INTRODUCTION. The Covid-19 pandemic led to the declaration of a health emergency in the world, generating an unprecedented crisis in all areas. In the sphere of education, it gave into to the closure of institutions, but it also became an educational opportunity to transform on-site classrooms into virtual classrooms, guaranteeing the continuity of university teaching, using pe-dagogical models, methodological strategies, resources and digital infrastructure. The inverted method is a fundamental methodology where the student reads and reviews the material at home and the tasks are carried out in class after using technologies. METHOD. The research has a quantitative approach, pre-experimental design. To carry it out a Pre-Test, a Post-Test and online rubrics have been used as instruments. They were applied to 154 students of the subject of Learn-ing Technology in the Degree of Psychology. RESULTS. The findings reveal that the integration of the inverted and the didactic model (IUTPC) in digital contexts improve significantly students' learning motivation. After the experiment, a higher arithmetic mean was obtained in the commu-nicative dimension, which means that the students had very good interaction between teachers and students to communicate by e-mail, internal messaging, chat, forums and videoconference. Secondly, the practical dimension, the students developed effectively the training activities. The informative dimension is organized and structured through files-directories. Finally, the evalua - tive dimension with the participation of students in forums and group tutorials. RESULTS AND DISCUSSION. The contributions of the research stand out because the neural network of the brain provides the essential stimuli for the motivation of the students that involves cognitive and affective elements, closely related to critical and creative autonomous learning from the perspec-tive of Bloom's Taxonomy for the digital age.

Violence against children (VAC) is a major global issue with long-lasting negative consequences on individuals and societies. The present study presents a review of the literature on drivers of VAC and the core components of evidence-based violence prevention programs. Moreover, it analyzes the existing services and social infrastructure in Colombia to rigorously inform the design of the Apapacho violence prevention parenting program for families with children younger than five targeted toward Colombia. Findings indicate that (1) VAC in Colombia is a multidimensional issue with roots at the individual, family, community, and society levels, (2) evidence-based violence prevention programs share a common set of content and delivery strategies that could inform the components of the Apapacho program, and (3) there is an urgent need for scalable and flexible violence prevention programs for families with young children in Colombia. Considering existing evidence, the Apapacho violence prevention parenting program will be designed using ecological, developmental, and neuroscience-informed perspectives. This article concludes by presenting the initial components of the theory of change and discussing future directions for the design of the Apapacho program and other violence prevention interventions in LMICs.