The development of artificial intelligence (AI) tools presents both challenges and opportunities for education, particularly in initial teacher education, where uncertainties persist regarding their application and ethical use. The objective of this article is to explore the use of AI-based educational tools in designing learning situations for secondary education and analyze teachers’ perceptions of their classroom application. Practical activities were undertaken in online sessions in the master’s degree in secondary education, and the perceptions of participating students were examined following a qualitative, cross-sectional, and exploratory approach. Data were collected through an open-ended questionnaire after practical activities were carried out with ChatGPT, Education Copilot, Conker, ChatPDF, and Roshi. Data analysis was based on a thematic categorization of responses. The results show a positive perception of the usefulness and practical application of these tools, despite concerns about security and integrity in their use. This work highlights a need to educate teachers in the critical, ethical, and creative use of artificial intelligence from the early stages of teacher education.
The development of artificial intelligence (AI) tools presents both challenges and opportunities for education, particularly in initial teacher education, where uncertainties persist regarding their application and ethical use. The objective of this article is to explore the use of AI-based educational tools in designing learning situations for secondary education and analyze teachers’ perceptions of their classroom application. Practical activities were undertaken in online sessions in the master’s degree in secondary education, and the perceptions of participating students were examined following a qualitative, cross-sectional, and exploratory approach. Data were collected through an open-ended questionnaire after practical activities were carried out with ChatGPT, Education Copilot, Conker, ChatPDF, and Roshi. Data analysis was based on a thematic categorization of responses. The results show a positive perception of the usefulness and practical application of these tools, despite concerns about security and integrity in their use. This work highlights a need to educate teachers in the critical, ethical, and creative use of artificial intelligence from the early stages of teacher education. RESUMEN: El desarrollo de herramientas de Inteligencia Artificial plantea retos y oportunidades para la educación, especialmente en la formación inicial docente, donde persisten incertidumbres sobre su aplicabilidad y uso ético. El objetivo de este artículo fue explorar el uso de herramientas educativas basadas en IA en el diseño de situaciones de aprendizaje para educación Secundaria y analizar la percepción del profesorado sobre su aplicabilidad en el aula. Para ello, se presentan propuestas prácticas desarrolladas en sesiones virtuales del Máster de Secundaria y se analiza la percepción del alumnado participante. Se empleó un enfoque cualitativo, con diseño transversal y exploratorio. La recolección de datos se realizó mediante un cuestionario abierto tras actividades prácticas con ChatGPT, Education Copilot, Conker, ChatPDF y Roshi. El análisis de datos se basó en la categorización temática de las respuestas. Los resultados muestran una percepción positiva sobre la utilidad y aplicabilidad de estas herramientas, aunque también surgen preocupaciones relativas a la seguridad y honestidad en su uso. Este trabajo destaca la necesidad de formar al profesorado en el uso crítico, ético y creativo de la Inteligencia Artificial desde la formación inicial.
This research aims to determine the impact of private schools on socioeconomic segregation in primary education in 15 Latin American countries, using microdata from the 2019 Regional Comparative and Explanatory Study (ERCE) and a sample of 146,410 students enrolled in 3,637 schools. School segregation was estimated and decomposed from a multigroup perspective using the mutual information index. The results indicate that segregation between the public and the private sectors accounts for, on average, 29.2% of overall segregation, with substantial differences across countries. In addition, it was found that school segregation is driven mostly by the unequal distribution of the most socioeconomically disadvantaged and advantaged students. Both groups are unevenly distributed between the two sectors and isolate themselves, or are isolated, within each sector. In conclusion, low segregation can be maintained by reducing enrollment in private schools and ensuring the absence of discriminatory selection policies.
Ante la creciente adopción de los chatbots basados en Modelos de Lenguaje Grandes, esta investigación busca comprender cómo estudiantes y profesores los perciben y utilizan en contextos académicos. Se empleó un diseño de métodos mixtos, recolectando datos cuantitativos a través de encuestas y datos cualitativos mediante entrevistas. La muestra incluyó a 137 estudiantes y 10 profesores de diversas instituciones latinoamericanas. Los datos cuantitativos se analizaron con estadísticas descriptivas, mientras que los datos cualitativos fueron procesados mediante teoría fundamentada. Los hallazgos indican que los estudiantes consideran a ChatGPT valioso para mejorar su experiencia de aprendizaje y se oponen a su prohibición en entornos educativos. Los profesores, aunque reconocen los beneficios de chatbots, enfatizan preocupaciones sobre el plagio, la dependencia excesiva y los posibles desafíos en la adquisición de habilidades esenciales de programación informática. Este estudio subraya que la integración efectiva de chatbots en los programas educativos de programación requiere políticas claras y capacitación docente, ofreciendo una perspectiva valiosa para adaptar las prácticas educativas a las demandas del mercado laboral impulsado por la tecnología.
To better understand how to address the intercultural educational challenges posed by recent migratory flows at the U.S.-Mexico border, this ethnographic study was conducted in an elementary school in Tijuana that serves international migrants and receives support from the Binational Migrant Education Program (PROBEM). Participant observation and semistructured and informal interviews were conducted during the 2023-2024 school year. The research identified emerging intercultural practices that are overshadowed by assimilationist tendencies, prejudices, structural inequalities, and decontextualized pedagogy. The originality of this research lies in its portrayal, from a daily life perspective, of teachers’ practices in response to cultural diversity in the classrooms of a school that receives government support and is located just a few steps away from the border crossing to the United States, the country many migrants aspire to reach.
Este estudio de caso no experimental y transversal con enfoque mixto analiza cómo 59 docentes y administrativos de una universidad pública del sur de México aplican las competencias adquiridas en un diplomado de dos años en entornos híbridos. Los objetivos fueron: (1) determinar la traducción de dichos conocimientos en el diseño de estrategias didácticas; (2) examinar el uso y gestión del Portafolio de Evidencias Virtual (PEV); (3) explorar la implementación de metodologías activas y las condiciones administrativas que facilitan su adopción. La recolección combinó cuestionarios con α = .992, rúbricas y análisis de 59 PEV (Kappa = .82), observación, grupos focales y entrevistas breves. El análisis integró estadística descriptiva y análisis de contenido y temático, identificando una brecha entre la autopercepción competencial (74 %) y el dominio avanzado del PEV (14 %), además de tensiones en carga laboral, reconocimiento y rigidez de formatos. Desde la teoría de la complejidad, el conectivismo y la autodeterminación, se evidencia la necesidad de adaptar un diseño tipo HyFlex-gamificado a la plataforma institucional involucrando al PEV y un protocolo de corresponsabilidad docente-administrativa, transformando el portafolio en un nodo colaborativo vivo. Este aporte teórico-práctico fortalece el desarrollo profesional y la evaluación continua en educación híbrida universitaria.
La evidencia disponible sobre la formación evaluativa en la formación inicial docente en Chile es limitada pese a que es un conocimiento fundamental para mejorar aprendizajes en el sistema escolar. Por ello, el objetivo de este artículo es analizar las características de la formación evaluativa en seis carreras de pedagogía en una universidad pública chilena. Se adoptó un enfoque cualitativo-interpretativo mediante un análisis documental. La muestra comprendió ocho programas de asignaturas de evaluación. Los programas se analizaron con una matriz categorial multinivel cualitativa validada por expertos y codificación deductiva e inductiva. Los hallazgos revelan el predominio de la evaluación para y de los aprendizajes con orientación sumativa, énfasis en la construcción de instrumentos y escasos diseños experienciales que integren descentralización evaluativa. Además, se identificó una brecha importante entre el corpus teórico y la experiencia práctica lo que evidencia una debilidad en la fundamentación académica de la formación evaluativa. Estos resultados demuestran que la formación evaluativa en estas carreras de pedagogía continúa subordinada a una perspectiva técnico-instrumental, con escasa articulación entre teoría y práctica y una débil alfabetización evaluativa.
Las personas sordas enfrentan un rezago importante en el aprendizaje de una lengua escrita, y aún en la adquisición de una lengua de señas. En México, una gran parte de estudios sobre el contexto de las personas sordas se centralizan en ciudades populares, dejando de lado la realidad de otras comunidades. En este artículo se presentan los contextos social, familiar y educativo de miembros de dos asociaciones de personas sordas en una región poco explorada en México, y se da a conocer su situación de alfabetización y sus dificultades específicas de lectoescritura. Para ello, se realizó un estudio cualitativo de alcance exploratorio. En los resultados se encontró que la Lengua de Señas Mexicana (LSM) es el medio preferido de comunicación de los participantes. Sin embargo, tanto en su casa como en la escuela suelen tener poca comunicación debido al limitado conocimiento de LSM entre sus familiares, compañeros y docentes. Esta situación dificulta la atención educativa de las personas sordas, así como su participación en la sociedad.
Despite the recognition of the importance of developing and assessing digital competences in the early years of basic education, there is a significant gap in knowledge regarding the approaches adopted by educational systems to restructure curricula for this purpose. This study aims to analyze and understand the integration of digital competences into official curricula at the European level, especially during the early years of basic education. The research utilized document analysis, systematically and carefully examining curricular documents from six European countries (Estonia, Latvia, Wales, Scotland, Iceland, and Northern Ireland). The results reveal different approaches to the integration of digital competences into the curriculum, with a prevalence of a cross-cutting approach and a predominance of competences associated with online research and communication. Three countries establish progression levels for digital competences, but only one provides detailed guidance for the assessment of these competences. The findings of this study are relevant for educators, researchers, and educational policymakers. They provide a fundamental basis for informed and strategically oriented curricular decisions to enhance consistent and intentional teaching of digital competences, especially in the early years of basic education.
This research aims to determine the impact of private schools on socioeconomic segregation in primary education in 15 Latin American countries, using microdata from the 2019 Regional Comparative and Explanatory Study (ERCE) and a sample of 146,410 students enrolled in 3,637 schools. School segregation was estimated and decomposed from a multigroup perspective using the mutual information index. The results indicate that segregation between the public and the private sectors accounts for, on average, 29.2% of overall segregation, with substantial differences across countries. In addition, it was found that school segregation is driven mostly by the unequal distribution of the most socioeconomically disadvantaged and advantaged students. Both groups are unevenly distributed between the two sectors and isolate themselves, or are isolated, within each sector. In conclusion, low segregation can be maintained by reducing enrollment in private schools and ensuring the absence of discriminatory selection policies. RESUMEN: Esta investigación tuvo por objetivo determinar la incidencia de las escuelas privadas en la segregación por nivel socioeconómico en educación primaria en 15 países de América Latina. Para lograrlo, se hizo una explotación de los microdatos del Estudio Regional Comparativo y Explicativo (ERCE) 2019 de una muestra compuesta por 146,410 estudiantes escolarizados en 3,637 escuelas. Se estimó y descompuso la segregación escolar desde una perspectiva multigrupo usando el Índice de Información Mutua. Los resultados indican que la segregación entre el sector público y el privado explica, como promedio, el 29.2% de la magnitud de la segregación total, con grandes diferencias entre países. Además, se encontró que la segregación escolar se debe principalmente a la desigual distribución de los estudiantes socioeconómicamente más desfavorecidos y más favorecidos. Así, ambos grupos se reparten de forma inequitativa entre los dos sectores y se aíslan –o son aislados– dentro de cada uno de ellos. Se concluye que para mantener una baja segregación es necesario disminuir la matrícula en escuelas privadas y velar porque no existan políticas de selección discriminadoras.
To better understand how to address the intercultural educational challenges posed by recent migratory flows at the U.S.-Mexico border, this ethnographic study was conducted in an elementary school in Tijuana that serves international migrants and receives support from the Binational Migrant Education Program (PROBEM). Participant observation and semistructured and informal interviews were conducted during the 2023-2024 school year. The research identified emerging intercultural practices that are overshadowed by assimilationist tendencies, prejudices, structural inequalities, and decontextualized pedagogy. The originality of this research lies in its portrayal, from a daily life perspective, of teachers’ practices in response to cultural diversity in the classrooms of a school that receives government support and is located just a few steps away from the border crossing to the United States, the country many migrants aspire to reach. RESUMEN: Con el objetivo de analizar las formas de hacer frente al reto educativo intercultural que conllevan los recientes flujos migratorios en la frontera México-Estados Unidos, se realizó un estudio etnográfico en una primaria de Tijuana que atiende migrantes internacionales y cuenta con el apoyo del Programa Binacional de Educación Migrante. Se realizó observación participante, así como entrevistas semiestructuradas e informales durante el ciclo escolar 2023-2024. El estudio identificó prácticas interculturales emergentes opacadas por tendencias asimilacionistas, prejuicios, desigualdades estructurales y una pedagogía descontextualizada. La originalidad del estudio radica en mostrar, desde la vida cotidiana, las prácticas del profesorado ante la diversidad cultural en las aulas de una escuela que recibe apoyo gubernamental y que se ubica, además, a unos pasos del bordo fronterizo con Estados Unidos, país al que aspira llegar la mayoría de los migrantes.
Deaf people face significant delays in learning a written language, and even in acquiring a sign language. In Mexico, many studies on deaf people focus on major cities, neglecting the reality of other communities. This qualitative, exploratory study examines the social, family, and educational contexts of members of two associations of deaf people in a largely unexplored region of Mexico and describes their literacy levels and specific reading and writing challenges. Mexican Sign Language was found to be the participants'preferred means of communication. However, they often have little communication, both at home and at school, due to insufficient knowledge of Mexican Sign Language among their family members, peers, and teachers. This hinders both the educational support available to deaf people and their participation in society.
This article explores the relationships between digital competence, access to digital devices, and digital practices among Portuguese higher education professors, emphasizing the need for digital proficiency in today’s educational landscape. A quantitative approach was employed, with data from 846 professors collected through a questionnaire and analyzed using inferential statistics, including t tests, Cohen’s d for effect size, and Pearson correlation coefficients. Results highlighted statistically significant differences in digital competence associated with the use of mobile devices, excluding mobile phones, with medium effect sizes. All digital practices showed statistically significant differences, with effect sizes ranging from medium to large. Notably, digital competence correlated more strongly with the number of digital practices in the classroom than with the number of digital devices, indicating that active engagement in digital practices may play a more important role in developing digital competence than mere access to digital devices. These findings suggest that educational policies should focus not only on providing access to digital tools, but also on integrating these tools effectively into pedagogical practices to enhance educational outcomes and prepare educators and students for a digital future. RESUMEN: Este artículo investiga las relaciones entre la competencia digital, el acceso a dispositivos digitales y las prácticas digitales entre profesores portugueses de educación superior, destacando la importancia de la competencia digital en el panorama educativo actual. Mediante un enfoque cuantitativo, se recopilaron datos de 846 profesores a través de un cuestionario y se analizaron con técnicas de estadística inferencial, entre ellas pruebas t, la d de Cohen para medir el tamaño del efecto, y coeficientes de correlación de Pearson. Los resultados muestran diferencias estadísticamente significativas en la competencia digital en relación con el uso de dispositivos móviles, excepto los teléfonos móviles, con tamaños de efecto medianos. Todas las prácticas digitales mostraron diferencias estadísticamente significativas, con tamaños de efecto que van de medianos a grandes. En particular, la competencia digital presentó una correlación más fuerte con el número de prácticas digitales adoptadas en el aula que con el número de dispositivos digitales, lo que indica que la realización de prácticas digitales podría desempeñar un papel más importante en el desarrollo de la competencia digital que el simple acceso a dispositivos digitales. Estos hallazgos sugieren que las políticas educativas deben centrarse no sólo en proporcionar acceso a las herramientas digitales, sino también en integrar estas herramientas de manera efectiva en las prácticas pedagógicas para mejorar los resultados educativos y preparar a los educadores y estudiantes para un futuro digital.
This article explores the relationships between digital competence, access to digital devices, and digital practices among Portuguese higher education professors, emphasizing the need for digital proficiency in today’s educational landscape. A quantitative approach was employed, with data from 846 professors collected through a questionnaire and analyzed using inferential statistics, including t tests, Cohen’s d for effect size, and Pearson correlation coefficients. Results highlighted statistically significant differences in digital competence associated with the use of mobile devices, excluding mobile phones, with medium effect sizes. All digital practices showed statistically significant differences, with effect sizes ranging from medium to large. Notably, digital competence correlated more strongly with the number of digital practices in the classroom than with the number of digital devices, indicating that active engagement in digital practices may play a more important role in developing digital competence than mere access to digital devices. These findings suggest that educational policies should focus not only on providing access to digital tools, but also on integrating these tools effectively into pedagogical practices to enhance educational outcomes and prepare educators and students for a digital future.
This study aimed to identify factors that influence how students perceive their online learning experience. The sample consisted of 150 university students, with a mean age of 32.48 years. Three instruments were used, which have demonstrated adequate reliability and validity in university populations: The Self-Regulated Learning Scale, the Academic Stress Questionnaire, and the Questionnaire on Perception of Online Learning. Data were analyzed using descriptive statistics, bivariate correlations (Pearson's product-moment coefficient), and a multiple linear regression model. Results showed that perception of online learning was significantly correlated with age, academic stress, and self-regulation. The model suggested that age and academic self-regulation patterns were significant predictors of perceived online learning experience, while academic stress did not appear to influence this outcome. The study highlights the importance of understanding the factors that shape perceptions of online university education, in order to improve virtual learning by taking into account specific course characteristics and student attributes, such as self-efficacy and technological competencies.
This study aims to analyze and understand the integration of digital competences into official curricula in Europe during the early years of basic education. The research utilized document analysis, systematically and carefully examining curriculum documents from six European countries (Estonia, Latvia, Wales, Scotland, Iceland, and Northern Ireland). While the results reveal the existence of different approaches to the integration of digital competences into the curriculum, a cross-cutting approach is most prevalent, with a strong focus on competences associated with online research and communication. Three countries establish progression levels for digital competences, but only one provides detailed guidance for their assessment. The findings of this study are relevant for educators, researchers, and educational policymakers. They provide a fundamental basis for informed and strategically oriented curricular decisions to enhance consistent and intentional teaching of digital competences, especially in the early years of basic education.
This study examines the influence of parents’ occupations on their children’s ICT proficiency in Mexico, highlighting its importance for academic success and social integration in a digitalized educational environment. Using data from PISA 2018, the study analyzes the responses of 1,043 students who have at least one professional parent. By focusing on professional parents who are heavy ICT users, the study aims to identify the social and cultural factors that influence the transfer to children. The research employs partial least squares structural equation modeling (PLS-SEM) to validate a second-order construct that integrates ICT use frequency and ICT usage, skills and autonomy in ICT use, and ICT as a topic in social interaction. This methodological approach allows for a nuanced analysis of the relationships between these constructs and their impact on children’s ICT proficiency. The study also explores variations based on different combinations of one professional parent and other occupations for the second parent, highlighting a gender effect on domestic support of children, moderated by the gender division of ICT use within occupational settings and evolving patterns of parenting. This occupational approach to acquisition processes, rarely addressed by research, offers some original insights for reflection and action.
Studies have noted that Chilean educational psychologists are transitioning from a direct intervention approach to an indirect one. For a deeper understanding of this transition, within the context of a shift towards inclusive schooling, this research explores the focus areas and relationships between psychologists and teachers in typical joint work sessions. A multiple case study was conducted to analyze joint activity over seven sessions involving four psychologist-teacher dyads or groups. The results show that the sessions included a variety of areas of focus, characteristic of both direct and indirect intervention approaches, and relationships between psychologists and teachers generally showed little collaboration, representing a departure from an indirect approach. Consequently, fostering collaborative relationships between psychologists and teachers appears to be key to supporting psychologists’ transition toward an indirect approach. RESUMEN Algunos estudios señalan que la tarea del psicólogo educacional chileno se encuentra en transición de un enfoque directo de intervención a uno indirecto. Para profundizar en la comprensión de dicha transición, en un contexto de avance hacia una escuela inclusiva, esta investigación examina los focos y formas de relación entre psicólogo y docente en sesiones típicas de trabajo conjunto. Se realizó un estudio de casos múltiples analizando la actividad conjunta en siete sesiones, correspondientes a cuatro díadas o grupos psicólogo-docente. Los resultados muestran que las sesiones incluyeron focos diversos, propios tanto de un enfoque directo de intervención como de un enfoque indirecto, y que las formas de relación entre psicólogo y docente fueron, en general, escasamente colaborativas, distanciándose así de un enfoque indirecto. De ahí que fomentar una relación colaborativa entre psicólogos y docentes aparezca como elemento clave para promover la transición de los psicólogos hacia un enfoque indirecto.
Studies have noted that Chilean educational psychologists are transitioning from a direct intervention approach to an indirect one. For a deeper understanding of this transition, within the context of a shift towards inclusive schooling, this research explores the focus areas and relationships between psychologists and teachers in typical joint work sessions. A multiple case study was conducted to analyze joint activity over seven sessions involving four psychologist-teacher dyads or groups. The results show that the sessions included a variety of areas of focus, characteristic of both direct and indirect intervention approaches, and relationships between psychologists and teachers generally showed little collaboration, representing a departure from an indirect approach. Consequently, fostering collaborative relationships between psychologists and teachers appears to be key to supporting psychologists’ transition toward an indirect approach.
ABSTRACT Curriculum evaluation is a complex process that assesses the whole and its parts to make decisions that enable continuous improvement. The aim of this research was to evaluate the curriculum of the doctorate in sciences in higher agricultural education at the Chapingo Autonomous University (UACh, Mexico) from the perspectives of its stakeholders: students, academics, and graduates. Three instruments were designed to collect information from each type of stakeholder based on the following categories of analysis: program objective, underlying learning theory, lines of research, curriculum, and student entry and exit profiles. In 2021, a total of 66 surveys were obtained and processed using cluster analysis and chi-square and Scheffé’s tests to identify statistically significant trends in opinions. This produced three clusters. Individuals in the first cluster were largely noncritical, believing the categories under evaluation were adequate; the second cluster exhibited a moderately critical perspective; and a third, highly critical, cluster pointed to inconsistencies in the curriculum. Curriculum design requires a rational, coherent approach grounded in theory, which integrates sociocultural needs and educational approaches associated with digital pedagogy. RESUMEN La evaluación curricular es un proceso complejo que permite valorar el todo y las partes para tomar decisiones que posibiliten la mejora continua. El objetivo de esta investigación fue evaluar el currículum del Doctorado en Ciencias en Educación Agrícola Superior de la Universidad Autónoma Chapingo (México) en voz de sus actores: estudiantes, académicos y egresados. Se diseñaron tres instrumentos de colecta para cada actor con base en las categorías de análisis: objetivo del programa, teoría del aprendizaje que lo sustenta, líneas de investigación, malla curricular, así como el perfil de ingreso y egreso. En 2021 se obtuvieron 66 encuestas procesadas mediante análisis de conglomerados, pruebas de chi-cuadrado y Scheffé para identificar tendencias de opinión estadísticamente significativas. Como resultado, se obtuvieron tres clústeres: el primero mostró una perspectiva poco crítica al considerar que las categorías evaluadas eran adecuadas; el segundo evidenció un punto de vista moderadamente crítico; y el tercero, muy crítico, evidenció inconsistencias en el currículum. El diseño curricular requiere un trabajo racional, coherente y teóricamente fundamentado que integre las necesidades socioculturales y los enfoques educativos de la pedagogía digital.
