review, taking into account relevant, pertinent, and precise elements such as: author, title, objective, methodology, and results. The results demonstrated that school meetings in the post-conflict period should be aimed at a transformation of society from the classrooms; likewise, these meetings should serve to teach that violence has only led to the deterioration of social groups, the economy, and the country's progress. It is advisable to monitor post-conflict education in Colombia, hence the need to continue to delve deeper into the topic and the consequences that could arise if it is neglected.

THE ENVIRONMENTAL EDUCATION SHADOW IN THE PEDAGOGYCAL ROMANTICISM IN THE CURRENT GENERATIONS.

Loreli Sánchez Hernández, Marysol Patiño Correa — Fri, 10 Jul 2026 00:00:00 +0000

This article presents a critical-documentary analysis of the historical evolution of environmental education (EE) policies and strategies at global and local levels, with a particular focus on Colombia and the city of Medellín. The study is based on primary and secondary sources, including institutional reports, official statistics, educational implementation cases, scientific literature, and both successful and failed international experiences. The EE has shifted from traditional pedagogical approaches, focused on individual values and simplistic actions, toward critical models that incorporate socio-ecological complexity. This essay examines this historical transition, its structural limitations, and contemporary challenges in a context marked by crises such as climate change, unchecked consumerism, and systemic inequality, with an in-depth analysis of the Colombian case. Traditional approaches, while effective in pre-consumerism and pre-technological socioeconomic contexts, have proven insufficient in addressing current environmental complexity and social dynamics, particularly in scenarios of structural inequality. Methodologically, this study combines qualitative (pedagogical critique) and quantitative (epidemiological and environmental data) analyses, though its comparative scope is limited by its focus on Colombia.

INTEREST CENTERS AS AN ARTICULATING AXIS: EMPOWERING LIFE SKILLS AND COMPREHENSIVE DEVELOPMENT IN PRIMARY EDUCATION

Yorlenny Castillo Piedrahita, Gloria Aidé García Durango — Fri, 10 Jul 2026 00:00:00 +0000

This review article examines the pedagogical strategy of Centers of Interest (CoI) as a fundamental articulating axis to enhance life skills and foster holistic education in the context of primary education. It traces the origin of this methodology to the New School movement of Ovide Decroly, highlighting its foundational principles of child-centered learning, globalized perception, and the observation-association-expression cycle. The article synthesizes how Centers of Interest facilitate a deep curricular integration across various areas of knowledge, transcending traditional fragmented instruction. The empirical evidence demonstrating its impact on cognitive, socio-emotional, and ethical development is analyzed, underscoring its role in cultivating critical thinking, problem-solving, communication, collaboration, and self-regulation. The challenges in implementation, such as teacher training and resource limitations, are discussed, along with effective strategies and best practices. Finally, the review identifies critical gaps in current research to further understand and optimize the application of Centers of Interest in contemporary primary education. The synthesis of information was carried out through a narrative and thematic approach. The extracted data were organized and grouped according to emerging themes, which allowed for the identification of patterns, trends, key arguments, evidence, and theoretical perspectives present in the literature. This process involved a detailed reading of the full texts, the grouping of similar concepts, the construction of thematic categories, and the integration of findings to achieve a comprehensive view of the studied phenomenon.

EMOTIONALLY SENSITIVE EDUCATIONAL PRACTICES: A CRITICAL REVIEW OF THE TEACHER'S ROLE IN VULNERABLE SCHOOL TERRITORIES.

Arlet Sofia Navarro Perez, Alberto Rafael Castro Castro, Mariana Montaño Acosta — Fri, 10 Jul 2026 00:00:00 +0000

This article presents a critical literature review of emotionally sensitive educational practices in vulnerable school contexts, with a particular focus on rural areas. The aim was to analyze key theoretical approaches and recent findings regarding the teacher's role from a humanizing, emotionally aware, and situated perspective. The methodology involved a narrative review of scientific articles, books, and institutional documents published between 2015 and 2024, selected based on thematic relevance and contextual applicability. Databases such as SciELO, Redalyc, Google Scholar, and ERIC were consulted.

The analysis identified five key theoretical themes: the emotional education approach, teachers' socio-emotional competencies, affect-situated pedagogy, self-care in teaching practice, and the emotional challenges associated with rural education. These approaches converge on an understanding of educational practice that recognizes emotions as an essential component of teaching, particularly in areas where social and economic conditions intensify the emotional impact of the teaching profession.

The results reveal significant conceptual advances, yet also highlight gaps regarding emotional training for teachers in impoverished contexts, the lack of alignment between educational policy and teacher well-being, and the urgent need to rethink educational practice through the lens of emotional sensitivity. It is concluded that emotionally sensitive practices represent not only a viable pedagogical path but also an ethical necessity in settings where vulnerability cannot be ignored. Finally, the article calls for further research linking teacher well-being, emotional education, and educational transformation, in alignment with the challenges facing contemporary rural schools. It also seeks to foster academic dialogue on the urgent need for public policies that incorporate the emotional dimension into teacher training—particularly in historically marginalized areas, where education takes on a profoundly human and transformative significance.

"BUILDING ACADEMIC AND PROFESSIONAL SUCCESS: THE DECISIVE ROLE OF SOCIOEMOTIONAL COMPETENCIES IN 21ST-CENTURY PRIMARY EDUCATION"

Hugo Urieles Campo, Amada Fuentes Parra — Fri, 10 Jul 2026 00:00:00 +0000

In the hectic world we live in today, it is necessary to explore and strengthen our social-emotional skills, especially in our second home: school, the place where we spend most of our time and interact with our peers. There, emotional education becomes a fundamental factor in the implementation of programs at the levels offered; as is the case with 21st Century Primary Education, from this level we can establish definitive importance in the path to students' academic and professional success.

While reading this article, we can analyze how the constant development of these skills throughout primary education lays the foundation for improved school attainment, healthy coexistence, and the desired comprehensive education. More than a grade or a number, we discuss how socioemotional competencies provide children with the tools they need to face challenges, solve problem situations favorably, and develop positive interpersonal relationships, as this becomes a fundamental element of their psychosocial well-being. It should be noted that this article was conducted under the interpretive paradigm, with a qualitative research approach. A documentary review was used as the data collection technique to reference the literature on which we relied.

Ultimately, the article raises the importance of these competencies in the educational and professional fields. Socioemotional skills fostered and practiced from childhood are established as essential elements for achieving success throughout our lives. We can conclude that openly integrating socioemotional education into the primary education curriculum is not only a requirement, but a necessary strategy to prepare future generations for the challenges and situations of this complex and busy world.

REVALUATION OF THE PEDAGOGICAL FACT IN TIMES OF TECHNOLOGY IN COLOMBIAN BASIC EDUCATION

Fri, 10 Jul 2026 00:00:00 +0000

The pedagogical act, understood as that human encounter where knowledge is constructed, runs the risk of becoming dehumanized if it blindly surrenders to the dictates of technology. It is necessary to rescue the essence of the bond between teacher and student, giving it new meaning amid the incessant flow of information that characterizes the present century. The pedagogical act thus becomes an act of technical empowerment and environmental awareness from the classrooms of the most disadvantaged sectors. The purpose of this contribution is to reflect on the revaluation of the pedagogical act in times of technology in Colombian basic education. The methodology used is based on a documentary analysis that included a literature review, taking into account that teaching ingenuity allows even minimal resources to generate pedagogical innovations that have a positive impact on student learning. It is here that innovation takes on meaning as a courageous response to the material shortcomings of the national education system.

Twenty-first century teachers need theoretical tools to deconstruct technology and adapt it effectively to the cognitive needs of their students. Professionalization in this area is a debt that the system must pay in order to guarantee an education that is in line with current times.

ART FOR DEVELOPING IMAGINATION THROUGH PLAY IN EARLY CHILDHOOD

Mileidy Pérez Peña, Yeicy Liliana Rodas Mendoza — Fri, 10 Jul 2026 00:00:00 +0000

Early childhood children constitute a fundamental population for the development of human beings; according to this, this is the stage in which the individual's personality is consolidated, hence the training in these years is crucial, as well as significant. From there, this article was developed, which is based on the interpretation of existing documentary contributions on art for the development of imagination through play in early childhood. To this end, an investigation of existing material was carried out. It is necessary to consider how training processes energize the child's imagination, because this is the foundation of creativity according to the development of preschool classes. These pedagogical practices correspond to the demands of this level, given that play supports the pedagogical reality of the classroom spaces in which the first years of life are developed. As final reflections, the importance of both play and art is established for the constitution of a creative subject, with innovative and original ideas, so that effective problem-solving can be generated later in socio-educational spaces.

THE COLOMBIAN RURAL TEACHER WITHIN THE FRAMEWORK OF THE ESCUELA NUEVA METHODOLOGY: STRUCTURAL TENSIONS, PEDAGOGICAL CHALLENGES AND RENEWAL PROSPECTS. A SYSTEMATIC LITERATURE REVIEW

José Darío Benítez Becerra, Elisa Fernanda Martínez Rubiano — Fri, 10 Jul 2026 00:00:00 +0000

This systematic review article examines the role of the rural Colombian teacher within the Escuela Nueva pedagogical model, using the municipality of Labranzagrande, in the department of Boyacá, as an empirical reference. Based on the analysis of fifty academic sources indexed between 2015 and 2026, selected through the PRISMA protocol, five thematic axes were identified: the origin and evolution of the model, the extended role of the rural teacher, the material precariousness of the context, the digital divide, and the pedagogical inertia resulting from the absence of continuous training. The findings converge in showing that the renewal of the rural educational model cannot be reduced to technological endowments or centrally designed curricular reforms; it requires, as a priority, institutional recognition of situated pedagogical knowledge, sustained investment in basic infrastructure, and teacher support programmes built from and for the territories.

LOVE BOTTLES: AN INNOVATIVE PRACTICE THAT INTEGRATES ENVIRONMENTAL EDUCATION AND SOCIAL RESPONSIBILITY IN SCHOOLS.

Paola Cano Vera, Adriana Katherine Moreno Moreno — Fri, 10 Jul 2026 00:00:00 +0000

The “love bottles” strategy is analyzed as an innovative practice for integrating environmental education and social responsibility in schools. Faced with the challenge of developing citizens committed to sustainability, this pedagogical approach promotes the creative reuse of single-use plastic waste, presenting itself as a pedagogical tool that transcends waste management by fostering values of social responsibility, community participation, and pedagogical innovation. This article examines the conceptual foundations of school social responsibility, environmental education, and environmental citizenship, connecting them to experiences of sustainability and creative recycling in the educational sphere, thereby promoting community participation and the values of social responsibility. Through a review of conceptual frameworks and educational experiences, it is shown that this strategy strengthens environmental culture in schools and contributes to the development of critical and active citizenship. The results highlight its potential as a didactic resource for sustainable development in educational contexts.

Emotions from the Perspective of Primary Education in Colombia

María Yulie Pallares Urbina — Fri, 10 Jul 2026 00:00:00 +0000

This paper focuses on the importance of emotions in the socio-educational context, aiming to analyze emotions within the realm of primary education, specifically examining emotional elements and their effects on the Colombian education system. This is due to the undeniable existence of a dynamic and growing situation driven by current social changes. From a documentary research perspective, the author conducts a detailed analysis of key theorists and potential strategies that can be implemented to support the improvement of emotional self-regulation in the primary education context. Emotions are more than mere temporary states; they are fundamental to the growth and holistic development of human beings (children and adolescents) in their teaching and learning process. The paper concludes that the role of teachers is essential in contributing to emotional self-regulation and fostering innovative strategies that strengthen the educational process.

DIGITAL TECHNOLOGIES IN THE MIDST OF NEW EDUCATIONAL TRENDS AS TEACHING STRATEGIES IN BASIC EDUCATION IN COLOMBIA

Mayerlin del Valle Palacio Gil — Fri, 10 Jul 2026 00:00:00 +0000

In recent times, society has been facing a series of changes and transformations that have taken hold of the vast majority of systems within society, such as education, where multiple aspects have had an impact. It is worth mentioning augmented reality, the metaverse, and, in particular, artificial intelligence, which has permeated numerous processes and become a pedagogical resource for effective teaching; Thus, the general objective converges on: reflecting on the implementation of digital technologies amid new educational trends as teaching strategies in Colombian basic education. The methodology employed consists of a literature review that resulted in a scientific essay demonstrating the theoretical foundations and strategies that can be used to strengthen the teaching process. Thus, actions are presented that are geared toward students’ academic performance, allowing for an approach to the teaching process aimed at achieving educational quality. This, in turn, paves the way for new ways of viewing the educational process in light of the demands of a population that constantly seeks to be at the forefront of technological advancements impacting education.

ETHICAL EDUCATION AND A CULTURE OF PEACE AMONG COLOMBIAN SECONDARY SCHOOL STUDENTS: A PHILOSOPHICAL APPROACH

Amaya Fuentes Karen Cecilia, Lemus Flórez Leonardo — Fri, 10 Jul 2026 00:00:00 +0000

The ethical education of new generations and their contribution to building a culture of peace is a goal that educational systems in all countries take into account. In Colombia, the importance of ethical education and the promotion of a culture of peace are reflected in the curricula for elementary and secondary education, particularly in the area of citizenship education. However, despite the importance of the topic and its inclusion in the curricula, it remains an aspect that, in general, does not receive much attention in the educational process across different grades and levels. The purpose of this scientific essay is to reflect on the ethical and cultural education for peace among Colombian secondary school students from a philosophical perspective. The methodology adopted focuses on a documentary analysis that aligns with the scientific essay, which advocates for ethical education and a culture of peace. The literature review begins with the definition of the concepts of ethics and culture of peace, is framed within the relationship between secondary education and ethical education, and is grounded in philosophical perspectives that consider secondary school students in Colombia. The definition of ethics draws from the scientific community and educational ethics; the definition of a culture of peace draws from the scientific community and the international instruments that guide education in Colombia.

FROM EUCLID TO THE DIGITAL WORLD: THE EVOLUTION OF GEOMETRY TEACHING IN THE 21ST CENTURY

Fri, 10 Jul 2026 00:00:00 +0000

This essay analyzes the evolution of geometry teaching throughout the last century, from the traditional Euclidean method to the integration of digital tools in current education. It explores the influence of Realistic Mathematics Education, which proposes learning based on problem-solving in meaningful contexts, contrasting it with Euclidean geometry and its historical evolution. It also examines the impact of Information and Communication Technologies (ICT) on the teaching of geometry, including virtual and augmented reality, and tools such as MicroMundos and Cinderella. It is argued that the integration of ICT offers students a more interactive and enriching learning experience, facilitating the understanding of complex geometric concepts. Finally, the need for teacher training that effectively integrates ICT is emphasized, and the importance of a pedagogical approach that combines technology with active methodologies for meaningful learning of geometry in the 21st century is highlighted.

SOCIO-EMOTIONAL COMPETENCIES: ADVANTAGES AND DISADVANTAGES IN COLOMBIAN EDUCATION

Alcira Murillo Sierra, Héctor Manuel Ramos Durán — Fri, 10 Jul 2026 00:00:00 +0000

This essay will analyze the advantages and disadvantages of socio-emotional competencies in Colombian education, considering their recognition and impact on the holistic development of children and adolescents, as well as their potential to transform pedagogical practices. The study employed a qualitative approach with an interpretive analysis, supported by a review of documents and scientific literature, educational policy guidelines, and theoretical contributions related to socio-emotional education. The analysis aimed to identify the conceptual foundations, contributions to education, and disadvantages of their implementation in Colombian education. The results demonstrate that strengthening socio-emotional competencies fosters positive school climate, emotional self-regulation, ethical and responsible decision-making, and perhaps most importantly, from an educational perspective, improves academic performance, enhances learning environments, and develops citizens capable of addressing diverse life situations from social and cultural perspectives. From the teacher's perspective, it enables the creation of student-centered teaching practices.It is also important to note that the analysis identified several disadvantages, including a lack of teacher training in socio-emotional education, fragmented school curricula, a lack of understanding of how to assess these competencies, institutional gaps, the standardized education model proposed for Colombia, and the conditions of the education system that hinder the retention and implementation of these competencies.Therefore, it must be recognized that socio-emotional competencies are a key element for improving educational quality and holistic development. For this reason, it is important that Colombian education implement teacher training, curriculum adjustments, and changes in educational policies that respect the diversity of contexts.

ENVIRONMENTAL EDUCATION AS THE BASIS OF THE SUBJECT'S LIFE IN THE 21ST CENTURY

Eucaris del Carmen Ballesteros Ballest , Astrid Carolina Pardo Garzón — Fri, 10 Jul 2026 00:00:00 +0000

The planet is increasingly exposed to the changes that humankind has brought about, sometimes consciously. It is within this reality that this essay explores the importance of environmental education in the development of human life. At a time when society is immersed in a variety of technologies, changes, and innovations, the misuse of these can harm the environment. To achieve this, the author will draw on both documentary and experiential analysis of the topic. The aim is to raise awareness among readers to improve the quality of life for all living beings, both present and future generations.

SCHOOL ENVIRONMENT AND FEMALE EMPOWERMENT: CULTURAL CONFIGURATIONS OF LEADERSHIP IN EDUCATION

Alexandra Prince Paba, Mauricio Alexander Diaz Ochoa, Diana Paola Rojas Pajoy — Fri, 10 Jul 2026 00:00:00 +0000

Female leadership has gained prominence in the field of education as a subject of reflection, based on the conditions in schools that favor or hinder its development. This research is theory-based, examining the structural, cultural, and subjective dimensions that shape women's leadership trajectories in schools. It raises the need to problematize the institutional dynamics, pedagogical models, and regulatory frameworks that favor or hinder the formation of female leadership, identifying its transformative potential and the challenges that must be faced. From a methodological point of view, this essay is based on a critical review of the literature, structured around discourse analysis, gender approach, and cultural capital theory. The results suggest the possibility of highlighting the ways in which traditional evaluation practices, gender stereotypes, and rigid hierarchical structures constrain women's leadership opportunities, especially in rural or institutionally conservative contexts. However, there are also significant experiences of empowerment that arise from inclusive practices, support strategies, and equity policies. This reflection invites us to think of the school environment as a possible agent of subjectivities and spaces of agency for female leadership, questioning the logic of institutions from a critical, feminist, and pedagogically transformative position.

LANGUAGE, CULTURE, AND SUSTAINABILITY BASED ON THE ROLE OF ENGLISH IN RURAL TRANSFORMATION

Yeny Adriana Córdoba Rodríguez, Arlett Rojas Palacios — Fri, 10 Jul 2026 00:00:00 +0000

In a globalized environment, English becomes an essential tool for connecting rural communities with economic, cultural, and technological aspects that favor their sustainability. This topic is significant because it invites reflection on how language not only serves for communication but acts as a link to innovation and social justice. From a methodological perspective, the research is established within a qualitative approach, based on an interpretative paradigm and employing phenomenology to understand the perceptions and experiences of rural residents regarding English language learning. This approach allows for a deeper exploration of the meanings they assign to education and its impact on strengthening cultural identity, as well as access to sustainable initiatives. The purpose is to create a theoretical construct on English learning in the sustainable development of rural communities, examining how this acquisition of knowledge can improve local skills and facilitate international cooperation, responsible tourism, and the exchange of knowledge. Among the most notable findings, English is recognized as a tool to diversify the local economy, access sustainable technologies, and strengthen community initiatives with a positive impact on the environment. It was also determined that learning English contributes to cultural pride by showcasing local traditions on global stages. The need to implement inclusive educational policies that integrate English in rural contexts is emphasized, respecting the culture of each community and promoting sustainability.

21ST CENTURY SOCIAL-EMOTIONAL COMPETENCIES: KEY TO ACADEMIC SUCCESS IN CONTEMPORARY EDUCATION

Yorleidy Dediego Cuesta, Carlos Duván López Monsalve, Miguel Ángel Cetina Hoyos — Fri, 10 Jul 2026 00:00:00 +0000

Twenty-first century education demands a reconceptualization that integrates social-emotional competencies as fundamental elements for academic success. A systematic review of international scientific literature was carried out, analyzing empirical studies and theoretical frameworks on socioemotional competencies in educational settings. The methodology included critical analysis of empirical evidence from different international educational systems. The evidence shows that the development of social-emotional competencies significantly impacts academic performance, improving students' self-regulation, intrinsic motivation and social interaction skills. Educational systems that integrate these competencies show better indicators of student well-being and academic achievement. Social-emotional competencies constitute a determining factor for academic success in contemporary education, demanding a pedagogical transformation that transcends the traditional exclusively cognitive approach towards holistic and integrative models.

ENVIRONMENTAL EDUCATION IN POSTMODERN RURAL COLOMBIA: AN APPROACH TO SOCIAL IMAGINARIES OF SUSTAINABILITY AND COMMUNITY.

Hugo Fernando Ríos Pantoja, Leidi Gisell Tabares Erazo — Fri, 10 Jul 2026 00:00:00 +0000

Environmental education in contemporary rural Colombia has been largely guided by global discourses on sustainability that prioritize technical, normative, and universalizing approaches. This scientific essay proposes a critical reading of these approaches, from the perspective of social imaginaries, through a theoretical reflection that integrates documentary and hermeneutic analysis, in order to understand how rural communities redefine environmental education beyond the instrumental paradigm of sustainability. From a postmodern perspective, it is argued that rural environmental education is configured as a field of tensions between global metanarratives and local community knowledge, giving rise to situated educational practices that emphasize the care of the territory, collective memory, and community life.

SOCIO-EMOTIONAL COMPETENCIES AS A COPING DEVICE IN THE FACE OF POSTMODERN AXIOLOGICAL PLURALISM IN COLOMBIAN EDUCATION.

Jhenifer Patricia Quintero Castillo — Fri, 10 Jul 2026 00:00:00 +0000

Postmodernity has intensified axiological pluralism through the fragmentation of meaning and the commodification of knowledge, shaping an educational landscape permeated by individualism and the logic of homo consumptor. In the Colombian context, these processes manifest as the loss of the school's ethical horizon, the standardization of learning, and the tension between policies promoting holistic education and practices that prioritize academic performance and competitiveness. This critical theoretical essay analyzes the role of socio-emotional competencies as a coping mechanism in the face of this pluralism within Colombian education. To this end, it articulates contributions from social theory on modernity and postmodernity with ethical and political perspectives from authors such as Freire, Nussbaum, and Levinas. It argues that socio-emotional competencies, understood beyond a purely technical and instrumental approach, are fundamental for fostering ethical and solidarity-based citizenship. Finally, the risks of psychologization and neoliberal co-optation of socio-emotional discourse are discussed, and guidelines for critical curricular integration in the Colombian educational system are proposed.

Toward a Phenomenological Understanding of the Rural Teacher

Carlos Henry Sandoval Bravo — Fri, 10 Jul 2026 00:00:00 +0000

This essay develops a phenomenological reflection on the lived experience of rural teachers within the Escuela Nueva model, situated in the Colombian educational context and, more specifically, in the rural territories of the municipality of Aguazul, Casanare. The analysis shifts the focus from policy and regulatory frameworks toward understanding the meaning teachers construct through their everyday practice, particularly in multigrade classrooms where local knowledge, community dynamics, and structural challenges converge. From an interpretive perspective, the rural school is understood as a space of experience in which teachers act not merely as implementers of educational guidelines but as historical and pedagogical subjects who continuously reinterpret the model through their interaction with the territory. By privileging the lifeworld and pedagogical consciousness, phenomenology enables an understanding of teaching practice beyond its technical dimension, revealing its situated and relational character. Through a dialogue between phenomenological foundations and contemporary discussions on rural education, this essay argues that Escuela Nueva should be understood as a lived practice that reconfigures the relationships among teacher, community, and territory. In this sense, the study highlights the need to rethink teacher education from a situated perspective that articulates educational policy, pedagogical experience, and contextualized knowledge, thereby contributing to the development of more humane and contextually relevant educational practices for rural Colombia.

BEYOND PUNISHMENT: THE POWER OF RESTORATIVE JUSTICE TO TRANSFORM COEXISTENCE IN COLOMBIAN SECONDARY EDUCATION

Rosa Angélica Flórez Ortega — Wed, 08 Jul 2026 00:00:00 +0000

Student relationships have been one of the main challenges in Colombian public secondary schools, particularly in areas marked by social inequalities, long-standing problems, and structural obstacles in education. For this reason, the Nuestra Señora de las Mercedes Educational Institution, located in the municipality of Sardinata, has become a key case study for analyzing the pressures, challenges, and possibilities associated with implementing restorative approaches to school coexistence. The purpose of this essay is to analyze the potential of restorative justice as a pedagogical strategy for modifying relational dynamics in secondary education, moving beyond traditional punitive approaches. The methodology is based on a critical and reflective analysis of recent scientific literature, including Latin American and Colombian studies published between 2021 and 2025, which allows for contextualizing the phenomenon within a specific socio-educational framework. This research demonstrates that restorative justice fosters dialogue, acknowledgment of harm, shared responsibility, and strengthens relationships, thus contributing to the creation of tolerant and inclusive school environments. However, it also identifies that its implementation requires profound cultural shifts and ongoing pedagogical training. The study concludes that restorative justice is a suitable approach to fostering positive relationships within the school community, provided it is integrated with institutional policies and the active participation of the educational institution.

DIGITAL TEACHING COMPETENCIES AS A RESPONSE TO THE TENSIONS BETWEEN MODERNITY AND POSTMODERNITY IN LATIN AMERICAN EDUCATION

Criss Dahiana Laverde Torres — Fri, 10 Jul 2026 00:00:00 +0000

The objective of this essay is to analyze teaching digital competences as pedagogical mediations to address the tensions between modernity and postmodernity in Latin American education. From a theoretical and reflective approach, and through a critical hermeneutic analysis, the essay examines the foundations of modern thought, represented by authors such as Kant and Habermas, and postmodern ideas developed by Lyotard and Bauman. The study explores historical, cultural, and epistemological changes that have influenced the meaning of knowledge and contemporary educational practice. While modernity understood education as an emancipatory project based on reason, progress, and the formation of autonomous individuals, postmodernity questions grand narratives, fragments knowledge, and redefines it through liquidity, provisionality, and immediacy. In this context, the essay argues that teaching digital competences go beyond technical skills and become ethical, critical, and pedagogical mediations that help to rethink the modern educational project in response to postmodern challenges. It concludes that these competences support a reflective integration of technology into educational practice, aimed at inclusion, integral education, and the development of critical thinking, especially in Latin American contexts marked by social and educational inequalities.

THE ROLE OF THE FATHER IN EDUCATIVE RURAL CONTEXTS FACING THE HIGH COST OF LIVING AND THE NEED TO SECURE THE MINIMUM VITAL STANDARD

Angie Liceth Salinas — Fri, 10 Jul 2026 00:00:00 +0000

This study examines the role of fathers in rural contexts, particularly in relation to the high cost of living and the need to ensure the minimum vital standard for their families. Using a qualitative approach, the strategies adopted by rural fathers to manage limited resources and cope with daily economic challenges are explored. The study reveals that, in an environment characterized by the scarcity of formal employment, high costs of essential goods and services, and the lack of adequate infrastructure, fathers are forced to implement creative and adaptive solutions. However, structural barriers, such as limited access to basic services, continue to be a significant obstacle. Through an in-depth analysis of family dynamics, this work highlights how fathers balance societal expectations of their role as providers with the emotional tensions generated by economic difficulties. Regarding the conclusions, the urgent need for public policies that promote access to essential resources and strengthen support networks in rural areas is emphasized. Furthermore, specific recommendations are proposed to enhance rural fathers' ability to secure the well-being of their children, focusing on labor training, community strengthening, and the creation of emotional support spaces. Finally, the study calls for continued investigation into fathers' perceptions of their role in the family, as well as the public policies necessary to mitigate economic inequalities in rural areas.

THE METAVERSE IN ELEMENTARY EDUCATION: AN INNOVATION OR A TREND? IN COLOMBIAN EDUCATIONAL INSTITUTIONS IN URBAN AREAS

Gáfaro Rivera Paola Andrea, Ospino Mantilla Alix Helena, Peña Vera Yudith Elvira — Fri, 10 Jul 2026 00:00:00 +0000

The metaverse, as a digital space that combines augmented reality and virtual reality and allows users to interact in three-dimensional environments, has been touted as the next evolution of the Internet. Numerous basic education platforms have begun offering space and content in the metaverse and have touted the advantages of this approach: pedagogical and educational potential that promotes learning, inclusivity, and equity. However, these claims are the subject of debate and criticism. In late 2022, the multinational Meta announced the completion of the first phase of its metaverse project, with millions in losses and headwinds in demand. However, the purpose of this article is to reflect on the contributions of the metaverse to basic education from the perspective of whether it represents innovation or merely a trend in educational institutions in Colombia’s urban sector. The methodology focuses on a documentary analysis with the aim of developing this approach, which will ultimately yield significant contributions to improving educational processes in terms of procedures and quality