Introduction: Emotional intelligence (EI) is a relevant factor in education due to its influence on learning processes, student well-being, and students’ ability to manage emotions, establish positive relationships, and cope with academic challenges. Objective: To analyze the international scientific evidence on the relationship between emotional intelligence and learning among basic education students, with particular emphasis on findings applicable to the Latin American context. Methodology: A systematic literature review was conducted following the PRISMA guidelines. The search was performed in the Scopus, SciELO, Web of Science, and Dialnet databases using Boolean operators related to emotional intelligence, learning, academic performance, and basic education. Empirical studies involving basic education students that examined the relationship between EI and learning were included, while studies without full-text access and theses were excluded. Of the 178 records identified, 23 articles were selected for the final analysis. Results: The findings showed that emotional intelligence is positively associated with academic performance, school motivation, and students’ behavioral regulation. Furthermore, emotional competencies were found to facilitate adaptation to the educational environment and contribute to more favorable conditions for meaningful learning. Conclusions: Emotional intelligence constitutes a fundamental component for strengthening educational quality in basic education. Its systematic integration into school curricula may promote students’ holistic development, particularly through strategies aimed at emotional management, self-regulation, and positive school relationships.
Introduction: Participatory management and educational decentralization are cornerstones of contemporary educational reforms in Latin America. However, their implementation faces significant challenges arising from the disconnect between regulatory frameworks and the institutional practices embedded within educational systems. Objective: This study aims to analyze the progress and constraints of participatory management and educational decentralization in Latin America through a systematic literature review of indexed scientific research published between 2020 and 2025. Methodology: A systematic review was conducted using a qualitative approach and a descriptive-documentary design, following the PRISMA 2020 statement. The search was performed across the Web of Science, Scopus, SciELO, Redalyc, and Dialnet databases. From an initial identification of 156 records, 20 original articles were selected based on thematic relevance and scientific quality. Results: The analysis revealed a predominance of qualitative research (55%), followed by systematic reviews (20%) and theoretical-documentary studies (15%). Nine studies reported advancements related to family involvement, school leadership, and community strengthening. Conversely, eleven identified limitations associated with administrative centralism, institutional weakness, and insufficient training of educational stakeholders. Conclusions: Findings indicate that progress in participatory management and educational decentralization in Latin America remains heterogeneous and contingent upon institutional and territorial factors. There is a critical need to strengthen compensatory mechanisms, management capacities, and contextualized educational policies to bridge inequalities and ensure effective participation in decision-making processes.
Introduction: Artificial intelligence is being used to personalize teaching, automate assessment, and enrich virtual learning environments. Objective: To analyze how the integration of AI has impacted project-based learning (PBL) in recent years. Method: A systematic review with a descriptive design was conducted, employing content analysis techniques. Twenty empirical studies published between 2020 and 2025 were selected using the PRISMA approach. Results: The study found that 65% of the analyzed studies used chatbots, 25% used content generators, 20% used learning management platforms, 20% used programming and robotics software, and 15% used virtual or augmented reality. Conclusion: The integration of artificial intelligence and technology has a positive and significant impact on project-based learning.
Introduction: The incorporation of artificial intelligence (AI)-based tools is transforming academic writing processes, creating new opportunities to enhance scientific writing while also raising challenges related to ethics, authorship, and academic integrity. Objective: To analyze the potential of artificial intelligence tools as support instruments for scientific writing in higher education. Methodology: A systematic literature review was conducted following the PRISMA method, considering studies published between 2023 and 2026. The search was performed in the Scopus, Web of Science, SciELO, Redalyc, and Dialnet databases. A total of 26 original studies that met the established eligibility criteria were selected. Results: The findings showed that ChatGPT is the most extensively investigated artificial intelligence tool in the field of scientific writing. The studies reported improvements in areas such as grammatical accuracy, textual organization, fluency, and academic vocabulary development. Quantitative survey-based designs predominated in assessing the perception and use of these technologies. Nevertheless, concerns were identified regarding technological dependence, reduced intellectual autonomy, and risks to academic integrity. Conclusions: Artificial intelligence has significant potential as a cognitive scaffold for strengthening scientific writing in higher education. However, its integration requires pedagogical mediation aimed at fostering critical thinking and digital literacy while preserving students' intellectual authorship.
Introducción: La cibercultura educativa representa un espacio de interacción entre los entornos físicos y digitales, favoreciendo la construcción colectiva del conocimiento y ampliando las posibilidades de participación académica. Sin embargo, las brechas tecnológicas limitan el acceso equitativo a estos espacios y afectan el desarrollo de competencias digitales universitarias. Objetivo: Evaluar la configuración cibercultural y los niveles de exclusión digital en estudiantes universitarios pertenecientes a la región andina del Perú. Metodología: Se desarrolló una investigación con enfoque cuantitativo, alcance descriptivo, diseño no experimental y corte transversal. La muestra estuvo conformada por 247 estudiantes universitarios. Se aplicó un instrumento orientado a identificar condiciones de conectividad, acceso tecnológico, prácticas digitales académicas y percepción sobre el papel de las tecnologías en la transformación social. Resultados: Los hallazgos evidenciaron que más de la mitad de los estudiantes no cuenta con acceso a la intranet universitaria, mientras que un grupo importante reporta limitaciones relacionadas con la disponibilidad de internet y telefonía móvil. Aunque la mayoría utiliza dispositivos móviles para la búsqueda de información especializada, la participación en comunidades académicas digitales es reducida. No obstante, existe una percepción positiva sobre el potencial de las tecnologías digitales como herramientas de cambio social y educativo. Conclusiones: La persistencia de brechas de conectividad y acceso tecnológico limita la consolidación de una cibercultura educativa plena en estudiantes universitarios andinos. Se requiere fortalecer políticas institucionales de inclusión digital que garanticen infraestructura, conectividad y desarrollo de competencias digitales para una participación académica equitativa.
