This research analyzes teachers’ perceptions, knowledge, and practices regarding socioemotional education in early childhood. The study uses a qualitative methodological approach. The results highlight the importance of individual teacher characteristics, family inclusion, and interdisciplinary work in developing these competencies. It also highlights the limited professional training of teachers to address children’s socioemotional needs. Among the most notable strategies are assertive communication and project-based work, key to comprehensive care in this area. The main conclusions are that university centers currently do not provide sufficient preparation for teachers to address socioemotional competencies in schools. This challenge does not depend solely on the motivation and personal qualities of the educator but requires a systemic approach. The school-family-student triad forms the basis for a successful educational process, where communication, empathy, and sensitivity emerge as fundamental pillars in a child’s academic, emotional, and social integration development.
The science curriculum has been studied from various perspectives, with the logical sequence of content being the most frequently addressed. However, in science education, it is important to conceive of the curriculum as extending beyond conceptual mastery. For this reason, this article seeks to explore the relationship between this subject of study and fields such as teacher professional development and soft skills. To this end, a systematic literature review was conducted using the PRISMA method in databases such as Scopus, covering the period from 2021 to 2025, applying inclusion and exclusion criteria across three stages of screening. The results yielded twelve publications that explicitly and implicitly address aspects related to teacher education beginning in the early stages of schooling. Soft skills are described as attitudes, values, emotions, and behaviors in science learning. These findings are compared with research published in Colombian indexed journals, revealing both similarities and gaps. The study concludes with a conceptual proposal for a science curriculum model focused on integrating professional development and soft skills in initial teacher education.
Many students experience difficulties in understanding and solving linear equations due to challenges related to sequencing steps, identifying errors, and applying logical reasoning. This research presents the design and implementation of a Scratch-based video game aimed at promoting computational-thinking subskills to support problem solving of linear equations. The study adopts a mixed-methods approach conducted across three stages of implementation and evaluation with sixth-, seventh-, and eighth-grade students. Data were collected through a qualitative rubric and pretest-posttest workshops. The study concludes that the video game is a didactic resource for supporting the learning of linear equations and enhancing computational thinking subskills.
Education in multicultural contexts faces the challenge of integrating ancestral knowledge with contemporary technological demands. This article presents the results of a research project aimed at evaluating the participatory creation of a digital repository as a pedagogical strategy for the teaching and preservation of traditional knowledge of the Kamëntsá culture in Sibundoy, Putumayo. Using a mixed-methods approach and a Participatory Action Research (par) design, the study worked with 11th-grade students and indigenous knowledge keepers (sabedores) to systematize bead weaving and wood carving practices. Results show that 54.2 % of students rediscovered unknown cultural aspects, and 58.3 % rated the experience as significant. It is concluded that technological mediation, far from alienating, served as a bridge for identity resignification and the development of digital and collaborative skills.
The purpose of this systematic review is to specify all surrounding conceptions towards the development of communication skills and artificial intelligence, specifically making an approach to English as a foreign language. According to the design, the well-known document review is applied through a qualitative approach; similarly, tracing process is developed through the Boolean operators and, not and or. Regarding the findings, all definitions about oral-communicative skills and their several connotations in the field of language development are highlighted, a factor that blurs their scope from English teaching. Likewise, the discussion of concepts related to artificial intelligence and virtual learning environments is accomplished as paralleled concepts that work independently in their disciplinary form. As a conclusion, it is necessary to stress the discrepancy that exists between the implementation of artificial intelligence in learning processes.
