Objective: To analyze the application of strategies for educational inclusion in the leveling process at the Technical University of Manab & iacute;, as a basis for proposing improvements. Methods: The methodological process was guided by a quantitative approach, with a non-experimental design through a descriptive study, using surveys administered to all teachers involved in the leveling process. Results: A favorable mean was obtained, with opportunities for improvement in the dimension of access, equity, and individualized support. This led to the proposal of actions aimed at both teachers and students to create learning environments that value and respect diversity. Conclusions: Inclusive education seeks to ensure that all students have access to quality learning. Through differentiation, collaborative learning, and the use of accessible technology, active and equitable participation can be promoted. Future research could explore the effectiveness of specific strategies according to particular educational needs.
Aim: contribute to educational processes, showcasing this innovation in higher education to reinforce autonomous learning through a virtual pedagogical resource guided by faculty and employed by IAGen. Methods: it was conducted under an action-research methodology with mixed approach, using surveys applied to students, faculty and clinical supervisors, along with validation of the resource by disciplinary and technological experts. During their clinical practice, students interacted with the chatbot to access immediate feedback, self-assessments and analysis of real cases, fostering understanding and application of knowledge in emergency contexts. Results: a highly positive valuation of the tool was shown, highlighting its relevance, pedagogical usefulness and contribution to strengthening the formative process. Conclusions: the use of IAGen in higher education constitutes an effective pedagogical innovation to potentiate autonomous learning and consolidate competencies in clinical scenarios.
Current environmental challenges are the result of uncontrolled urban sprawl and the overexploitation of nature. To address these challenges, it is necessary to promote the learning and adoption of sustainable practices in the academic training of new generations of professionals. In this context, the purpose of this study was to analyze the knowledge of students and faculty in the Faculty of Economics and Social Sciences at a Venezuelan public university about sustainability and its implications for their field of study. A case study was conducted with a mixed-methods research approach, using data collection techniques such as semi-structured interviews with (8) faculty members and a questionnaire addressed to (96) students regarding sustainability and its importance fortheir professional development. The results showed that the study subjects have a limited perception of sustainability and are mostly unaware of two of its three dimensions. The most frequently found associations with sustainability were related to environmental stewardship and recycling. Participants were found to be interested in receiving training on sustainability in their field of specialization and beginning to implement behaviors that promote environmental stewardship.
To evaluate the impact of emotional intelligence on student well-being within the context of inclusive education in university students. Methods: Quantitative, descriptive, cross-sectional study. The sample consisted of 219 students from the Universidad Regional Aut & oacute;noma de los Andes (UNIANDES). A survey instrument with 20 closed-ended questions and dichotomous response options (A lot/A little) was applied. The results show that a high percentage of students recognize the importance of artificial intelligence as a tool to personalize learning (77%), promote educational inclusion (74%), and achieve learning quality (79%). Likewise, it was identified that immediate feedback (83%) and the adaptation of teaching strategies are positively valued aspects. Emotional intelligence and inclusive education require integrated approaches that consider student diversity. The implementation of strategies based on emerging technologies, combined with the development of socioemotional competencies, favors the creation of positive classroom climates and promotes equity in the training process.
Yoga in the school context is an innovative and effective strategy for promoting students' comprehensive well-being. Through its practice, students develop essential skills for stress management, concentration, and emotional regulation, positively impacting their academic performance and interpersonal relationships. The research aims to evaluate the effect of a pedagogical intervention based on school yoga sessions on mental health, stress, and emotional well-being variables in adolescents. The main results allow for sociodemographic characterization, with the predominant gender being female. The Self-Report Questionnaire was administered, where students reported a possible case of psychosis, a high probability of suffering from a seizure disorder, and a high risk of alcoholism. Therefore, the need to implement yoga as a therapeutic strategy that allows students to self-regulate their emotions and sensations is highlighted.
