Introduction: Literature learning in junior high schools often relies on text-based materials that students perceive as difficult and unengaging. At the same time, local oral traditions are increasingly marginalized in educational practice, creating a need for innovative media that connect cultural heritage with contemporary digital learning environments. Objective: This study aimed to develop animation-based learning media derived from Acehnese oral traditions for literature instruction in junior high schools and to evaluate its feasibility and effectiveness in supporting student learning and cultural appreciation. Methodology: This research employed a Research and Development (R&D) approach adapted from the Borg and Gall model. The study involved 15 Indonesian language teachers and 100 eighth-grade students from five junior high schools in Aceh Jaya, Indonesia. Data were collected through interviews, classroom observations, questionnaires, and expert validation involving content and media specialists. The development process included needs analysis, product design, expert review, revision, and field testing. Results: The needs analysis revealed that students perceived literature learning as difficult and uninteresting, while teachers experienced challenges in integrating local cultural content into literature lessons. Two animation products based on the Acehnese oral traditions Gunung Terbang and Nek Puteh were developed. Expert evaluation indicated a high level of feasibility (87%). Field testing demonstrated positive responses from teachers and students regarding story clarity, cultural relevance, visual appeal, and contribution to literature learning, although audio quality required minor improvement. Conclusions: The findings indicate that culturally grounded animation effectively enhances literature learning, student engagement, curriculum achievement, cultural preservation, and heritage appreciation.
Introducción: las habilidades socioemocionales han resultado de suma importancia en los procesos de aprendizaje y resultados académicos de los estudiantes. De otro lado, cada vez es más evidente el rol mediador que cumple el sentido de pertenencia escolar, entre diferentes factores no cognitivos y el logro académico, por lo que se hace necesario estudiar, para el caso colombiano, estas relaciones en un estudio con un enfoque correlacional. Objetivo: el presente documento tiene como propósito analizar la relación de habilidades socioemocionales de: perseverancia, regulación emocional, curiosidad y el desempeño académico de los estudiantes colombianos en matemáticas y lectura en las pruebas PISA 2022, así como establecer, cuál es el rol que cumple el sentido de pertenencia escolar en este fenómeno. Metodología: a partir de una muestra de 6.349 observaciones correspondiente a por estudiantes colombianos que presentaron la prueba PISA 2022, se estimó un modelo de ecuaciones estructurales (SEM), para determinar las relaciones. Resultados: la estimación permitió determinar que la curiosidad y la perseverancia tienen un efecto positivo y significativo en el desempeño tanto en matemáticas como en lectura. También se logró determinar que el control emocional solamente ejerce influencia en los resultados en matemáticas. De igual manera se encontró que el sentido de pertenencia tiene un efecto mediador en dicha relación. Conclusión: Resulta necesario evaluar las habilidades socioemocionales de manera más sistemática y a un mayor número de estudiantes para generar información valiosa que permita implementar políticas públicas en materia educativa dirigidas a formar más integralmente a esta población.
Improving educational quality requires a deeper understanding of teaching and learning processes: which practices produce positive outcomes and which aspects need to be reconsidered. In this context, evidence-based education and predictive analytics offer complementary perspectives that can guide educational decisions, and help institutions respond more effectively to the educational needs of students. Evidence-based education seeks to ensure that decisions do not depend exclusively on intuition, tradition, or experience. At the same time, it recognizes that the professional judgment of educators remains essential. Evidence can help assess the effectiveness of a strategy, identify its strengths and limitations, and support continuous improvement
Introducción: Los avances tecnológicos han transformado las competencias digitales de los docentes y la gestión de la investigación en la educación superior. En tal sentido, la investigación electrónica se convierte en uno de los principales ejes para fortalecer la formación investigativa y la innovación pedagógica en los programas de posgrado. Objetivo: Analizar los retos institucionales que enfrentan las instituciones de Educación Superior (IES) para integrar herramientas de investigación electrónica en sus programas de posgrado, tomando como referente conceptual el marco DigCompEdu. Metodología: Este estudio analiza percepciones de docentes y egresados para lo cual se aplicó una encuesta estructurada a 170 de ellos, de programas de maestría y doctorado y se realizaron 22 entrevistas semiestructuradas analizadas con NVivo. Se utilizó un enfoque mixto descriptivo correlacional aplicando correlaciones de Pearson mediante Python, para establecer tendencias en el uso de herramientas tecnológicas y las competencias para la investigación. Resultados: Se encontró gran afinidad con buscadores académicos (82%), pero bajo uso de software especializado para analizar datos. Las correlaciones mostraron que el dominio técnico de plataformas no garantiza la participación en redes colaborativas ni el desarrollo de competencias pedagógicas. Conclusiones: Se requiere fortalecer programas de capacitación a docentes, definir políticas institucionales e impulsar redes de colaboración académica que articulen las competencias digitales con la investigación. Estos hallazgos abren camino para replantear la cultura investigativa y la innovación educativa en las IES colombianas.
Introduction: Positive psychology is valuable in higher education for promoting students’ well-being. Implementing PERMA (Positive Emotions- Engagement- Relationships- Meaning- Accomplishment) based interventions in tertiary education is essential for students’ self-perception and resilience. These strategies might help foster students’ well-being, which allow them to enrich the university experience. Objective: This study aimed to analyze what PERMA based interventions reveal about a public university students’ self-perception, resilience and personal growth. Methodology: A qualitative action research study was conducted with 18 third semester Modern Languages students in Boyacá, Colombia. The pedagogical intervention involved three main Task-based workshops grounded in the PERMA model pillars: Positive Emotions, Relationships and Achievements. Data from students’ class artifacts, constant observation grids filled throughout the process and a focus group were analyzed using inductive thematic analysis. Results: The interventions revealed that participants associate the reflection about their challenges with personal growth and resilience; besides, they perceived gratitude as a key connected emotion, linking past experiences with current identity. Conclusions: The usefulness of the interventions based on the PERMA model in fostering a growth mindset and integral well-being in tertiary education was evident. The participants reinterpreted some of their life experiences focusing on strengths rather than difficulties. Further studies could examine the long-term effects and develop structural models to support student well-being as well as future language teachers’ identity construction. Finally, on the near horizon, the integration of positive psychology into the university curriculum is necessary for the ongoing integral development of students.
