From an interpretive paradigm, this research aimed to design a gamified strategy to develop emotional intelligence in five- and six-year-old children at Colegio Tibabuyes Universal, a public institution in Bogotá. The strategy integrates an analog game and a digital game, both guided by an explicit pedagogical intention. The study follows an empirical approach and adopts a quasi-experimental design, with an experimental group that implemented the gamified strategy and a control group without intervention. Additionally, a mixed-methods approach was employed, combining quantitative and qualitative techniques. For data collection, the main instruments were a validated questionnaire and the structured observation of emotional behaviors. These tools allowed the identification and analysis of changes in emotional intelligence skills—self-awareness, emotional self-regulation, empathy, and social skills—before and after the implementation of the strategy, thus ensuring methodological triangulation that reinforces the validity and depth of the findings. The results showed statistically significant differences between the groups, suggesting improvements in emotional intelligence following the strategy's implementation. Complementary qualitative analyses revealed greater capacity to verbalize emotions, apply calming techniques, demonstrate empathy, and exhibit prosocial behaviors. It is concluded that a gamified strategy, designed according to the interests, motivations, and developmental needs of children in this age group, effectively fosters the development of emotional intelligence in a safe, playful, and intentional environment.
This study investigated the digital competence of primary school students at the "Saint Paul" Educational Institution in Carice, Haiti, acknowledging the crucial need to address challenges posed by the information society. Employing a quantitative approach, the research involved 233 participants, aged 6 to 14, with an average age of 10. Data was gathered through surveys utilizing a Likert scale-based questionnaire, adapted from Tourón et al.'s (2018) Digital Competence Questionnaire for Teachers, alongside competence assessments. The findings revealed that a significant 85% of students possessed poor ICT skills, indicating inadequate digital competence within the institution. Consequently, the study highlights the urgent need to enhance digital skills and promote effective ICT utilization to better navigate the demands of the information society.
Ecuador faces a significant digital divide that affects students and teachers, limiting their access to educational and technological resources, especially in geographically dispersed areas with socioeconomic inequalities. This study focuses on implementing sustainable strategies at the Dayuma Kento Educational Unit, located in the La Joya de los Sachas canton, Orellana province. The main objective is to improve equitable access to technology and strengthen the quality of education. Through surveys, key challenges were identified, leading to the development of four intervention areas. The first, Equipment, consisted of providing the institution with essential technological infrastructure, including network devices and video surveillance systems, ensuring efficient internet access. The second, Connectivity, improved internet access and coverage through secure wired and wireless networks, facilitating user access to online resources. The third area, Infrastructure, involved adapting school spaces with computers and connectivity to optimize the use of technology in educational environments. Finally, the Pedagogy component focused on training students and teachers in the effective use of ICT, integrating it into teaching and learning processes. Subsequent surveys revealed positive results, highlighting a 65% increase in teachers' interest in technology training and a significant improvement in the educational experience and student engagement thanks to the effective incorporation of technological tools in the classroom.
This research aims to understand the factors that affect the academic performance of computer engineering students at ISPB. Using a mixed-methods approach that combines quantitative and qualitative techniques, key variables related to academic performance were explored. Through surveys, socioeconomic factors, family environment, motivation, learning styles, and health were identified as key elements affecting the academic performance of engineering students at ISPB. These findings highlight the importance of considering and addressing these factors to promote academic achievement among engineering students at ISPB. The results support the hypothesis by demonstrating a positive correlation between the independent variable of academic performance and the dependent variables of socioeconomic status, family environment, motivation, learning styles, health, and well-being. The study has demonstrated the relevance of considering and addressing these factors to promote optimal academic performance in students, helping them overcome barriers and maximize their academic potential. This study can serve as a basis for further research to delve deeper into the topic and make significant contributions.
Introduction. The current labour market is characterised by dual dynamics that exacerbate barriers to social and labour market exclusion, making training and career guidance a social and ethical responsibility, which is particularly relevant in certain contexts and for vulnerable groups. These groups have needs relating to improving the self-management of their professional careers and employability, which must be met through comprehensive training and career guidance programmes and initiatives. Consequently, this study analyses the implementation and subjective impact of the Impulsa workshop programme. Method. Adopting an interpretative approach, a mixed-method case study design was employed, involving nine service users from a social organization. Discourse analysis of individual and collaborative resources (forum, chat, support networks and focus groups) was combined with a questionnaire ad hoc on perceived impact. Results. The results highlight the importance of methodological and technical support in ensuring the accessibility and effectiveness of the intervention; as well as the role of external validation and recognition from the wider community, which emerge as decisive factors in the development of identity and the transformation of professional and life trajectories. It was also found that collaborative resources demonstrate their value as ecosystems of mutual support, strengthening self-efficacy, a sense of belonging and the development of collective strategies, in the face of professional and social isolation. Discussion/Conclusions. Despite the exploratory nature of the findings, significant improvements have been observed in career self-management and risk-taking and career difficulties. Highlighting the potential for transfer of the CPC Model (Building My Professional Career, Sánchez y Suárez), which forms the theoretical basis of the workshop-programme implemented.
