Executive functions involve mental processes that coordinate actions to achieve personal goals and plans; they operate at the behavioral and cognitive levels. The objective was to analyze the relationship between executive functions and English language learning in university students studying foreign languages. The study used a quantitative, non-experimental, correlational design and involved 44 students. The instruments used were the EFECO Scale and the Cambridge Assessment English B1 Preliminary test. The results generally showed a slight positive correlation (Rho = 0.256, p = 0.094). On the other hand, a weak to moderate and significant correlation (Rho = 0.303, p = 0.045) was found between cognitive executive functions and English language learning, while behavioral executive functions did not show a significant relationship with English language learning (Rho=0.085, p=0.585), concluding that executive functions could contribute in a limited way to the achievement of English language learning.
This article explores the application value of aligned translation in Spanish translation teaching, using "traumatic imagery" poetry as a specific case to analyze its effectiveness in enhancing students' language skills and cross-cultural understanding. The research selects Northeast Anti-Japanese United Army poetry and Spanish anti-fascist poetry as contrastive corpora, employing comparative research and empirical teaching methods to explore how aligned translation promotes students' grasp of cultural symbols and emotional meanings in complex literary texts. The study shows that through aligned translation practice; students can not only establish a systematic cognition of bilingual correspondence but also deeply understand the expressive differences of traumatic narratives in different cultural contexts. This method not only enriches the means of translation teaching but also provides an effective pathway for cultivating foreign language talents with critical thinking and cultural empathy. Finally, the article also points out the limitations of this method in handling culture-specific items and graded teaching and offers suggestions for future research directions.
Agrotourism has been considered as a territorial development strategy oriented from the academy with a collaborative approach; to generate economic, social and environmental benefits in rural communities. Hence, the objective of this article was to contribute to knowledge management through an exposition of the different essential categories of local public administration and its relationship with agrotourism based on the combination of government principles with administration policy; aimed at providing a distinctive service in favor of socioeconomic growth. For this, theoretical methods such as analysis and synthesis, historical-logical, structural systemic were used; and empirical ones such as scientific observation, interviews, study of normative documents, among others. As a result, the foundations were laid for the theoretical-practical deepening of the research that allowed local actors to develop agrotourism as a complementary offer and decisive factor in local development.
This article aimed to generate new perspectives that redefine academic outreach ecosystems under the principles of equity and community social justice. The study was developed from a qualitative perspective, framed within the interpretive paradigm and the principles of Grounded Theory. Three UNIANDES professors were involved as key informants, who underwent in-depth interviews. Data were analyzed through open, axial, and selective coding. Three emerging categories were identified: (1) dynamic interconnection networks for equity and social justice, (2) transformative strategies in academic-community engagement ecosystems, and (3) collaborative management devices as strategic architecture. The findings reveal that academic engagement, articulated with teaching and research, enables the construction of collaborative agendas, the integration of local knowledge, and the strengthening of proactive citizen participation.
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.
The EVA project for capacity building in higher education to promote green employability in the Antilles aims to modernize curriculum in universities in Cuba, Haiti, and the Bahamas. It integrates principles of sustainability, climate justice, and gender equity. Funded under the Erasmus+ 2024 call, the project involves a consortium of 10 academic institutions and organizations from the European Union (EU) and the Caribbean. This article examines critical legal aspects of the project, focusing on regulatory compliance, risk management, contracting, intellectual property, ethics, and sustainability.
The objective of the research was to identify the teaching strategies used by academics who teach courses in the Business Administration Engineering program at the Teaching and Outreach Center of Arturo Prat University in Santiago, Chile, during the years 2022 to 2023. The approach is quantitative with a descriptive scope. A population of 46 professors was used. The information was processed and analyzed using descriptive statistics. The main results showed that the methodologies most used by teachers were ICT-based learning, case studies, and exploratory questions. It was concluded that the professors in the program used teaching strategies consistent with an andragogical process with adult working students.
The study analyzed teacher appropriation regarding bibliographic managers as research support tools among university professors teaching the Research Methodology course in southern Peru. It was conducted under a qualitative approach using structured interviews and content analysis guided by subcategories and a priori codes, allowing the identification of discursive patterns and positions assumed by the professors regarding the use of these tools. The process was carried out using Atlas.ti software, which facilitated the coding and interpretation of the data. The findings show that the appropriation of bibliographic managers by professors is perceived as key instruments in the knowledge construction process, as they are integrated into daily academic practices and strengthen research autonomy. Likewise, teachers recognize that their research experience is enriched by facing new methodological challenges, which promotes the development of critical and reflective competencies through the continuous use of these platforms.
University education currently offered in Peruvian universities is characterized by changes in their curricula, focused on improving the competencies, capacities and skills of new professionals. Hence, the purpose of this research was to determine how university education relates to the entrepreneurial culture of business students at the National University San Luis Gonzaga to explain and analyze the impact it may have on their ventures. The research carried out was quantitative, basic; correlational that allowed to analyze the characteristics of university education and how it impacts the entrepreneurial culture of business students. There was a population of 214 students from the last 2 years of study and a sample of 138 students, at a reliability level of 95%. Document analysis and surveys with bibliographic records and a questionnaire were used to collect data; statistical tools were used for data processing. It is concluded that the general objective has been achieved, accepting the main hypothesis that university education is directly related to the entrepreneurial culture of students in the Faculty of Administration at the National University of San Luis Gonzaga, 2023.
This study investigates the role of learning analytics under responsible artificial intelligence in facilitating data-driven methods in teaching, particularly in basic education, to analyze the effectiveness and ethics of the practice. A research design of two phases, respectively, a systematic literature review and a quantitative explanatory empirical study, was adopted. First, in compliance with the PRISMA 2020 standard, a systematic literature review was presented, in which the author synthesized 85 peer-reviews articles for the period of 2020 to 2025 in renowned international databases. Second, an explanatory study of quantitative nature within a cross-sectional design was carried out within the public basic education system in the empirical phase of the study, which served 312 students of the upper primary and lower secondary cycles, and 60 teachers of the languages, mathematics, and science of the disciplines. Data showed that the learning analytics indicators of academic and behavioral risks of students and the interactivity of students positively influence data-informed pedagogy. In addition, responsible artificial intelligence of teachers, particularly transparency, negligence, data custodianship, and human trump, the most robust constrains of predictive of trust and the most effective utilization of the insights supported by analytics. This study made the first empirical contribution to the field by proposing and estimating an integrative concept of learning analytics as a decision support system within orthodox AI and a teacher's ethics combined. This study is effective for most educators and policy makers to promote data-centered innovations that are defined sustianably, equitably, and responsibly in basic education.
This article will analyse the legislative changes and developments that took place with the arrival of steam in the maritime world and how this affected the training of pilot students. To this end, we have drawn on the 'Reales Ordenes de la Generalidad' between 1850 and 1910. During this period, around 450 Royal Decrees mentioning pilots were compiled; from these, we have selected those that refer to the Merchant Marine. Throughout the second half of the 19th century, conflicts within the peninsula and in overseas territories modified and shaped the laws, whether due to wars, changes of government or the independence of these territories.
This article presents partial results of a specific objective of doctoral research, "Evaluation of the Impact of Medical Specialties on the Teaching Role of Graduates," aimed at developing its theoretical and methodological framework. The systematization process developed for its implementation, which drew on 16 theoretical and methodological proposals (classic and more recent) related to the management of training impact assessment, was based on the use of theoretical methods such as analysis-synthesis and induction-deduction. The results obtained identify trends related to the naming and structuring of the process studied, as well as the objectives, content, and methodological design with which impact assessment is developed in the training field. From these, theoretical and methodological assumptions were established that form a pertinent theoretical framework for developing the contributions that the research should make.
This bibliographic review analyzes the relationship between innovative teaching strategies and the development of critical thinking in mathematics learning. Based on theoretical frameworks and national and international empirical studies, active methodologies such as Problem-Based Learning and Project-Based Learning are examined, along with the pedagogical use of digital technologies, collaborative learning, and experiential approaches. The reviewed evidence indicates that these strategies enhance logical reasoning, argumentation, decision-making, and self-regulation in mathematical learning, overcoming traditional approaches focused on procedural memorization. Furthermore, the influence of cognitive-emotional factors and sociocultural context on the construction of critical thinking is highlighted. In conclusion, innovative strategies are consolidated as essential didactic mediations for promoting meaningful, reflective, and contextualized mathematics learning, aligned with contemporary educational demands.
The research is prompted by the deficiencies in the training process of sociocultural managers in the context of scientific-technological management and its application in research practices. These limitations hinder the fulfillment of the requirements set by the professional model in the Sociocultural Management career. There is a clear need to enhance training in the areas of science, technology, and innovation, while considering the connections established through the university-society relationship. To gather scientific information, surveys, interviews, focus groups, and document reviews were conducted to assess the approach to training with a specific emphasis on scientific-technological management.
This study explores the role of the AI-assisted metaverse as a digital ecosystem for professional teaching and learning in students of Mechanical Engineering at the University of Holgu & iacute;n, Cuba. A pre-experimental cross-sectional design was employed with a non-probabilistic intentional sample of 100 students from Mechanical Engineering at the University of Holgu & iacute;n and Medicine at the University of Medical Sciences, Cuba. The intervention consisted of a six-week educational module within an academic metaverse, integrated with AI tools (GPT-4, Claude, Grok, Geminis, DeepSeek, Copilot), multimedia technologies (podcasts, interactive infographics, educational neurohackers), and management resources (virtual classroom, Google Drive, IoT). The results show significant increases in the perception of the educational metaverse, digital competencies, and academic performance. The discussion proposes an original concept of AI-assisted metaverse, demonstrates its potential for professional training, and discusses implications for higher education.
Multigrade schools in rural areas face the challenge of insufficient didactic-methodological preparation of primary teachers to manage the teaching-learning process under diverse grades and developmental levels. The aim of this study was to provide theoretical and methodological considerations that contribute to improving the management of this process in such contexts. A qualitative approach was applied, using documentary analysis of recent sources, semi-structured interviews with rural teachers, participant observation in multigrade classrooms, and comparative analysis with Latin American experiences. Results highlight the need for differentiated teacher preparation based on contextualization, curricular integration, and cooperation. It is concluded that multigrade schools are strategic spaces for ensuring educational equity in rural communities, and it is recommended to strengthen initial and ongoing teacher training with specific methodological strategies.
The present research study was entitled: Emotional Physical Education in students from rural educational institutions in northern Peru. Accordingly, the general objective was to analyze emotional physical education in these institutions. The methodology employed a qualitative approach, an interpretive phenomenological design, and an inductive method. The interview technique was used, applying a semi-structured guide as a data collection instrument to six practicing physical education teachers. They voluntarily expressed their appreciations, perceptions, and experiences regarding the category of emotional physical education, as well as the subcategories of emotional awareness and emotional regulation, from the perspective of physical and sports activity practice in educational settings. Based on the above, this research serves as a driving force for Sustainable Development Goal 4, which promotes inclusive, equitable, and quality education. From an emotional education approach, it aims to help educational communities foster social and sustainable well-being.
The article offers an approach to the beginnings of one of the most important movements within Protestantism movement, and regarding Cuba at the end of the XIX century. It analyzes the social and historic basis of Baptist churches in Europe and its beginnings in America. This study has been carried out through a detailed bibliographic study, facts analysis, and interdisciplinary views beyond historical perspectives. Many authors from different perspective have been consulted in order to offer a complete overview of this process to the readers. This article pretends to clarify the essence of the Baptist movement and its relation to the Cuban context for more than one hundred years.
The proposal is framed in the teaching of science, in distance education. The objective of the presentation and the research that supports it is to show how to use experimentation in a rigorous way. To specify the proposal, the existence of quality simulators in the field of physics and mathematics is explored, in a way that facilitates the realization of precision measurements, the construction and interpretation of physical models and graphics. Subsequently, simulators are chosen in correspondence with the physical-mathematical content to be treated. Based on the choice made, the experimental tasks are adjusted and indications are attached in logical sequences that facilitate learning. The proposal is used with good results in Cuba and Angola. Users express satisfaction and progress in learning is appreciated. To exemplify, one of the designs of experimental teaching tasks that incorporates in an integrated way computer resources offered by PhET-Interactive Simulations and the GeoGebra application is presented.
This article offers theoretical and methodological reflections on educational innovation in the evaluation of the academic performance of Nursing students, based on the formative research method. It is founded on problem-oriented and meaningful learning, based on flipped classrooms. A descriptive, observational study of documentary review was carried out, using the methods of analysis, synthesis, induction, deduction, and document analysis, as well as the observation of the academic performance of a sample of 30 Nursing students at the Technical University of Babahoyo, and the Wilcoxon signed ranks test. It is concluded that the practice of educational innovation by teachers contributes to greatly improve the academic performance of Nursing students during teaching, on-the-job education, and formative research.
