Encuentro Educacional

Tabla de Contenido

2025-12-15T14:25:46+00:00

Desafío Transformador Centrado en las Pedagogías Activas Digitalizadas en la Educación Superior Latinoamericana

2025-12-24T00:53:51+00:00

La educación superior en las últimas tres décadas ha estado supeditada por los efectos de un entorno global mediado por las tecnologías digitales, la creación de programas académicos y sus consecuentes pedagogías, como también por las formas de adoptar una cultura que aporte a la sostenibilidad de las regiones, cuya viabilidad ha de responder a un perfil renovado de estudiantes. Sin embargo, para fomentar las transformaciones es necesario un análisis reflexivo e integral, propuesto bajo el énfasis de esta editorial, centrado en la convergencia entre las denominadas pedagogías activas y las tecnologías digitales. Estas consideradas, bajo el alcance de una tendencia que amerita ser reconfigurada para promover procesos de enseñanza y aprendizaje, basados en principios que apoyen la dinamización de experiencias formativas y sus efectos en las formas de inclusión educativa.

Gamificación como Estrategia de Enseñanza en Laboratorios Académicos: Una Experiencia de Pedagogía Activa y Participativa

2025-12-24T00:58:00+00:00

The current challenges facing higher education require strategies that promote active learning and stimulate teaching and learning processes. This topic underpins the objective of the research to determine the basis for gamification design as a teaching strategy in academic laboratories and active and participatory pedagogical experience. Through descriptive-propositional research, the variables that underpin gamified design are analyzed. The sample consisted of 14 professors who use academic laboratories in the Marketing and International Business program at an accredited private university in Santiago de Cali, Colombia. For information collection, a structured digital instrument with 4 questions was applied, the results of which were analyzed using a qualitative approach through a comparative matrix of theoretical data and the analysis of empirical reality. The findings show the interest of teachers and students in active participation as opposed to traditional activities. Likewise, there is a prevailing interest among teachers in revitalizing their role by appropriating and adapting gamified processes to strengthen teaching and learning. The conclusion is that practices based on active pedagogies are relevant, particularly gamification projected toward the use of digital technologies (video games) and transdisciplinary interactions between teachers, technologists, and students.

Participación y Reconocimiento Docente. Una Visión Falsbordiana desde el Correlato Convivial en el Contexto Universitario

2025-12-24T01:04:53+00:00

Faculty participation and recognition are essential to contribute to improving educational quality, professional identity, and promoting democratic environments in universities. However, the perception of exclusion and lack of recognition affects teacher motivation and commitment. The objective of this paper is to understand teacher participation and recognition at the Universidad Nacional Experimental Simón Rodríguez (UNESR, Núcleo Valera) from a Falsbordian perspective, based on shared narratives through convivial interaction. This approach analyzes how these processes can transform institutional culture and strengthen professional identity. A qualitative, phenomenological and interpretive approach was used, conducting participatory research based on life stories and focus groups. The analysis was inductive, aiming to identify patterns and categories obtained from the narratives, ensuring ongoing validation and equitable dialogue between researchers and participants. The findings revealed a widespread perception of exclusion and unilateral decision-making, which affects motivation and a sense of belonging. Institutional recognition is insufficient, leading to discouragement and isolation, but individual resilience was detected. It is concluded that the lack of participation and recognition limits institutional transformation and weakens teacher identity. It is recommended to implement genuine participation mechanisms, comprehensive recognition policies, and leadership and communication training.

Diseño Instruccional para el Aprendizaje del Álgebra: Integración de Competencias y Mediación Tecnológica

2025-12-24T01:07:00+00:00

Learning university-level algebra presents persistent difficulties, such as symbolic abstraction, lack of contextualization, student demotivation, and low academic performance. The purpose of this research is to describe an Instructional Design called RAMC-e (Learning Path Mediated by Competencies and Digital Technologies), conceived as a pedagogical proposal aimed at strengthening mathematical reasoning through the integration of a competency-based approach and technological mediation. The research was developed with a qualitative, documentary, descriptive, and projective approach, allowing for the analysis of the needs of the university context and the structuring of a design consistent with the current demands of mathematics education. RAMC-e organizes the teaching and learning process into five interdependent phases: exploration of the context and diagnosis, analysis of competencies and content, instructional modeling, construction of a virtual learning environment, and evaluation with continuous feedback. Each phase is structured to facilitate the planning of teaching strategies mediated by digital tools, the active construction of knowledge, interaction between teacher and student, and the progressive development of algebraic competencies. In conclusion, the RAMC-e Instructional Design makes a significant contribution to university mathematics education by offering an organized framework that combines theory, technology, and pedagogy to promote more active, autonomous, contextualized learning processes aimed at a deep and meaningful understanding of algebraic concepts.

Tecnologías Digitales y su Impacto en la Motivación Estudiantil en Educación Básica Superior

2025-12-24T01:08:44+00:00

As a consequence of the situation experienced during the COVID-19 pandemic, classes have become increasingly digital. This, in many cases, is a benefit; however, the problem arises when looking at students from low-income or marginalized areas. The present study aims to analyze the impact of the use of digital technologies on the motivation of higher basic education students in a public educational institution in Ecuador. Using a quantitative approach, a questionnaire was applied to the entire student population of three grades (eighth, ninth and tenth) of the Unidad Educativa Fiscal Naciones Unidas, located in Portoviejo, Manabí, Ecuador. The results reveal general levels of motivation above the midpoint of the scale, highlighting the Relationships in the classroom dimension as the one with the highest score. Variations were observed according to the course, with higher motivation at lower levels. The regression model confirmed that interest and motivation predict perceived understanding and usefulness of technology. These findings show that the appropriate pedagogical integration of digital technologies not only promotes motivation, but also enhances meaningful learning and collaborative classroom climate. They conclude with the need to design pedagogical strategies that strengthen initial interest and motivation, promote digital activities among peers and ensure an intentional and contextualized use of technological resources.

Métodos Estratégicos en la Formación de Guías de Turismo Agroecológico bajo Entornos Virtuales E-Learning

2025-12-24T01:10:14+00:00

Strategic training methods focus on developing essential skills and knowledge for agroecological tourism guides, utilizing multimodal and E-Learning tools to transform and innovate training experiences for these professionals. This research aims to describe the strategic methods used by the VENTURAGRO-UNELLEZ Group (Barinas, Venezuela, 2020-2025) to train agroecological tourism guides using E-Learning. Using a qualitative approach and the experience systematization method, linking formats, interviews, and records of training activities during the pandemic and post-pandemic were analyzed, revealing that project-based Learning, gamification with local challenges, virtual mentoring, and evaluation through creative products were the most relevant strategic methods. These strategies, when implemented, generated high satisfaction among participants, who were able to create real tourist routes, demonstrating the immediate application of the acquired knowledge. Despite challenges such as the digital divide and the need for greater hands-on interaction, virtual training was effective in developing skills in environmental interpretation, heritage management, and intercultural communication. In conclusion, the combination of active pedagogies and digital tools optimizes the training of these guides. It is recommended that facilitators be trained in innovative methodologies, immersive technologies be integrated, and virtual education in agroecological tourism be promoted.

Transformación Pedagógica del Inglés en Contextos Vulnerables: El Papel de las Comunidades de Aprendizaje Reflexivo

2025-12-24T01:11:56+00:00

Teaching English in vulnerable contexts faces structural challenges, such as resource scarcity, limited connectivity, and insufficient teacher training, exacerbated by pedagogical models poorly adapted to local realities. This study aims to analyze the integration of pedagogical, technological, and subject-matter knowledge (TPACK) with reflective learning communities and its contribution to transforming the teaching practices of English teachers in a vulnerable context in the municipality of San Martín de Loba, Colombia. This qualitative, documentary-ethnographic research systematizes theoretical foundations and empirical evidence on pedagogical transformation in vulnerable contexts. It was based on a systematic review of various sources, including ethnographic data collected through participant observation, interviews with 15 teachers, and validated analytical matrices. The study found that the integration of the TPACK model and collaborative reflection fosters effective pedagogical practices in vulnerable contexts. The use of USB drives is being reconfigured as a strategic tool for distributing bilingual videos, audio, and materials, transforming technological knowledge into resource management for offline use. Combined with WhatsApp® without data and critical sequences about local realities, it strengthens the PCK (Professional Competence Knowledge) and reduces teacher isolation. The TPACK model in English language teaching in geographically dispersed areas like San Martin de Loba prioritizes cultural relevance, teacher agency, and pedagogical resistance to hegemonic curricula.

Aprendizaje y Emoción. Una Conexión Valiosa en la Modalidad Educación de Jóvenes, Adultos y Adultas

2025-12-24T01:13:49+00:00

Dropout rates and poor academic performance among adolescents in the Adult Education program are closely linked to their emotional challenges. In this context, the purpose of this study is to evaluate the impact of implementing a Pedagogical Intervention Model focused on emotional education in the learning process of young people at the INCES Mérida High School in Venezuela during the 2023-2024 school year. The research adopted a qualitative approach with an ethnographic design, centered on a case study with eight (8) participants. It is grounded in neuroscience, positive psychology, and emotional intelligence. A Pedagogical Intervention Model based on Andragogy and Project-Based Learning was applied. Data collection included observation, interviews, and the analysis of autobiographies, which served as a central tool for introspection and a vehicle for reinterpretation. The results showed that, despite the participants' emotional instability, the implementation of the model generated a significant change. Qualitative findings revealed an increase in group integration, self-awareness, confidence, and openness to diversity. This suggests that meaningful learning is achieved through strengthening personal development and emotional management, with direct implications for teaching practice. In conclusion, the study validates the relevance of emotional education and andragogy as effective strategies for addressing emotional vulnerability and lack of motivation in this population.

Gestión Emocional y Proyecto de Vida en Estudiantes Adolescentes de Instituciones Educativas de Medellín, Colombia

2025-12-24T01:16:17+00:00

Emotions shape how adolescents build their future, hence the urgent need to equip them, both at home and at school, with tools that allow them to identify, express, and redirect their emotions through positive thoughts and actions. The purpose of this study is to analyze the impact of emotional management strategies on the life plans of adolescent students from three educational institutions in Commune Eight of Medellín, Colombia. Recommendations for strengthening socio-emotional competencies are then developed. The study employed a qualitative approach with a phenomenological design, conducted with students from the La Libertad, Sol de Oriente, and San Francisco de Asís schools. Data was collected through questionnaires and focus groups, and the data were coded and subsequently triangulated around three categories: socio-emotional competencies, family-school-social context, and life plan. The results revealed difficulties in regulating complex emotions; a lack of emotional intelligence role models at home and in the classroom; and the perception of poverty and insecurity as barriers to the future. It is concluded that integrating socio-emotional education into the curriculum would allow adolescents to transform their narrative of the future, especially in socio-economically vulnerable contexts, and as recommendations derived from this research, the creation of the family group My family, my emotions emerged, an application of the subject Emotions and Life Project.

Creando Cuentos para Enseñar Ciencias Utilizando Inteligencia Artificial: Experiencia Didáctica con Futuros Docentes de Biología

2025-12-24T01:18:13+00:00

Teaching science at compulsory education levels remains a challenge. The general objective was to propose the use of AI as a technological tool for the creation of stories with scientific content that promote learning about cell structure and the promotion of values in secondary school students. It was a mixed-methods investigation, with a descriptive scope and a non-experimental, field-based design. Seventeen future biology teachers participated. To create the stories, 8 stages were proposed, using ChatGPT. The stories created were analyzed using a matrix to identify story structure, scientific content, and the inclusion of values, attitudes, and emotions. A survey with closed and open questions was applied to investigate students' perceptions of the teaching experience and the use of AI tools. All participants created a story to teach scientific content about cell membranes, supported by AI. As conclusion, few variations were observed in the beginning and end of the stories; a diversity of scientific concepts of the topic were handled; but conceptual errors were identified, some of which were corrected by the students. Most of the stories omitted central concepts of the topic, which could be corrected by humanizing the narratives or comparing them with scientific literature. Participants viewed AI as a positive tool for creating stories and expressed their willingness to use it in their future professional practice.

Enseñanza Geográfica con el Fomento de la Reflexión Interpretativa Analítico-Crítica Sobre la Realidad Comunitaria

2025-12-24T01:20:28+00:00

In contemporary complexity, the contradiction between scientific and technological progress, the advancement of social media, and economic growth, along with the increase in poverty, the food crisis, and climate change, is strikingly revealed. In this context, untimely and catastrophic events occur in communities, which require interpretive and critical reasoning that activates thinking that fosters geographic awareness. This paper aims to analyze the role of geography teaching in fostering analytical and critical interpretive reflection on the inhabited community reality. This task entails considering the concern of the educational process limited to learning through the memorization of school notions and concepts, when it is necessary to practice knowledge development with the incentive of critical thinking, developed through community leadership and participation. Hence, the need to promote explanatory reasoning in the pedagogical process of teaching geography is recognized to understand the complexity of the globalized world and its community realities. Methodologically, this situation led to a bibliographic review and the development of a rationale for the pedagogical and didactic action of geographic teaching. It concludes by highlighting the urgency of fostering critical thinking as a daily part of the school's educational work and highlighting the importance of reflection as a basis for a questioning analysis of the community's geographic circumstances.

Gestión de los Actores Sociales para Garantizar la Permanencia Estudiantil en Zonas Rurales de Colombia

2025-12-24T01:22:23+00:00

Currently, the phenomenon of school dropout is understood as the disengagement of students from their educational paths, caused by various individual, social, institutional, familial, and sociopolitical factors. For this reason, national educational authorities have outlined educational policies based on models of educational retention with the active participation of administrators, teachers, communities, families, and students. This research aimed to analyze the management of student retention by social actors in rural areas of Colombia. A documentary research approach was applied, grounded in a qualitative design with a scoping review, as this methodology allows for mapping and examining existing literature on a specific topic using databases of specialized journals. The results highlight the existence of factors that determine student retention management in rural Colombia. Furthermore, pedagogical, institutional, administrative, and socio-community competencies were identified in the management of social actors to guarantee student retention. Management actions are based on the educational policies of the Ministry of National Education of Colombia.

Comunicación en el Aula de Clase. Un Análisis Reflexivo

2025-12-24T01:24:19+00:00

Classroom management is a significant challenge and an essential task for teachers, as it is a space where various communication processes occur at high speed. Student groups in a classroom are inherently multidimensional, filled with simultaneous, rapid, immediate, unpredictable, and public activities, all influenced by the histories of both students and teachers. The purpose of this article is to analyze the experiences of teachers of grades three through six regarding classroom communication, including the strategies, challenges, and underlying meanings in their pedagogical practices for fostering a safe and participatory learning environment. The research adopted a qualitative approach using a hermeneutic phenomenological method, with the participation of six teachers from two schools in western Caracas, Venezuela. The results demonstrate that the educational task in the face of the dominance of mass media consists of contributing to the formation of critical and creative perceivers, capable of adopting attitudes of reconfiguration, construction, and search for the true meaning of the images and symbols in which children, young people, and adults are immersed, so as not to allow them to become alienated and disoriented with respect to reality. In conclusion, the teacher shapes the future by managing communication, transforming the classroom into a laboratory where children learn to critically decode their reality.

Representación Trigonométrica de un Problema: Una Experiencia Contextual Mediante un Modelo Pedagógico Innovador

2025-12-24T17:35:17+00:00

Mathematical problem-solving is one of the main difficulties for students, largely because teaching often focuses on rote memorization, with traditional approaches that limit critical thinking and deep understanding predominating. This study aimed to analyze the development of trigonometric representation of a problem within a contextual situation, applying the principles of an innovative pedagogical model called BARRISO. A qualitative approach with an action-research design and a descriptive and interpretive character was adopted. Participant observation, multimedia recordings, and content analysis were used for data collection and analysis. The results show that it is not only the contextualization of trigonometry that fosters understanding, but also the way in which students become part of the phenomenon they are analyzing. By using their own bodies as a reference and their shadows as the object of measurement, they ceased to be mere observers and became integrated into the model, combining bodily experience, graphical representation, and digital modeling. This approach allowed for a deeper understanding of the solar incidence angle, making it a valuable didactic tool for teaching it in school settings. It is concluded that the use of innovative pedagogical models helps to reorient teaching practices and promotes the development of mathematical skills in students, especially those related to spatial geometric thinking.

Prácticas de Escritura en Educación Media General: Concepciones y Elementos Sociohistóricos Determinantes

2025-12-24T17:37:53+00:00

Writing is a situated sociocultural practice that fosters critical thinking, learning, knowledge construction, and communication. However, in the general secondary education curriculum of the Venezuelan educational system, it tends to focus on linguistic aspects and the transcription of texts produced by others. Consequently, this essay purposes to reflect on the writing practices of general secondary education teachers in relation to the sociohistorical elements that influence their classroom activities for the construction of writing genres. Methodologically, it begins with an ethnographic reflection, which seeks to generate theoretical contributions from the perspective of discourse literacy theory, regarding the different elements that influence the writing processes of school genres in secondary education. This reflection suggests that, at this level of education, writing is considered an elementary and static skill, learned in the early years of schooling, and whose instruction falls to language and literature teachers. In conclusion, the discussion reveals some of the socio-historical elements that influence teaching practices, such as the professional exodus, the presence of non-teaching professionals, the limited training of new teachers, the effects of the pandemic, and resistance to academic updating. Therefore, it is imperative to move beyond this conception and adopt the perspective of discourse literacy.

Teoría Fundamentada: Precisiones Teóricas, Aportes y Aplicabilidad en las Ciencias Educativas y Otras Ciencias Sociales

2025-12-24T17:40:51+00:00

Grounded Theory refers to a qualitative research approach that aims to generate knowledge through data collected directly from the field of study. It addresses phenomena through the interactions of those involved with the researcher; it uses empirical data and is flexible when dealing with complex or underexplored phenomena. In this way, new categories and theoretical frameworks emerge. The purpose of this essay is to reflect on some key aspects, contributions, and applicability of Grounded Theory in the field of educational sciences and other social sciences such as communication and sociology. To this end, scientific texts available in open-access digital repositories were critically and reflectively analyzed. In this research process, the collected information is analyzed continuously, rather than as a whole. The key to these studies is producing new knowledge and expanding or refining existing knowledge. In conclusion, the literature shows that although the aforementioned method has become popular, it is not applied correctly, which denotes a failure in the training of researchers, since by not delving into the practical application of each of them, and by not following the established steps, the result is a simple accumulation of data that does not resemble a theory, and therefore has no foundation.

Desigualdad Estructural en el Acceso a las Tecnologías: Análisis Desde las Zonas Rurales de Ecuador

2025-12-24T17:42:24+00:00

Rural education in Latin America suffers from shortcomings stemming from government policies: insufficient infrastructure, inadequate teaching, limited technological implementation, and poorly contextualized educational policies. Many students finish secondary education without basic skills such as reading and writing due to the low quality of instruction they receive. This essay aims to highlight the limited and disjointed actions of the Ecuadorian education system, especially in dispersed rural areas, regarding the integration of technology into pedagogical processes. The study was developed using a qualitative approach, with a critical and transformative perspective, based on participatory action research methodology. Through document analysis and a case study of the Bijahual Centennial Site, the actual educational conditions are examined, proposing strategies adapted to the local context to improve inclusion, equity, and access to technological tools such as artificial intelligence in rural education. In conclusion, investing in technological, contextualized, and ethical education in rural areas not only transforms the acquisition of knowledge, but also serves as an engine for equity, inclusion, and sustainable development in society.

Hacia una Praxis Educativa Humanista en las Escuelas de Educación Universitarias. Aportes para la Discusión

2025-12-24T17:44:09+00:00

This essay begins with the premise that the crisis in contemporary education is a human crisis, one that can only be addressed through awareness and self-reflection, thus promoting the necessary shift toward the recreation and transformation of education and its practice in the redesign of the educational curriculum. Its purpose is to interpret selected theoretical arguments that will serve as the foundation for a transdisciplinary theoretical-conceptual framework to guide the epistemological and theoretical aspects of a humanist educational practice in university-level schools of education. Methodologically, a qualitative research approach was employed, drawing on the interdisciplinarity and transdisciplinarity of the social sciences, to develop the proposed theoretical framework based on documentary analysis, description, and critical interpretation of documents and postulates that address the topic from diverse perspectives and positions. In conclusion, the urgent need for ongoing debate and the inclusion of new voices to understand the situation and its enriching implications is reaffirmed.

Normas para Autores

2025-12-16T15:52:01+00:00

Author Guidelines

2025-12-16T16:04:14+00:00

Índice acumulado 2025

2025-12-16T16:26:51+00:00