The professionally oriented nature of the Management Sciences is characterised by their close relationship with organisations and prevailing economic thought. Nevertheless, master’s programmes in this field need to strengthen research training. This study examines how lecturers teaching the Research Seminar conceptualise research training and which pedagogical and communicative practices they employ to facilitate the transfer of research knowledge within master’s programmes at the National Autonomous University of Mexico. A descriptive, cross-sectional mixed-methods case study was conducted, comprising four semi-structured interviews, eight classroom observations and documentary analysis. The qualitative data were examined through thematic analysis, whilst the observational data were analysed descriptively using the Teaching Dimensions Observation Protocol; the findings from both strands were subsequently integrated. Lecturers emphasised active, collaborative and practice-based learning, as well as the importance of teaching staff possessing research experience. However, 179 of the 245 observed teaching incidents (73%) were teacher-centred, of which 174 (97%) involved lecture-based approaches. Furthermore, 136 of the 208 instances of technology use (65%) involved PowerPoint, and only five instances of cognitive engagement were recorded. The findings reveal a gap between the active pedagogies professed and the practices observed. Bridging this gap requires the modelling of research processes, guided practice, dialogue and iterative feedback to strengthen pedagogical communication.
Current study examined the effect of interactive simulations on fifth-grade students’ understanding of the equal sign, considering the framework of the conceptual levels defined by Matthews et al. (2012). A quasi-experimental research design was employed with 54 fifth-grade students, of whom 27 were assigned to the experimental group and 27 to the control group. The findings indicated that, students in the experimental group demonstrated statistically significant improvement in operational interpretations of equality as well as in more sophisticated relational reasoning. However, no significant development was determined in the emergence of basic relational understanding. These results suggest that interactive simulations are effective in supporting students’ progression from operational interpretations of the equal sign toward more advanced relational understanding. Nevertheless, the lack of significant improvement at the basic relational level indicates that conceptual change at this transitional stage may require longer instructional interventions or additional pedagogical supports
This study aims to examine the algorithm generation experiences of pre-service mathematics teachers through Flowgorithm. The study group of this case study research comprised of 87 pre-service teachers enrolled in the second year of undergraduate education. Pre-service teachers designed four different activities suitable for the secondary school mathematics curriculum through software. Data collected through structured and semi-structured interviews were analyzed using thematic analysis. Data analysis yielded nine themes as problem solving, decision making, thinking skills, interaction, content knowledge, pedagogical approach, affective dimension, fun aspects and difficulties met during the algorithm generation process. Through examining created algorithms, the study revealed that algorithm generation process resulted in development of some skills making them aware of use of algorithms to teach mathematics. Teaching pre-service teachers how to create algorithms is a crucial aspect of their professional development, as it not only enhances their understanding of mathematical concepts but also equips them with the necessary skills to effectively convey these ideas to their future students.
La competencia digital docente (CCD) se reconoce como un elemento esencial para favorecer una integración pedagógica eficaz de la tecnología, y aunque se viene observando un proceso acelerado de digitalización en el sistema educativo, las habilidades tecnológicas son un requisito para el ejercicio docente. En este contexto, se analiza la influencia de la formación en competencia digital docente sobre la práctica educativa, considerando las variables de género y edad. Se realizó un estudio cuantitativo no experimental, ex post facto y transversal, con 363 docentes en activo. Se empleó un cuestionario validado, compuesto por siete ítems Likert, destinado a evaluar el impacto de la formación digital en la práctica docente. Los resultados muestran percepciones moderadamente positivas (media=3.67/5), destacándose la mejora de la motivación del alumnado (4.07) como uno de los efectos más relevantes. Referente al género, los hombres puntuaron más alto el uso metodológico y evaluación mediante TIC, aunque con efecto pequeño. Respecto a la edad, los mayores de 49 años mostraron valoraciones más positivas, especialmente en planificación y adaptación docente. En conjunto, se constata un impacto positivo, aunque moderado, de la formación en CDD, evidenciando la necesidad de fortalecer la formación docente para responder a las demandas educativas actuales.
Las competencias emocionales son un conjunto de conocimientos, habilidades y actitudes fundamentales para comprender, expresar y regular adecuadamente las emociones.
El estudio analiza las posibles brechas de percepción entre profesorado y estudiantado de educación superior respecto a accesibilidad, autonomía y motivación académica. Se llevó a cabo un diseño cuantitativo descriptivo-comparativo mediante un cuestionario validado tipo Likert administrado a 144 participantes vinculados a la Universidad de Granada: profesorado, estudiantado general y estudiantado con discapacidad visual. Se realizaron análisis de corte descriptivo-comparativo de los datos recogidos durante los meses de octubre y noviembre de 2025. Los resultados señalaron brechas significativas en la autonomía percibida, donde el profesorado tendió a valorar este aspecto más positivamente que el alumnado con discapacidad visual. Asimismo, el estudiantado (especialmente quienes presentan discapacidad visual) mostró percepciones más críticas sobre la accesibilidad y niveles de motivación algo inferiores en comparación con el profesorado. Se identificó también una correlación elevada entre motivación y autonomía en todo el estudiantado. En conjunto, los hallazgos muestran divergencias perceptivas entre los perfiles docente-discentes y permiten identificar cómo las mismas se manifiestan los elementos clave para la participación académica. Con ello, se obtienen unas implicaciones que sirven para orientar la mejora de la práctica docente y la planificación educativa accesible en educación superior.
En una sociedad posdigital, en la que la comunicación interpersonal está habitualmente mediada por dispositivos digitales, es imprescindible aportar conocimiento útil para combatir la discriminación etaria. El objetivo de esta investigación documental es describir lo más reciente y relevante en el corpus de conocimiento disponible sobre las competencias digitales que adquieren los adultos mayores de 50 años en su proceso de aprendizaje y uso de las redes sociales, particularmente Instagram. La contribución innovadora de este estudio radica en su enfoque en los usuarios senior 50+, un grupo demográfico que ha recibido menos atención en la investigación académica en el contexto de la comunicación digital y las redes sociales respecto a otros grupos etarios. Mediante la metodología de la revisión narrativa se lleva a cabo una síntesis significativa del conocimiento publicado entre 1995 y 2025. El resultado constituye un referente conceptual robusto para la contextualización teórica y el impulso de futuras líneas de investigación en este creciente campo temático.
Entre las metas de la Agenda 2030 para el Desarrollo Sostenible se encuentra el aumento de la población digitalmente competente, para lo que resulta necesario contar con expertos educativos capacitados para contribuir a esta meta desde un enfoque ético, seguro y pedagógicamente fundamentado. Esto implica poner especial énfasis en los riegos asociados al uso de la Inteligencia Artificial Generativa (IAG) para crear recursos educativos. Con este propósito, se realiza un estudio exploratorio con un enfoque mixto, cuyo objetivo es promover la identificación y análisis de sesgos en recursos generados por IAG, con 36 estudiantes de Pedagogía en un centro adscrito a la Universidad Complutense de Madrid, España. Tras la intervención, los resultados muestran un incremento en la identificación de los sesgos asociados a las variables representatividad y representación estereotipada de la diversidad, así como de sesgos más complejos con un carácter interseccional. Los resultados sugieren que el programa resulta un recurso eficaz para promover los análisis críticos de sesgos en materiales generados por IAG. Sin embargo, es necesario identificar y profundizar en tipos de diversidades con los que el estudiante pueda encontrarse menos familiarizado, para lo que la guía del docente sigue siendo de vital importancia
Este artículo estudia la efectividad del curso (sMOOC) “Redes y realidades. Alfabetización mediática para Seniors”, desarrollado a través del Proyecto Europeo “Media Literacy for senior european citizens” (MELISE) dirigido a personas mayores en el que se abordan, entre otros aspectos, la desconfianza en los medios, la inteligencia artificial, la formación de opiniones, la manipulación de imágenes y vídeos, así como la detección de noticias falsas. Este estudio de caso aborda -desde una perspectiva cualitativa- el desarrollo de competencias mediáticas y la inclusión digital de las personas seniors participantes. La información producida se ha obtenido a través de análisis de contenido de materiales didácticos, participación en los foros virtuales y observación participante en talleres presenciales. Los resultados obtenidos muestran que el sMOOC favorece la comprensión crítica de los medios digitales, mejora la autonomía en uso de redes sociales y proporciona herramientas para identificar la desinformación. Se ha constatado que tanto el acompañamiento inicial como el aprendizaje entre iguales son factores clave para el éxito de este tipo de programas formativos. Las conclusiones revelan la trascendencia de la alfabetización mediática como estrategia de inclusión digital para las personas mayores y la necesidad de seguir innovando mediante programas formativos.
La educación mediática constituye un eje esencial para el desarrollo de una ciudadanía crítica y participativa en un entorno digital marcado por la desinformación y la polarización. Este artículo analiza, desde un enfoque cualitativo, cómo las estrategias pedagógicas y éticas pueden integrarse en los procesos educativos para fortalecer la alfabetización mediática. Se examinan experiencias de América y Europa, entre ellas The Learning Network, The New York Times, USMPTV, The Economist Educational Foundation, Público na Escola y Fundación Atresmedia. Los resultados muestran un compromiso común por impulsar una formación mediática interdisciplinaria que combina recursos tecnológicos, metodologías activas y valores éticos orientados a mejorar la competencia digital. No obstante, persisten desafíos relevantes: la necesidad de capacitación docente especializada, la reducción de brechas tecnológicas y el establecimiento de marcos regulatorios sólidos que respalden la alfabetización mediática crítica e inclusiva. Se subraya, finalmente, la pertinencia de estrategias innovadoras, como el aprendizaje basado en proyectos y el análisis de contenidos digitales, para consolidar un modelo integral capaz de responder a los retos del ecosistema digital global.
Emotional competences are a set of knowledge, skills, and attitudes that are fundamental to understanding, expressing, and adequately regulating emotions. This study investigates the use of the digital game Sensidex in an intervention to mobilize emotional competences at school. The objective was to evaluate the impact of the intervention with the game on the mobilization and promotion of emotional competences. The pre-experimental research involved 447 students aged 6 to 13, from 9 schools of Brazil. The methodology included pre-test and post-test, observations, and content analysis. The results indicate significant improvements in the identification and understanding of emotions, in addition to the strengthening of emotional regulation and moral behavior. A high level of engagement among the participants and a positive perception of the game were observed. The results of this study reinforce that digital games can be integrated into the curriculum and used in interventions for the development of emotional competence in the school context.
The Master's Thesis represents an academic milestone for students, with the roles of supervisors and program coordinators being crucial-especially in an online format. The aim of this study is to understand the evaluations of the coordination, supervision, and defense processes of the Master's Thesis in an online program, as well as the influence of various factors on these evaluations. To this end, an ad hoc questionnaire was used, completed by 21 supervisors and 45 students. The results show moderately satisfactory evaluations, with positive emphasis on the design and type of thesis, as well as the defense process. In contrast, the coordination, supervision, and overall satisfaction with the process received lower ratings. While being a faculty member led to significant differences in perceptions regarding coordination, supervision, and overall satisfaction compared to students, gender had no significant impact on the evaluations. Additionally, having had a supervision session specifically dedicated to the defense led to significantly better evaluations of the defense process. In conclusion, the coordination and supervision processes of an online Master's Thesis should improve the definition of their roles, taking into account the specific characteristics of online students.
The present study focused on analyzing the experiences of teachers and students in a virtual pre-university education program, with the purpose of identifying the elements that condition and facilitate the academic performance and permanence of students in this educational modality. The research was carried out during the year 2023 at the CPECH Pre-University School in Chile, using a qualitative methodology with a case study approach. Data were collected through focus groups with teachers and students, with group sizes ranging from 4 to 6 participants. In addition, online questionnaires were administered to a sample of 31 teachers and 28 students. Data from the online focus groups was analyzed using Atlas Ti software, version 8. Quantitative data obtained from the questionnaires were automatically processed using Google Forms, while open-ended responses were analyzed qualitatively. In this context, virtual education emerges as an educational modality with transformative potential in teaching and learning, but it requires a comprehensive vision.
Communication within the educational community is a key element of effective teaching practice. In large cities like Berlin (Germany), cultural diversity and linguistic variety add complexity to the communication process between educational institutions and families. This case study aims to document the experiences of the educational community at the Casa de Ni & ntilde;os of Kita Bilinguale Kinderh & auml;user, part of the Montessori Stiftung Berlin, during the 2022-2023 school years. Through participant observation, informal interviews, and document analysis, both formal and informal interactions within the center were analyzed to identify communication challenges and opportunities. The phases of the project-diagnosis, planning, implementation, and evaluation-were structured following a continuous improvement approach, with systematic monitoring and the use of digital tools, checklists, and meetings. The findings highlight the importance of establishing effective communication channels, prioritizing the urgency of topics, and promoting timely responses that help prevent conflicts. The study also underscores the value of teacher training in assertive communication strategies tailored to multicultural environments. Future research could explore the scalability of this intervention model in other diverse educational contexts, incorporating digital technologies to strengthen community cohesion.
This article presents a pedagogical proposal for the analysis of the fictional dimension of video games, which seeks to highlight the opportunities for innovation offered by video games in multimodal reading comprehension. Fiction is approached as an instance that crosses the technological interface with the possible worlds of narration and the plural semiotic codes of the digital media, which interrelates video games, fiction and comprehension to establish the elements of the narrative device, its reception by the one who interprets it and the scope that this relationship has in video games. From here, the pedagogical opportunities for reading competence in basic secondary education are delineated with the orientation of the reading objective, based on an analysis scheme that can be used in didactic routes and that is exemplified in the video game What remains of Edith Finch. The analysis of fiction in the video game deepens the relationships between the story, the semiotic codes and the roles of the players, which strengthens reading comprehension by directing the comprehension schemes towards the learning goals of the classroom.
This article is part of an international project that has developed an open and accessible digital platform aimed at fostering adaptive skills in students with intellectual disabilities (ID). The objective here is to present the design and pilot testing of the platform, evaluating its effectiveness in school practice. After detailing the design, functionality, and structure of the platform, the pilot testing process conducted in three schools in the Basque Country is described. The cases of four children with ID were studied, and data were collected through observation and structured interviews with teachers and support professionals. The digital platform adheres to principles such as monitoring, individual adaptation, proximity to real-life situations, reinforcement, and practice, highlighting its accessibility, ease of use, and alignment with its intended purpose. Areas for improvement were also identified, particularly regarding greater customization of learning paces. The platform received positive evaluations both in terms of its design and purpose. Furthermore, it was possible to identify aspects for improvement to be considered in future research related to the design or evaluation of educational, digital, and inclusive materials.
The primary education classroom is undergoing continuous technological transformation, leading to varying perceptions among students and teachers regarding its digital components. This study examines the perceptions of undergraduate students enrolled in a Primary Education Degree (n=185) concerning digital competencies and technological elements within the classroom setting. Employing a mixed-methods approach grounded in Design-Based Research (DBR), the investigation spanned three academic years. The activity consisted of creating an initial drawing depicting a technology-enhanced classroom, participating in a course focused on digital competencies, and producing a subsequent drawing following instruction. This was complemented by individual reflections and a group co-design activity. Results indicate a significant evolution in classroom representations, characterized by increased integration of technological elements and enhanced critical awareness of their use. The study concludes that active methodologies, such as co-design and artistic expression, foster critical thinking and a positive attitude toward educational technology.
This pilot study investigates the ability of 83 secondary school students to use artificial intelligence (AI) image generation tools autonomously using Stable Diffusion software. Participants created images from textual prompts, iteratively improving them over a 55-minute session. Results showed increases in scores for improved prompts, particularly in identifying and describing physical and emotional elements, though the effect size was from very small to moderate. Lexical entropy did not change significantly, indicating limited creativity and adaptability in prompts. It concludes that students need teacher support to improve prompt quality and effectively utilize AI in educational settings, suggesting that teacher support is essential to maximize learning and creativity in the use of AI in education.
Emerging technologies, such as augmented reality (AR), are transforming higher education by offering immersive and interactive experiences that enhance teaching and learning processes. This study analyzes the integration of AR in teacher training through the course Augmented Reality in Education, taught at the Autonomous University of Baja California (UABC) during the 2023-2 and 2024-1 terms. The Technology Acceptance Model (TAM) was used to assess teachers' perception and attitude toward AR, employing a mixed-method approach based on data collection and analysis of acceptance and perceived usefulness. The results indicate that 97 % of participants found AR resources intuitive and applicable, and 73 % integrated this technology into their teaching strategies, highlighting its impact on student motivation and comprehension. However, some teachers pointed out technical challenges related to outdated devices and connectivity issues. It is concluded that AR is a valuable tool for higher education, as it enriches teaching and learning, but its implementation requires training and access to adequate technological infrastructure to optimize its benefits in the university classroom.
