The implementation of the competency-based curriculum is a central axis in the educational transformation at the primary level in the Dominican Republic. This research aimed to analyze the impact of this implementation on the pedagogical processes of the second cycle of primary school in Elias Pina. A quantitative approach was used, with a non-experimental cross-sectional design, with a sample of 71 teachers selected through non-probability convenience sampling. Pearson's evaluation analyses showed a significant positive relationship between teacher mastery of the curriculum and its pedagogical application (r = .604, p < .05). The findings indicate that greater mastery of the curriculum is related to more effective implementation, highlighting the importance of ongoing teacher training.
The development of digital competence has been confirmed as one of the skills that must be present in any type of educational approach today, regardless of the context in which this learning takes place. This study was conducted with a sample of 74 students from the four Command and Staff Specialties (Joint, Land, Naval, and Air) at the National University for Defense (UNADE) in the Dominican Republic. The self-perception of these students' digital competence was measured using the latest version of the European Digital Competence Framework and an adaptation of a previously existing and validated questionnaire. The analysis was carried out using statistical software R, including nonparametric tests for comparisons between groups; specifically, the Kruskal-Wallis test for comparisons of three or more groups and the Mann-Whitney U test for comparisons between two groups. The results showed no differences by age group, and given the initial sample, which was primarily made up of men, conclusive data could not be extracted by gender. However, the differences in self-perception across the various dimensions were significant, with the "Communication and Collaboration" dimension standing out above the rest. This confirms the conclusions of previous research and places this dimension first in terms of the self-perception of participants in the studies, regardless of the context and profile of the sample.
Virtual education became a key alternative during the pandemic, highlighting the importance of developing both socioemotional competence and digital skills in higher education students. Considering this, the study adopted a quantitative approach, with a correlational scope, cross-sectional design, and observational assignment control. The research was guided by the objective of determining whether there is a significant relationship between socioemotional and sociodemographic variables in relation to digital skills. Among the main findings, it was noted that respondents highly value the integration of aspects such as motivation, understanding, and support by teachers in virtual classes, emphasizing their importance in academic performance. Furthermore, the study confirmed a significant relationship between socioemotional competence specifically the factor of "socioemotional management" and the digital skills of higher education students.
Adolescence is a critical stage of human development in which physical, cognitive, and social transformations converge. In the context of the digital age, these experiences are shaped by new opportunities and challenges that directly impact the construction of subjective well-being. This article explores the relationship between adolescents' subjective well-being and digital competences, highlighting how their interplay influences both risk prevention and the promotion of meaningful learning and peaceful coexistence. The main challenges addressed include cyberbullying, information overload, excessive screen time, the digital divide, and social pressure on social networks, while opportunities such as collaborative learning, digital civic participation, and socioemotional skills development are emphasized. The article concludes that strengthening subjective well-being and digital competences is a key strategy to improve adolescents' quality of life and foster the construction of citizenship in the digital age.
Self-concept is a construct that spins around the subjects` own Perception of their abilities, limitations and potentialities. This variable is related to the confidence with which the individual faces certain everyday situations. The concept has been operationalized through the AF5 Self-Concept Scale by Garcia and Musitu. Exploratory factor analysis and confirmatory factor analyzes were carried out on the 30 items that constitute the original questionnaire in an Ecuadorian population of 718 high school students. The results show that the most appropriate exploratory proposal is with six dimensions, instead of the five ones from the theoretical proposal. In Ecuador, the physical component of self-concept seems to be subdivided into the physical aspect and another component of physical care. With these premises, a confirmatory analysis was carried out with these six dimensions and another with the original five. Both solutions behave appropriately and their use is validated in this population. It has been proven in confirmatory analyzes that there are entire dimensions that correlate negatively with each other; implying that there is a more extrinsic selfconcept that depends on fields such as working environment, academic area or aesthetic success in society and another more intrinsic self-concept that depends on the social skills of the subject, their family dynamics and their ability to manage emotions (with an inverse relationship between them).
