Currently, socio-educational dynamics continue to influence the educational development of children and adolescents in Ecuador. Various internal and external factors shape students’ perceptions and responses from both individual and group perspectives. In this context, the present study analyzed the relevance of intercultural education in the lower secondary level of General Basic Education (EGB) in Ecuadorian schools. The research is an explanatory and correlational study with a mixed-methods approach. An analysis of the Ministry of Education’s 2023–2024 database revealed a limited presence of students from indigenous peoples and nationalities in urban educational institutions. Furthermore, the results show that the majority of students achieved achievement level 1 (elementary), which is considered insufficient. On the other hand, Pearson’s correlation analysis determined that there is no statistically significant relationship between ethnicity and students’ socioeconomic quintile. Finally, the study highlights the role of teachers as key actors in fostering students’ independent thinking, enabling them to make value judgments based on an understanding of and respect for their sociocultural context.
El autismo no verbal es una condición dentro del Trastorno del Espectro Autista (TEA) caracterizada por limitaciones parciales o totales en la comunicación oral, lo que genera desafíos en los procesos de interacción social y aprendizaje en niños, de ahí la importancia de proponer alternativas comunicativas accesibles. Dado esto, la presente investigación tuvo como objetivo desarrollar una propuesta metodológica para el fortalecimiento de la comunicación de niños entre 4 a 7 años con autismo no verbal. Se usó un enfoque aplicativo, con una perspectiva cualitativa, empleando el método de análisis documental como los de la Asociación Psiquiátrica Americana y del Programa de Tratamiento y Educación de Niños Autistas con Trastornos de la Comunicación, así como con la Guía de Trabajo y Legislación para la Educación Especial e Inclusiva Ecuatoriana. Como resultado, se obtuvo una propuesta metodológica basada en un dispositivo electrónico y pictogramas, se complementó con habilidades prioritarias y referentes clínicos, educativos y normativos. Se concluyó que esta propuesta puede favorecer la comunicación funcional, la inclusión educativa y la calidad de vida de los niños con TEA no verbal, la de su entorno familiar y educativo.
Generative artificial intelligence is transforming business worldwide, but in emerging contexts such as Mexico, there are insufficient validated instruments to measure its impact on business competitiveness and sustainability, particularly on the fabric of SMEs. Therefore, the objective of this research was to evaluate the psychometric quality and factor structure of an instrument designed to measure the use of AGI, organizational mechanisms, environmental dynamism and sustainable competitive advantage in companies in Puebla, Mexico. A quantitative approach with a cross-sectional and non-experimental design was used. A 25-item questionnaire (5-point Likert scale) was applied to 404 key informants. Cronbach's Alpha, KMO index and Bartlett's sphericity test were estimated, and an exploratory factor analysis was performed using principal components with Varimax rotation. The results showed high levels of internal consistency (total Alpha = 0.951) and excellent sample adequacy (KMO = 0.907; Bartlett p < 0.001). Four components were identified that explain 68.953 % of the total variance, corresponding to the proposed theoretical dimensions. It is concluded that the instrument presents reliability and evidence of structural validity for exploratory purposes in the Puebla business context.
The purpose of this article is to assess the effect on educational units in terms of student learning achievement as a result of participation in the Ministry of Education's program for new principals, as reflected in the information on their results after taking the standardized assessment administered by the Education Quality Agency in the Maule Region, Chile. Methodology: A quasi-experimental quantitative approach was used with a descriptive scope. To analyze the variables studied, a non-probabilistic sample of school principals was selected. Two groups of principals were selected: group 1 entered the principal program in 2021, and group 2 entered in 2022. The total population was 45 principals, resulting in a final sample of 43 subjects, who were divided into two groups: the 2021 program and the 2022 program. Results show an improvement in the overall results of the SIMCE standardized tests of approximately 65%. Conclusion: the significance of the program in supporting and positioning new principals in their positions to acquire skills and competencies to enrich student learning is evident.
La presente investigación analiza cómo los factores laborales se relacionan con las reacciones afectivas de los docentes y cómo esto puede influir en el desempeño profesional, explorando los mecanismos mediadores en esta relación. Mediante una revisión bibliográfica, siguiendo el protocolo PRISMA 2020, se han tenido en cuenta las bases de datos indexadas SCOPUS y WOS, utilizando criterios de inclusión y exclusión para los estudios empíricos en el contexto de la enseñanza secundaria. El análisis permitió identificar siete estudios mediante una síntesis cualitativa. Los resultados nos permitieron identificar dos patrones: uno negativo, asociado a la sobrecarga y a factores de estrés organizativo que deterioran el rendimiento profesional, y otro positivo, vinculado a los recursos de liderazgo y a condiciones favorables que promueven el rendimiento. Asimismo, se identificaron factores mediadores como la calidad de la enseñanza, la calidad de la vida laboral y el compromiso. En conclusión: el clima organizativo ejerce una influencia en el rendimiento del profesorado a través de las emociones y su interacción con los factores mediadores identificados, lo que pone de manifiesto la existencia de condiciones institucionales adecuadas para el rendimiento del personal docente.
