LÍNEA IMAGINARIA

CONNECTIVIST LEARNING: THE INTEGRATION OF PEDAGOGY AND TECHNOLOGY IN THE TEACHING PROCESS OF READING COMPREHENSION IN SECONDARY SCHOOL STUDENTS

Tue, 18 Nov 2025 00:00:00 +0000

The objective of the following article is to analyze the integration of teaching and technology for the effective implementation of a connectivist pedagogy that strengthens reading comprehension in secondary school students; this from the realization of a literature review from 2019 to 2024, which integrates a total of 20 articles in academic databases such as: Scopus, Dialnet, Redalyc, Google Scholar, Research Gate and Scielo. In this way, the study is developed under a qualitative methodology that seeks to analyze social and cultural phenomena, in this case, educational phenomena that have to do with the reading skills of secondary school students. As a result, the documentary search shows a total of 138 studies in the selected databases, among them a total of 20 studies are selected; specifically, 7 from Scopus, 5 from Google Scholar, 5 from Dialnet, 2 from Redalyc and 1 from Scielo. As a finding, it is identified that connectivism is a learning method that must be developed from the curriculum and the effective integration of technology in the classroom. In conclusion, the integration of technology and teaching is fundamental for reading comprehension because it fosters cognitive and socio-emotional skills, which promote knowledge networks and active methodologies and both argumentative and interpretative discussions.

IMPLEMENTATION OF A PEDAGOGICAL MODEL THROUGH PROJECT-BASED LEARNING: IMPACT ON STUDENT MOTIVATION

Maribel Guzmán Sánchez, Liliana Liscano Guerrero, Liliana Peña González — Tue, 18 Nov 2025 00:00:00 +0000

The study analyzes the impact of Project-Based Learning (PBL) on student motivation, highlighting its benefits, challenges, and implementation strategies. Its objective is to examine how this methodology influences student engagement and academic performance through a documentary review. For this purpose, the methodology of Petticrew and Roberts (2006) was used, which allows for the organized and structured analysis of academic information. Seventeen articles in Spanish, English, and Portuguese were collected from databases such as Web of Science, Scopus, and ERIC. The selection of studies followed a process of identification, screening, and quality evaluation, ensuring the relevance and validity of the findings. The results show that PBL fosters autonomy, critical thinking, and collaboration, increasing students' motivation by connecting them to real-world problems. It has also been shown to improve knowledge retention and strengthen problem-solving skills at various educational levels. However, its implementation faces challenges such as the lack of teacher training, resource scarcity, and institutional resistance to change. Furthermore, the need for appropriate evaluation strategies and the adaptation of projects to specific contexts remain key challenges for effective application. The conclusions emphasize that PBL transforms learning by fostering creativity and student engagement, provided there is institutional support and adequate teacher training. It highlights the importance of developing evaluation frameworks aligned with educational standards to accurately measure its impact. Ultimately, PBL represents an opportunity to innovate teaching and improve student motivation, but its implementation requires structured planning, institutional support, and methodologies adapted to each educational level.

READING COMPETENCE AS A MEANS FOR THE DEVELOPMENT OF COGNITIVE PROCESSES AND THE CONSTRUCTION OF KNOWLEDGE IN THE CLASSROOM

Sonia Liseth Serrano Barrera, Eduar Alfonso Ramírez Ramírez — Tue, 18 Nov 2025 00:00:00 +0000

Reading is a process by which the reader constructs the meaning of the text, integrating prior knowledge, mental schemes and structures that process the information that arrives with the pre-existing one, in mental operations that Piaget (1980) called assimilation and accommodation. In this way, a cognitive process occurs in which knowledge is constructed, making inferences, answering hypotheses to questions and problems posed by the text. In this order of ideas, the present scientific article aims to reflect on the relationship between reading as a competence for the development of cognitive processes and the construction of knowledge. At the methodological level, a review of scientific literature was carried out in repositories and databases such as Google Scholar, Scielo, Redaly, Dialet, among others. The results report that a higher level of critical inferential reading competence is related to a better competence to construct meaning and knowledge from meaningful learning.

POLICIES AND PROGRAMS FOR THE PREVENTION OF BULLYING AND CYBERBULLYING IN THE COLOMBIAN EDUCATIONAL SETTING.

Lizeth Karina Calderón Lindarte, Gustavo Adolfo Picón Figueroa — Tue, 18 Nov 2025 00:00:00 +0000

Bullying and cyberbullying are considered, according to several studies in the educational field, as intentional behaviors, where a person or group repeatedly causes physical, psychological, social, and verbal harm to another person with a lower capacity for defense. These situations are usually marked by a difference in physical, social, or popularity power. In Colombia, preventing and confronting situations of school bullying has become an essential component of the coexistence manuals of educational institutions, especially after the implementation of Law 1620 of 2013. However, there are still shortcomings in the application of these regulations, which shows the need to strengthen intervention policies and preventive programs to guarantee safe and respectful school spaces. This documentary review article focuses on the analysis of policies and programs implemented in Colombia to prevent bullying and cyberbullying in the educational field. Through a content analysis of existing literature, effective strategies are identified and their impact on student well-being is assessed. The purpose of this study is to offer a comprehensive overview to improve prevention initiatives and promote a safe and inclusive school environment. It also seeks to provide recommendations to strengthen existing actions and improve the perception of the importance of bullying prevention. Regarding the methodology, a documentary review of thirty research articles will be carried out, including public policies, programs implemented in Colombia, doctoral theses, master's degree works and articles published in indexed journals in order to build a solid and contextualized analysis of the Colombian panorama. With this work, it is hoped to contribute to the understanding of policies and programs aimed at the prevention of bullying and cyberbullying in Colombia, highlighting the strengths and weaknesses of current educational policies in relation to these phenomena. Finally, recommendations are made to strengthen existing models and optimize intervention strategies in school environments.

INCIDENCE OF SOCIOECONOMIC STATUS ON THE ACADEMIC PROGRESS OF ELEMENTARY SCHOOL STUDENTS IN COLOMBIA

Yurani Aunta Quiroga, Ángel Mauricio Cárdenas Uscategui — Tue, 18 Nov 2025 00:00:00 +0000

Education currently focuses its interest in multiple scenarios because it is linked to what is presented in different contexts, thus revealing that there is a relationship with elements associated with politics, economics and sociocultural. Reason that leads to look at what is related to the socioeconomic elements and it is from there that the general objective arises, which is framed in: to analyze the incidence of the socioeconomic situation in the progress and educational improvements of elementary school students in Colombia. The methodology used is based on a documentary review, which yields a set of aspects such as social condition, status, implementation of public policies, among others, which become knowledge that teachers should handle oriented towards a better understanding of the social and economic dynamics of students, which affects educational training; reason that leads to reinvent the ways of teaching in relation to everything that surrounds them today as the uncertainty left in its wake by macroeconomic policies and what is the technological advances for which it is necessary to prepare for that purpose that helps to strengthen the teaching process that should aim to provide a welfare according to the existing reality of the contexts where educational institutions are located.

IMPACT OF READING AND WRITING ON SCHOOL COEXISTENCE: AN APPROACH TO THE IMMINENT REALITY OF EDUCATIONAL INSTITUTIONS IN THE COLOMBIAN CONTEXT

José Jamir collazos Lozada, Adriana Milena Noreña Salazar — Tue, 18 Nov 2025 00:00:00 +0000

Education today is facing countless changes and transformations that occur in everyday life; it is worth mentioning the era we live in today with the inclusion of technology in the educational system; assuming that artificial intelligence has taken over multiple processes that arise from the pedagogical fact; considering that from this perspective it is necessary to rethink the following general objective: to reflect on the impact of reading and writing on school coexistence as an approach to the imminent reality of educational institutions in the Colombian context. The methodology used is framed in a documentary analysis, which leads to a systematic review of bibliography which brings as a product a scientific essay that becomes a significant contribution for teachers to have at hand a set of theoretical elements that converge in actions and pedagogical activities that go in function of correcting countless elements that alter the peaceful coexistence that from the reading and writing lead to establish an approach on the imminent reality of educational institutions.

RURAL EDUCATION IN COLOMBIA: CHALLENGES AND OPPORTUNITIES

Nelson Vera — Tue, 18 Nov 2025 00:00:00 +0000

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.

SCHOOL COEXISTENCE IN THE CLASSROOM: REFLECTIONS FROM A HOLISTIC PERSPECTIVE TO PROMOTE MEANINGFUL LEARNING

Adriana del Pilar Rivera Balaguera, Merci Yaneth López Torres — Tue, 18 Nov 2025 00:00:00 +0000

For academic communities, it is necessary to research school coexistence, linking it with various disciplines, such as education, among the most relevant. The objective is "To reflect on the importance of school coexistence in the development of meaningful learning in the classroom from a holistic perspective." The documentary-descriptive design is supported and limited by the compilation of data based on formal and informal documentation; the theories presented center on various conceptualizations of coexistence in educational environments and its importance for achieving meaningful learning. The commitment to readers was to provide, from a holistic perspective, an exploratory tour of current works that focus on the topic and how it impacts meaningful learning, from the perspective of other researchers and their own. Among the important findings are the various investigations that are contributing to the approach to school coexistence. Among the strengths collected, there are investigations of less than five years old, perceiving the interest in contributing to a healthy and harmonious coexistence in the classroom, which propose solutions such as workshops, conferences, and discussions. However, no evidence was found that these are being implemented, nor are they followed up on or results presented. The proposal is to establish permanent spaces for dialogue to hold workshops or forums, as well as to involve parents and other active and relevant community members to support any activity of the educational

THE WHY AND PURPOSE OF SCHOOL COUNSELING IN COLOMBIA: CHALLENGES AND LIMITATIONS

Jenny Maritza López Castro — Tue, 18 Nov 2025 00:00:00 +0000

In 2025, Colombia commemorates 51 years of school counseling, a role carried out by various professionals dedicated to promoting the mental health of the educational community. This community has shown resilience amid conflict, facing multiple social issues that impact school coexistence within educational institutions. School counselors, through their work and pedagogical approach, contribute to the comprehensive education of students and continuously advocate as political subjects to gain visibility in public policies that truly ensure the right to quality education, recognizing emotional well-being. This paper aims to reflect on the reasons and purposes of school counseling in Colombia, highlighting the challenges and limitations faced by school counselors in both the educational system and public policy. The study is conducted through a documentary review, presented in an argumentative essay using a qualitative methodology. The article adopts a critical stance, exposing the reality of school counselors in Colombia, particularly their struggles due to a lack of human, material, and financial resources. It also addresses the challenges they must face in the postmodern and globalized world, striving for the recognition of their rights and contributions.

THE TEACHER'S PEDAGOGICAL MEDIATION AND THE DEVELOPMENT OF SOCIAL SKILLS IN RURAL CONTEXTS

Nancy Andrea Romero Turizo, Yadira Higuera Jaimes — Tue, 18 Nov 2025 00:00:00 +0000

The rural context faces adversities resulting from the global impact on society. Developing effective communication skills is necessary to understand the diverse perspectives emerging from the context. Education is a favorable setting for conceiving changes and transformations. As mediators of the educational process, teachers must lead pedagogical actions aimed at innovation for comprehensive training. Therefore, as mediators of the educational process, they must adopt contextual strategies that lead to promoting pedagogical actions to strengthen solid foundations that foster skills that provide opportunities for personal and professional growth through empathy, effective communication, and collaborative work. To obtain information, bibliographic and electronic sources, as well as repositories with relevant information, were reviewed. This information was then processed to construct an essay-style article based on the stated objective: to reflect on the importance of social skills in rural contexts through the pedagogical mediation of teachers. To achieve this, descriptive techniques and significant analysis were used. Reflections contextualized in rural areas are presented, emphasizing social skills, seeking equity and sustainability, with students trained as active and responsible agents in their environment.

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

Fredy Enrique Martinez Valencia, Edid Clara Rosero Riascos — Tue, 18 Nov 2025 00:00:00 +0000

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.

"I value myself, I value you". Self-esteem in adolescents: A study on factors and consequences that influence their well-being in personal and relational development.

Sorangel López Santa, Hernando Ospina Pinzón, Edwin Fernando Guarín — Tue, 18 Nov 2025 00:00:00 +0000

Self-esteem constitutes a fundamental element in the integral development of adolescents, impacting their personal and relational well-being. This essay on self-esteem explored the importance of self-worth and valuing others, focusing particularly on the adolescent stage, due to its significant influence on their integral development, since it is where young people begin to experience physical, emotional and social changes. The factors involved in the construction of self-esteem, its implications in the mental health and personal development of individuals in this adolescent stage and the way it affects their social development were analyzed in a critical and reflective manner. The phrase “I value myself, I value you” alluded to an interconnection between the perception that adolescents have of themselves and the value they offer to others in their interpersonal relationships. In this sense, the concept of self-esteem raised by various authors, explored and analyzed over the years, was examined, also submerged from an intersubjective perspective and the implications of maintaining both high and low self-esteem were discussed. From a review of recent literature, in sources extracted from Google Scholar and SciELO, it was argued how personal valuation and valuation of others are intertwined, favoring well-being and personal growth, also, the method of reflection employed, highlighted the need to incorporate these approaches in the school

curriculum in educational institutions, given that the mental health of students must prevail. Finally, the approach to self-esteem in adolescents was found to be relevant not only for their emotional well-being, but also for raising positive mental health in society.

DE LA ENSEÑANZA TRADICIONAL A LA EDUCACIÓN INTELIGENTE: IA COMO HERRAMIENTA DE TRANSFORMACIÓN

Olga Lucía Novoa Ramírez, John Eduard Rozo Cardona — Tue, 18 Nov 2025 00:00:00 +0000

The incorporación o artificial inteligente (AI) at diferente level o educación es divina a profunda transformación in tracking and laringe métodos for Beth tacheros and sudantes. AI has envolved Fromm Begin a little-known complementary tool to becoming a key pillar for educational personalization. Advanced algorithms, adaptive laringe platforms, digital libraries, guides, simulations, workbooks, and intelligent tutors, among others, allow content to be tailored according to the skills and challenges o each student or teacher. This optimization enhances the laringe experience, improves skills and competencies in diferente areas o knowledge, and facilitates their application in various real-world contexts. Another significant aspect es the automation o administrative and academic processes, enabling tacheros to focus their efforts on innovative methodologies for sudantes instead o repetitive tasks. Technologies such as automated exam grading and early detection o academic difficulties help provide more accurate monitoring o student progress. This, in turn, es essential for educators to develop support strategies that enhance sudantes' laringe outcomes. Additionally, AI has played a crucial role in improving educational accessibility by offering support tools for sudantes with special needs and fostering more inclusive laringe environments. This es achieved by adapting curricula in compliance with regulations that establish the implementation o Universal Design for Learning (UDL) and Individual Plans for Reasonable Adjustments (IPRA) for this population group.Despite its advantages

integrating AI into educación presents several challenges. Data protection, unequal access to technology, and teacher training in AI-based tools are key issues that must be addressed. Furthermore, it es crucial to prevent excessive dependence on AI, which could reduce human interaction in the classroom and impact the development o sudantes' socio-emotional skills. This article provides an in-depth analysis, highlighting the importance o balancing technological innovation with human-centered pedagogical approaches to ensure that AI serves as a resource to enhance tracking without replacing the essential elements o the educational process.

ESTRATEGIAS PEDAGÓGICAS PARA UNA ENSEÑANZA EFECTIVA DE LAS MATEMATICAS EN LA EDUCACIÓN BÁSICA COLOMBIANA

Rueda Cano Jorge Luis — Tue, 18 Nov 2025 00:00:00 +0000

Education in its course through time and its social, cultural, political implications, among others, has faced countless changes and transformations, some of them marked by technological advances such as the inclusion of technology as a teaching resource. From this point of view, it is convenient to assume new positions on teaching methods in order to be successful in the academic education of students, and it is from there where the following general objective emerges: to reflect on the implications of pedagogical strategies for an effective teaching of mathematics in Colombian basic education; This leads to the improvement of student performance; when in recent years it has been carefully observed that the results in external tests have not been the most satisfactory; reason that leads to a systematic review that seeks through the technique of documentary analysis the construction of this scientific essay with the firm conviction that it is relevant to strengthen the processes in the educational system and promote the changes and transformations that are necessary for an effective and quality teaching of mathematics.

THE COMPREHENSIVE EDUCATION OF STUDENTS THROUGH CONFLICT RESOLUTION

Yaid Alonso Quintero Lázaro, Tatiana Maritza Carrascal — Tue, 18 Nov 2025 00:00:00 +0000

La resolución de conflictos es una habilidad que en la actualidad se hace necesaria para la formación de los sujetos, desde ella cada uno podrá expresar sus ideas, pensamientos, sentimientos, sus esferas sociales, interpersonales, en consideración de la adecuada aplicación de la técnica, manteniendo valores de respeto y consideración hacia los demás. Por esta razón el presente artículo tipo ensayo busca realizar un análisis hermenéutico interpretativo sobre la formación integral de los estudiantes desde la resolución de conflictos, atendiendo a sus características madurativas, contextuales, personales, reconociendo que se encuentran inmersos en una sociedad de cambios. Para ello se asume el método hermenéutico/ interpretativo, mediante el cual se hará la narrativa del tema seleccionado, a fin de proporcionar fundamentos teóricos de índole académico altamente significativos para futuras investigaciones y para los lectores interesados en el tema. Se aspira que al concluir el escrito se obtenga una fuente referencial adecuada que exalte la resolución de conflictos como alternativa de desarrollo para los sujetos, sin considerar tanto la edad, sino el beneficio que esto otorga.

DIDACTIC PROCESSES BASED ON SOCIOFORMATIVE COMPETENCIES FROM THE POINT OF VIEW OF ELEMENTARY SCHOOL TEACHERS.

Paula Andrea Murillo Jiménez, Olga Leomar Duarte Contrera — Tue, 18 Nov 2025 00:00:00 +0000

This scientifically rigorous article is based on the importance of socio-formative competences as elements of concretion of teaching practices in Colombian elementary school scenarios. Based on this, the methodological approach was oriented from a qualitative methodological perspective, based on a field study associated to the phenomenological method, with an interpretative epistemological vision. Its general purpose is to understand the didactic processes based on socio-formative competencies from the point of view of Colombian elementary school teachers, specifically in public educational institutions in Norte de Santander. In correspondence with this, from the testimonies of the teachers (five teachers: grades 1,2,3,4 and 5) of the Sagrado Corazón de Jesús Educational Institution, who were the key actors of this research report, elements of theoretical and practical significance were considered, associated to the socio-formative approach by competencies and its correlation in the didactics that emerges from the spaces of the elementary basic education, based on the achievement of the basic learning rights (DBA). The findings of this research demonstrate the curricular and didactic gap that exists in pedagogical practices regarding the implementation of a competency-based curriculum, and the discrepancies between the didactic approach and the elements that should be incorporated into the educational phenomenon in order to conceive a true holistic education.

EPISTEMOLOGICAL MODELS AND CURRICULAR ADAPTATION STRATEGIES FOR THE INCORPORATION OF THE EMOTIONAL INTELLIGENCE COURSE IN LATIN AMERICAN EDUCATIONAL

Rocío Milena Meza Rodríguez — Tue, 18 Nov 2025 00:00:00 +0000

This paper takes a deep dive into the epistemological foundations supporting the inclusion of Emotional Intelligence Education (EIE) in the Latin American curriculum, spanning from preschool through secondary education. Through a thorough theoretical and analytical documentary review, it makes the case that emotional education should be woven into the fabric of school curricula as a key element to foster human development, democratic coexistence, and educational equity. The study brings together various models—constructivist, sociocultural, humanistic, and complex thought—and offers strategies for adapting the curriculum at different educational levels, while also reflecting on the pedagogical implications within the Colombian context.

REFLECTIONS ON LIBERATING EDUCATION IN TERRITORIES MARKED BY VIOLENCE AND THE POST-AGREEMENT PERIOD IN COLOMBIA

Nepalí Díaz Villán — Tue, 18 Nov 2025 00:00:00 +0000

Education today is facing relevant aspects every day, such as the advances that have been presented in the technologies that fall largely on education; reason that shows that today teachers assume the instructional resources as the means to carry out the educational action and it is thus worth referring to the liberating education assuming as a north the objective that says: to reflect on a liberating education in territories marked by violence and post-agreement in Colombia; without any doubt, a situation that is quite careful where it can be seen that a qualitative methodology is used in this theoretical approach through a systematic review focused on the technique of content analysis; which converges in a scientific essay that brings with it a set of premises focused on what is the basis of the topic that is being addressed and which are essential elements that lie in offering actions for those involved in the teaching processes to channel activities that strengthen the teaching and learning process, thus generating quality in the research processes.

EMOTIONAL WELL-BEING OF TEACHERS AND ITS IMPACT ON STUDENTS' EDUCATIONAL PROCESSES.

Carmen Liliana Cuberos Jaimes, Ronald Kabbir Gómez — Tue, 18 Nov 2025 00:00:00 +0000

The emotional well-being of teachers is a key factor in the students' formative processes, influencing classroom dynamics, school environment, and teaching quality. This article examines how teachers' emotional balance, beyond happiness, impacts their educational work, considering the range of emotions they experience inside and outside the classroom. It explores the challenges teachers face, including stress management, workload, and interpersonal relationships, while proposing strategies to strengthen their well-being, such as self-care, institutional support, and professional development. The findings indicate that emotionally stable teachers contribute to a healthier learning environment, promoting comprehensive education that encompasses both formal and informal processes. In conclusion, ensuring teachers' emotional well-being not only improves their quality of life but also enhances educational processes, fostering students’ integral development.

COMPUTATIONAL THINKING THE BORDERS OF MILITARY AND CIVIL ENGINEERING: A DIALOGUE BETWEEN TECHNOLOGICAL EVOLUTION AND SOCIAL PROGRESS

Napoleón Roca Pérez — Fri, 28 Nov 2025 00:00:00 +0000

This article aims to examine the evolution of computational thinking from its roots in ancient Greece to its influence on modern digital society. It highlights the early contributions of figures such as Pythagoras and Euclid, whose mathematical principles underpinned modern algorithms. Pythagoras applied mathematical relationships to music and geometry to describe patterns, while Euclid developed techniques still used in programming and theory. The article then moves to the medieval era with Hypatia of Alexandria, who improved the astrolabe and formulated division algorithms, and Archimedes, known for his method for calculating π. These mathematicians demonstrated how applied mathematics could advance human knowledge beyond practical applications. In the 20th century, Alan Turing stands out for developing machines that decoded code and played a key role during World War II, unifying the concepts of algorithms and computation. John Backus later revolutionized scientific and military research with the FORTRAN programming language. In the civilian sphere, Ada Lovelace envisioned the capabilities of Babbage's Analytical Engine beyond numerical calculation, and in the 1960s, Margaret Hamilton developed navigation software that was crucial for the Apollo program, highlighting its impact on engineering. Seymour Papert, influenced by Piaget, integrated computational thinking into education, arguing that programming strengthens reasoning. In the 21st century, Jeanette Wing articulated the importance of this thinking as a fundamental skill, preparing citizens to face challenges in a technological society. This historical overview reveals how computational thinking has transformed both technical and educational knowledge.

EL IMPACTO DEL APRENDIZAJE BASADO EN PROYECTOS (ABP) EN LA MOTIVACIÓN Y EL RENDIMIENTO ACADÉMICO DE LOS ESTUDIANTES

Cinthia Juliana Vergara, Adriana Maria Sterling López — Tue, 18 Nov 2025 00:00:00 +0000

This article explores the impact of Project-Based Learning (PBL) as one of the active methodologies gaining prominence in contemporary education due to its capacity to foster student motivation and meaningful learning. Through a theoretical review and analysis of recent studies, it examines how PBL positively influences academic performance by engaging students in the resolution of real-world problems. The article also reflects on the pedagogical transformation that this approach demands from educators, promoting a student-centered approach and a more collaborative classroom environment. Findings indicate that PBL not only enhances intrinsic motivation but also contributes to the development of essential competencies. However, its success largely depends on proper planning and effective instructional support.

MNEMOSINE PROJECT AS A COMMITMENT TO PEACE EDUCATION

José Gilberto González Bareño, Ruth Maritza Torres Angarita. — Tue, 18 Nov 2025 00:00:00 +0000

This theoretical approach presents a perspective on the classroom as a pivotal space for teaching historical memory and the "Cátedra para la Paz" (Peace Chair), both essential for developing civic competencies among students and the broader community. It delves into the legal frameworks that support cross-curricular projects integrating social sciences with other areas of knowledge. In this context, the significant contribution of the Peace Agreements between the Colombian state and armed groups outside the law is highlighted, as this alliance unveils elements that benefit and reinforce the process aimed at fostering peace in the country. This scenario transforms the way Social Sciences are taught, or at least prompts a call to incorporate dialogue into the curriculum. Simultaneously, it emphasizes methods that build the nation through education, laying the foundation for culture and the forms of struggle of teachers who, day by day, educate the children and grandchildren of victims of senseless violence that claimed the lives of thousands of women and men, who for years and decades were merely statistics. As a result, the MNEMOSINE Project, implemented at the Quebrada de Becerras Rural Educational Institution in the city of Duitama, is analyzed. This project has transcended borders, calling for memory, truth, justice, and reparation. It is conducted using a content analysis methodology through the interpretative paradigm and hermeneutic guidelines. In conclusion, the aim is to analyze the pedagogical implications of this project for peacebuilding from the classroom.

EPISTEMOLOGY, CURRENTS AND IMPORTANCE WITHIN PHILOSOPHY AND RESEARCH

Geferson Alexander Gamboa Gafaro, William Rivera Jaimes — Tue, 18 Nov 2025 00:00:00 +0000

Epistemology, is the theory of knowledge, involves the conception of knowledge, how it is applied and its characteristics within the field of research. The idea of knowledge in question here must, at least in the first instance, be interpreted in its modest sense to also include beliefs, conjectures, and the like. The main objective of this article is to carry out a documentary review regarding epistemology, currents, paradigms, implications with philosophy and research. This is taking into account that epistemology, from a philosophical point of view, raises a range of interests that includes not only knowledge itself, but also rational belief, probability, plausibility, evidence and, also, but not least, posing and resolving questions.

THE ROLE OF THE TEACHER AS A LEADER AND SOCIAL PROMOTER IN EDUCATIONAL INSTITUTIONS IN THE COLOMBIAN-VENEZUELAN BORDER AREA

María Piedad Fuentes, Martha Isabel Mejía Acevedo — Tue, 18 Nov 2025 00:00:00 +0000

Education today has faced changes and transformations that contribute in a good way to the development of educational institutions; reason that through this vision we seek how to address social problems and of course understand the dynamics that surround the border areas, where daily smuggling, prostitution, white slave trade or otherwise illegal acts that threaten humanity are observed; in this sense the present general objective is assumed: theoretical reconstruction from the role of the teacher as a leader and social promoter in educational institutions in the Colombian-Venezuelan border area; the intention is to show a documentary analysis presented through an academic essay; where each of the aspects that converge in the role of the teacher working in border areas are taken into consideration; It is observed there that the population, organizations and institutions face situations that alter the coexistence in the different scenarios that make up this imaginary border line, where today it is observed that thousands of Venezuelans have arrived in search of new paths and better living conditions and that is why from the educational institutions teachers must assume the role of leader and social promoter; since, from this position it is concluded that teachers are those who have in their hands the opportunity to contribute to the progress and development of communities.

SYSTEMATIZATION PERSPECTIVE OF THE PEDAGOGICAL, CULTURAL AND RECREATIONAL WEEK OF THE ITEY PRESCHOOL: A DECADE BUILDING DREAMS

Tue, 18 Nov 2025 00:00:00 +0000

The aim of this article is to present the significant and investigative experience where teachers of the Instituto Técnico Empresarial el Yopal show the development that has been enhanced for ten years through artistic, cultural and recreational activities with children of transition grade through the theories of teaching and learning, through the systematization of experiences and the collection of information, evaluations, project implementation and theoretical analysis. Similarly, the Ministry of National Education (MEN) guidelines for comprehensive development in early education, promoting educational inclusion and community values, are considered. In this process, it is possible to put into practice and strengthen the iteysta Institutional Educational Project (PEI), integrating families and socio-educational processes. Highlighting the reception of the transition grade, the significant learning, the strengthening of the investigative and collaborative capacities of the teachers, the improvements in the educational infrastructure, and the contribution of each of the actors to achieve common objectives that result in the quality education of the students.

The role of the media in political and ethical education

Claudia Mireya Sarmiento Cifuentes, John Jairo Garzón Delgadillo — Tue, 18 Nov 2025 00:00:00 +0000

The media has an influence on the social development of a community. All people in one way or another use the information that is transmitted in the options available in the environment, to develop some of their activities of a type: work, academic, health, entertainment, among others. Nowadays, the mass media have become a reference for the formation of young people, which influences their behavior and feelings, defines the values and social ethics of people; it is known that many times this information is manipulated to favor some political ideology, promote consumerism and especially as a means to divert the attention of a community, in order to hide some problem that incriminates some member of the government, economic or political group. As teachers, we observe that there is misinformation, families are manipulated and the difficulties that educational institutions have, to achieve that this erroneous information can be worked with students so that it does not affect their survival, they can know the reality and strengthen their values for the benefit of their environment. When consulting this situation at an international level, opinions, videos, and even feature films are observed, which express the power that the media has in the economic and political situations of a nation, as well as the influence that it has in consumerism and the alteration of values in families. From an academic perspective, there are several studies and articles related to the influence of the media in other sectors of a nation's society: sports, sexual education, health, among others. It is important to carry out research that analyzes the influence that the media of the environment have on the targeted population, to identify the influence and repercussions that these social tools have on youth and to be able to define whether hey affect positively or negatively the behavior, perspectives and feelings in their political, ethical and value formation, which in one way or another can define the life project of students at a general

INCLUSIVE EDUCATION IN CONTEXTS OF CULTURAL DIVERSITY: REFLECTIONS FROM PEDAGOGICAL PRACTICE IN THE COLOMBIAN-VENEZUELAN BORDER REGION

Luz Elena Pedraza Rincón, Yusleny Nairove Méndez de Contreras — Tue, 18 Nov 2025 00:00:00 +0000

One of the problems affecting education is the inclusion of migrant students in the educational system, especially in regions marked by cultural diversity, such as border regions. Therefore, it is an ethical and social responsibility of government institutions to promote educational policies for the integration of this population into society, offering them quality education, as it is a universal right. In this sense, this article aims to reflect from the perspective of pedagogical practice on inclusive education in contexts of cultural diversity, specifically the Colombian-Venezuelan border region, taking into account that it is a territory characterized by constant human mobility and socioeconomic inequalities, where every year, due to the social, political and economic situation in Venezuela, the number of migrants increases. Therefore, it is essential that pedagogical practice transcends towards inclusion, where cultural diversity is valued as a learning resource. Thus, this article addresses aspects such as teacher training, school coexistence, the promotion of educational policies for student inclusion and intercultural pedagogical strategies for the development of competencies in educational environments, all with the purpose of strengthening inclusive education in spaces of social vulnerability, promoting more just and supportive societies.

METHODOLOGICAL CONCEPTS OF NATURAL SCIENCE TEACHING IN COLOMBIAN PRIMARY EDUCATION

Fri, 28 Nov 2025 00:00:00 +0000

This research examines elements related to the rigor of natural science teaching as a key curricular area in the educational processes of Colombian primary education. Therefore, the purpose of this study is to characterize the various methodologies proposed by the literature and experts in this area of training in order to recognize the active vision of teaching processes based on the diverse realities that still persist in the Colombian educational dynamic, in relation to the limited integration of actions based on the consolidation of innovative visions based on the roles and teaching approaches conceived by teachers. Based on this, some considerations are outlined based on traditional methodologies and new trends associated with the changing reality of educational systems at the global and local levels.

BULLYING IN THE CLASSROOM. A CHALLENGE IN COMPREHENSIVE EDUCATION

Cenaida Bohórquez Gutiérre, Sandra Jeréz Olachica, Emilce Jaimes Jaimes — Tue, 18 Nov 2025 00:00:00 +0000

The behavior in the school environment is presented as a challenge, since it is one of the elements that are present in the development of classes, the behavior of students prevails over the intellectual and academic development of the subjects within the school environment, for this reason, the development of this article is directed in which the purpose is considered to understand the conceptual elements that define bullying in classrooms, as one of the challenges that arise in the comprehensive training of students at different educational levels, for this, a documentary review is developed with which the construction of knowledge on this subject is encouraged, understanding that bullying is synonymous with school bullying, where students with greater power influence those vulnerable groups causing destabilization situations in the development of classes and negatively impacting the comprehensive training of students, because some of these feel fear, others because of these pending influencing their classmates neglect their studies and cause chaos within the pedagogical environment, for this reason, it is required to assume the pedagogical implications that underlie from the Guidance to improve bullying processes in the classroom, that is, to transform the classroom into a setting where meaningful learning is generated, but also to impact the formation of personality, thereby achieving the development of a well-rounded citizen.

SCHOOL MEDIATION AS AN INNOVATIVE TREND IN THE PEACEFUL RESOLUTION OF CONFLICTS IN ELEMENTARY SCHOOL

Nidia Yaneth Peñaranda Gómez, José Vicente Alastre Gutiérrez — Tue, 18 Nov 2025 00:00:00 +0000

Society in recent times claims that formal education must assume new roles with the intention of preparing teachers and students in a methodology that leads to conflict resolution; which has become a necessity in educational institutions, especially when Society in recent times claims that formal education must assume new roles with the intention of preparing teachers and students in a methodology that leads to conflict resolution; which has become a necessity in educational institutions, especially when situations emerge on a daily basis that are difficult to control; reason that leads to raise the following general objective: To establish theoretical guidelines for school mediation as an innovative trend in the peaceful resolution of conflicts in the Colegio Jaime Garzón, Pablo Sexto branch, in students of the third, fourth and fifth grades of elementary school in the city of Cúcuta - Norte de Santander - Colombia. The methodology used is framed in qualitative research through the interpretative paradigm by means of a documentary study, supported by information analysis techniques. It is worth mentioning that the theoretical contribution emerges from what is a research advance, which is in the first phase that refers to what is a bibliometric study, based on international, national and regional antecedents. From where the categories and subcategories emerge that come to define the path to be taken by teachers for the training of school mediators, which has become an imminent need in educational institutions, allowing a good interaction to be achieved and conflict resolution to be reached in accordance with what is needed today in educational institutions.

METODOLOGÍA PÓLYA PARA LA RESOLUCIÓN DE PROBLEMAS CON NÚMEROS RACIONALES EN GRADO OCTAVO

Ginnet Faisuly Vargas Daza, Efraín Rivera Jiménez, John Alexander Murcia Alzate — Tue, 18 Nov 2025 00:00:00 +0000

Quantitative reasoning is one of the most widely used problem-solving skills. This research provides a pedagogical alternative to strengthen the mathematical thinking skills of eighth-grade students when articulating the properties of rational numbers and their applications in everyday situations. It also presents a teaching tool, aimed at teachers, aimed at enhancing their students' arithmetic knowledge and mathematical skills in this numerical set. This research is framed within a qualitative approach under the action research method. To this end, eleven teaching units were designed to strengthen curricular content related to rational numbers, their basic operations, and problem-solving. To implement these units, George Pólya's methodology was adopted, focusing on mastery of basic operations and the steps proposed by the author. This teaching proposal was structured sequentially, beginning with a diagnostic test, followed by structured classes aimed at achieving meaningful learning through dialogue, gamification, reading, applications in arithmetic and problem-solving, and concluding with a competency-based assessment. This teaching proposal arose from teaching experience and the need to contribute to educational quality in the teaching and learning processes of mathematics for eighth-grade students. Finally, the conclusions derived from the implementation of the teaching

units were presented, as well as possible lines of research that could deepen the results obtained.

ACTIVE METHODOLOGIES AND PEDAGOGICAL INNOVATION IN COLOMBIAN ELEMENTARY EDUCATION

Tue, 18 Nov 2025 00:00:00 +0000

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.

DEVELOPING RESILIENT CAPACITY BY USING DEVICTIMIZATION IN STUDENTS VICTIMS OF VIOLENCE AND ARMED CONFLICT.

Contreras J. Marlon E, Bautista C. Javier A — Tue, 18 Nov 2025 00:00:00 +0000

The purpose of improving the pedagogies and training that have been foundational in the educational institutions of the municipality of Tibú, in the Department of Norte de Santander, seeks to provide opportunities and simultaneously consolidate comprehensive alignment in students who, due to misfortune, have endured and suffered extreme conditions that, through forces beyond their control, have led them to suffer profoundly. In this way, it contributes to a group that educationally and constructively faces multiple adversities, forced to flee their spaces and territories in search of new opportunities. With this reality in mind, this document is developed with the primary objective of conducting an analysis aimed at the de-victimization of school-aged children and young people who are displaced due to the violence existing in the country. The research is approached from a phenomenological-hermeneutic perspective, which was carried out in three stages: description, exploration of other perspectives, and construction of a resilient reinterpretation of the phenomenon (forced displacement). The findings were organized into the category "descriptive interpretation." New categories were identified, such as: complexity and transdisciplinarity in the participants' statements, anthropocentric pedagogy, power and authority surrounding individuality, the individual's freedom to liberate themselves and create a new one based on resilience, social and educational fragmentation lacking social meaning, and ideology and indoctrination. This work has allowed for the development of a proposal for prioritizing and planning participation for these displaced children and adolescents.

Strategic Management Plan for Teachers, Parents, and Representatives to Optimize the School Environment at San José de Calasanz Educational Center

Nubia Ochoa Berbesi — Tue, 18 Nov 2025 00:00:00 +0000

The general objective of this study was to optimize the school environment of the educational institution through a Strategic Plan aimed at teachers with the participation of parents and representatives, considering the observations made, which show problems in the coexistence of all the members that make up the Educational community, as in this case, the San José de Calasanz Educational Center, Municipality of Zulia, Norte de Santander, Colombia. The quantitative approach was applied, under a descriptive field study, with the modality of a feasible project; The sample was represented by 26 teachers and 185 parents and/or representatives. The survey was used as a technique for data collection and a Likert scale questionnaire was used as an instrument, with the systematization of three phases: (1) Diagnosis, (2) Feasibility and (3) Design. The results indicated that the training of teachers was required, as well as the participation of parents and/or representatives, in workshops on peaceful coexistence, controlling the factors that affect the school environment and opening spaces for dialogue together with the development of the coexistence project for the prevention of school violence. It was concluded that one of the factors that most influence the behavior of students is the media and their prolonged exposure to social networks, since these tend to reproduce violent behaviors. Leaving as a contribution the detailed formulation of the Strategic Plan to be updated periodically.

TRAINING PLAN FOR THE MANAGEMENT OF CHALLENGING NEGATIVE BEHAVIORS (CND) DIRECTED TO CLASSROOM MANAGERS

Lemny Andrea Aro J, José Antonio Serrano Acuña — Tue, 18 Nov 2025 00:00:00 +0000

It is based on a reality that has been manifesting in educational institutions and alters the coexistence climate such as behavioral disorders, specifically, negative challenging behavior. Currently, school coexistence has been affected by different types of behaviors that children present in the classroom. Therefore, teachers increasingly need to have skills to address these situations, hence this article presents a research report developed with the objective of designing a training plan for the management of Challenging Negative Behaviors (CND) aimed at teachers as classroom managers, at the Rudesindo Soto Headquarters of the Nuestra Señora De Belén Educational Institution, Cúcuta, Norte De Santander, Colombia, for which it was necessary to investigate the factors that They can affect these behaviors and the teaching strategies implemented for the integration of students who present these CNDs and that can affect coexistence. A qualitative, phenomenological investigation was carried out through observation and semi-structured interviews to form the thematic units such as CND, pedagogical strategies and training plan that allowed the classroom management plan to be consolidated. This with the intention of improving coexistence in the classroom and school integration.

Using GeoGebra as a teaching tool for understanding the concept of Limit

Manuel Antonio Hoyos Garcia, Eduar Ramiro Burbano Semanate — Tue, 18 Nov 2025 00:00:00 +0000

This article examines the use of Geogebra as a valuable teaching tool for enhancing the understanding of function limits among eleventh-grade students. It adopts a qualitative methodology based on direct observation and content analysis. Two groups were compared: one using traditional flat guides (Group 1) and the other engaging with interactive activities in a Geogebrabook (Group 2), with their performance in conceptual understanding assessed through rubrics. The results highlight that Geogebra outperforms other software (such as Maple, Cabri Geometry, or Derive) due to its accessibility, intuitive interface, and versatility, particularly when integrating resources like Geogebrabook and dynamic applets. The research emphasized three key perspectives for teaching limits: geometric, algebraic/arithmetic, and analytical, linked to historical milestones such as the method of exhaustion and the notion of infinity. The designed approach demonstrated that technological mediation facilitates the manipulation of abstract objects, fostering deeper understanding compared to traditional methods (Group 1), where material limitations hindered topic comprehension. It is concluded that integrating the historical phenomenology of the concept with ICT tools like Geogebra optimizes learning, overcoming didactic and cognitive obstacles, and underscores the need to adapt pedagogical practices to the epistemological complexity of advanced mathematical concepts.

PEDAGOGICAL LEADERSHIP FROM THE DIMENSIONS OF BEING: AN ANALYSIS FOR THE ACADEMIC AND PERSONAL SUCCESS OF PRIMARY EDUCATION STUDENTS

Tue, 18 Nov 2025 00:00:00 +0000

Throughout history, and since its very beginning, teaching has been a true challenge, requiring permanent leadership positions, given the enormous social responsibility involved not only in teaching or imparting knowledge, but also in assuming well-founded roles, from a position of true pedagogical leadership towards learners. Human beings, and even more so today, need to be provided with formative, ethical, emotional, and sensitive tools that take into account all other dimensions of their being. Educational paradigms have evolved as the world has evolved, and in that sense, the didactic task, which is otherwise a titanic one, should be responsible, along with other social strata, for preparing children so that, throughout their school life, in addition to learning, they develop as true leaders, through connection with their family environment and their teachers, who are responsible for guiding the paths of the little ones. In this documentary research, with a qualitative approach, we will explore various perspectives, both national and international, which will allow us to analyze these approaches and reach conclusions about the importance of training, maintaining, and developing leaders from an early age and in primary education, preparing them to face an increasingly demanding society eager to find new and better leaders.

SOCIODEMOGRAPHIC FACTORS THAT AFFECT MATHEMATICS RESULTS IN THE SABER 11 TESTS AT THE GUILLERMO LEÓN VALENCIA SCHOOL IN DUITAMA.

Darío Fernando Meza Rodríguez — Tue, 18 Nov 2025 00:00:00 +0000

The Ministry of Education promotes the Synthetic Index of Educational Quality (ISCE), a tool aimed at assessing and guiding educational institutions, identifying areas for improvement and strengths to optimize their performance, where the Saber 11 Tests are crucial for its measurement. Therefore, it is one of the requirements for students to complete eleventh grade, as a prerequisite for entering university education. Most higher education institutions require this exam, as outstanding results increase admission chances. Various factors may influence the presentation of the Saber 11 Tests, thus, this research aims to determine the sociodemographic and institutional factors influencing the mathematics results of the Saber 11 Tests of students from Colegio Guillermo León Valencia. Using a mixed-method approach, the study is framed within a descriptive and explanatory framework. Data were collected through questionnaires administered to 199 students and interviews with two mathematics teachers. The non-randomly selected sample aimed to capture both actors' perspectives, allowing for student characterization, comparison of average math scores, and description of the contribution of sociodemographic and institutional variables to the group's outcomes in this subject. According to statistical analyses, the sociodemographic and institutional factors that most influence mathematics results in the Saber 11 Tests are: student age, parental presence in the home, availability of a computer and internet at home, satisfaction level in peer relationships, perceived competency level in mathematics by students, and economic opportunities to continue studies.

THEORETICAL REFLECTIONS ON THE IMPORTANCE OF READING FOR THE DEVELOPMENT OF ORAL AND WRITTEN LANGUAGE IN COLOMBIAN ELEMENTARY SCHOOL STUDENTS

Fanny Vásquez Vásquez — Tue, 18 Nov 2025 00:00:00 +0000

To deepen on the components of the educational fact leads to reimagine new teaching options; to achieve to shorten the existing gaps between what are the traditional and contemporary modes; the time has come to empower new knowledge, resources and strategies that go hand in hand with what is presented in society such as technology; it is time to scrutinize and look at what should be done is so the following general objective: to generate theoretical reflections on the importance of reading for the development of oral and written language of students of Colombian basic education. The methodology used is based on qualitative research, together with the interpretative paradigm through the hermeneutic method, which is made concrete with the technique of content analysis; that is to say, a systematic review of some materials and theoretical positions of authors regarding the topic being dealt with is carried out. This brought as a result that reading is fundamental in the formation and academic training of students and it was concluded that the previous knowledge and existing experiences should be applied in educational institutions with the intention of achieving a teaching model to strengthen the habit of reading and thus to understand and comprehend the reality that is lived today, which is immersed in technological trends.

IMPACT OF THE ARMED CONFLICT ON COLOMBIAN BASIC EDUCATION - FROM A THEORETICAL-DOCUMENTARY PERSPECTIVE THEORETICAL – DOCUMENTARY

Antonio Francisco Gómez Martínez — Tue, 18 Nov 2025 00:00:00 +0000

The armed conflict has been a dark part of Colombian history since the mid-twentieth century and continues to be a part of life in that country. Although peace treaties have been established with the intervention of international organizations and governments of other countries, it cannot be said that they have ended, since dissidents of these groups organize themselves and form other groups. Aspects that have permeated society in general; from there, the following general objective is proposed: to reflect on the impact of the armed conflict on basic education from a theoretical-documentary perspective. The methodology is framed in the qualitative research through the interpretative paradigm; by means of the hermeneutic method through the documentary analysis technique, where a set of documents that allow the approach to the object of study is worked. It is appropriate to point out that a theoretical-documentary compendium on the armed conflict and its implications in Colombian education was achieved as a result. Therefore, it is concluded that the history of the Colombian education has been marked by the signs of the armed conflict that undoubtedly affect the education and training of Colombian students and in some cases have left significant traces in the families and the Colombian population.