Este artículo busca responder cómo la perspectiva instrumentalista que permea en el currículo de la Licenciatura en Economía de la Universidad Autónoma del Estado de México (UAEMex) fragmenta la educación ambiental para la sustentabilidad, y cómo podría ser abordada desde las pedagogías críticas para lograr una formación más integral y efectiva. El objetivo es cuestionar dicho currículo desde las pedagogías críticas, a través de una comparación constante entre la visión del currículo y los postulados críticos para demostrar la fragmentación existente. La perspectiva teórica se fundamenta en las pedagogías críticas de Paulo Freire, Peter McLaren y Henry Giroux, bajo un enfoque epistemológico crítico. Se utilizó una metodología de hermenéutica crítica para desvelar el eje epistémico de la educación ambiental en la UAEMex, caracterizar las perspectivas de desarrollo sostenible en el currículo e interpretar los conocimientos de estudiantes y docentes. Una de las aportaciones más importantes de este análisis es la construcción de la categoría
Active learning is becoming increasingly important given the rapid technological changes that the world is facing. Teachers must be aware of this reality and adopt active methodologies that allow students to interact more with their learning process. In other words, the role of the teacher becomes a mediator between the knowledge and learning of their students, offering them active learning tools and methods supported by information and communication technologies. The COVID-19 pandemic has generated many challenges and opportunities that, to date, are reflected in the way higher education institutions teach. This study examines the implementation of active learning in virtual environments within higher education, focusing on teachers’ perceptions. For this purpose, the participation of teachers from the Systems Engineering program at the University of Córdoba, Colombia, was counted. A quantitative and cross-sectional approach was employed, whereby faculty members were administered a Likert-scale questionnaire to assess the use of e-learning tools in four dimensions (frequency, importance, difficulty, and satisfaction). Key findings revealed a strong theoretical appreciation of active learning strategies, particularly collaborative work, but revealed practical gaps in their adoption. While basic tools such as forums and quizzes are frequently used with high satisfaction, advanced strategies such as gamification and simulations have limited adoption owing to insufficient training and resources. This study underscores the need for institutional investment in faculty training, intuitive technological infrastructure, and policies that incentivize pedagogical innovation. These measures are critical for closing the gap between pedagogical intent and practical execution and ensuring equitable and effective active learning in higher education.
This paper investigates the role of Liberal Arts Education (LAE) in fostering moral reasoning among university students. It explores the historical evolution, contemporary mechanisms, and pedagogical approaches that underline LAE's effectiveness in ethical decision-making. The study suggests a structured program comprising knowledge, skills, and values dimensions to systematically integrate moral reasoning into higher education, highlighting significant implications for educational policy and practice.
The apparel industry is undergoing a fundamental transformation as digital technologies reshape production, validation, and supply chain operations. This study investigates the integration of semiconductor-enabled supply chains and high-volume validation within smart fashion manufacturing frameworks. Using a mixed-method approach that combined surveys, experimental trials, and case analyses, the research assessed variables across four dimensions: digital manufacturing, semiconductor-driven supply chains, large-scale validation mechanisms, and sustainability performance. The findings reveal that higher levels of automation are strongly correlated with advanced digital capabilities such as IoT, AI, and digital twins. Semiconductor-enabled systems significantly enhanced supply chain transparency, reduced lead-time variability, and improved supplier collaboration. High-volume validation processes benefited from substantial gains in defect detection accuracy, cycle time efficiency, and standardization success, ensuring consistent quality across production batches. Additionally, smart systems demonstrated superior sustainability outcomes, including reduced energy and water use, lower carbon emissions, and greater lifecycle traceability. These results underscore that semiconductor-enabled smart manufacturing is not only a technological advancement but also a strategic pathway toward efficiency, resilience, and environmental responsibility in the apparel sector.
A study of four countries reveals that each has a higher education system characterized by its own unique structure and organization for university education. A comparison of the evaluation and training processes for teaching staff is warranted, with these comparisons being based on clearly defined and operational concepts. The present study utilizes a comparative method based on a documentary analysis, which facilitated the identification of transnational experiences and best practices, as well as the identification of challenges common to the evaluation and training of university teaching staff. The objective of this analysis is to rethink these training processes and confront them within the education system and the environment in which it takes place. The preliminary conclusion indicates a necessity to reduce the existing gaps between theory and practice, propositional knowledge and practical knowledge, and between technical-instrumental rationality and the epistemology of the practice of knowledge. This reduction of gaps is intended to facilitate a focus on training from the beginning of academic life—the professorial career, attending to novice teachers—towards training in the fields of knowledge and senior teaching performance. The present preliminary documentary analysis is based on categories contained in the procedural operations such as: the evaluation approaches, the instruments used, the evaluation criteria, the evaluation results, and the impact on teacher training.
