The virtualisation of teaching requires university faculty to acquire the necessary digital competencies to use digital educational platforms such as Moodle, Sakai or Blackboard. These tools enable both basic and advanced knowledge, as they allow for the incorporation of other digital applications. They are used for delivering courses in face-to-face, partially virtual, or entirely virtual modalities. This study aims to understand how the use of Moodle is perceived by faculty at a higher education institution in a face-to-face mode. The research methodology employed is mixed. A validated questionnaire was used, supplemented by some open-ended questions. The sample comprised 31 lecturers from a centre belonging to a Spanish university. Quantitative data were subjected to inferential statistical analysis of correlation, while qualitative data were coded and categorised. The quantitative results indicate that the pedagogical use of Moodle is crucial, with positive correlations to other variables such as actions, materials, and moderate associations, highlighting advantages, satisfaction, and training. The qualitative findings reveal a need for increased training in Moodle, emphasising critical elements such as digital competence, pedagogical training, and awareness of gaps in knowledge. In conclusion, university educational policies should prioritise the continuous training of faculty in digital platforms and encourage mentoring of novice lecturers. Moreover, it is essential to offer programmes for pedagogical and digital training that enhance faculty satisfaction and the integration of the platform in education.
This article aims to analyze muxhe identity as a form of epistemic and affective dissent that challenges binary gender categories imposed by Western modernity, focusing on the Zapotec sociocultural contexts of the Isthmus of Tehuantepec (Mexico). Using a qualitative and decolonial approach, the study applied qualitative content analysis to a corpus of 24 peer-reviewed scientific articles indexed in the Scopus database (2010-2024), selected for their relevance to non-binary identities, indigenous gender systems, and Southern epistemologies. The findings reveal that muxheid not only constitutes an alternative gender identity but also establishes an affective-political space of resistance against the coloniality of gender. It does so by integrating ancestral practices, community-based recognition, and symbolic agency through festive, ritual, and everyday dimensions. Three key analytical categories were identified: (1) muxheid as a situated cultural category; (2) tensions between local recognition and global exoticization; and (3) affective pedagogies as tools of resignification. The study concludes that muxhe identities should not be framed within biomedical or legal discourses alone but rather understood as forms of knowledge and existence that disrupt the dominant sex-gender epistemological regime. Recognizing muxheid as epistemic and affective dissent opens the path toward intercultural models of education, health, and citizenship that honor the ontological and political diversity of Indigenous peoples.
The objective of this article is to make visible some situations that occur and strain the teaching work in Mexican prisons, in order to contribute to the discussion for the creation of a teacher training program in this area. The findings and information are part of the results of three qualitative studies carried out between 2012 and 2024. He addressed five entities in the country that have been pioneers in the incorporation of programs and/or models of higher and upper secondary education. Subsequently, I give way to three situations that were constantly observed through fieldwork and that, when also present in the school environment of prisons, account for the punitive nature of the prison institution that disrupts teachers, reproduces silences, specific training needs and gender inequalities.
The deep social inequalities account for the growing precariousness of some populations and the increase of social protest as an expression of social transformation and disruptive politics. This article is part of the research process and seeks to understand the place of emotions in the activation of social protest. To this end, it initially explores the precarization and performativity of social protest. Secondly, the qualitative methodological horizon of a critical nature is proposed, in which emotionality in public discourse is accounted for. The analysis focuses on the place of emotions in the social protest that occurred in 2021 in the city of Cali. Finally, findings are presented regarding the place of affectivity in social protest and the way emotions circulate in public discourses that seek to reproduce precarization and perpetuate inequality.
This article provides an overview of the applicability of Online Dispute Resolution (ODR) in the Colombian legal system, from a theoretical and practical perspective. It analyzes the foundations of conflict theory and its relationship to law, the challenges posed by alternative dispute resolution (ADR) mechanisms, and the theoretical and experiential aspects of ODR, including the use of artificial intelligence. It also identifies the current status of ODR in Colombia, both in general and in particular. It concludes that there are outstanding issues in all components of ODR that require further debate and research, and offers findings that could be useful for other countries. The article offers a critical and multidisciplinary perspective on ODR and suggests some lines of action to improve its implementation in the Colombian context.
