The implementation of the competency-based curriculum is a central axis in the educational transformation at the primary level in the Dominican Republic. This research aimed to analyze the impact of this implementation on the pedagogical processes of the second cycle of primary school in Elias Pina. A quantitative approach was used, with a non-experimental cross-sectional design, with a sample of 71 teachers selected through non-probability convenience sampling. Pearson's evaluation analyses showed a significant positive relationship between teacher mastery of the curriculum and its pedagogical application (r = .604, p < .05). The findings indicate that greater mastery of the curriculum is related to more effective implementation, highlighting the importance of ongoing teacher training.
The development of digital competence has been confirmed as one of the skills that must be present in any type of educational approach today, regardless of the context in which this learning takes place. This study was conducted with a sample of 74 students from the four Command and Staff Specialties (Joint, Land, Naval, and Air) at the National University for Defense (UNADE) in the Dominican Republic. The self-perception of these students' digital competence was measured using the latest version of the European Digital Competence Framework and an adaptation of a previously existing and validated questionnaire. The analysis was carried out using statistical software R, including nonparametric tests for comparisons between groups; specifically, the Kruskal-Wallis test for comparisons of three or more groups and the Mann-Whitney U test for comparisons between two groups. The results showed no differences by age group, and given the initial sample, which was primarily made up of men, conclusive data could not be extracted by gender. However, the differences in self-perception across the various dimensions were significant, with the "Communication and Collaboration" dimension standing out above the rest. This confirms the conclusions of previous research and places this dimension first in terms of the self-perception of participants in the studies, regardless of the context and profile of the sample.
Virtual education became a key alternative during the pandemic, highlighting the importance of developing both socioemotional competence and digital skills in higher education students. Considering this, the study adopted a quantitative approach, with a correlational scope, cross-sectional design, and observational assignment control. The research was guided by the objective of determining whether there is a significant relationship between socioemotional and sociodemographic variables in relation to digital skills. Among the main findings, it was noted that respondents highly value the integration of aspects such as motivation, understanding, and support by teachers in virtual classes, emphasizing their importance in academic performance. Furthermore, the study confirmed a significant relationship between socioemotional competence specifically the factor of "socioemotional management" and the digital skills of higher education students.
Adolescence is a critical stage of human development in which physical, cognitive, and social transformations converge. In the context of the digital age, these experiences are shaped by new opportunities and challenges that directly impact the construction of subjective well-being. This article explores the relationship between adolescents' subjective well-being and digital competences, highlighting how their interplay influences both risk prevention and the promotion of meaningful learning and peaceful coexistence. The main challenges addressed include cyberbullying, information overload, excessive screen time, the digital divide, and social pressure on social networks, while opportunities such as collaborative learning, digital civic participation, and socioemotional skills development are emphasized. The article concludes that strengthening subjective well-being and digital competences is a key strategy to improve adolescents' quality of life and foster the construction of citizenship in the digital age.
Self-concept is a construct that spins around the subjects` own Perception of their abilities, limitations and potentialities. This variable is related to the confidence with which the individual faces certain everyday situations. The concept has been operationalized through the AF5 Self-Concept Scale by Garcia and Musitu. Exploratory factor analysis and confirmatory factor analyzes were carried out on the 30 items that constitute the original questionnaire in an Ecuadorian population of 718 high school students. The results show that the most appropriate exploratory proposal is with six dimensions, instead of the five ones from the theoretical proposal. In Ecuador, the physical component of self-concept seems to be subdivided into the physical aspect and another component of physical care. With these premises, a confirmatory analysis was carried out with these six dimensions and another with the original five. Both solutions behave appropriately and their use is validated in this population. It has been proven in confirmatory analyzes that there are entire dimensions that correlate negatively with each other; implying that there is a more extrinsic selfconcept that depends on fields such as working environment, academic area or aesthetic success in society and another more intrinsic self-concept that depends on the social skills of the subject, their family dynamics and their ability to manage emotions (with an inverse relationship between them).
Online education has faced various communication barriers depending on the crisis context in which it is developed. This study analyzes the difficulties in the interaction and collaboration of university students in three scenarios: the COVID-19 pandemic, curfews due to insecurity, and blackouts due to energy restrictions. The results show that the lack of collaboration was the main problem in all cases, but other factors, such as the inability to coordinate meetings and the lack of connectivity, varied depending on the environment. Additionally, a discrepancy in the perception of digital tools between teachers and students was identified, highlighting the need for aligned strategies to encourage participation. It is concluded that an instructional design based on videoconferences, discussion forums and gamification, combined with flexible methodologies, can improve interaction and learning.
This study analyzes how artificial intelligence (AI) can become a key ally for students and teachers within the framework of Education 4.0 by providing them with advanced tools to enhance the educational experience. To conduct this research, a systematic literature review was carried out guided by the principles of the PRISMA declaration. The review included databases such as ScienceDirect (R), SpringerLink (R), and Emerald Insight (R), focusing on studies published between 2014 and 2023. Relevant studies on the implementation and impact of AI in higher education were selected. The main results indicate that AI facilitates personalized learning and adaptive feedback, improving student engagement and performance. Technical barriers and concerns about privacy and ethical data handling were identified. Additionally, AI optimizes administrative efficiency and equips students with critical technological skills for the current job market. It is concluded that proper training of teachers and students is essential to maximize the potential of these technologies and ensure an equitable and responsible approach to their use.
This article presents a descriptive study on the design and implementation of a service-learning project carried out in two public secondary schools in Santa Coloma de Gramenet (Barcelona) between 2022 and 2025, in collaboration with Sant Joan de D & eacute;u Hospital. The project aimed to raise students' awareness of childhood cancer and to promote social action through fundraising activities supporting research and family assistance programs. A mixed-methods approach was adopted, combining descriptive quantitative analysis of the funds raised with a qualitative analysis of student participation, organization, and learning processes. The results show a high level of student engagement and the development of social, civic, and organizational competences. The study highlights the educational potential of service-learning initiatives in fostering social responsibility and critical civic awareness in secondary education.
Several recent studies highlight the urgent need to incorporate the ethics of artificial intelligence (AI) as a fundamental component of university education. In this context, the present research aims to analyze the risks associated with the increasing use of AI in education and to propose a set of ethical competencies that facilitate its responsible integration into higher education. This study was developed with a descriptive scope and a non-experimental, cross-sectional design. The sample consisted of 144 undergraduate students from five higher education institutions in Mexico, Ecuador, and Argentina, selected non-probabilistically by convenience sampling. An online questionnaire was designed as the instrument, allowing for remote and asynchronous implementation. The results revealed concerns related to the dehumanization of educational processes, the loss of privacy, the limited capacity for critical evaluation, academic dishonesty, and the unauthorized appropriation of content. Based on the results obtained, the need to consider the ethical aspects involved in the use of AI is emphasized. Consequently, the urgency of establishing competency frameworks that articulate technology, values, and social responsibility in the university context is highlighted.
This research focuses on the design of the didactic web MuTAE, which is intended to serve as a practical tool for university music research students in their learning process. For this purpose, MuTAE is equipped with new software and others developed by third parties. This software choice enables the automation of Renaissance music analysis processes, the correction of harmony exercises, as well as the deployment of interactive digital music critical editions. In this sense, MuTAE website uses various software such as Music21, Humdrum Notation Plugin, VexFlow (among others), articulated by the programming languages JavaScript and Python. All this leads to results that demonstrate the operability, usefulness and didactic potential, by automating correction processes, allowing self-evaluation and visualisation of progress.
Giving the context of a technological society, the adaptation of the educational system through the means of cientific advances and, therefore, the implementation of TIC tools in the classroom turns out to be essential. Thus, the methodology known as Flipped Classroom is beginning to gain importance in every academic level and, in turn, prompts us to question the students' academic performance which this active methodology brings about. This systematic review seeks to analyse the scientific production which links the Flipped Classroom to students' academic performance. After the inclusion and exclusion criteria have been applied, a sum of 26 studies gathered from the WOS, Scopus and Dialnet data base have been reviewed under the scope of seven variables (author, year, country, academic level, field, method and sample size). Results show that the majority of these studies determine a relevant improvement of students' academic performance due to the use of the Flipped Classroom methodology in contrast with the traditional methodology.
This literature review examines articles concerning the implications of cognitive load in teaching computer programming. It also reviews articles on the most suitable programming language for introducing novice programmers. The subject matter allows for the review of articles from the last four decades. The different ways of measuring cognitive load in learning programming are analysed. An overview of the evolution of teaching methodologies over the years is also provided. It is worth noting that many studies express a concern for reducing cognitive load in learning to achieve greater efficiency and academic success. This research suggests that introducing inexperienced programmers to a simple language, rather than a complex one, reduces cognitive load and can offer several advantages. Some authors propose introducing students with pseudocode, and many others suggest Python as a simple introductory programming language. Some authors consider Python to be an assimilation of English pseudocode, but the language factor also impacts students' learning abilities. It is possible that the pseudocode itself can be improved, thus increasing its effectiveness. The simplified language proposed here is natural pseudocode in the students' native language, a refinement of the standard pseudocode, derived from the students' preferred use of certain keywords.
En esta revisión bibliográfica estudiamos artículos referentes a la implicación de la carga cognitiva en la enseñanza de la programación de ordenadores, de igual forma también revisamos artículos sobre el lenguaje de programación idóneo para iniciar a programadores noveles. Los estudios muestran la preocupación por reducir la carga cognitiva en el aprendizaje y así conseguir mayor eficacia y mayores logros académicos. Nuestra investigación refleja que iniciar a programadores inexpertos en un lenguaje simple frente a uno complejo reduce la carga cognitiva y puede presentar algunas ventajas. Algunos autores proponen introducir a los estudiantes con pseudocódigo, y también son muchos autores los que proponen Python como lenguaje introductorio de la programación. El lenguaje simple que nosotros proponemos es el pseudocódigo natural, como un refinamiento del pseudocódigo estándar, obtenido en base a las preferencias de utilización de determinadas palabras clave por los estudiantes.
En dos institutos de carácter público de una ciudad de la periferia de Barcelona como es Santa Coloma de Gramenet se ideó un proyecto social, en colaboración con el Hospital de Sant Joan de Déu, con el objetivo de recaudar fondos para la lucha contra el cáncer infantil para reforzar las diferentes líneas de investigación y financiar ayudas económicas a las familias que no tienen el apoyo financiero de la Seguridad Social en su intento de estar cerca de sus familiares, hijos y nietos. Este proyecto además tiene una serie de objetivos pedagógicos como el de, desde un planteamiento humanitario, comprender que, en un mundo en el que existe en los últimos años una creciente desigualdad social la única forma de cambiar el mundo es ideando formas u organizaciones sociales para poder cambiarlo. El fin era fomentar en adolescentes de Tercero de la ESO (14-15 años) el sentido de responsabilidad de construir en un futuro una sociedad más justa y equitativa.
La educación en línea ha enfrentado diversas barreras comunicativas según el contexto de crisis en el que se desarrolla. Este estudio analiza las dificultades en la interacción y colaboración de estudiantes universitarios en tres escenarios: la pandemia de COVID-19, los toques de queda por inseguridad y los apagones por restricciones energéticas en Ecuador. Los resultados evidencian que la falta de colaboración fue el principal problema en todos los casos, pero otros factores, como la imposibilidad de coordinar reuniones y la falta de conectividad, variaron según el entorno. Además, se identificó una discrepancia en la percepción de las herramientas digitales entre docentes y estudiantes, lo que resalta la necesidad de estrategias alineadas para fomentar la participación. Se concluye que un diseño instructivo basado en videoconferencias, foros de discusión y gamificación, combinado con metodologías flexibles, puede mejorar la interacción y el aprendizaje.
En el contexto de una sociedad altamente tecnológica surge la necesidad de adaptar la educación a los avances científicos y, por tanto, la implementación de las herramientas TIC en el aula. Por este motivo, la metodología Flipped Classroom empieza a ganar terreno en todos los niveles educativos, razón suficiente para plantearse si esta metodología activa afecta al rendimiento académico de los estudiantes. Esta revisión sistemática tiene como objetivo principal analizar la producción científica que vincule el Aula Invertida con el rendimiento académico. Tras la aplicación de los criterios de inclusión y exclusión se han revisado un total de 26 trabajos, extraídos de las bases de datos WOS, Scopus y Dialnet, y se han aplicado un total de siete variables (autor, año, país, nivel educativo, área, método y tamaño de muestra). Los resultados muestran que la mayor parte de los estudios determinan una mejora significativa del rendimiento académico tras la aplicación del Flipped Classroom frente a la metodología tradicional.
Individualized instruction is a pedagogical approach that promotes diversity and inclusion within the classroom. Teachers’ beliefs and self-efficacy regarding their professional role and performance influence the teaching and learning process and may be affected when implementing inclusive strategies such as individualized instruction. The purpose of this study is to explore teachers’ perspectives on their beliefs and self-efficacy in implementing differentiated instruction in Greek classrooms. A total of 202 teachers participated in the study by completing an instrument consisting of the 14-item Teachers’ Perceptions of Differentiated Instruction and the 22-item Self-Evaluative Statements, both measured on a five-point Likert scale. The findings reveal a model in which teachers’ beliefs are explained by their self-efficacy in implementing individualized instruction. The study highlights the need for ongoing training in inclusive methodologies, such as individualized instruction, to strengthen teachers’ self-efficacy and enhance their professional practice.
La implementación del currículo por competencias constituye un eje central en la transformación educativa del nivel primario en la República Dominicana. Esta investigación tuvo como objetivo analizar la incidencia de dicha implementación en los procesos pedagógicos del segundo ciclo del nivel primario en Elías Piña. Se utilizó un enfoque cuantitativo, diseño no experimental transversal, con una muestra de 71 docentes seleccionados mediante muestreo no probabilístico por conveniencia. Los análisis de correlación de Pearson evidenciaron una relación positiva significativa entre el dominio docente del currículo y su aplicación pedagógica (r = .604, p < .05). Los hallazgos indican que un mayor dominio del currículo se relaciona con una aplicación más eficaz, destacando la importancia de la formación docente continua.
La educación virtual se consolidó como una alternativa importante durante la pandemia, lo que resalta la importancia de desarrollar tanto la competencia socioemocional como la habilidad digital en los estudiantes del nivel superior. Considerando lo anterior, este estudio adoptó un enfoque cuantitativo, con alcance correlacional, de tipo transeccional y un control de asignación observacional. Los objetivos que guiaron la investigación fueron determinar si existe relación significativa entre las variables competencia socioemocional y sociodemográficas respecto a la habilidad digital. Entre los principales hallazgos se tuvo que los encuestados valoran ampliamente que los profesores integren en sus clases virtuales aspectos como la motivación, compresión y apoyo; destacando su importancia en su desempeño académico. Asimismo, se comprobó que existe una relación significativa entre la competencia socioemocional, específicamente en el factor de “gestión socioemocional” y la habilidad digital de los estudiantes del nivel superior.
