Objective: To assess whether integrating an evaluative component within a gamified and commemorative activity increases user participation compared to traditional satisfaction surveys distributed via email. Methodology: This descriptive study employs an on-site methodological framework. An anonymous 12-question survey was developed and administered during a library celebration held on the occasion of the Day of Libraries. A sample of 175 responses was obtained, and participation metrics were benchmarked against satisfaction survey data from the preceding three academic cycles. Results / Discussion: Participation rates exhibited a significant increase, ranging from 35% to 157% in relation to traditional survey methods. A high level of awareness of physical spaces and academic collections was identified, while the use of electronic resources and the visibility of cultural activities were limited. Qualitative analysis of open responses characterized the library as a versatile social hub and highlighted a demand for ancillary services, specifically regarding food facilities and relaxation zones. Conclusions: Embedding evaluation within a celebratory framework proves to be an effective strategy for increasing participation and obtaining operational information on the knowledge and use of library services, complementing institutional surveys. Originality / Value: This research offers a replicable example of participatory assessment that combines celebration and evaluation, offering an innovative approach to strengthening user engagement and communication in academic libraries.
Objective: To evaluate the level of digital competence of teachers and school librarians in the Dominican Republic, in order to identify gaps that will guide the improvement of the design of professional development strategies.Design/Methodology/Approach: A quantitative, descriptive approach was used, employing an instrument based on DigCompEdu, DigComp 2.2, and DigComp 3.0, which integrates 25 digital competencies across seven areas and three dimensions (professional, pedagogical, and civic). A six-level maturity scale (A1-C2) was used with a sample of 48 teachers and 42 school librarians. Results/Discussion: The findings reveal that both groups reached an Integrative level (B1). School librarians excelled in the evaluation of information literacy (4.5 points) and data and media literacy, while teachers led in the application of Universal Design for Learning (3.9 points). However, common critical gaps were detected in competencies such as cybersecurity, environmental sustainability, and the integration of generative artificial intelligence, which reached the Novice (A1) level. Conclusions: The study concludes that significant gaps exist between teachers' pedagogical skills and the information literacy of school librarians to address the new challenges of educational management in digital environments. Furthermore, digital maturity is limited by a lack of competencies in security and emerging technologies, which necessitates a shift from instrumental uses to a critical and ethical integration of data. Contribution/Originality/Value: This article makes a contribution to the Dominican context by contrasting complementary professional profiles. Its value also lies in the proposal of a Strategic Training Plan aimed at leveling technical and pedagogical competencies to transform the school library.
University digital repositories (UDRs) have become critical infrastructure for open science by enabling longterm preservation, visibility and interoperability of scholarly outputs. Yet repository maturity goes beyond technical deployment: it requires assessment frameworks that combine policy, metadata quality, preservation, user experience, and crucially trust and security. This paper undertakes a documentary review and comparative analysis of leading repository assessment instruments (e.g., DINI, RECOLECTA-FECYT, OpenAIRE, COAR, CoreTrustSeal and ISO 16363), and proposes an integrated indicator matrix tailored to university repositories. The main contribution is an operational convergence of three complementary approaches: (i) TRUST as principles for repository transparency, responsibility, user focus, sustainability and technology; (ii) Zero Trust as a cybersecurity paradigm grounded in continuous verification and least privilege; and (iii) FAIR as guiding principles to enhance findability, accessibility, interoperability and reuse of digital objects. Results synthesize actionable dimensions, criteria and indicators and provide a comparative table linking TRUST-Zero Trust-FAIR to governance, preservation and security practices.
Objective. To identify the competencies required by managers of the Ministry of Domestic Trade (Mincin) to develop their management with a strategic approach, enabling them to respond to the demands of the current context. Design/Methodology/Approach. Mixed-method, descriptive-propositive study with a purposive sample of 32 Mincin managers. Three participatory workshops were conducted, along with documentary review of 28 performance evaluations, 15 management training plans, and 12 control reports. A Likert-scale questionnaire (alpha = 0.89) was applied to assess importance and current mastery of competencies. Data were processed using SPSS v.25. Results/Discussion. Fifteen competencies were identified. The highest gaps (>1.0) corresponded to Change Management (1.64), Strategic Vision (1.24), Teamwork (1.16), Analytical Skills (1.08), Customer Orientation (1.08), and Strategic Planning (1.04). These critical competencies align with current literature demands for digital transformation and adaptability. Conclusions. The participatory methodology allowed, for the first time in Mincin, the construction of an empirically validated competency map. Results guide the prioritization of training actions on critical competencies, aligning capacity building with real contextual needs. Originality/Value. A participatory procedure combined with quantitative analysis and case studies is provided to determine strategic competencies in the Cuban public sector, facilitating decision-making in management training.
Objective: To analyze the adoption of emerging communication tools in European R&D&I projects developed under the citizen science approach within the Horizon 2020 and Horizon Europe programs, as well as to identify their main areas of application. Design/Methodology/Approach: An exploratory study based on case analysis was conducted using a purposive sample of 129 European projects. A codebook including eleven categories of emerging tools was designed and applied through content analysis, with intercoder reliability validation (PAo=94%; kappa=0.80), complemented by descriptive statistical analysis. Results/Discussion: The findings reveal a high level of adoption of digital tools, particularly collaborative and crowdsourcing platforms (43.9%), citizen contribution tools (42.6%), and GIS viewers and dashboards (27.1%). These technologies reinforce participatory communication models based on open data and citizen engagement. In contrast, tools such as augmented reality, chatbots, and Big Data show limited adoption. Implementation is mainly concentrated in health sciences, computer science, and social sciences, reflecting an interdisciplinary ecosystem. Conclusions: The integration of emerging tools fosters a shift toward more participatory, inclusive, and impact-oriented communication strategies, where citizens play an active role in the production and dissemination of scientific knowledge. Originality/Value: This study provides a novel systematization of the implementation of emerging tools in communication strategies within European projects, offering empirical evidence to support decision-making in open science policies.
