The current study examines inequality in physical infrastructure and facilities available to students in public school in Peru, particularly with regard to utility systems (water supply, sewer system, electrical service). This was a cross-sectional study, as data were collected from schools located in 1,885 districts across Peru (the country’s basic unit of political division) for the year 2022. Using Principal Component Analysis and the K-means clustering algorithm, we identified territorial disparities among departments and regions. The findings indicate that districts located farther from the coastal region tend to have schools with greater deficiencies in basic utility services. Based on the above, it can be inferred that Peru comprises at least four distinct contexts according to the quality of physical infrastructure and basic utility services in schools. Consequently, education policy should be revised to address these diverse contexts instead of relying solely on the current regional and decentralised approach.
This study underscores a critical shortcoming in the Costa Rican educational system regarding the teaching of ethics. Theoretical research and the current legislative framework indicate that religious education, centered on Christian content, is the exclusive academic approach for teaching ethics within the classroom. The elective nature of the subject offers a conclusive resolution. The current education system, arising from religious freedom, can deprive a segment of the student population from organized ethical reflection, thus compromising the egalitarian foundation of a humanistic education. It advocates for a revision of the current methodology and endorses alternatives, such as secular ethics, which can encompass all students while preserving freedom of conscience, rather than m shows structural bias by limiting ethical education to a religious subject, thereby creating a conflict between the right to religious freedom and the right to a well-rounded education. An ethically grounded learning environment independent of religious doctrine is encouraged, ensuring accessibility for all students while ensuring their freedom to choose their own beliefs
The purpose of this study was to examine pedagogical approaches that secondary schools employed from 2021 to 2024 to include generative artificial intelligence (GenAI), as well as determine significant limitations. The PRISMA principles were used to perform a systematic review that included 43 articles from scholarly journals that focused on research and experiences using AI technologies. Automated tutoring, comprehensive curricular units, multidisciplinary projects, and individual activities were the four main implementation alternatives that were identified. These strategies vary in pedagogical depth and are shaped by factors including teacher education, infrastructure, and institutional context. Notable findings indicate that methods with robust GenAI integrations (such as interdisciplinary projects, curricular units, and automated tutoring) significantly enhance cognitive and metacognitive abilities, including argumentation, sophisticated problem-solving, and reflective decision-making. Conversely, solo activities yield more surface effects, exemplified by expedited job completion devoid of profound critical engagement. The principal obstacles to successful GenAI integration in secondary education include insufficient teacher preparation, inequities in access to technological resources, ethical concerns, and cultural resistance to change. Findings underscore the necessity of conducting context-specific empirical research to guide future decisions on the pedagogical, critical, and equitable application of digital technology in secondary education.
Objective: Although educational institutions aim to increase student retention, not all students have a positive university experience for a variety of reasons, some of which are connected to academic achievement. Goal: To ascertain the extent to which the initial midterm exams—both in-person and remote—and other factors influence student retention in the Universidad Nacional of Costa Rica's General Mathematics course. Approach: A quantitative, non-experimental, correlational study was conducted using data provided by the Registrar’s Office and the School of Mathematics at the Universidad Nacional. The data yielded a sample of 1,062 students who enrolled in the General Mathematics course during the first academic term of 2022 and whose scores from their first in-person midterm exam were made available for this study. Four logistic regression models were estimated: the first included prior academic performance and sociodemographic variables; the second included the score from the first remote midterm exam; the third included the score from the first in-person midterm exam rather than the remote midterm score; and the fourth included all of the variables listed above. Results: With model accuracy ranging from 66% to 82%, the factors most significantly linked to retention were scholarship status, socioeconomic stratum, high school GPA, and grades on the first midterm exams (both in-person and remote). Conclusions: The most important elements influencing students' decisions to stay in the course are academic. Providing support, such scholarships or Internet access, for disadvantaged groups may also contribute to closing the socioeconomic and technical divide. Upon considering the many factors that are linked to student retention, it is essential to base decisions on a comprehensive policy that enhances institutional conditions and consequently supports students’ educational pathways to bolster retention.
Grit, characterized by sustained passion and perseverance for long-term objectives, has become a significant non-cognitive attribute of current academic performance research, due to its established correlations with success indicators, effort, and personal satisfaction. This study examines the psychometric properties of a grit scale using an instrumental, cross-sectional cohort approach. The sample included 277 university students aged 18 and up (70% female, 80% enrolled in undergraduate programs) who consented to complete an online questionnaire. Three grit scales were examined: Grit-O, Grit-10, and Grit-S. The brief version, Grit-S, provided adequate model fit, validated the anticipated two-factor structure (consistency of interests and perseverance of effort), and revealed strong internal consistency as shown by Cronbach's Alpha and McDonald's Omega, which was consistent with previous research findings. The scale displayed convergent validity, based on values of favorable relationships with measures of personal agency (i.e., self-efficacy and locus of control), discipline, notably considered conscientious behavior. Results indicate Grit-S scale is a valid and reliable instrument for use in academic settings. Additional research is needed to increase its use and provide more clarity on this critical non-cognitive trait associated to the achievement of crucial academic, personal, and professional goals.
