Papeles accepts submissions on a rolling basis throughout the year. We invite the academic community to submit their contributions at any time. Journal of the Faculty of Education, Universidad Antonio Nariño, Bogotá, Colombia. PAPELES is an open-access scientific journal, edited and funded by Universidad Antonio Nariño, published under a continuous publication model with two issues per year, in both digital and print formats. It addresses issues in the educational field across all levels of training, with disciplinary and methodological approaches that may be qualitative, quantitative, or mixed. The journal focuses on teaching and learning in all areas of knowledge and includes topics such as teacher training, assessment, curriculum, didactics, epistemology, teaching conceptions, inclusive education, general education, teaching, and educational innovations. Submissions must be original, unpublished, and not under consideration by other journals. Articles may fall under the categories of research papers or review articles. The journal uses a double-blind peer review process and does not charge authors at any stage of the evaluation or publication process. The rejection rate for 2024 was 51%. Indexed by: Redalyc, DOAJ, CARHUS PLUS, EUROPUB, REDIB, REBIUN, ERIH PLUS, ROAD, IRESIE, EBSCO (Education Source, Fuente Académica Plus), Latindex, Dialnet, MIAR, OAJI, SCILIT, Semantic Scholar, Ulrich Web, World Cat. Audience: Teachers, trainee teachers, researchers, psychologists, philosophers, sociologists, anthropologists, and other professionals related to the education field, national or international. Classification of scientific areas according to Organization for Economic Cooperation and Development (OECD): Main area of ​​knowledge: Social Sciences Area: Education Sciences
Assessment of Key Competencies for Sustainability in Higher Education: A Systematic Review of Instruments and Psychometric Evidence
Introduction: The assessment of key competencies for sustainability in higher education shows significant conceptual advances but also important methodological gaps. This systematic review examines how key competencies for sustainability have been assessed and what type of psychometric evidence recent studies report. Methodology: Following the PRISMA 2020 statement and applying strict eligibility criteria, the Scopus, Dimensions, SciELO, Redalyc, and ERIC databases were consulted. The analysis combined a bibliometric study of 294 documents and a final content analysis of 8 studies evaluated using the Cosmin Risk of Bias Checklist. The synthesis of results was developed using a descriptive and comparative approach. Results and discussion: The findings show a predominance in the use of questionnaires and a concentration of validation processes such as reliability and content validity. Structural validity is heterogeneous and, in some cases, limited. Conclusions: Overall, the results underscore the need to strengthen conceptual standardization and diversify assessment strategies beyond self-perception. The main limitation lies in the restriction to five databases. This review was not registered in a public database of protocols.
Copyright (c) 2026 Hugo Pérez Maldonado, Salvador Adame-Martínez, Eva Martha Chaparro Salinas https://creativecommons.org/licenses/by-nd/4.0
Integrated curriculum in basic and secondary education in Latin America: A systematic review
Introduction: Integrated curriculum is presented as a necessity for twenty-first-century education. Its development and study have been concentrated mainly in countries such as the United States, Canada, and Spain. In contrast, although it has been implemented in Latin America, gaps in systematization persist, motivating the need to examine its progress in the region. Methodology: A systematic review was conducted in accordance with the Prisma 2020 protocol. The Spider structure and synthesis variables were used to formulate the research question and define eligibility and exclusion criteria. Two thesauri (ERIC and Unesco Thesaurus) were used to conceptually standardize the terms. The documentary searches were carried out using the Scopus, SciELO, and Clacso databases. Results and discussion: The search without inclusion-exclusion criteria yielded 2,410 records. Through automated processes, 2,348 articles were excluded, resulting in a sample of 62 articles at the eligibility stage. Finally, 15 studies were analyzed and reviewed in depth. Five categories are shaping curriculum integration in Latin America. Conclusions: The systematic review indicates that curricular integration in Latin America is a process that is still under development. Its implementation favors meaningful learning, a supportive school environment, and constructive disciplinary dialogue. The need for a solid epistemological and pedagogical foundation, as well as institutional and political support for its advancement, is identified. Promoting an integrated curriculum involves transforming teaching practices, making the curriculum more flexible, and strengthening teacher education.
Copyright (c) 2026 Juan Fernando Garzón Tejada, Francisco José Pozuelos Estrada https://creativecommons.org/licenses/by-nd/4.0
Diagnosis of the treatment of natural hazards in the Spanish school curriculum
Introduction: The cut-off low of October 29, 2024, in Valencia (Spain) has highlighted the urgent need to raise awareness and educate the population, especially school students, on natural hazards. In this context, it is essential to review the school curriculum to ensure an education that prepares new generations to face the challenges arising from climate change. Methodology: This study analyzes the content related to natural hazards is addressed in the official Spanish curricula (Early Childhood Education, Primary Education, Compulsory Secondary Education, and Baccalaureate), based on the Royal Decrees in force since 2022. The objective is to identify which content is included, which Specific Competencies (SC) are addressed, and what pedagogical approach is applied (descriptive, preventive, or critical). Results and discussion: The results show a limited presence of these contents, especially in the early stages, and at times fragmented, with a predominance of descriptive approaches and little orientation toward prevention and critical reflection. Conclusion: The study concludes that education on natural hazards must be transversal, situated, and transformative, and that existing gaps and overlaps offer opportunities to strengthen territorial literacy and student resilience.
Copyright (c) 2026 Álvaro Morote, Jorge Olcina, Alberto Alfonso-Torreño https://creativecommons.org/licenses/by-nd/4.0
English Writing Experiences Assisted by Grammarly and Teacher Feedback to Learners with Different Learning Styles
Introduction: Writing in English has challenges for learners of a foreign language, such as grammar, cohesion, coherence, and sentence structure. Integrating learning styles and personalized feedback into language instruction can benefit writing skills. Additionally, Grammarly offers feedback that may complement teacher feedback in English instruction. Methodology: This qualitative case study was carried out with a sample consists of ten voluntary EFL high school learners: seven males and three females; aged 16-17, and A2 proficiency. Participants practiced English writing in the summer of 2025 for 33 days. Results and discussions: The results showed that the most common learning style was individual (n=4). They wrote mainly at night. They reported positive emotions (comfort, excitement) and negative emotions (nervousness, confusion) toward Grammarly Feedback, whereas for teacher feedback only positive emotions. Participants (n=6) preferred more teacher over Grammarly feedback regarding their learning styles; they particularly valued oral explanations. Both types of feedback helped them improve their texts. The preference for teacher feedback may reflect the need for explicit explanations required in auditory learning style. Grammarly demonstrated its utility as a learning tool, but inadequate to be used alone at this proficiency level. Conclusions: Learners treated AI feedback as a learning tool while maintaining authorship of their writing. Combining Grammarly with teacher oral and written feedback is recommended for beginner EFL writers. Lastly, it is important to consider learners' affective responses when using AI feedback in foreign language instruction.
Copyright (c) 2026 CATALINA JUAREZ-DIAZ, Karime Jaziel Montoya Guzmán, Adriana Sánchez Salcido , Abdy Salem Reyes Alviso https://creativecommons.org/licenses/by-nd/4.0
Relationship Between Reading, Writing and Mental Calculation in Primary Education with Academic Performance: Results of the Sistema de Alerta Temprana (SisAT)
Introduction: This study analyzes the relationship between reading, writing, and mental arithmetic in primary school students using data from the Sistema de Alerta Temprana (SisAT). The objective is to identify how these skills are connected to academic performance and to provide evidence that can guide teaching practices and educational decision-making. Methodology: The research was conducted in a primary school in Ciudad Delicias (Chihuahua), with a population of 324 students from first to sixth grade. A quantitative approach and an ex post facto design were applied, using data from quarterly assessments in Spanish and mathematics, as well as SisAT tests in reading, writing, and mental arithmetic. Statistical analysis was performed with IBM SPSS Statistics. Results and discussion: The findings indicate a significant correlation between reading and writing, while reading shows a positive relationship with academic performance. In contrast, writing and mental arithmetic display low correlations with school grades. These results suggest that strengthening reading skills directly impacts academic achievement, while writing and mental arithmetic require specific pedagogical strategies to enhance their influence on learning. Conclusions: It is concluded that the use of SisAT as an early warning system enables the timely identification of learning difficulties, the design of personalized interventions, and the promotion of students’ comprehensive development, ensuring solid training in basic competencies at the primary education level.
Copyright (c) 2026 Judith Ponce Villarreal, Vera Lucía Ríos Cepeda, Cintya Arely Hernández López https://creativecommons.org/licenses/by-nd/4.0
TThe Educator as a Reflective Subject: Narratives of Transformation in Pedagogical Practice
Introduction: This article examines the transformation of nutrition professionals into educators through reflection-in-action, taking as a case the Prevention Project (2019-2023). It seeks to understand how situated pedagogical practices support the construction of a teaching identity among professionals traditionally trained from a technical perspective. Methodology: A qualitative study was conducted using narrative analysis of interviews with educators-in-training who participated in educational sessions with schoolchildren and families. The corpus was organized into emerging categories related to didactic methodologies, reflexivity, construction of the teaching role, and tensions between technical discourse and lived experience. Results and discussion: The narratives show that pedagogical practice operated as a reflective learning space in which educators moved from a technical performance toward a critical understanding of their role. Reflection-in-action enabled them to adjust strategies, question decisions, and value error as a formative opportunity. Cooking, play, multisensory experiences, and participatory dynamics emerged as central mediations for generating meaningful learning and strengthening educational relationships. Tensions also surfaced between theory and practice, instrumental versus pedagogical uses of didactic resources, and the need to integrate technical knowledge and experience in a dialogical and situated manner. Conclusions: When lived as a reflective experience, pedagogical practice reshapes the identity of nutritionists and guides them toward an ethical, sensitive, and socially committed educational role aligned with the right to food. Strengthening training processes that integrate systematic reflection, teaching accompaniment, and real educational settings is recommended, recognizing teaching as a transformative praxis in non-pedagogical fields.
Copyright (c) 2026 PAULA GIRALDO SANCHEZ https://creativecommons.org/licenses/by-nd/4.0
Measuring Perceptions of Artificial Intelligence use in Higher Education: A Critical Review and Adaptation Framework for the Latin American Context
Introduction: The adoption of artificial intelligence tools in higher education has generated growing interest in understanding the factors that influence their acceptance, as well as in assessing the quality of the instruments used for their measurement. In this context, it is necessary to critically examine the theoretical models and the psychometric evidence supporting these instruments. Methodology: A systematic review was conducted following the Prisma guidelines, through which 26 empirical studies published between 2022 and 2025 and indexed in Scopus, Web of Science, SciELO and Redalyc were analyzed. The selected studies predominantly employ questionnaires with Likert-type scales to measure the constructs proposed by the TAM and UTAUT2 models and report information on instrument validation and reliability procedures. Results and Discussion: The findings reveal a consistent use of construct validity and internal reliability as minimum criteria for instrumental evaluation, although relevant variations are observed in methodological procedures and in the contextual adaptation of the models. In addition, challenges related to digital equity and institutional trust are identified as factors influencing the acceptance of artificial intelligence, particularly in Latin American contexts. Based on these findings, guidelines are proposed to improve the assessment of artificial intelligence acceptance in Latin American higher education. Conclusions: The review suggests that Likert-scale–based questionnaires are widely used and potentially replicable instruments; however, their application in Latin American higher education requires contextual and regulatory adaptations to ensure the validity of the measured constructs. In this regard, there is a clear need to advance toward instrumental designs that are more sensitive to the structural and institutional conditions of the region.
Copyright (c) 2026 SILVIA PATRICIA AQUINO ZUNIGA, Silvia Patricia Aquino Zúñiga, Manuel Jesús Izquierdo Sandoval https://creativecommons.org/licenses/by-nd/4.0
Theoretical approaches to transdisciplinarity for an integral educational and health practice
Introduction: Transdisciplinarity as an alternative approach transcends all routine educational practices, which determine problem-solving from a single perspective. Given its importance in a complex world that requires comprehensiveness, interconnectedness, and contextualization, a systematic study was conducted to investigate how transdisciplinarity has been addressed in the education and health sectors. Methodology: It was developed using a qualitative and bibliographic approach, based on the consultation, analysis, and interpretation of 52 research studies published between 2006 and 2025 in high-impact databases and institutional repositories. Results and discussion: The results showed that, in the education sector, transdisciplinary curricula enable the development of political subjects capable of transforming their development scenarios and thus achieving sustainability. Meanwhile, in the health sector, transdisciplinary training of clinical staff is essential for a comprehensive approach to disease and for multidisciplinary research into public health phenomena. Conclusions: Transdisciplinarity drives an integral practice in education and health through document updating, the cross-cutting integration of knowledge, and the use of innovative tools, aimed at training professionals who are both ethical and capable of leadership.
Copyright (c) 2026 Tany-Giselle Fernández-Guayana, Luz Adriana Arciniegas Correa https://creativecommons.org/licenses/by-nd/4.0
Emotional design in ICT resources for learning: A systematic review
Introduction: The objective of this article is to present the results of a systematic literature review on emotional design applied to ICT resources for learning, describe its main results and its contributions in the last decade. Methodology: The Prisma 2020 Declaration was followed with inclusion and exclusion criteria to carry out this exploratory qualitative study. A total of 29 articles from the DOAJ, Web of Science, ERIC, and Science Direct databases were analyzed in the search period between 2015-2025. Results and Discussion: The results show a growing interest since 2018, mainly in multimedia materials and in the use of color and anthropomorphism. Among the contributions are improvement in motivation, decrease in perceived difficulty and improved learning. Conclusions: The emotional design applied to ICT resources for learning improves retention, transfer and motivation in students. Regarding the generation of emotions, the results are mainly positive. It is important to apply it to other types of ICT resources, as well as evaluate other concepts in addition to the generation of emotions such as user experience.
Copyright (c) 2026 José de Jesús Ramírez García, María Leticia Villaseñor Zúñiga, Inés Álvarez Icaza, Teresa Ordaz Guzmán https://creativecommons.org/licenses/by-nd/4.0
Assessment methods for learning objectives in English classroom activities
Introduction: Learning activities in English classes are essential, yet they must be aligned with learning objectives and the assessment methods used by teachers. Methodology: This qualitative, descriptive-interpretive study explored the assessment methods employed by English teachers to evaluate the achievement of learning objectives in classroom activities. The sample consisted of seven English teachers from a language center who taught different proficiency levels. Data were collected through semi-structured interviews and classroom observations, and then analyzed using a systematic approach aimed at identifying key themes and recurring patterns. Results and discussion: Findings showed that the assessment methods used were primarily informal and unsystematic, such as open-ended questioning, general monitoring, or spontaneous observation. These practices provided only a broad overview of students’ progress, without allowing for an accurate evaluation of the specific objectives of each activity. Additionally, task supervision lacked systematization, which limited the possibility of offering immediate and constructive feedback. Conclusions: The lack of coherence between learning objectives, instructional activities, and assessment methods negatively affects knowledge acquisition and reduces the effectiveness of teaching.
Copyright (c) 2026 Nahum Samperio https://creativecommons.org/licenses/by-nd/4.0
“There were Days when I Couldn’t Go On”: The Emotional Roller Coaster of the Practicum
Introduction: Practicum is one of the most transformative stages of teacher education; for many preservice teachers, it signifies a crucial transition from theory to practice. However, this transition involves mixed emotions influencing teacher identity and professional growth. Based on the hypothesis that emotions significantly affect teachers’ developmental trajectories, this narrative inquiry study examined the emotional triggers experienced by preservice English teachers during their practicum. Methodology: Data collection methods included semi-structured interviews, visual narratives, and journal entries over five months involving a sample of five participants. Data was analyzed using thematic coding. The study employed narrative analysis to scrutinize the documented emotional experiences. Results and Discussion: The findings demonstrated that the sources of emotions, such as happiness, pride, excitement, and gratitude, were instructional convergence, favorable student feedback, learning, engagement, participation, and behavior. Conversely, emotions like frustration, sadness, anxiety, fear, and stress were triggered by feelings of unpreparedness, disruptive student behavior, methodology to teach children, classroom management, instructional divergence, limited classroom interaction, and special needs students. Conclusions: Research implications underscore the importance of emotional support in teacher training programs, suggesting that understanding and addressing emotional triggers can enhance teacher preparation and resilience. This study highlights the influence of emotional experiences on shaping teachers' professional identities and pedagogical beliefs.
Copyright (c) 2026 Jardel Coutinho dos Santos, Gloria Luque-Agulló https://creativecommons.org/licenses/by-nd/4.0
REAPSES: Methodological Innovation for the Integration of Learning Styles in the Age of Artificial Intelligence
Introduction: The evolution of education toward the era of Artificial Intelligence demands teaching and learning processes that directly impact student knowledge and behavior. Therefore, there is a need to innovate in methodologies that involve all students, considering their different abilities and skills. Methodology: The present study aimed to evaluate the effectiveness of the new teaching strategy called REAPSES method (Learning Style Corners for Primary, Secondary and Higher Education, both university and non-university) in the development of key competencies. This intervention was designed exclusively for educators and professionals within the educational sector. A quasi-experimental design with repeated measures, pretest and posttest, was used with a single group, involving professionals and students in the education field. Data were collected using the Honey-Alonso Learning Styles Questionnaire (CHAEA), the Creativity Questionnaire (CREA), and a training evaluation survey. Results and discussion: The results indicate that the REAPSES Method significantly develops creativity, regardless of the participants' predominant learning style. Furthermore, a notable increase in participants' knowledge of the method and high satisfaction with the training were observed. Conclusions: This evidence suggests that methodology transcends disciplinary barriers, fostering essential transversal skills for the current educational context and adapting effectively to the diversity of learning styles.
Copyright (c) 2026 Reina Castellanos Vega, Ronald Andrés González https://creativecommons.org/licenses/by-nd/4.0
Challenges of virtual educational programs in fostering socioemotional resources in high school students
Introduction: This article addresses the challenges faced by upper-secondary virtual education programs in their efforts to foster socioemotional development in high school students in Mexico. This is a country with an educational lag of approximately 20 years, according to results from the Programme for International Student Assessment (PISA) and a reported high gap in mental and mood disorder care by the Panamerican Health Organization (Organization for Economic Cooperation and Development [OECD], 2023). Methodology: The study was conducted using a qualitative approach, through an exploratory and descriptive documentary review of academic publications, institutional reports, and current educational regulations in Mexico. Results and Discussion: We analyzed vulnerability factors coinciding with healthy adolescent development, such as neurodivergence. We identified significant structural conditions that hinder the full exercise of the constitutional right to education and examined the institutional and pedagogical challenges present in publicly funded programs adapted to non-traditional modalities, such as the virtual format. Conclusions: The research concludes that to guarantee comprehensive, equitable, and inclusive education, it is necessary to rethink the paradigms of virtual education from an emotional and humanizing perspective. Finally, proposals are highlighted for designing and implementing virtual intervention strategies in public institutions of this educational level, addressing all these challenges at the institutional and curricular levels.
Copyright (c) 2025 Paulina Maldonado Rodríguez, Karen Rochel Sosa, Manuel Herrera Góngora https://creativecommons.org/licenses/by-nd/4.0
Gluten-free Diet and Behavioral Well-being in People with Autism Spectrum Disorder: A Systematic Review
Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties in social interaction, communication, and repetitive behavioral patterns that directly impact the socio-emotional well-being of students. The gut-brain axis has been proposed as a mechanism through which a gluten-free diet (GFD) may influence behavior in individuals with ASD. Methodology: A systematic review was conducted following the PRISMA protocol, searching five databases (EBSCO, Dialnet, WOS, Scielo, Scopus) with Boolean combinations of “diet”, “gluten” and “autism”. After applying inclusion/exclusion criteria, 13 studies published between 2006 and 2023 were selected. Results and discussion: The findings are heterogeneous. Most quantitative studies did not report statistically significant improvements; however, parents, teachers, and caregivers consistently noted positive changes in language, hyperactivity, social interaction, and stereotyped behaviors. Studies with longer follow-up and gastrointestinal symptom profiles showed greater benefits. Conclusions: The GFD may be a complementary therapeutic strategy for certain individuals with ASD, particularly those with gastrointestinal comorbidities. Closer collaboration among educators, families, and health professionals is essential for its successful implementation.
Copyright (c) 2026 María del Mar Felices Torres, Antonio Luque de la Rosa https://creativecommons.org/licenses/by-nd/4.0
Creation of signs for the teaching of mathematics in students with hearing disabilities: The challenge of technical terms
Introduction: The teaching of mathematics to deaf students faces challenges due to the absence of standardized technical terminology in Mexican Sign Language (LSM). This gap creates terminological voids that limit equitable access to mathematical knowledge. Teachers often rely on iconic representations, visual analogies, or the fingerspelling of technical terms; however, these alternatives are insufficient, as they transmit information but do not always ensure full conceptual understanding. In this context, the creation of new signs emerges as a way to overcome such limitations, although in Mexico this practice has been scarcely documented. Methodology: The aim of this study was to analyze the creation of signs carried out by a deaf teacher to explain mathematical concepts without an equivalent in LSM. A qualitative approach was adopted through a case study, combining participant observation and a semi-structured interview, with the mediation of an LSM interpreter. The analysis was organized into three categories: terminological gaps, strategies for sign creation, and validation in the classroom. Results: The findings show that there are no specific signs for elementary algebra concepts, which motivates the development of new proposals through non-systematic steps and in interaction with the community. Validation depends mainly on their acceptance in school practice and in spaces of socialization within the deaf community, rather than on external regulatory processes. Conclusions: The creation of signs represents a pedagogical strategy to address the challenge of teaching mathematical technical terms to deaf students, as it promotes both communication and conceptual understanding.
Copyright (c) 2025 Héctor Dorantes, Anahí Isabel Arellano Vega , María Leticia Villaseñor Zúñiga https://creativecommons.org/licenses/by-nd/4.0
Experiences teachers in training, in virtual modality in the development of an educational project for online learning in the community of Yaxchekú (Yucatán, México)
Introduction: Learning about the experiences of university students is a valuable source of feedback for everyone involved, from the students to the institutions where they are educated. The objective of this research allowed to describe the experiences of students of a degree in education in virtual modality, obtained during their professional internships in the design and implementation of an educational project, through virtual platforms in the rural community of Yaxchekú, Yucatán, Mexico. Methodology: The approach was qualitative. The content analysis technique was used on the final reports submitted by university students after their professional practices were concluded. Results and discussions: It was found that the experiences of university students were significant in terms of the usefulness of the design and implementation of the activities that shaped the educational project; the relevance of the educational project in the acquisition of relevant experiences; the opportunity to reflect on professional practices, as well as in the establishment of conclusions regarding achievements and opportunities for improvement. Conclusion: The experiences expressed are a valuable comment of feedback, not only for the educational project but for the academic program they are studying.
Copyright (c) 2025 Nelva Patricia Celmo Cen, Susane Gisel Moreno Escobedo, Celia Vanessa Patrón Guillermo, Pedro Alamilla Morejón, Gabriela Salazar Trinker, Erick Fernando Márquez Koh https://creativecommons.org/licenses/by-nd/4.0
Teaching English in Multigrade Schools: From Teacher Education to Classroom Realities
Introduction: This study examined multigrade education policies, pre-service English teacher education practices, and the classroom realities of novice teachers when teaching English in multigrade schools in rural Ecuador. Methodology: Using a case study design, data were collected through document analysis and in-depth interviews with two pre-service English teachers who taught in two multigrade schools as part of their practicum. The document analysis phase provided insight into teacher education practices and the policies for multigrade education, while the interviews revealed classroom realities and how new teachers are prepared to encounter those realities. Results and discussion: The results of this study indicate that the policies introduced for multigrade education provide suitable recommendations; however, multigrade schools are located in rural areas, but teacher education in Ecuador focuses on training teachers for urban settings. This leads newly qualified teachers to resort to improvisation when working in a multigrade context. Moreover, multigrade education in Ecuador is characterized by a lack of English teachers, limited educational resources, inadequate infrastructure, limited technology use, and a lack of a structured English curriculum. Conclusions: To address these challenges, practical recommendations are provided. Moreover, it is recommended to use short but targeted in-service and pre-service multigrade teacher training programs that train rural residents to serve as teachers in their communities.
Copyright (c) 2026 Omid Kalantar, Tatiana Yanibel Gavilanes Macas, Gisella Adriana Robles Pérez https://creativecommons.org/licenses/by-nd/4.0
Trends in teacher training at the University of Colima
Introduction: This study analyzes trends in teacher training at the University of Colima during the period 2020-2024. The research question is: What trends characterize university teacher training at the University of Colima, based on an analysis of institutional training activities developed between July 2020 and July 2024? This analysis is relevant in the context of post-pandemic educational transformation. Methodology: A descriptive, longitudinal design was adopted, based on a review of the training programs published on the institutional website. The analysis employed a summative content approach, using a system of categories constructed from theoretical and empirical criteria. The unit of analysis was each scheduled training event. Data were processed using frequencies, percentages, and cross-tabulations, allowing for the examination of their distribution and evolution over time. Results and Discussion: 437 training activities were identified, corresponding to nine sessions during the analyzed period. Academic events predominated in the following areas: didactics, socio-emotional development, and research. Educational modalities included both in-person and online learning, and workshop and course-workshop formats were the most common. The study also highlighted the concentration of activities in the continuing professional development stage for teachers (90,61 %), in contrast to the initial and specialization stages. A total of 520 facilitators participated, 89,23 % of whom were faculty members of the institution. Conclusions: The findings demonstrate a reconfiguration of teacher training toward more flexible, diversified, and relevant models. The need to consolidate institutional strategies that integrate multidisciplinarity, pedagogical innovation, and attention to the emerging needs of the teaching profession is emphasized.
Copyright (c) 2026 Guillermo César Vázquez González, Edith Bracamontes Ceballos , Isaías Bracamontes Ceballos , Antonio Gómez-Nashiki https://creativecommons.org/licenses/by-nd/4.0
Impact of a Didactic Sequence Based on Narrative Texts on the Development of Literary and Environmental Competencies in Secondary School Students
Introduction: In the context of climate change, global warming, and pollution affecting water, air, and soil, it is essential to promote Education for Sustainable Development (ESD), as it fosters skills that enhance environmental care, critical thinking, and human sensitivity. However, this requires the design and implementation of sequenced educational activities aligned with these goals. This study investigates the extent to which the implementation of a didactic sequence based on narrative texts can improve students’ literary and environmental competence. The objective was to evaluate the impact of the sequence on the development of these abilities in eighth-grade students (second year of secondary school). Methodology: The study employed a mixed-methods approach, a quasi-experimental design, and a correlational scope. The population consisted of intact groups (an experimental group and a control group comprising 15 and 17 students, respectively) from Centro Educativo en Artes Monseñor Francisco Panal, located in the community of La Joya, San Francisco de Macorís, Dominican Republic. Observation and survey techniques were used for data collection through two questionnaires, a field diary, and an analytical rubric. The intervention was implemented through a socio-formative instructional sequence based on eco-stories. Following the administration of the post-test, a mixed ANOVA, Levene’s test, and Shapiro–Wilk test were conducted. Results and discussion: The results revealed a significant improvement in the experimental group’s literary and environmental competence, both quantitatively and qualitatively. Conclusion: The mixed ANOVA and the systematic observations demonstrated that the didactic sequence was the cause of the improvement of skills in these students.
Copyright (c) 2026 Olfir Guzmán Méndez, María Ventura García, Leonido Rosario Peña, Yendry Marius Rojas Ynfante https://creativecommons.org/licenses/by-nd/4.0
What do Scientific Publications Say about Inclusion in Environmental Education: A Bibliometric Analysis (2014-2024)
Introduction: Environmental education is a necessity; however, it has not been designed to contribute to all contexts and realities, as it is not structured from an inclusive perspective. Therefore, the objective was to conduct a bibliometric review, using the Biblioshiny tool, to analyze the scientific output on inclusion in environmental education during the period between 2014 and 2024. Methodology: The study employs a quantitative approach with a descriptive documentary design, using Scopus as the primary database due to its coverage and overall quality. The search, conducted in December 2025, used standardized terms from the Unesco Thesaurus and followed the PRISMA protocol, resulting in a final sample of 242 documents after applying filters for language, publication date, and type. Data processing was performed using VOSviewer 1.6.20 and the bibliometrix package in R with its Biblioshiny interface. Results and discussion: The results demonstrate exponential growth in academic interest in the topic, establishing inclusive education as a unifying element. However, a fragmentation is perceived in its integration with environmental education, which tends to be approached from an ethical framework of social justice and equity rather than a traditional biological perspective. A high density of research related to childhood and disability was identified, while higher education and technologies show research gaps. Conclusions: Given that this is an emerging field, there is a critical need to equip teachers with cross-cutting pedagogical tools and to strengthen the visibility of vulnerable contexts.
Copyright (c) 2026 Liliana Chavarro Barrera, Elías Francisco Amórtegui Cedeño https://creativecommons.org/licenses/by-nd/4.0
Language Teaching and its Articulation with Texts and Discourses: Toward a Multilevel Didactics
Introduction: This paper analyzes methodological inadequacies in language teaching and proposes to outline multilevel didactic models for articulating grammar, texts, and discourse in initial teacher training of Language and Literature Teaching. Methodology: The research adopts a qualitative, situated and relational perspective. It analyses curriculum documents and ethnographic records of classroom scenes observed in secondary schools, drawing on socio-anthropological contributions, language teaching with an ethnographic perspective, and socio-discursive interactionism, to examine teaching work and the teaching of the language system. Results and discussion: The analysis of curricular documents shows a progressive mainstreaming of reflection on language, subordinated to reading and writing practices and formulated in procedural terms. In the classes observed, language emerges as a teaching object in a limited and episodic way, mainly through semantic dimensions of subordinate units in articulation with the discursive purposes of the genres worked on. However, significant constraints are identified in the systematization of grammatical knowledge, especially morphological and syntactic knowledge. The discussion highlights tensions in the genre-based teaching sequence model and highlights the need for multilevel teaching sequences that allow explicit and progressive teaching of the language system. Conclusions: The study proposes that language teaching is focused on texts, which require teaching sequences in which the various linguistic levels are accessed with greater precision.
Copyright (c) 2026 Stella TAPIA https://creativecommons.org/licenses/by-nd/4.0
The processes of incorporating human rights into the curriculum at Argentine universities
Introduction: This article explores how Human Rights are being incorporated into the curricula of Argentine public universities that are members of the Interuniversity Network for Human Rights. Methodology: Using a qualitative and exploratory approach, institutional programs and resolutions were analyzed, and interviews were conducted with ten leaders from five national public universities. Results and discussion: The research was structured around three dimensions: the leaders’ trajectories, the characteristics of the curricular spaces, and the dynamics of implementation. The findings show that the processes of curricularization are diverse and depend, to a large extent, on the academic activism of local actors, who promote these spaces based on their militant backgrounds or previous social commitments. In addition, there are different ways of including human rights content—such as elective or compulsory subjects—generally in social sciences, although there are attempts to extend mainstreaming to other academic units. The most recent institutional strategies, such as Plenary Agreement N.º 1169/22 of the National Interuniversity Council, are also highlighted. Conclusions: It is concluded that, although progress has been made, challenges remain related to institutional resistance, ideological prejudices, and the difficulty of mainstreaming Human Rights across non-traditional disciplines. Further research from the perspective of students is proposed.
Copyright (c) 2025 Natalia Naz, Andrea Beatriz Vallejos, Martín Sebastián Radics, María Soledad Tubio https://creativecommons.org/licenses/by-nd/4.0
Human rights education in the teacher training curricula in the City of Buenos Aires
Introduction: This article compiles some promising curricular practices that promote human rights education and education for sustainable development in the teacher training institutions of the City of Buenos Aires (Argentina). Methodology: To this end, I analyzed the curriculum of the degree to become a teacher at the primary level and the curricula of the degrees that allow to teach the following subjects at the secondary level: Biology, Political Science, Economics, Geography, Chemistry, Physics, Education Sciences, Computer Science, Management and Business Administration, History, Philosophy, Psychology, Language and Literature, Technology, and Mathematics. The paper also includes, at the beginning, an explanation on how teacher training works in the City of Buenos Aires and the announcement of the thematic focus. Results and discussions: The article continues with the documentary analysis itself, with textual references related to human rights and/or sustainable development found in the curricula. Each of the degrees has curriculum requirements that promote these agendas, including a mandatory course on Integral Sexual Education. Conclusions: Although in most cases there is no compulsory subject specifically on human rights or sustainable development, and recognizing that in many cases the references to these issues are present in optional courses, it remains true that the curricula are permeated by these agendas. Among the main topics mentioned are gender, diversity, equality and inclusion, and democracy, citizenship, and the functioning of the State. In contrast, for example, there is not much work on the Convention on the Rights of the Child. The compilation and dissemination of good curricular practices in human rights education should serve to promote this agenda, inspire the Latin American region to adopt similar proposals, and foster continued cooperation and collaboration to generate synergies.
Copyright (c) 2025 Alan Vogelfanger https://creativecommons.org/licenses/by-nd/4.0
El cuerpo dispuesto: disaffordance identitaria en el deporte universitario
Introduction: This article analyzes implicit body pedagogies in university sports contexts, conceptualizing obligatory bodily availability as a mechanism of identity disaffordance: the systematic restriction of perceived possibilities for self-conception. The literature has documented phenomena such as the internalization of body ideals, self-objectification, and athletic identity foreclosure; however, these constructs remain theoretically dispersed. The present work proposes that such phenomena constitute manifestations of epistemic appropriation—the process whereby external restrictions become internalized until they cease to be perceived as environmental coercion. Methods: A sequential mixed-methods design was employed, including Likert-type scales administered to 35 participants from university cheerleading teams and semi-structured interviews with selected cases. The scales function as heuristic tools for illustrating theoretically relevant patterns, without claims to psychometric validation or statistical generalization. Quantitative data were analyzed using Radial Analysis (RA), a geometric method that enables visualization of correlations between internalization dimensions and perceived pressure. Results and Discussion: Exploratory patterns illustrate the coexistence of high internalization of body mandates with low perceived external pressure, particularly from peers, confirming the mechanism of epistemic appropriation: when restriction has been successfully internalized, it ceases to appear external. Conclusions: The coherence of the model has direct implications for educational intervention: interventions should focus on environmental redesign that reconfigures the landscape of perceived possibilities, rather than on individualized interventions targeting personal dispositions.
Copyright (c) 2026 Celina Peinado Beltrán, Daniel Fierro leyva, Valeria Uriarte Camargo https://creativecommons.org/licenses/by-nd/4.0
Building Independent Technical Reading Skills in English as Foreign Language Students
Introduction: Interpreting technical texts is a professional competence taught in English for Specific Purposes (ESP) courses. This study explores non-native English speakers' ability to interpret technical texts with and without technological aids such as online dictionaries and translators. Methodology: The study involved 44 Chilean first-year university students from the Industrial Mechanics program who undertook their first English as Foreign Language (EFL) course. Over an eight-session intervention, students' skimming and scanning skills were developed through vocabulary-building and video analysis activities. Data were collected through reading pre-tests and post-tests, and semi-structured interviews. Descriptive statistics, Wilcoxon signed-rank tests, and thematic analysis were used for data interpretation. Results and discussions: Results indicated that 72.7% of participants (32 out of 44) successfully interpreted technical texts independently in the post-test without technological assistance. Despite the challenging transition from technology-supported to autonomous reading, most participants demonstrated sufficient comprehension skills to extract general and specific information from authentic machinery manuals. Conclusion: The findings suggest that focused reading strategy instruction can effectively improve professional English reading skills.
Copyright (c) 2025 Miguel Agurto, Cecilia Cisterna https://creativecommons.org/licenses/by-nd/4.0
Teacher Education in EMI: Effective Practices, Challenges, and Needs
Introduction: Teacher training in EMI may pose certain challenges in countries where rates of English language proficiency are not high. This study examined the perspective of pre-service English teachers and teacher educators on effective English as a Medium of Instruction (EMI) teaching practices, the challenges involved, and the immediate needs of teacher education in Ecuador. Methodology: In this mixed-method study, the researcher collected data from 123 pre-service teachers through a quantitative survey on their preferred teaching practices and conducted in-depth interviews with five teacher educators at a teacher training university to explore challenges, needs, and best practices, as well as to identify points of alignment and areas requiring adaptation. Results and discussion: The findings indicate that both groups of participants value lecturing and Active Learning (AL) strategies in EMI teacher training. Specifically, lectures are valued for their time efficiency and for simplifying complex concepts for all participants, and AL is praised for fostering engagement, critical thinking, and knowledge application. However, implementing these practices is not without challenges, as lectures pose challenges to student engagement and knowledge retention, and AL is criticized for uneven participation, time inefficiency, student fatigue, and limitations in addressing complex subjects. Moreover, suitable EMI teaching materials that align with learners’ proficiency levels are scarce. Conclusions: Effective teaching practices to respond to the challenges identified in this study involve combining lectures and active learning to minimize the obstacles and maximize the benefits of each method of instruction. Immediate needs include developing suitable materials that are easy to read and integrating active learning techniques with traditional lectures.
Copyright (c) 2026 Omid Kalantar https://creativecommons.org/licenses/by-nd/4.0
Twice-Exceptionality in High School: a case study of neuropsychopedagogical mediation in strengthening executive functions
Introduction: The inclusion of students with atypical learning profiles still poses a challenge to traditional pedagogical practices , especially when Giftedness/High Abilities (GHA) coexists with neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD). Methodology: This article analyzes a qualitative case study conducted during supervised internship in Neuropsychopedagogy , focusing on the monitoring of a 3rd-year high school student diagnosed with ADHD and GHA in Mathematics. The objective was to understand the cognitive, emotional, and social manifestations associated with twice-exceptionality and to propose pedagogical strategies that would favor the student's integral development. The study was conducted in a public school in Sobral–CE and involved direct observation, field journal records, and the application of structured interventions. The actions included activities focused on academic organization, verbalization of logical reasoning, and mediated socialization. Results and discussion: The results indicated significant advances in the student's executive functions, self-confidence, and social interactions, demonstrating that neuropsychopedagogical mediation, when based on sensitive listening and the dialogue between cognition and emotion, can enhance both academic performance and symbolic inclusion. Conclusion: It is concluded that personalized pedagogical practices, combined with an interdisciplinary understanding of the individual, are determining factors for successful learning and the effective inclusion of twice-exceptional students.
Copyright (c) 2025 Renata Teófilo de Sousa https://creativecommons.org/licenses/by-nd/4.0
Inclusive Education and Disability through Active Participation: Action Research and the Implementation of the Perkins Model Program in Three Latin America Countries
Introduction: This paper presents the analysis of an experience developed through the interrelation of a well-established educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action research. This combination enabled the development of situated knowledge grounded in school practices. The research was conducted between 2023 and 2025 across 27 regular schools, special education schools, and early childhood centers in Argentina, Brazil, and Mexico, using collaborative qualitative methodologies and institutional self-assessment tools. Methodology: To collect information, semi-structured interviews, focus groups, participatory and non-participatory observation records, field notes on the monitoring of implemented change actions, analysis of school documents, and the annual application of the Perkins Quality Indicators were used. Results and Discussion: The results show significant progress in the participation of students with visual impairments, multiple disabilities, and deafblindness, as well as in professional development of teachers, active family involvement, and the consolidation of sustainable inclusive practices. Conclusions: This experience not only allowed for collective documentation and reflection on the ongoing transformations but also offered meaningful insights to strengthen more just, contextualized, and transformative educational systems in Latin America.
Copyright (c) 2025 Mary Vázquez, Gloria Rodríguez-Gil https://creativecommons.org/licenses/by-nd/4.0
Competency-based Assessment: A Path Toward Comprehensive and Authentic Training in Higher Education
Introduction: Competency-based assessment is a process that allows for valuing and reflecting upon the ideal performance of a future professional in specific contexts, integrating diverse knowledge to face real learning situations. In this sense, the present article is framed within a theoretical-reflective approach to competency-based assessment, conceived as a path towards comprehensive and authentic training in higher education, specifically at the Universidad Pedagógica Experimental Libertador in Venezuela. Its purpose is to shed light on the educational realities that can emerge from the implementation of this innovative approach in that university context. Methodology: The study was framed within the interpretative paradigm, under a qualitative methodological perspective, in a documentary review. Diverse recent academic literature was analyzed, including scientific articles, books, and official documents, which allowed for revealing and interpreting competency assessment as a comprehensive and authentic process. Results and Discussion: The findings that emerged after the review of various sources refer to the great relevance of the competency assessment approach in education, in addition to showing the transition between objectives and competencies, and the transcendental changes generated in educational stakeholders as a result of comprehensive training. Conclusions: This approach establishes some reflections in the search to make known the changes that must inevitably emerge from competency-based student performance assessment in higher education institutions.
Copyright (c) 2025 María Álvarez Carrasco https://creativecommons.org/licenses/by-nd/4.0
Latin American Education in Perspective: Learning Experiences, Territory, and Human Rights
The Special Issue of the Papeles Journal, "Relevant Experiences in Education from a Latin American Perspective" is dedicated to education in Latin America, with special emphasis on learning strategies, the role of technology, inclusive education, social education, and human rights education. The works gathered in this issue have been written across different latitudes of the region and share a common interest in and commitment to education. Moreover, these works acknowledge that educational institutions have an unavoidable commitment to democracy and the construction of an engaged, critical, and socially responsible citizenry. The development of critical thinking, the promotion of social sensitivity, and empathy toward others are objectives of the entire educational system, as reflected in the concrete experiences described in the texts within this volume.
Copyright (c) 2025 Victoria Kandel https://creativecommons.org/licenses/by-nd/4.0