Historically, women have been defined by certain roles that have excluded them from public life and participation in political matters. This article aims to identify the trajectories, barriers, and possibilities for women's social participation in the public sphere within the Colombian context. The methodology employed was qualitative, with a descriptive-hermeneutic scope based on content analysis. This involved searching documents related to categories such as "rural women," "urban women," "social participation," and "political participation" over the past five years. The results focused on understanding that women's political participation involves an institutional process, but this does not mean it is the primary foundation for democratic processes and feminized collective movements. Among the main conclusions, it is highlighted that women occupy a vulnerable position between participation and politics. Aspects such as identities, a sense of belonging to the land, and livelihoods and means of subsistence construct non-binary political categories.
Social media presents multiple benefits, but can also have negative consequences. FOMO, the fear of missing out, is associated with a wrong social media use. This fear of feeling excluded drives individuals to constantly monitor what others share. Adolescents are the age group that uses social media the most and are highly vulnerable to its risks and dangers. Given that adolescents evaluate their self-worth based on the feedback they receive in their social interactions, social comparison accompanied by feelings of exclusion could affect their self-esteem. This study aimed to analyze the relationship between FOMO syndrome and self-esteem in Argentine adolescents aged 18 to 21. A quantitative, non-experimental, cross-sectional, descriptive, and correlational research was conducted. The results indicate that the sample presents a high level of FOMO and a moderate level of self-esteem, and no significant correlation was found between both variables. It is concluded that both FOMO and self-esteem are complex and multifactorial constructs.
Digital transformation has become a key policy for economic recovery and institutional modernization in the post-pandemic era. This article provided a comparative analysis of the digital strategies of South Korea, the European Union, the United Kingdom, New Zealand, and Colombia, to identify success factors, structural gaps, and useful lessons for developing countries. The study is based on a qualitative, comparative-interpretative methodology, which includes the analysis of 42 official and academic sources (national plans, laws, multilateral reports, and academic literature) using a document triangulation strategy. Within this framework, five strategic axes are examined: regulatory vision, public investment, infrastructure, human capabilities, and governance. The results showed that leading countries articulate comprehensive policies with sustained funding and multisectoral participation. Colombia, in contrast, shows partial progress while facing challenges such as low investment, institutional fragmentation, and weak digital literacy. From this comparison, it is concluded that a successful digital agenda in Colombia requires overcoming short-term planning through the institutionalization of a State policy, the creation of mixed investment funds, and the strengthening of participatory governance mechanisms, prioritizing territorial inclusion and technological sovereignty.
In school settings, students' emotional and psychosocial well-being is essential for meaningful learning and positive coexistence. This study aimed to characterize secondary students' perceptions of school climate and conditions related to psychosocial risk. A quantitative-descriptive approach with a cross-sectional design was used, through the application of a structured survey to 222 students in a public educational institution in Medellin. The results revealed generally favorable perceptions in aspects such as teacher-student relationships, school safety, and sense of belonging; however, lower ratings and greater response variability were identified in areas such as student participation and conflict management. It is concluded that, although the school environment is generally perceived positively, there are still institutional challenges that must be addressed to strengthen students' psychosocial well-being.
This article analyzes the processes of social recognition and integration experienced by survivors of the Colombian armed conflict and their impact on the possibilities and obstacles for reconciliation. Using a qualitative approach, eleven conversational encounters were conducted with a total of 15 participants, including victims of the conflict, community leaders, academics, and psychosocial care professionals. These participants were from the municipalities of Riosucio and Saman & aacute; (Caldas), and Sincelejo and Ovejas (Sucre)-territories highly affected by victimizing events and whose inhabitants have participated in reparation processes over the last decade. The findings identify specific practices and initiatives that survivors have spearheaded within their communities as mechanisms to facilitate their recovery. The study concludes that, despite these efforts, there is a persistent lack of visibility regarding these actions. This invisibility hinders a broader dialogue that would recognize victims as relevant social actors in the reconstruction of the social fabric, representing a fundamental challenge for reconciliation processes.
Competency-based education establishes clear characteristics and guidelines for the assessment process. Between these guidelines, their implementation, and student experience, there are strengths and weaknesses that create tensions. This study aimed to analyze the tensions between assessment as conceived in the prescribed competency-based curriculum, the implemented curriculum, and the lived curriculum in a Psychology program at a public university in the Colombian Caribbean. The approach adopted in the study was qualitative. Data collection techniques included open observation, semi-structured interviews, and documentary review. The findings were subjected to thematic analysis. The results showed that summative assessment predominates, comprehensive feedback is scarce, and the implementation of programmatic assessment is insufficient. Similarly, arbitrariness in the application of criteria and a tendency to privilege basic cognitive levels were identified. Therefore, it is concluded that it is necessary to strengthen the real development of higher cognitive levels, formative assessment, the appropriate use of assessment criteria, and feedback processes, in such a way as to stimulate meaningful learning.
Social Work students at the University of Caldas who work face the dual challenge of balancing their academic and professional responsibilities within a context of socioeconomic vulnerability. Although the literature has addressed university dropout rates using general models, gaps remain in the contextualized analysis of how specific working conditions affect academic retention in Social Work programs. This study aimed to analyze the relationship between working conditions (workload, type of employment, income level, and sector of occupation) and indicators of academic retention. A descriptive quantitative approach was used with a sample of 117 working students, employing a structured survey and statistical analysis using chi-square and Spearman's rank correlation coefficients in SPSS. The results showed statistically significant associations (p <= 0.05) between workload, physical exhaustion, emotional exhaustion and depersonalization, and low performance, cancellation of academic activities, and risk of falling behind. This study provides empirical evidence from a specific Social Work program in Colombia, integrating structural work variables and emotional impacts within a single relational model. It concludes that retention depends on the interaction between work demands and institutional responses, requiring strategies of academic flexibility and comprehensive support.
Implementing the interdisciplinary STEAM approach in basic education requires concrete actions in teacher training; however, in the Colombian context, evidence is still limited. This article examines STEAM perceptions and initiatives in undergraduate mathematics programs, based on a descriptive qualitative study involving interviews with fourteen coordinators and three professors. The results show positions ranging from openness and acceptance to skepticism and opposition; initiatives in disciplinary courses, teaching practice, theses, and research groups; positive outcomes such as increased motivation among future teachers; and challenges such as a lack of cooperation among teacher educators. The study concludes that the notion of interdisciplinarity generates less resistance, and that these practices provide beneficial opportunities for reflection and improved integration of subject areas.
Musicians must develop a vocal skills practice called solfeggio, in many cases, even though their instrument is not singing, they use their voice as a working tool and generally do not specific training to develop those vocal skills. The objective of this study was to characterize the acoustic parameters of the voice and early warning of vocal risk in Music students at a public university in Colombia. A non-random sampling of 69 people was carried out, whose voices were evaluated using the acoustic analysis software Praat. The results obtained helped determine which voices did or did not comply with the standards established for acoustic parameters. Subsequently, and through multiple correspondence analysis, the weighting of these parameters was assessed, where it was found that the parameters with the highest statistical weight to identify the early warning of risk of vocal alteration were Shimmer, formant 3 and formant 4 contours. The speech therapy evaluation of the voice should include, in addition to the clinical evaluation, an acoustic analysis, especially of the parameters related to short-term vocal disturbance and the contours of the high formants. These may be outside the established norms and may be risk warning indicators for voice alterations.
This article presents advances from a research project conducted with rural teachers in primary and secondary education in the department of Antioquia (Colombia). In the municipalities studied, conditions of vulnerability and armed conflict were identified, which affected different spheres of these communities, including education and, particularly, teaching. The purpose was to inquire into the tensions they faced in the construction of their professional identities and their contributions to the understanding of teaching as a profession. This study was qualitative, with a narrative approach, and analyzed the factors that influenced identity from the context, personal and professional trajectory, and acquired knowledge. The results showed that the ways in which they entered teaching, their permanence in the place, and the challenges they faced in rural contexts presented both similarities and divergences, which allows reflection on the characteristics of teaching in rural settings, especially in relation to the teaching role, working conditions, emotions, vocation, and professional experience. Likewise, this approach provides inputs for thinking about training and research processes with rural teachers, understanding the social, personal, and professional tensions derived from these experiences.
The purpose of this article is to analyze the possibilities and challenges of ChatGPT in the production of university argumentative texts. The study used a qualitative content analysis method. A teaching strategy was proposed with 52 students from a Colombian university. They had to write an essay based on their knowledge and then rewrite it with the help of ChatGPT. Three categories of analysis emerged from the analysis and theory: quantity, variety, and frequency of arguments; referencing and citation; and author positioning. The results showed that ChatGPT's main contribution is at the content level, as a generator of information. The texts turned out to be homogeneous, with little elaboration of the information received. Thus, a significant number of final versions showed problems related to voice management, text uniqueness, language depth, sender creativity, and construction of a situated discourse. The main challenge is to achieve greater positioning and creativity of the sender, which implies seeing AI as a tool and not as a substitute for the sender, to prevent the latter from becoming an uncritical consumer of ChatGPT, nullifying their potential to express points of view, justify and express disagreements through intentional linguistic acts.
The COVID-19 health crisis profoundly disrupted operations in the restaurant industry, accelerating the adoption of e-commerce solutions in response to pandemic-related restrictions. This study evaluates the determinants of such adoption in companies within the sector during that period. To this end, the Interpretive Structural Modeling (ISM) and the Matrice d'Impacts Crois & eacute;s Multiplication Appliqu & eacute;e & agrave; un Classement (MICMAC) analysis were employed, tools that allow for the examination of hierarchy, causality, and dependency among variables. Thirteen factors were identified from the specialized literature, and the opinions of nine restaurants in the city of Medellin regarding these factors were collected. The findings reveal that mandatory remote work resulting from the pandemic and reduced operational investment were the most decisive factors in driving the transition to e-commerce. Likewise, it was shown that this transition generated cascading benefits for businesses, including access to a broader consumer base, penetration of new market segments, and reduced time in daily operations. The study provides empirical evidence on how extraordinary crisis conditions reshape technology adoption decisions in an industry that has historically depended on in-person interactions.
El presente artículo tiene el propósito de llevar a cabo reflexiones y rutas a seguir sobre un acontecimiento histórico relevante en la educación superior, que es conveniente situar a una década del centenario de vida del servicio social en México, para la comprensión de los orígenes, el significado y el valor que actualmente le damos, y qué dimensiones debemos encauzar para que se constituya en una verdadera experiencia formativa y retributiva en nuestras instituciones de educación superior.
Las redes sociales presentan múltiples beneficios en muchos aspectos de la vida, pero también pueden acarrear consecuencias negativas. Asociado al uso desadaptativo de las redes sociales, surge el FOMO (fear of missing out), entendido como el miedo a perderse algo; el temor a sentirse excluido impulsa al sujeto a estar constantemente pendiente de lo que otros comparten. Los adolescentes son el grupo etario que más utiliza las redes sociales y son muy vulnerables a sus riesgos y peligros. Siendo que los adolescentes evalúan su propio valor basándose en la retroalimentación que reciben en sus interacciones sociales, la comparación social, acompañada del sentimiento de exclusión, podría afectar su autoestima. Se planteó analizar la relación entre el síndrome FOMO y la autoestima en adolescentes argentinas de entre 18 y 21 años. Se llevó a cabo una investigación cuantitativa, no experimental, transversal, descriptiva y correlacional. Los resultados indicaron que la muestra presenta un alto nivel de FOMO, un nivel moderado de autoestima, y no se encontró una correlación significativa entre ambas variables. Se concluye que tanto el FOMO como la autoestima son constructos complejos y multifactoriales.
El propósito de este artículo es analizar las posibilidades y retos de ChatGPT en la producción de textos argumentativos universitarios. El estudio empleó un método cualitativo de análisis de contenido. Se planteó una estrategia didáctica con 52 estudiantes de una universidad colombiana. Ellos debían escribir un ensayo sustentado en sus conocimientos y después reescribirlo apoyados en ChatGPT. Del análisis y la teoría surgieron tres categorías de análisis: cantidad, variedad y frecuencia de argumentos; referenciación y citación, y posicionamiento del autor. Los resultados mostraron que el aporte principal de ChatGPT es a nivel de contenidos, como generador de información. Los textos resultaron ser homogéneos, con poca elaboración de la información recibida. Así, un número importante de versiones finales evidenciaron problemas relacionados con: manejo de la voz, singularidad del texto, profundidad del lenguaje, creatividad del emisor y construcción de un discurso situado. El reto principal, es lograr un mayor posicionamiento y creatividad del emisor, lo que implica ver la IA como una herramienta y no como un sustituto del emisor, para evitar que este se convierta en un consumidor de ChatGPT acrítico, anulando su potencial para expresar puntos de vista, justificar y manifestar desacuerdos a través de actos lingüísticos intencionados.
Los músicos deben desarrollar una práctica de habilidades vocales llamada solfeo; en muchos casos, aunque su instrumento no es el canto, utilizan su voz como herramienta de trabajo, y por lo general no realizan entrenamientos específicos para hacerlo. El propósito de este estudio fue establecer los parámetros acústicos de la voz y la alerta temprana de riesgo vocal en estudiantes de Música de una universidad pública de Colombia. Se realizó un muestreo no aleatorio de 69 personas, cuyas voces fueron evaluadas utilizando el software de análisis acústico Praat. Los resultados obtenidos permitieron determinar cuáles voces cumplían o no con las normas establecidas para los parámetros acústicos. Posteriormente, y mediante el análisis de correspondencias múltiples, se valoró la ponderación de estos parámetros donde se encontró que los parámetros con mayor peso estadístico para identificar la alerta temprana de riesgo de alteración vocal fueron Shimmer, contorno del formante 3 y del formante 4. La evaluación fonoaudiológica de la voz debe incluir, además de la evaluación clínica, un análisis acústico, especialmente de los parámetros relacionados con la perturbación vocal a corto plazo y los contornos de los formantes altos. Estos pueden estar fuera de las normas establecidas y pueden ser indicadores de riesgo para presentar alteraciones de la voz.
Este artículo presenta avances de un proyecto de investigación realizado con docentes rurales de educación básica y media en el departamento de Antioquia (Colombia). En los municipios focalizados se reconocieron condiciones de vulnerabilidad y conflicto armado, lo cual afectó los diferentes ámbitos de estas comunidades, incluyendo la educación y, particularmente, la docencia. El propósito fue indagar sobre las tensiones que enfrentaron en la construcción de sus identidades profesionales y sus aportes a la comprensión de la docencia como profesión. Este estudio fue cualitativo, con un enfoque narrativo, y analizó los factores que incidieron en la identidad desde el contexto, la trayectoria personal y profesional, y los saberes adquiridos. Los resultados mostraron que la forma en que accedieron a la docencia, su permanencia en el lugar y los desafíos que enfrentaron en los contextos rurales presentaron tanto coincidencias como divergencias, lo que permite reflexionar sobre las características de la docencia en la ruralidad, especialmente en relación con el rol docente, las condiciones laborales, las emociones, la vocación y la experiencia profesional. Asimismo, este acercamiento proporciona insumos para pensar en los procesos formativos y de investigación con maestros rurales, comprendiendo las tensiones sociales, personales y profesionales derivadas de estas vivencias.
Históricamente la mujer ha sido definida para ciertos roles que la han apartado de la vida pública y la participación en asuntos relacionados con lo político. El presente artículo tiene como objetivo identificar las trayectorias, barreras y posibilidades de la participación social de la mujer desde lo público en el contexto de Colombia. La metodología empleada fue cualitativa, con alcance descriptivo hermenéutico a partir del análisis de contenido, mediante la búsqueda de documentos alrededor de categorías como “mujer rural”, “mujer urbana”, “participación social” y “participación política” en los últimos cinco años. Los resultados estuvieron centrados en comprender que la participación política de las mujeres pasa por un proceso institucional, pero no quiere decir que sea el fundamento principal para sustentar los procesos democráticos y los movimientos colectivos feminizados. Entre las principales conclusiones, se destaca que la mujer está entre la participación y la política desde una postura vulnerable. Aspectos como las identidades, el sentido por la tierra, y los modos y medios de vida construyen categorías políticas no binarias.
Las máquinas de venta automatizadas (AVM) han evolucionado de sistemas electromecánicos básicos a plataformas inteligentes capaces de interactuar con los usuarios y adaptarse a entornos dinámicos. Este avance ha sido impulsado por tecnologías como el Internet de las Cosas (IoT), la inteligencia artificial, los pagos digitales, los sensores inteligentes y la analítica de datos, ampliando su aplicación en sectores como el comercio minorista, la salud, el transporte y las ciudades inteligentes. Sin embargo, la literatura científica sobre el tema presenta una alta fragmentación temática y enfoques heterogéneos que dificultan una comprensión integral del campo. Este estudio tiene como objetivo identificar y sintetizar las tendencias investigativas relacionadas con las tecnologías aplicadas a las AVM mediante un análisis bibliométrico de la producción académica. La metodología se basa en la declaración PRISMA 2020 y utiliza las bases de datos Scopus y Web of Science. Tras aplicar criterios de inclusión y exclusión, se seleccionaron 109 estudios para el análisis final, garantizando transparencia y reproducibilidad. Los resultados muestran una creciente convergencia entre automatización, inteligencia artificial y dinámicas sociales de consumo. Aunque el campo evidencia un crecimiento sostenido, persisten desequilibrios conceptuales, con mayor desarrollo tecnológico y menor integración de aspectos sociales, conductuales y regulatorios.
Los estudiantes de Trabajo Social de la Universidad de Caldas que trabajan enfrentan el doble desafío de equilibrar sus responsabilidades académicas y laborales en un contexto de vulnerabilidad socioeconómica. Aunque la literatura ha abordado la deserción universitaria desde modelos generales, persisten vacíos en el análisis situado de cómo condiciones laborales específicas inciden en la permanencia académica en programas de Trabajo Social. Este estudio tuvo como objetivo analizar la relación entre las condiciones laborales (carga horaria, tipo de vinculación, nivel de ingreso y sector de ocupación) y los indicadores de permanencia académica. Se empleó un enfoque cuantitativo descriptivo con una muestra de 117 estudiantes trabajadores, utilizando encuesta estructurada y análisis estadístico mediante chi-cuadrado y correlación de Spearman en SPSS. Los resultados evidenciaron asociaciones estadísticamente significativas (p ≤ 0,05) entre carga laboral, cansancio físico, cansancio emocional y despersonalización y bajo rendimiento, cancelación de actividades académicas y riesgo de retraso. Este estudio aporta evidencia empírica situada en un programa específico de Trabajo Social en Colombia, integrando variables laborales estructurales y afectaciones emocionales en un mismo modelo relacional. Se concluye que la permanencia depende de la interacción entre exigencias laborales y respuestas institucionales, lo que demanda estrategias de flexibilidad académica y acompañamiento integral.
