The digital transformation of private educational institutions has placed considerable emphasis on the need to modernize human talent management processes through artificial intelligence (AI), raising questions about the current implementation and operational functionality of the phenomenon under study. Therefore, this research aims to comprehensively evaluate the use of artificial intelligence in personnel selection in private educational institutions through the analysis criteria of implementation, operational functionality, and organizational determinants. The study employed a quantitative, non-experimental, cross-sectional, and descriptive method design. Consequently, the population consists of 51 professionals working in human talent management, and the sample was selected using a non-probabilistic convenience sampling method. Two validated questionnaires were developed: "Artificial Intelligence" (alpha = 0.969, consisting of five dimensions) and "Personnel Selection" (alpha = 0.976, consisting of three dimensions), analyzed using descriptive statistical analysis techniques and joint distribution tables, respectively. The results reveal critical differences in conceptual mastery, with only 17.6% of respondents demonstrating efficient mastery of AI and 47.1% demonstrating substantial deficiencies, and significant limitations in selection functionality, with 51% of participants considering selection to be "poor". Likewise, the analysis of organizational patterns resulted in three distinct profiles, proving the systematic interdependence between technology and operational functionality. Consequently, private educational institutions are clearly at an early stage of technology implementation, as there are critical gaps between theoretical potential and current readiness and, as a result, they need a holistic change approach that takes into account the specificities of the contemporary educational niche.
This study analyzes the impact of a Virtual Learning Object (VLO) called "Magic Reading", designed using the ADDIE instructional model, on strengthening reading comprehension among students of Basic General Education at a rural public institution in northern Ecuador. A mixed methodology was adopted, applying quantitative (pretest and posttest) and qualitative (semi-structured interviews) instruments with a sample of 53 students and 5 teachers. The VLO, implemented on the Genially platform, integrated interactive activities with multimedia resources such as Educaplay, Canva, and YouTube. The results reflect significant improvements in literal, inferential, and critical reading, with a positive statistical difference between the initial diagnosis and the post-intervention results. Furthermore, the reliability analysis using Cronbach's alpha (alpha=0.82) and the teacher evaluation using the CODA questionnaire
The educational programmes implemented in the prison context constituted the foundation for the initiation of this research. Special attention was given to elements related to the family, community, social, and occupational spheres, with the aim of fostering dialogue around participants' concerns and perceptions regarding the opportunities provided by education. The study was carried out in a prison classroom where face-to-face instruction is delivered at different educational levels, including initial programmes focused on the acquisition and consolidation of basic skills, compulsory secondary education, profes-sional certification programmes, and basic vocational tra-ining cycles. The research received ethical approval from the Bioethics and Biosafety Committee of the University of Extremadura (Spain), as well as formal authorisation from the General Secretariat of Penitentiary Institutions of the Ministry of the Interior of the Spanish Government. A qua-litative research design was adopted, using focus groups as the main data collection technique. The results provi-ded relevant information on educational trajectories, early school leaving, educational experiences before impri-sonment, current educational or training situations at the time of the focus groups, educational expectations, and factors influencing educational success. These factors include sentence length, age and participation in paid employment during incarceration. Qualitative content analysis was conducted through transcription and syste-matic coding using ATLAS.ti software. Previous research conducted in Spain and in other international contexts re-ports findings consistent with those obtained in this study. The results highlight the need to continue and expand this line of research to other penitentiary institutions in order to gain deeper insights into well-being, motivation, and educational engagement within prison education settings.
Oral diseases represent a global health problem whose prevalence has not decreased despite previous efforts, which underlines the need for preventive approaches, health promotion and education involving the school and the family. In the Cuban context, this problem affects preuniversity students, who present insufficient knowledge and skills on oral health. The aim of this article is to present the results of the validation of the variable Oral health education in pre-university students, using the Delphi Method. A questionnaire was applied to a selected group of 30 experts, to whom the knowledge coefficient, the argumentation coefficient and, from them, the competence coefficient were calculated. The data were statistically analyzed using the Delphi Method to validate the variable under investigation. The results revealed that the three aspects evaluated (variable, dimensions and indicators) received an overall favorable assessment, with a category of very adequate, where the research variable stands out as the strongest and the selection of indicators receiving the most critical feedback. This validation allowed a solid consensus to be reached among the experts, which confirms the relevance and validity of the variable for educational research in oral health.
This study explored the influence of artificial intelligence-based technological strategies on the motivation and retention of university faculty in research processes. The objective was to analyze how tools such as automated tutoring, adaptive platforms, and content generation impacted researchers' commitment and continuity within the academic environment. The research adopted a quantitative approach, with a non-experimental, correlational design, using a structured survey administered to a sample of faculty researchers at a public university. The findings showed a direct and significant relationship between the use of intelligent technologies and motivation levels, as well as between these levels and retention in scientific activity. The validated structural model confirmed that motivation acted as a central axis influencing both retention and technological integration. It was concluded that artificial intelligence represents a strategic tool for fostering sustained commitment to university research and strengthening institutional policies oriented toward academic innovation.
