In virtual education, student autonomy manifests as operational self-regulation, and critical thinking depends on isolated pedagogical practices, which highlights the need to analyze the pedagogical, technological, and institutional mediations that shape critical autonomy. The objective was to analyze how the formation of critical subjects and autonomy in higher-education virtual environments is configured, based on students’ experiences at three universities in Peru, Panama, and the Dominican Republic. A qualitative approach was adopted, using a multiple and comparative case study design. The purposive and voluntary sample consisted of 18 university students aged 18 to 25, evenly distributed between semi-structured interviews and focus groups, and content analysis of the institutional virtual platform was conducted in each context. The findings show that, across the three cases, operational autonomy predominates, centered on time management and task completion. Critical thinking emerges through debates and real-world cases, although with varying depth, with a technical emphasis in the Peru case, an argumentative emphasis in the Panama case, and a systematic emphasis in the Dominican Republic case. The platforms prioritize administrative functions, which limits reflection. Connectivity and economic inequalities affect all cases, with less impact in the Dominican Republic due to its support policies. It is concluded that the formation of critical subjects in virtual environments is not an automatic result of digitization, but rather depends on pedagogical mediations, institutional decisions, and specific social contexts.
Symmetry governs nonlinear interactions in condensed matter systems, particularly in high-harmonic generation (HHG), the interplay between the driving field and crystal symmetries dictate the properties of the emitted harmonics. A central open question is how quantum fluctuations of light modify these symmetry-imposed selection rules in solid state systems. Here, we address this by studying the nonlinear response of graphene and Molybdenum disulfide (MoS_2) to circular polarized quantum light, where both materials with distinct rotational symmetries and corresponding classical selection rules. We show that the quantum fluctuations break the dynamical symmetry of the driving field while preserving the crystal symmetry, which enables the generation of classically forbidden harmonics by breaking the corresponding selection rules. These results establish quantum states of light as a new degree of control over harmonic generation in solids, opening routes toward all-optical symmetry engineering of the quantum optical harmonic properties towards attosecond pulse generation.
The polarization state of light plays a central role in strong-field light–matter interactions and is widely used to probe electronic structure in solids via high-order harmonic generation (HHG). In particular, helicity-resolved HHG has been interpreted as a fingerprint of crystal symmetry and topology. Here, we demonstrate deterministic and continuous control of harmonic helicity in solids using polarization-crafted beams, formed by two orthogonally polarized pulses with a controlled time delay. By tuning this delay, the polarization state of individual harmonics can be driven from linear to circular, independent of the material under investigation. We show that this behavior is robust across systems with distinct symmetry and topology, and originates from the sub-cycle modulation of the light–matter interaction mediated by the dipole coupling. Furthermore, the orthogonal configuration allows to break the dynamical symmetry of the light-matter interaction which is manifested in the generation of otherwise forbidden harmonics under standard selection rules.. These results establish harmonic helicity as a field-controlled observable rather than a direct material fingerprint.
BACKGROUND: Resilience is understood as a person’s ability to adapt positively in the face of adversity, overcome difficult situations, and, in many cases, emerge stronger from them. The objective of this study was to conduct a transcultural validation of the Engineering, Ecological and Adaptive Resilience Scale in health sciences students from eight Latin American countries. METHODS: A total of 18,528 students participated in instrumental cross-sectional design. Internal structure was assessed through confirmatory factor analysis, reliability was estimated using the omega coefficient, factorial invariance by sex and country was examined, sex differences were analyzed, and percentile norms were established. RESULTS: The three-dimensional structure of the EEA Resilience Scale showed adequate fit indices in all countries and in the total sample, although Ecuador, Panama, and Peru exhibited Root Mean Square Error of Approximation values slightly above expected thresholds. Reliability was satisfactory, except in El Salvador. Strict invariance by sex and country was confirmed. Country and sex differences showed trivial effect sizes. Percentile-based norms were proposed at five levels. CONCLUSIONS: Overall, the findings indicate that the EEA Resilience Scale is a valid, reliable, and transculturally robust measure for assessing resilience. The scope of the study is discussed.
