Historically, women have been defined by certain roles that have excluded them from public life and participation in political matters. This article aims to identify the trajectories, barriers, and possibilities for women's social participation in the public sphere within the Colombian context. The methodology employed was qualitative, with a descriptive-hermeneutic scope based on content analysis. This involved searching documents related to categories such as "rural women," "urban women," "social participation," and "political participation" over the past five years. The results focused on understanding that women's political participation involves an institutional process, but this does not mean it is the primary foundation for democratic processes and feminized collective movements. Among the main conclusions, it is highlighted that women occupy a vulnerable position between participation and politics. Aspects such as identities, a sense of belonging to the land, and livelihoods and means of subsistence construct non-binary political categories.
Social media presents multiple benefits, but can also have negative consequences. FOMO, the fear of missing out, is associated with a wrong social media use. This fear of feeling excluded drives individuals to constantly monitor what others share. Adolescents are the age group that uses social media the most and are highly vulnerable to its risks and dangers. Given that adolescents evaluate their self-worth based on the feedback they receive in their social interactions, social comparison accompanied by feelings of exclusion could affect their self-esteem. This study aimed to analyze the relationship between FOMO syndrome and self-esteem in Argentine adolescents aged 18 to 21. A quantitative, non-experimental, cross-sectional, descriptive, and correlational research was conducted. The results indicate that the sample presents a high level of FOMO and a moderate level of self-esteem, and no significant correlation was found between both variables. It is concluded that both FOMO and self-esteem are complex and multifactorial constructs.
Digital transformation has become a key policy for economic recovery and institutional modernization in the post-pandemic era. This article provided a comparative analysis of the digital strategies of South Korea, the European Union, the United Kingdom, New Zealand, and Colombia, to identify success factors, structural gaps, and useful lessons for developing countries. The study is based on a qualitative, comparative-interpretative methodology, which includes the analysis of 42 official and academic sources (national plans, laws, multilateral reports, and academic literature) using a document triangulation strategy. Within this framework, five strategic axes are examined: regulatory vision, public investment, infrastructure, human capabilities, and governance. The results showed that leading countries articulate comprehensive policies with sustained funding and multisectoral participation. Colombia, in contrast, shows partial progress while facing challenges such as low investment, institutional fragmentation, and weak digital literacy. From this comparison, it is concluded that a successful digital agenda in Colombia requires overcoming short-term planning through the institutionalization of a State policy, the creation of mixed investment funds, and the strengthening of participatory governance mechanisms, prioritizing territorial inclusion and technological sovereignty.
In school settings, students' emotional and psychosocial well-being is essential for meaningful learning and positive coexistence. This study aimed to characterize secondary students' perceptions of school climate and conditions related to psychosocial risk. A quantitative-descriptive approach with a cross-sectional design was used, through the application of a structured survey to 222 students in a public educational institution in Medellin. The results revealed generally favorable perceptions in aspects such as teacher-student relationships, school safety, and sense of belonging; however, lower ratings and greater response variability were identified in areas such as student participation and conflict management. It is concluded that, although the school environment is generally perceived positively, there are still institutional challenges that must be addressed to strengthen students' psychosocial well-being.
This article analyzes the processes of social recognition and integration experienced by survivors of the Colombian armed conflict and their impact on the possibilities and obstacles for reconciliation. Using a qualitative approach, eleven conversational encounters were conducted with a total of 15 participants, including victims of the conflict, community leaders, academics, and psychosocial care professionals. These participants were from the municipalities of Riosucio and Saman & aacute; (Caldas), and Sincelejo and Ovejas (Sucre)-territories highly affected by victimizing events and whose inhabitants have participated in reparation processes over the last decade. The findings identify specific practices and initiatives that survivors have spearheaded within their communities as mechanisms to facilitate their recovery. The study concludes that, despite these efforts, there is a persistent lack of visibility regarding these actions. This invisibility hinders a broader dialogue that would recognize victims as relevant social actors in the reconstruction of the social fabric, representing a fundamental challenge for reconciliation processes.
