The current study examines inequality in physical infrastructure and facilities available to students in public school in Peru, particularly with regard to utility systems (water supply, sewer system, electrical service). This was a cross-sectional study, as data were collected from schools located in 1,885 districts across Peru (the country’s basic unit of political division) for the year 2022. Using Principal Component Analysis and the K-means clustering algorithm, we identified territorial disparities among departments and regions. The findings indicate that districts located farther from the coastal region tend to have schools with greater deficiencies in basic utility services. Based on the above, it can be inferred that Peru comprises at least four distinct contexts according to the quality of physical infrastructure and basic utility services in schools. Consequently, education policy should be revised to address these diverse contexts instead of relying solely on the current regional and decentralised approach.
This study underscores a critical shortcoming in the Costa Rican educational system regarding the teaching of ethics. Theoretical research and the current legislative framework indicate that religious education, centered on Christian content, is the exclusive academic approach for teaching ethics within the classroom. The elective nature of the subject offers a conclusive resolution. The current education system, arising from religious freedom, can deprive a segment of the student population from organized ethical reflection, thus compromising the egalitarian foundation of a humanistic education. It advocates for a revision of the current methodology and endorses alternatives, such as secular ethics, which can encompass all students while preserving freedom of conscience, rather than m shows structural bias by limiting ethical education to a religious subject, thereby creating a conflict between the right to religious freedom and the right to a well-rounded education. An ethically grounded learning environment independent of religious doctrine is encouraged, ensuring accessibility for all students while ensuring their freedom to choose their own beliefs
The purpose of this study was to examine pedagogical approaches that secondary schools employed from 2021 to 2024 to include generative artificial intelligence (GenAI), as well as determine significant limitations. The PRISMA principles were used to perform a systematic review that included 43 articles from scholarly journals that focused on research and experiences using AI technologies. Automated tutoring, comprehensive curricular units, multidisciplinary projects, and individual activities were the four main implementation alternatives that were identified. These strategies vary in pedagogical depth and are shaped by factors including teacher education, infrastructure, and institutional context. Notable findings indicate that methods with robust GenAI integrations (such as interdisciplinary projects, curricular units, and automated tutoring) significantly enhance cognitive and metacognitive abilities, including argumentation, sophisticated problem-solving, and reflective decision-making. Conversely, solo activities yield more surface effects, exemplified by expedited job completion devoid of profound critical engagement. The principal obstacles to successful GenAI integration in secondary education include insufficient teacher preparation, inequities in access to technological resources, ethical concerns, and cultural resistance to change. Findings underscore the necessity of conducting context-specific empirical research to guide future decisions on the pedagogical, critical, and equitable application of digital technology in secondary education.
Objective: Although educational institutions aim to increase student retention, not all students have a positive university experience for a variety of reasons, some of which are connected to academic achievement. Goal: To ascertain the extent to which the initial midterm exams—both in-person and remote—and other factors influence student retention in the Universidad Nacional of Costa Rica's General Mathematics course. Approach: A quantitative, non-experimental, correlational study was conducted using data provided by the Registrar’s Office and the School of Mathematics at the Universidad Nacional. The data yielded a sample of 1,062 students who enrolled in the General Mathematics course during the first academic term of 2022 and whose scores from their first in-person midterm exam were made available for this study. Four logistic regression models were estimated: the first included prior academic performance and sociodemographic variables; the second included the score from the first remote midterm exam; the third included the score from the first in-person midterm exam rather than the remote midterm score; and the fourth included all of the variables listed above. Results: With model accuracy ranging from 66% to 82%, the factors most significantly linked to retention were scholarship status, socioeconomic stratum, high school GPA, and grades on the first midterm exams (both in-person and remote). Conclusions: The most important elements influencing students' decisions to stay in the course are academic. Providing support, such scholarships or Internet access, for disadvantaged groups may also contribute to closing the socioeconomic and technical divide. Upon considering the many factors that are linked to student retention, it is essential to base decisions on a comprehensive policy that enhances institutional conditions and consequently supports students’ educational pathways to bolster retention.
Grit, characterized by sustained passion and perseverance for long-term objectives, has become a significant non-cognitive attribute of current academic performance research, due to its established correlations with success indicators, effort, and personal satisfaction. This study examines the psychometric properties of a grit scale using an instrumental, cross-sectional cohort approach. The sample included 277 university students aged 18 and up (70% female, 80% enrolled in undergraduate programs) who consented to complete an online questionnaire. Three grit scales were examined: Grit-O, Grit-10, and Grit-S. The brief version, Grit-S, provided adequate model fit, validated the anticipated two-factor structure (consistency of interests and perseverance of effort), and revealed strong internal consistency as shown by Cronbach's Alpha and McDonald's Omega, which was consistent with previous research findings. The scale displayed convergent validity, based on values of favorable relationships with measures of personal agency (i.e., self-efficacy and locus of control), discipline, notably considered conscientious behavior. Results indicate Grit-S scale is a valid and reliable instrument for use in academic settings. Additional research is needed to increase its use and provide more clarity on this critical non-cognitive trait associated to the achievement of crucial academic, personal, and professional goals.
Transversal skills impact research work to strengthen the skills of graduate students. They enrich the teaching and learning process for students, maximize their academic careers, and enhance their experiences to adapt to the workforce, making their studies important. The objective or this study was to determine self-perception of transversal research skills among graduate students. The study used a quantitative methodology with a cross-sectional and non-experimental design as well as an exploratory and descriptive scope. The sample was probabilistic and stratified. The instrument was a Likert-scale survey with 30 items, which were measured and coded through five response levels: strongly agree, somewhat agree, neutral, somewhat disagree, and disagree. The transversal skills were organized into instrumental, interpersonal, and systemic skills that were subdivided into verbal communication skills, written expression, leadership, teamwork, discernment, reflection, and critical thinking. The findings obtained reveal that the skills most that are most self-perceived by participants were systemic-thinking skills, followed by instrumental skills. Interpersonal skills came in third with a statistically smaller margin yet was observed as the skill that requires most attention. Strengthening leadership and teamwork skills is recommended, as they are essential for student development. As a practical contribution, the results of this study provide graduate institutions, research departments, and teaching staff with guidance for advancing work on transversal skills among graduate students.
The Veterinary Medicine and Animal Science (MVZ) program at UNILLANOS has encountered difficulties in integrating fundamental Natural Sciences with practical sciences in areas such as animal health, animal production, and rural extension. The MVZ curriculum encompasses an Animal Nutrition course vital for animal production and prospective career endeavors. This project aimed to develop pedagogical methodologies for MVZ academic training, based on the knowledge acquired by students in the Animal Nutrition course and its practical implementation in the livestock industry. Research is based on an interpretive framework, employing a descriptive qualitative methodology and utilizing the phenomenological approach. Consequently, the results of this study may enhance understanding of this phenomenon. Data collection involved a semi-structured interview conducted among 60 students over the years 2023 and 2024. The data collected via the instrument was categorized into the following segments: prior knowledge, study of Animal Nutrition, socio-productive context: application of knowledge, cognitive, technical, and social domains, and relevance to livestock activities in their professional practice. The findings of this study indicate that students recognized biology, chemistry, biochemistry, physiology, and mathematics as essential disciplines for engaging with the Animal Nutrition course. Furthermore, they indicated that the instruction of this course requires an integration of theory and practice, promoting student autonomy through guides, seminars, and projects, while fostering logical reasoning to strengthen active learning within an effective framework. Students identified innovative methodologies including precision nutrition, gastrointestinal microbiology, circular bioeconomy, genomics, and low-emission nutrition, all of which contribute to the advancement of sustainability and animal welfare. Therefore, it is imperative for educators to remain updated regarding the use of ICTs in planning nutritional programs tailored to specific production systems, thereby fostering contextualized and effective teaching methodologies. It was concluded that these innovative techniques can be included into multidisciplinary projects, enabling students to use their knowledge in real contexts within cattle production.
This essay stems from the project Pedagogical Experiences of a Group of Teachers in the Second Cycle of General Basic Education in the Implementation of the Second Principle of Universal Design for Learning (UDL) (Pr-725-C3-050-2023) carried out by the Institute of Educational Research of the University of Costa Rica (INIE-UCR). Specifically, it explores how co-teaching becomes a means of implementing inclusive education, as reflected in pedagogical mediation strategies based on the Universal Design for Learning (CAST, 2018). Therefore, the objective of this essay is to determine the impact of co-teaching on the support services in special education and on the teaching staff of the first and second cycles of General Basic Education, the definition of co-teaching prompts reflection on an innovative practice that goes beyond inclusive education by facilitating the implementation of Action Lines through Universal Design for Learning (CAST, 2024). It is concluded that, at the outset of implementation, both the teaching staff from Special Education support services and the teachers from the first and second educational cycles were unfamiliar with the concept of co-teaching, which led to considerable uncertainty in the initial stages.
This article provides a firsthand account of a workshop on PhET simulations held in Costa Rica, aimed at developing a fifth-grade science curriculum that adheres to the requirements established the Ministry of Public Education, given the increasing use of technological resources in education. The main study objective was to examine simulations as instructional tools for teaching science at the primary school level. The methodology was based on qualitative action research among primary school teachers with a minimum of five years of experience. Teachers were asked to submit their viewpoints regarding the use of these tools to teach science. Participant viewpoints were obtained through interviews and questionnaires during the data-gathering phase. A thematic approach was utilized to discern themes and patterns among instructor responses. It is concluded that PhET simulations and the proposed lesson plans comprise excellent as well as adaptable educational resources. However, it is important to highlight that a preliminary assessment of the educational context is required to effectively implement these tools in a classroom setting.
This study comprises a documentary analysis of teacher performance evaluation in Colombia between 2018 and 2024, with the aim of identifying its main strengths, weaknesses, opportunities, and threats. The study responds to the need to understand the tensions among existing regulatory frameworks, teachers’ perceptions, and the structural conditions that affect educational quality. To this end, a qualitative, exploratory approach was adopted, based on a systematic review of 50 documents selected through predefined inclusion and exclusion criteria. The corpus included laws, decrees, circulars, institutional technical reports, and indexed scientific articles, located through the SciELO, Google Scholar, and Redalyc databases. Content analysis was organized using the SWOT method as a strategy to classify information across key dimensions: type of institution, geographic area, and educational level. The findings reveal significant regulatory advances, such as the implementation of digital platforms and standardized protocols in urban areas. However, structural challenges persist that limit the impact of these advances, including the punitive perception of evaluations, the disconnect between results and formative incentives, and regional inequalities that hinder equitable implementation. The study concludes that the teacher evaluation system requires a transformation that promotes professional development, pedagogical support, and territorial equity. The absence of empirical triangulation is also acknowledged as a limitation, and future research is recommended to incorporate teachers’ voices and official statistical data. This work constitutes an initial critical approach intended to contribute to the debate on more inclusive and context-sensitive educational policies.
Study Objective: To compare how well eleventh graders performed on a simulated standardized mathematics examination based on two different instructional methodologies. Methodology: Two didactic strategies were used to review and prepare lessons for a group of 186 study subjects who were to sit for a standardized mathematics test. The study subjects were divided into two groups of 93 students. One groups was taught through the use of printed material (MT), while the other relied on virtual learning platforms (MC). A quantitative and comparative methodology was employed. Individual and mean scores were calculated using a simulated test aligned with the standardized exam, with a maximum score of 35 points. Comparisons were conducted for overall performance and performance by sex, using a Student t test with a p = 0.05. Findings: Average scores for both groups differed significantly (T = -3.209; p = 0.002), with higher scores in the MC group (MT = 23.9; MC = 26.1). In both groups, females scored higher than males by 2.8 points in MT and 5.6 points in MC. No discernible variations were perceived in the test results among the males in both groups (T = -1.611; p = 0.119). Significant disparaties were noted upon comparing the scores of the female students in both groups (T = -4.670; p < 0.001). Conclusions: The use of virtual teaching platforms was more effective as a strategy to prepare students for a standardized mathematics test, as evidenced by the higher scores than the students who were taught using traditional printed material. The fact that female students scored higher than males is another aspect that would also be important to analyze to determine the factors behind these results.
Educational aspirations are very significant as they can predict the actual decisions of students. This article provides a descriptive contextualization of the educational aspirations of Ecuadorian secondary school students, The aim of this article is to provide a descriptive contextualization of the educational aspirations of Ecuadorian secondary school students based on the funding received by the institutions they attend. To this end the study utilizes databases from the "Ser Bachiller" examination, compiled by Ecuador's National Institute for Educational Evaluation during the 2018–2019 academic year. The analysis is descriptive in nature and is based on figures and odds ratios. Variables associated with educational aspirations are analyzed and categorized into three factors: (i) student context, (ii) student milieu, and (iii) academic profile. The results indicate that students from both public and private institutions exhibit differences across all three factors. Students in public schools have limited resources at home and school, resulting in lower academic performance and, in line with theoretical expectations, report reduced educational aspirations. The article advocates for policies designed to guarantee equitable access to essential educational resources, as well as for future research that further explores the individual and contextual factors that influence and modify educational aspirations.
This essay arises from two rationales that include reflecting on the challenges that interculturality poses for universities and their institutional practices, and the experience of population groups that have been historically excluded from society and, consequently, from academia as an institution. In other words, the aim of this essay is to propose questions for (re)thinking universities—questions that may serve as a tool for institutional self-analysis, without functioning as an evaluative model, but rather as both a challenge and an opportunity for opening new possibilities for university practice. The study is organized into three sections. As a preamble, it offers reflections on higher education and interculturality. It then develops its central proposal based on Raúl Fornet-Betancourt’s (2006) “Eleven Provisional Theses for the Improvement of Interculturality Theories and Practices"” are reformulated as questions for higher education, particularly for public universities. These questions constitute a framework for critically approaching universities from an intercultural perspective. The study suggests that universities should consider these questions, with the hope that they may support their movement toward interculturality.
The Traditional Teaching Model (TTM) in higher education was rendered obsolete by the COVID-19 epidemic, especially in virtual situations because its behaviorist priciple conflict with the constructivist nature of emergency remote learning. The Flipped Classroom (FC) model was modified for Emergency Remote Education (ERE) at COVID-19 in order to better understand the teaching-learning process of veterinary surgery. This was the alternative approach taken in a study on the adaption of the teaching process in veterinary surgery. Ninety-one students and two instructors from the Catholic University of Temuco participated in an exploratory empirical study using a mixed-methods methodology. The FC concept was completely adapted online, utilizing instructional videos, discussion boards, group projects, and one-on-one tests. Participant observation, online surveys, and performance analysis were used to gather the data, which were then processed using quantitative descriptive statistics and qualitative data analysis software. According to the findings, 51% of students employed the Cornell method to synthesize knowledge, displaying self-regulation skills, and 96% of students engaged with the videos in a significant way. Although some students opposed the pedagogical shift, grades demonstrated consistent performance, with a mean of 5.9 on a 7.0 scale. Students also appreciated the model's flexibility. The study indicates that by overcoming the shortcomings of the TTM, the FC model modified for ERE demonstrated efficacy in maintaining active learning in disruptive circumstances. However, issues like limited forum participation and digital gaps were noted, indicating the need for more inspiring approaches to be developed in order to support the pedagogical shift. The study emphasizes how crucial it is to combine technology with deliberate pedagogical strategies in order to empower teachers and students in online learning environments.
The article looks at the structural changes at the Pedagogical Institute (IP) of the University of Chile (UCh) during Chile’s civil-military dictatorship (1973-1990), focusing on the relationship between state intervention in education and the rigid institutional guidelines established after the collapse of the Popular Unity government. Using a qualitative approach and a historical–documentary design, the study examines the History degree programs from 1962 and 1975. Content analysis served as a tool of hermeneutic synthesis and triangulation to help interpret the material and connect it with the structural reforms that affected the History program and how its study plans were organized. Following the 1973 coup d'état, the University of Chile endured a critical period characterized by temporary closures, dismissals, waivers, campus persecution, and the hiring of unqualified people. These measures significantly impacted initial teacher education (ITE). The separation of the IP from the UCh in 1981 marked a major turning point in teacher education, establishing a technical–functional model that prioritized History as a discipline over critical pedagogy. History programs reflected this shift by simplifying its content and refraining from complex regarding historical events. Such modifications were, therefore, driven by factors beyond education—primarily related to political considerations or other external influences rather than effective teaching. This orthodox pragmatism, present in both the 1962 and 1975 programs, advocated for a positivist and linear approach to future teacher development, emphasizing the role of historians rather than holistic educators. According to the study, these enhancements which impacted pedagogical training, were influenced by the prevailing political climate of the period marked by repression and government control. The essay provides guidelines for further research to examine the connection between educational developments and the political landscape as a framework for reflection on continuity and change during the initial stages of teacher training programs.
This study aims to characterize the level of appropriation of Information and Communication Technologies (ICT) for school administration at a Colombian educational institution and conducted using a qualitative approach and an evaluative research method. For data collection, the following tools were used: (a) a checklist of the school technological infrastructure; (b) documentary analysis of ICT policies and guidelines in institutional documents; (c) a survey administered to forty teachers and five administrators; and (d) a focus group with nine students. These instruments were employed to gather their perceptions regarding the use of ICT. Data analysis was carried out using a categorical matrix in Microsoft Excel, which allowed for triangulation of the information and assessment of the indicators established in the ICT Baseline. Results indicate that alignment between the Institutional Educational Project and national and international public policies related to ICT appropriation in schools, is necessary. Emphasis should, therefore, be placed on addressing the training needs of the institution’s teaching staff in order to propose a potential plan that contributes to curricular and pedagogical updating within the institution. It can be argued that the educational institution is at the level of ICT incorporation, which implies that ICT is included for some teaching practices, but not across the board. Furthermore, criteria exist for the development of technical skills related to the instrumental use of ICT within the curriculum.
The COVID-19 pandemic significantly impacted the educational sector including foreign language instruction, given that all fields of study resorted to Emergency Remote Education. The aim of this research was to analyze the methodological adaptation of teaching staff for teaching oral production and comprehension skills in foreign language classes. Research was conducted under a qualitative paradigm using an exploratory-descriptive approach among French, English, Japanese, Chinese, and Portuguese in Costa Rica during 2021. Data was collected through a questionnaire emailed to the target population. The collected data was analyzed through previously established thematic categories to learn about the techniques and methodology used by teachers. The information gathered revealed that teachers use a series of teaching of oral production and comprehension tools. The teaching staff made use documents in synchronous and/or asynchronous sessions. of various types of Likewise, it was found that, in order to address the aforementioned skills, the teaching staff resorted, for the most part, to the use of Information and Communication Technologies (ICT). The results revealed that the activities carried out during the ERE depended, to a large extent, on technology resources, to ensure the continuity of the teaching-learning process which, in turn, opened up new pedagogical possibilities. There was evidence of the need to consolidate teacher training in the use of ICT to promote oral skills, favoring the integration of teaching models that combine face-to-face and virtual learning in foreign language teaching.
This study seeks to examine contemporary research trends on transdisciplinary innovation interventions employing active methodologies for children's literary education. The research methodology involved a bibliographic review centered on the critical study of academic papers over the past decade, sourced from databases like Web of Science, Scopus, and ERIC. The data indicate that transdisciplinary strategies in children's literary education are more common in English-speaking countries, implying a higher incorporation of novel methodologies. The primary educational trends identified include process-oriented learning, gamification, and the integration of Information and Communication Technologies (ICT). These tools facilitate active student participation and enhance their engagement in the educational experience. Furthermore, the implementation of these strategies has demonstrated efficacy in educational environments focused on enhancing literary skills and augmenting reading comprehension. Research reveals substantial positive correlations between students' comprehension of literary concepts and their motivation levels in transdisciplinary methods. A holistic approach enables students to attain a deeper understanding of literary subjects by integrating other disciplines and perspectives. In summary, transdisciplinary interventions and active approaches significantly improve instructional practices and educational results in children's literary education.
There is widespread agreement that tackling the intricacies of environmental challenges requires a foundation of technical literacy to underpin global development discussions. However, such a foundation cannot be established without revising teacher training procedures to include pedagogical strategies that emphasize sustainability. This article conveys the findings of two studies conducted in Costa Rica schools with the objective of assessing the medium-term impact of two environmental literacy programs in schools. During a three-year period, both the instructional and administrative staff at two Costa Rican schools engaged in the execution of engineering projects within the agricultural and environmental sectors. A qualitative evaluation was then caried out using three indicators to assess the influence on sustainability initiatives. Concurrently, an analysis was also undertaken on the perceptions of the educational communities regarding environmental challenges addressed by the initiatives. In both instances, the project implementations were successful, and a quantifiable—but limited—impact was observed among instructional and administrative staff. The findings suggest that the extent of sustainable action, both individual and collectively, was influenced by factors such as institutional support, workgroup cohesion, and the level of shared thematic literacy. Based on these experiences, it is recommended that educational institutions establish learning environments dedicated to enhancing the technical literacy of their communities, facilitated through the dissemination of scientific and technological knowledge derived from natural phenomena.
A comprehensive survey of existing literature on the adverse experience of teachers with mathematics was undertaken to assess current research. The literature review included studies published from 2010 to 2024. The PRISMA methodology was used to conduct a search across four databases which identified twenty-one articles that met the predetermined selection criteria. Throughout the review process, the concept of “mathematical redemption” emerged, providing a promising outlook for individuals who have previously struggled with mathematics during their educational journey. According to the findings, most research on negative mathematical experiences has focused on elementary teachers, which is also the educational level where the most significant negative experiences are reported. Interest in the investigation of instructor mathematical experiences increased significantly in 2022, particularly in Italy which published the highest volume of research. Nevertheless, the literature review identified a lack of studies specifically examining Mathematical Redemption. Instructors frequently encounter ongoing, unresolved negative experiences related to mathematics, which adversely affect their teaching methods and the mathematical understanding of their students. Therefore, it is recommended that future research consider examining the initial mathematical experience of teachers more comprehensively, in order to identify possible pathways for resolving their unfavorable experience. Such an approach would contribute to enhancing the conceptual and practical importance of mathematical redemption within the domain of mathematics education.
