Inquiry-based teaching, has emerged as an effective approach for developing researchers, fostering analytical and critical skills by enabling students to construct knowledge autonomously. This study synthesizes literature on IBT in higher education, emphasizing the instructor’s role and opportunities for improvement. Using a PRISMA-guided systematic review, we analyzed 14 studies published between 2017 and 2024, identifying effective instructional practices. Findings indicate that, while inguiry-based teaching strengthens critical thinking and inquiry skills, persistent barriers remain, including insufficient teacher preparation and limited technological resources. The review recommends targeted faculty development, coherent curricular alignment, and stronger institutional support to enhance implementation quality and sustainability in university settings.
The guide that you can see behind this document proposes an integral socio-educational intervention that will allow you to address self-fulfilling prophecy, self-esteem and genders from an intersectional, feminist and inclusive perspective; through a critical and correlational review of significant variables, the different stages of the life cycle and the main contexts of intervention (formal and non-formal education, family and community) are analysed. One of the most significant tools is inclusive language that performs a transformative function by making inequalities visible, feeding self-representation, inclusion, visibilization, promoting the culture of respect, recognition and equity. Specific strategies are also proposed for teacher training and rights-based socio-educational accompaniment, with a focus on diversity and social justice. From the scientific base, neuroplasticity legitimizes the power of change, learning ability and resilience throughout the stage of life development. This evidence will make the existence of a shared responsibility between the educational agent, families and communities imperative in order to collectively build a more just, equitable and emancipatory education.
The relationship between physical activity and the development of mathematical competence in childhood has been widely studied from perspectives that emphasize the role of movement in cognitive and learning processes. However, empirical evidence remains heterogeneous and often relies on global indicators of physical activity. The aim of this study was to examine the predictive capacity of structured and unstructured physical activity on informal, formal, and total mathematical competence in children attending the final year of Early Childhood Education. A quantitative ex post facto correlational–predictive design was adopted. Mathematical competence was assessed using the Test of Early Mathematical Competence (TEMA-3), and physical activity was measured through a self-developed questionnaire completed by families. Multiple linear regression models were estimated for the total sample and by sex. The regression models showed very limited explanatory power, with adjusted R² values close to zero or negative and non-significant ANOVA results in both the total sample and the sex-disaggregated analyses. It is concluded that physical activity, when considered globally and through linear models, does not function as a direct predictor of mathematical competence in the analyzed sample, highlighting the need for more complex explanatory frameworks that integrate cognitive, motor, and contextual variables.
Developmental Language Disorder not only affects linguistic competence, but is also associated with anxiety, depression, low self-esteem and social vulnerability. It additionally entails persistent difficulties in peer interaction and an increased risk of school victimisation. From a constructivist perspective, language is key to the categorisation and precision of emotional experience. The aim of this article is to synthesise the evidence on the language–emotion link in Developmental Language Disorder and to integrate the findings in order to propose a neuroeducational model of emotional competence applicable to school settings. A systematic review with narrative integration was conducted on empirical and theoretical studies on Developmental Language Disorder, emotion and education, including systematic reviews, longitudinal studies and qualitative research. Priority was given to work using validated measures of anxiety, regulation and social interaction. The results show four main patterns: (1) interaction difficulties and victimisation; (2) increased anxiety, mediated by intolerance of uncertainty and insistence on routine; (3) depressive symptomatology, linked to avoidant strategies; and (4) a limited verbal repertoire that reduces emotional granularity and self-regulation. In Spain, there is a clear scarcity of longitudinal and qualitative studies and a limited integration of emotional variables in research and educational policy. In conclusion, a neuroeducational model is proposed focusing on the enrichment of emotional vocabulary, training in flexibility under uncertainty, the promotion of adaptive regulation strategies and the strengthening of social participation, grounded in early identification and in a policy agenda that explicitly incorporates the emotional component of Developmental Language Disorder.
The article critically analyzes the problems, inconsistencies, and challenges in teaching English in Ecuador, proposing a critical and complex paradigm for foreign language learning. Methodologically, the study adheres to the Critical Social paradigm and the qualitative scientific research approach. The research includes formal and informal interviews with English teachers from educational institutions in Riobamba-Chimborazo; Ecuador, systematizing their perspectives and contrasting them with a critical theoretical framework. The findings show contradictions between the principles proposed in the official curriculum and real practices, where memorization of fragmented grammatical patterns prevails, with a passive role of the student and a teacher-centered approach. Given this scenario, a critical model is proposed that reflects on the contents, materials, roles, policies, and educational contexts, integrating the complexity of human interactions and the multiple factors that shape the educational fact.
Bullying has a negative impact on students’ emotional, mental, and academic well-being. Students’ perceptions of teachers’ responses to bullying situations are key to assessing and improving school climate. The objective of this research is to perform the translation and cross-cultural adaptation into Spanish of the Teachers’ Responses to Bullying Questionnaire (TRBQ), designed specifically to assess this student perception. To this end, a translation and back-translation process was carried out by professional translators. In addition, comprehensibility was evaluated in a pilot sample of 40 high school students. This process resulted in a Spanish version of the TRBQ that is conceptually equivalent to the original instrument. This will allow Spanish-speaking teachers and researchers to reliably assess these perceptions. Furthermore, the availability of this adapted version lays the groundwork for future psychometric validations and for the development of more effective educational interventions aimed at preventing and managing bullying in Spanish-speaking environments.
The present study offers a philosophical–educational reflection grounded in the behaviors observed during the Covid-19 pandemic, taking as its theoretical horizon the principles advanced by the modern philosopher Jean-Jacques Rousseau. Rousseau proposes an education guided by objectivity and a genuine concern for childhood, particularly through what he terms “negative education.” According to Rousseau (2017), the pedagogical model capable of enabling human beings to return to their original state of freedom is achievable only through the General Will, presided over by a leader able to ensure the necessary conditions for the implementation of such an educational model. The objective of this article is to analyze Rousseau’s assumptions in the field of education to identify how his proposals may contribute to the reconstruction of the human being in the post-pandemic context. Methodologically, the study presents a bibliographic and comparative review of contemporary behaviors contrasted with the contributions of the Genevan philosopher, employing both the hermeneutic method and the analytic–synthetic method. It is argued that the form of education revealed during the pandemic requires rethinking and strengthening through resources that renew its methodologies and enhance its contribution to society, with the aim of cultivating a human being who is free, critical, and committed to the development and innovation of his or her environment.
Research in the educational field revolves around three methodological paradigms: quantitative, qualitative, and mixed, which guide the research process by adopting methods, techniques, and instruments. Regarding the hegemony of the quantitative paradigm in educational research, this study suggests that the application of a rigorous design and specific analysis techniques allow qualitative studies to guarantee quality and precision of results. The study is qualitative, and the methodological design is structured under the socio-critical paradigm, aimed at carrying out a community project directed towards sustainability in an initial diagnostic stage to optimize its implementation for students at a secondary school in the municipality of Acapulco, Guerrero, Mexico. It is oriented to assess to what extent the application of qualitative methodologies such as expert review, grounded theory used as a technique, under a socio-critical context, and triangulation in the treatment of the data generated by the diagnostic instruments affects the rigor of data analysis, granting them validity and reliability. The results show that expert judgment is reflected in a favorable content validation index within a range of 3.88, with a maximum of 4.0, and the application of grounded theory leads to the construction of a categorical system, giving meaning to the data provided by the diagnostic instruments. Triangulation allows for the comparison of data obtained from different diagnostic instruments. In conclusion, a qualitative design applied rigorously can provide validity and reliability to the study, establishing the diagnosis as a valid foundation for the implementation of the school community project.
This article presents the findings of a qualitative research study with a phenomenological approach, conducted with top-performing university students from public institutions in the central highlands of Peru. The aim was to understand academic talent as a lived experience, grounded in effort and commitment within vulnerable contexts. The findings reveal that academic talent is a sustained daily practice supported by family backing, emotional self-regulation, ethical commitment to studies, and active hope. The study also identifies structural limitations in institutional support, highlighting the need for more humane and inclusive educational policies.
This article presents the design of a teaching proposal for the fourth year of secondary education based on the story of The Wife of Bath as a resource for integrating communicative competence and critical reflection on gender roles. The main objective of this work is to develop a design protocol based on the principles of inclusion, critical literacy and the communicative approach. Methodologically, it describes the context, learning objectives, phased sequencing, materials used and an a priori assessment plan developed using rubrics, questionnaires and a checklist for critical thinking and non-stereotypical representation. The results suggest that this design has potential in the English classroom for promoting reading and literary comprehension, the expression of opinions, and critical analysis of representations of gender roles. Furthermore, this proposal can be adapted to other levels and constitutes a useful tool for promoting meaningful learning oriented towards critical thinking.
This study bibliometrically analyzes the scientific output on innovative and flexible learning spaces in higher education during the period 2015–2025. A systematic literature review was conducted using the Scopus, Web of Science, and ERIC databases, selecting 157 articles analyzed with bibliometric techniques using VOSviewer software. Indicators of scientific output, co-occurrence of terms, collaboration among authors and institutions, as well as geographical and temporal distribution, were examined. The results show sustained growth in scientific output, with a significant increase starting in 2020 and a peak in 2025. China leads in output by country, followed by Spain, Thailand, and Australia. Five main thematic areas emerged: human factors and learning contexts, digital teaching competencies, methodological innovations and smart environments, digital integration and transformation, and emerging technologies. The analysis demonstrates the maturity of the field and the growing relevance of innovative learning spaces in higher education, driven by active, student-centered methodologies and the integration of advanced digital technologies.
In today’s primary education landscape, integrating digital technologies, active methodologies, and artificial intelligence (AI) presents both challenges and opportunities for developing essential 21st-century skills. This study explores the difficulties students face in acquiring digital competencies and engaging with active approaches such as Problem-Based Learning (PBL), which can hinder academic performance and highlight the need for meaningful, interdisciplinary, and context-driven learning strategies. The main objective is to design an innovative STEAM project that incorporates computational thinking and AI to strengthen problem-solving abilities in primary education. Using educational action research, the project was implemented with 27 students aged 10–11, focusing on the collaborative design of a sustainable city. This approach promoted logical-mathematical learning through digital activities and diverse group work, fostering inclusion, creativity, and skill development. Findings indicate that combining PBL with programming, robotics, and AI enhances critical thinking, autonomy, and STEAM-related competencies. However, successful implementation requires specialized teacher training and must address the ongoing challenge of the digital divide in vulnerable contexts. The use of SWOT and CAME frameworks proved essential in translating reflective analysis into strategic action. This experience contributes to educational research by offering a replicable model for strengthening key competencies in similar school settings.
Code-switching has been considered as a pedagogical tool for bilingual education on many occasions, but not in immigration communities in the Canary Islands, Spain. This research focuses on cases of English and English-Spanish bilingual adolescents who have attended school from a young age in the municipality of Yaiza, Canary Islands. A questionnaire on code-switching, language preference, and self evaluated dominance was presented to 29 students in two centres pertaining to these areas and, following results that indicate acceptance towards bilingual constructions, three exercises were devised in the form of a didactic proposal to be adapted to secondary education centres that show similar characteristics as those pertaining to the study. This paper aims to shed light on the necessity for more integral and linguistically tolerant learning environments for students of all profiles, particularly relevant in such fast-changing multilingual environments such as those mentioned in the following pages.
Developmental Language Disorder is a common neurodevelopmental condition that affects learning and emotional well-being. Its educational response requires comparable information and consistent administrative criteria. The aim of this study is to document the statistical visibility of Developmental Language Disorder in Castilla-La Mancha between the 2006/07 and 2023/24 school years, analyzing how records of special educational support needs in Early Childhood and Primary Education count students with profiles compatible with this disorder, delineating the statistical space they occupy, and contrasting these figures with expected prevalence rates. A descriptive–analytical time-series study was conducted using reports from the Regional Ministry of Education, harmonizing language-related labels and analyzing the evolution of the administrative category by school year, educational stage, sex, and province when the annual report provided such disaggregations. The results show that the label Developmental Language Disorder does not appear in any school year; students with compatible profiles are grouped under generic categories of language disorders. These categories remain quantitatively substantial, but clearly below expected prevalence rates, with male overrepresentation, identification mainly at the start of Primary Education, and significant territorial gradients across provinces. Finally, the absence of the explicit Developmental Language Disorder label in Castilla-La Mancha’s records creates a structural statistical invisibility that limits support planning, policy evaluation, and comparison with other education systems. We propose explicitly incorporating the Developmental Language Disorder label into the regional classification, standardizing recording criteria, and linking data to resource decisions such as early screening, language support interventions, and longitudinal follow-up.
Despite the high levels of acceptance and use of Artificial Intelligence among higher education students, there is limited evidence regarding how it relates to self-efficacy, anxiety, and ethical awareness in initial teacher education. In response, this study analyzed the perceptions of first-year preservice teachers at the Centro de Actualización del Magisterio of Durango, Mexico, regarding the use and acceptance of Artificial Intelligence in their academic training, using the Technology Acceptance Model proposed by Zhai et al. (2024). The study was conducted within the positivist paradigm, with a quantitative approach and an exploratory cross-sectional design. A 27-item questionnaire, comprising five dimensions, was administered to 55 students enrolled in the Bachelor’s programs in Primary and Preschool Education. The results revealed a high willingness toward Artificial Intelligence, particularly in the dimensions of Behavioral Intention and Perceived Usefulness, while Anxiety and Self-efficacy showed low and dispersed ratings. Reliability yielded robust coefficients (Cronbach’s alpha = .918; McDonald’s omega = .951). The Friedman test was significant (p < 0.05), and post hoc analysis using the Wilcoxon test confirmed differences in eight dimension pairings, except for Self-efficacy–Perceived Usefulness (p = .145) and Behavioral Intention–Perceived Ease of Use (p = .112). It is concluded that, although acceptance of Artificial Intelligence is high, reservations persist related to anxiety and the need to strengthen digital literacy. The promotion of responsible and ethical pedagogical use throughout professional teacher education is therefore proposed.
The assessment of learning in pre-service teacher education requires the integration of digital tools that not only document evidence but also foster reflection and self-regulation. Within this framework, digital portfolios created with Google Sites emerge as an accessible alternative to support formative assessment processes in higher education. The aim of this study was to describe the implementation of digital portfolios among Education students at an Ecuadorian university and to analyze the outcomes in terms of academic performance and student perceptions. A descriptive pre-experimental single-group design was applied over eight weeks, involving 45 participants. The methodology combined quantitative analysis, using a four-criteria rubric, with qualitative analysis based on surveys and reflective texts. Results show that 88.9% of students achieved good or excellent levels on the rubric, and most reported improvements in digital skills and satisfaction with the experience. The main challenges identified were initial familiarization with the platform and decisions regarding design. In conclusion, digital portfolios in Google Sites provide preliminary evidence of their relevance as a pedagogical tool to strengthen formative assessment in university-based teacher education.
This study explores the application of the contents of the area of Language and Literature for the promotion of socio-emotional competencies through action research, in students of the second year of high school of an Educational Unit in the city of Riobamba, Ecuador. The study followed the procedures of the qualitative approach through the action research method, the techniques used were testimonies, observations and spaces for dialogue that allowed understanding the reality of the classroom and responding in a contextualized way to the identified needs. Initial findings were related to limitations in emotion expression, self-regulation, and peer interaction. In view of these needs, an action plan was designed together with the students with activities such as writing personal diaries, reading circles and group dynamics, which gave students the possibility of making reflections, comparing their experiences and strengthening empathy and collaboration. The experience confirmed that when the classroom becomes a safe space to express oneself, learning acquires a deeper and more meaningful meaning. In this context, action research is consolidated as a methodological procedure to identify needs and improve socio-emotional competencies using Language and Literature as a medium, thus helping to prepare young people to face the emotional challenges of a constantly changing world.
Los recursos audiovisuales, como los documentales, se han consolidado como herramientas pedagógicas eficaces para fortalecer la enseñanza, al vincular contenidos con narrativas audiovisuales que favorecen aprendizajes significativos. Esta investigación tuvo como objetivo evaluar la percepción del impacto de los documentales del proyecto Por la Ruta de la Historia en el proceso de aprendizaje de las asignaturas Historia Dominicana y Educación Constitucional en la Universidad Abierta para Adultos (UAPA). El estudio adoptó un enfoque cuantitativo, de tipo descriptivo y diseño no experimental transeccional. La población estuvo conformada por 913 estudiantes matriculados en el trimestre 2025-1, de los cuales 525 respondieron el cuestionario, representando el 57.5% del total. Los participantes visualizaron dos documentales integrados en las semanas 2 y 4 del programa académico, sobre la Constitución Nacional y la Guerra de la Restauración, respectivamente. La recolección de datos se realizó a través de Google Forms en las aulas virtuales, evaluando la coherencia temática, motivación y efectividad. Los resultados muestran que el 72% de los encuestados percibe una fuerte vinculación entre los documentales y los contenidos del programa; el 64.4% manifiesta que estos aumentaron su motivación por la información, y el 62.5% considera que los documentales contribuyen positivamente al logro de los resultados de aprendizaje. En conclusión, los documentales analizados resultan ser herramientas didácticas eficaces para apoyar la comprensión y el interés en los contenidos históricos, aunque se recomienda ajustar su duración para optimizar su impacto en estudiantes con diferentes ritmos de aprendizaje.
Para la Comisión Internacional sobre los Futuros de la Educación (2021), la investigación es fundamental en la instauración de una educación de futuro y en deponer una formación instrumentalista, argumento que sustenta la formación del profesorado como investigadores y da lugar a este estudio de los significados que éstos otorgan a la investigación y a temas que desafían hoy, su práctica pedagógica, como lo es la perspectiva de género, sustentado en la sospecha de una desconexión entre los significados que posee el profesorado sobre investigación y perspectiva de género, que trasciende en carencias metodológicas y en la producción de investigación para dar respuesta a los retos educativos y áulicos vigentes. La investigación es de carácter cualitativa-interpretativa que, a través del método Fenomenológico-Hermenéutico, aplicado a docentes de Educación Media Superior EMS, de un centro educativo ubicado en el Estado de México, busca comprender los significados que atribuyen a la investigación en lo que respecta a perspectiva de género. A través de la entrevista semiestructurada y del análisis comprensivo de discursos, como técnicas utilizadas para la aproximación a los significados, se devela la significancia atribuida a la investigación y la distancia entre dichos significados y temáticas vigentes en el debate educativo con perspectiva de género, hallazgos concentrados en categorías como investigación, motivación y perspectiva de género.
