RECIE. Revista Electrónica Científica de Investigación Educativa

An approach to the subjective dimension of linguistic identity in Maya language students

Ksenia Sidorova — 2025-01-31

The objective of this study is to explore the subjective dimension of linguistic identity among a group of students learning the Maya language (Maaya, Maayat’aan, Yucatec Maya, Peninsular Maya). We assume that the language learning process significantly impacts individual linguistic identity. The notion of linguistic identity allows us to grasp the connection between individuals and the languages they know, facilitating processes of identification (with the language(s) and its speakers) and distinction. We recognize three dimensions of linguistic identity: Subjective, related to personal perception and experiences; Intersubjective, involving interaction with members of one or more linguistic communities; Agential, linked to the capacity for action in and for the language, particularly relevant for minority languages such as Maya. To capture the subjective dimension, we employed three methodological tools: Linguistic portraits, linguistic trajectory graphs, and linguistic fragments. Our goal is to highlight the subjective experiences of learning the Maya language, including personal experiences, emotions, and reflective processes. Preliminary results regarding this first dimension reveal students’ subjective representations of the Maya language, including its relationship with dominant languages (such as Spanish and English), the motivations driving their learning, the challenges they face, and the significant moments that integrate the language into their personal identity.

History, a living discipline

Francisco Alberto Pérez Piñón — 2025-01-31

A terminological analysis of the concepts of artificial intelligence and humanism is conducted, contextualizing the latter within the discipline of history as a living science that seeks to rescue the meaning of life of those who came before us. The study emphasizes that it is the researcher who revives past events from a present perspective, affirming that all history is written from the present with the aim of ideally configuring harmonious social systems in the form of utopias. The article narrates the struggles in the 19th century for the recognition of history as a science on par with the empirical sciences, which were flourishing under the dominant Positivist perspective. It highlights paradigmatic historiographic elements aligned with the hermeneutic understanding of humanity across different temporalities. This serves to demonstrate that history is a living science, enabling the revival of events and the traces of human existence through its mediation.

Education in the face of the challenges of the Digital Age: Continuity, change, and innovation. Some ideas for reflection

Lidia Isabel Castellanos Pierra — 2025-01-31

This study provides a theoretical approach to some of the most significant transformations occurring in formal education processes at the higher education level, particularly in response to the Fourth Industrial Revolution and the integration of artificial intelligence systems. The analysis was structured around two thematic axes: The dimension of curriculum design and didactic aspects related to teaching-learning methodologies. The consideration of both dimensions allows for a broad interpretation of the topic, with the main objective being to encourage reflection on some of the most evident changes in contemporary education while also identifying links and continuities with various aspects that have historically shaped its development. The methodology consisted of a documentary review of national and international texts related to the subject.

Financial education in students of the DICEA Universidad Autónoma Chapingo. An exploratory study

Ranferic Valdez Diego — 2025-02-28

In the field of higher education, financial education is still not considered a basic and integral competence that all professionals should possess, which is at odds with the needs and interests of the current economy. This study analyzes the financial culture and education of students at the Universidad Autónoma Chapingo (UACh) in order to identify areas of opportunity. To do so, an instrument based on the methodology of OECD-INFE and other authors was used to collect information on financial education in people. The sample consisted of 333 students from the Division of Economic-Administrative Sciences (DICEA) of the UACh. The results revealed significant gaps in financial behaviors and habits, specifically in savings (58%), spending budgets (52%) and comparing financial products (43%). Regarding financial knowledge and attitudes, high levels of understanding were identified regarding interest (72%) and credit management (73%) were identified; however, knowledge about credit card use and risk-return management was low (26%). On the other hand, the use of financial products was limited, highlighting the low participation in savings or investment instruments (24%) and credit cards (38%), as well as attendance at financial education courses (35%). These findings highlight the need to develop assertive strategies and academic support to strengthen financial culture and education among university students.

School coexistence and kind treatment in the subject of Tutoring and Socioemotional Education: A classroom-based action research approach

Oksana Karina Olvera Herrera — 2025-02-28

Kind treatment and school coexistence are essential for building support networks that help address conflicts and promote self-care and care for others. This notion aligns with the Tutoring and Socioemotional Education subject within the secondary education curriculum in Mexico, which seeks to foster healthy and peaceful school environments among students. In this context, the objective of the study is to explain the implementation of a psychoeducational intervention aimed at promoting kind treatment among a group of secondary school adolescents. Using a classroom-based action research design, various data collection techniques were applied, including a semi-structured interview with the class tutor, participant observation during lessons, authentic assessment through student work, and field notes. These techniques aimed to develop action plans aligned with the participants’ needs. The results indicate the presence of aggressive behaviors and mistreatment within the group. Consequently, activities were carried out to improve school coexistence. These led to an expansion of students’ emotional vocabulary, the identification of kind treatment actions as alternatives to harmful behaviors, and the development of analytical skills through case-based learning (CBL) and project-based learning (PBL) tasks.

Development of discursive skills in a visually impaired undergraduate student

Luis David Meneses Hernández — 2025-03-31

In Mexico, higher education academic communities rarely receive students with disabilities, and when they do, they often fail to establish parameters or indicators to assess their academic achievements. Literature on the topic remains scarce. This case study describes the access to academic literacy of a visually impaired student enrolled in a Bachelor’s degree in Hispanic Language and Literature. It reports her academic progress through a linguistic analysis of her discursive productions to assess the outcomes of the inclusion process. The underlying assumption guiding the study of academic literacy development is that “reading and listening to complex language is a primary source of exposure to complex syntax.” The aim of the study was to generate a model for analyzing linguistic development as a means of assessing academic achievement. The methodology employed was qualitative and longitudinal, involving the collection of written texts centered on a narrative task in the second, fifth, and final semesters. The analysis of results reveals a progression from writing with conversational traits to narrative writing that reflects features of her field of specialization, thus indicating her inclusion in the academic domain. Two future lines of action are proposed: the integration of linguists into multidisciplinary teams supporting inclusion, and the study of students’ discursive productions as a means of evaluating their degree of academic inclusion.

Instrument for measuring institutional identity and its relevance in high school education

Martha Patricia Gutiérrez Tapia — 2025-03-31

Institutional identity among high school students is associated with academic performance, well-being, and life satisfaction. In Mexico, there is a lack of psychometric instruments regarding institutional identity in the educational settings. This study proposes the Institutional Identity Scale (EIDI, in Spanish) and provides evidence of construct, criterion and predictive validities, as well as reliability through internal consistency. A total of 641 students from eight Centros de Estudios Científicos y Tecnológicos (CECyT) belonging to the Instituto Politécnico Nacional (IPN) participated in the study (60.2% women, 16.69 years, SD = 0.94). Based on a random subsample, an exploratory factor analysis was performed using principal axis factoring and Horn’s parallel analysis. Based on a second random subsample, the construct validity of the EIDI was supported through a confirmatory factor analysis using polychoric correlation matrices and a robust estimator. A third subsample was used to provide evidence of convergent validity by associating the EIDI with life satisfaction. Finally, the full sample was used to build a predictive validity model for student academic performance. The EIDI factors demonstrate moderate and significant associations with all the constructs and variables of interest. Our findings suggest that, following the COVID-19 pandemic, institutional identity and life satisfaction are variables that can be used to improve academic performance indirectly by creating school conditions that foster educational importance, sense of belonging in an institution and better institutional resources.

Optometric table of violence

Diana Yazmín Orozco Ordóñez — 2025-03-31

This paper presents the Optometric Table of Violence (OTV) as an original, graphic and didactic training tool. It serves as a metaphor for the ability to observe and/or perceive gender violence, using the eye chart (Snellen’s Table) used to measure visual acuity during an eye exam as an analogy; therefore, the TOV measures the acuity to visualize tangible and symbolic violence. A theoretical analysis of symbolic violence and micromachismos is presented, as well as the metaphor of the “violet glasses” and its relation to this proposal, which is intended to be used to raise awareness and train on this subject.

Communities of practice: Cross-cutting framework for the diagnosis of the educational inclusion process in higher education

Cesar Delgado Valles — 2025-03-31

This work is based on the need to establish a relationship between communities of practice and educational inclusion processes in higher education. An intervention project was designed to educate teachers about communities of practice and to recover their narratives associated to diversity, particularly on disabilities, about working with students. The research methodology was based on patchwork from a phenomenological approach, the study subjects are a group of 18 university teachers with and without experience supporting students with disabilities. The main results include the need to accept students in vulnerable conditions and pursue a culture of attention to diversity, generate the conditions for educational inclusion from courses linked to the elimination of barriers to learning and participation, develop reasonable adjustments to analytical programs that foster significant learning, an adequate infrastructure to ensure access and mobility of the student community with particular attention to motor disabilities. The study concludes by emphasizing the importance of educating about learning communities, being the backbone for the development of inclusive environments, and educational policies that allow the access, permanence and graduation of all students.

Exploring Nueva Escuela Mexicana: Perceptions and challenges in middle school in Sonora

Juan Pablo Durand Villalobos — 2025-03-31

The Mexican educational system has undergone substantial transformations with each presidential transition, influenced by various political orientations and international directives. The 2018 educational reform, implemented during the administration of Andrés Manuel López Obrador, introduced the Nueva Escuela Mexicana (NEM), designed to renew the system in response to contemporary educational demands. This qualitative and interpretive study analyzes the perceptions and meanings that educational agents in Sonora attribute to the implementation of the NEM, guided by the question: How do these agents experience and conceptualize the pedagogical and curricular transformations derived from the NEM in secondary education? The theoretical-methodological framework is based on the model of curricular change implementation proposed by Fullan as well as the process of meaning-making developed by Joseph and Reigeluth. Data were collected through in-depth interviews, which allowed a detailed exploration of the participants’ experiences. The analysis reveals that the NEM has driven significant transformations in various educational processes, although notable challenges related to curricular adaptation and the integration of interdisciplinary approaches are identified. This study contributes to the understanding of how educational reforms are interpreted and applied at the local level, offering valuable insights for the effective implementation of educational policies and the management of change in diverse educational contexts.

Influence of the consumption of narrative stories on the professional training process

José Antonio Ávila Quevedo — 2025-04-11

This paper reports on an investigation about the impact that the consumption of narrative families, understood as stories that unfold across multiple platforms, such as movies, books, comics, etc., has on the professional training process of education students. To carry out this study, a survey on cultural consumption habits was applied to students enrolled in an education program. Subsequently, two interviews were conducted with informants who reported that they consumed narrative families. From this information revealed certain trends regarding the influence generated by the consumption of these narratives, at the same time it was found that the relationship between the consumption of narrative families and the training process is bidirectional.

Meanings and challenges faced by primary education teachers in the curricular development of the New Mexican School

Celia Carrera Hernández — 2025-04-11

The New Mexican School (NEM) is a curricular proposal for basic education as an alternative to transform traditional teaching practice into an active practice based on humanism with inclusive, participatory and transdisciplinary character. Given this, it is important to assess the role that primary teachers play in the new curricular policy, the challenges they face for its development and the meanings they have built in this regard, which is why a quantitative methodology with a descriptive design and cross-sectional study is used. Primary teachers from the States of Durango and Chihuahua participating in postgraduate studies in Education at the Universidad Pedagógica Nacional del Estado de Chihuahua (UPNECH) and the Universidad Pedagógica Nacional de Durango (UPD) participated. The survey technique was used with a Likert scale, with a Cronbach’s Alpha reliability of .977 and open questions. The challenges they face are the lack of continuous training, the change in teaching practice, lack of knowledge in the design and development of projects, disconnection of the school from the community and an organizational culture that does not facilitate the development of collegiate activities for the construction of projects. Teachers have not been able to internalize the curriculum and put it into practice due to lack of training. The NEM is very significant, however, they recognize important challenges in its development. It was identified that 46% of teachers have made changes to achieve self-managed curricular autonomy, an aspect characterized in those who have one to ten years of service.

Dropout analysis of exact sciences students in a public institution in Yucatán, Mexico

Laura Carolina Sánchez Leal — 2025-04-11

The objective of this research was to analyze the dropout factors in students in the field of exact sciences and mathematics at a public institution in the state of Yucatan. The study was non-experimental, quantitative, cross-sectional and descriptive. The population consisted of 456 students who dropped out of their university studies between 2017 and 2022 of the six undergraduate programs that form the curriculum of a public institution of exact sciences in the state of Yucatán. The information analyzed was obtained through the dropout questionnaire used by the institution as part of the procedure to permanently withdraw from a degree program. The descriptive and inferential analysis was conducted using the Statistical Package for the Social Sciences (SPSS) software, version 23. Among the most outstanding findings, it is worth noting that most students dropped out voluntarily, likewise, the wrong career choice was the most cited reason for dropping out. A constant pattern is that most of the dropouts, both voluntary and administrative, occur during the first year of the analyzed programs. It was identified that the administrative dropouts were primarily due to students reaching the limit of five opportunities to pass a course, a pattern consistent throughout the analyzed years (2017-2022).

The rupture of schools for migrants with the assumptions of the educational system

Esteban García Hernández — 2025-04-11

Children and adolescents from migrant agricultural laborer families represent the social group facing the greatest barriers to access, persist and graduate within the national educational system in Mexico. The objective of this paper is to analyze the operational characteristics of schools serving migrant children, in comparison with those defined by the school grammar for the educational system. This seeks to better understand the characteristics of the educational offer to this population group. The research was conducted within the comprehensive paradigm and considers phenomenology as its guiding interpretive framework. The sample was designed based on the strategies of maximum variation and purposeful convenience sampling and included 11 schools of the Programa de Atención a la Niñez Migrante, where 25 educators worked. Data collection techniques applied were semi-structured interviews and video recordings of pedagogical practices. The analysis was inductive and was supported by the development of matrices and graphs. The main findings of this research reveal that the chronosystem (regulations referring to school times) has changed in schools serving migrants, in addition to a break with the principles defined for the educational system (simultaneity, direct communication and official study programs). The study concludes highlighting the need to recognize the characteristics of teaching practice aimed at populations in situations of educational vulnerability, and to value the experiences generated by educators in schools.

Conflict prevention and resolution in the school context: Tools for peaceful coexistence

Marily Quezada Rodríguez — 2025-05-12

This paper presents the results of a participatory action research project which involved teachers, parents, and students from an elementary school in Ciudad Juárez. With the purpose of promoting reflection, collaborative participation among community members, and integration to improve school coexistence, an intervention plan was designed and implemented using teaching strategies to promote peaceful conflict resolution through communication and dialogue. The research lasted two years and was developed in four phases: phase one, in which the problem was detected; phase two, the action plan was designed; phase three, the plan was implemented, and phase four, a reflection was carried out on the solution to the problem and the previous phases. Through the various strategies implemented, students identified that conflicts are a daily occurrence in classrooms; it became clear that institutions need to strengthen dialogue and conflict resolution processes, and to provide students with tools to help them regulate their emotions and reach agreements with their peers.

Teachers rotation as a symptom of social exclusion phenomenon in Ciudad Juárez, Chihuahua

Dulce María Carrillo Méndez — 2025-05-12

This paper presents the findings of a research project focused on school dynamics and teaching practices: entry into the educational system, daily practice, and changes in school placements, in vulnerable contexts in the border area of Chihuahua. The research is approached from an interpretive perspective, using a narrative method; fieldwork was conducted through in-depth interviews and discussion groups. Thirty-six teachers were interviewed, working in elementary schools in federal and state schools located in the designated priority areas in Ciudad Juárez, in neighborhoods where residents face poverty and social rights are limited. Based on interviewees comments, teachers’ arguments regarding transfer requests (proximity to their place of origin, insecurity, vandalism, deficiencies, work shift) are symptomatic of exclusion and marginalization issues, reflecting a fragile educational system and a highly problematic and complex context. The dynamics within schools thus mirror social dynamics; as a border city, Juárez is a transient place, a temporary settlement while possibilities for a better life are evaluated. Migrants come and go incessantly, much like the protagonists of these stories drift in and out of schools, constantly watching the horizon for an opportunity.

Barriers for the professional development of students from indigenous communities in Southern Mexico

Janny López-Morales — 2025-05-13

Educational barriers for people with disabilities have been widely studied, however, barriers to professional development for indigenous students in university remain underexplored. This study aimed to identify the factors contributing to student dropout at Intercultural Universities (UI). To collect empirical data, three focus groups were conducted in the following UIs: Oxolotán, Villa Tamulté de las Sabanas Academic Unit and Villa Vicente Guerrero Academic Unit, all of them located at the Southeast of Mexico. Information was collected from 21 students who were at risk of failing, repeating a course or undergoing a special evaluation of a course. The study showed that the most frequently reported barriers were: work, economy, single-parent families and native language. The study concluded that the barriers limited economic resources and the need to contribute to household income, single-parent family structures and native language.

Digital inclusion in educational practices with groups considered vulnerable

Laura Beatriz Fernández Delgado — 2025-05-13

The rapid rise in the use and commercialization of digital technologies has led to an increasing diversification of the groups demanding legitimate participation in a new digital citizenship, which operates through a wide range of social and educational dynamics enabled by applications, platforms or artificial intelligence resources. In the face of limited knowledge, uncertainty and the perception of vulnerability grow among disadvantaged social groups. The objective of this study is to describe socio-educational practices related to the digital inclusion of individuals who have been rendered invisible in this context, and to analyze the potential risks of exclusion along with possible alternative approaches to address them. A systematic literature review was conducted, with search criteria based on the selection of documents published from 2022 onward, using keyword strings relevant to the studied theme. The main results point to the benefits of critical thinking in the midst of transformations involving marked technological disruption in certain sectors and a marked trend toward innovation, which is presented as a primary strategy in institutional development plans.

Integration of physical education and mathematics: Improvement of spatial awareness and laterality in third grade primary students

Thania Domínguez Amador — 2025-05-13

This paper presents the results of a participatory action research project involving teachers, parents and students from an elementary school in Ciudad Juárez. The purpose of this research was to strengthen spatial location and laterality in third-grade elementary school students through physical education. For this purpose, an intervention plan was designed and implemented using pedagogical strategies that combined physical movement with mathematical understanding. The results reveal significant improvements in students’ ability to understand and apply spatial and laterality concepts, suggesting that integrating physical education and mathematics can improve academic performance in both areas. Furthermore, an increase in students’ active participation during the intervention activities was observed, demonstrating that the practical and dynamic approach fostered interest and motivation to learn. The importance of parents’ active collaboration in their children’s school activities was also highlighted, as their participation is key to consolidating students’ cognitive, physical and social skills.

Study on the system of state public universities and the development of educational research

Ana Laura Vargas Merino — 2025-05-13

Some of the results of the research “Study on the State public university system and the development of educational research”, carried out from 2020 to 2023, within the framework of the Doctorate in Educational Sciences program, are presented. The objective was to analyze the development of educational research in the Mexican public university system, in order to understand its dynamics and relationships. To achieve this, a multidimensional analytical model was structured based on the epistemology of complexity and constructivist epistemology, consisting of two phases: the first one is a diagnosis of the system through descriptive statistical analysis; the second one is the application of qualitative techniques such as life histories, aimed at subjects dedicated to educational research. The two phases were then integrated under the principle of complementarity. The results allowed to identify that the public university system is open, with defined boundaries, and constantly evolving variations that shape and transform it. These characteristics provide the conditions for the development of educational research by professional educational researcher as an institutionalized function in universities. It is demonstrated that those institutions that manage to strengthen their research subsystem with a robust internal legal framework achieve better results. The main conclusions demonstrate that the development of research is driven by the characteristics of the state public university system, therefore, its study must be based on methodologies that recognize its complexity, dynamics and interactions.

BLPs facing students with hearing impairments in the university context

Carla Alesandra Alatorre Tena — 2025-05-13

Students with hearing disabilities who study in higher education institutions often face barriers to learning and participation (BLP) mainly related to the communicative aspect due to the linguistic differences between them and the school community that surrounds them. A mixed study is carried out, with an interpretive paradigm of a phenomenological-descriptive type with the objective of identifying the main BLP that higher level students with disabilities face in the learning processes; semi-structured interviews were applied to four students with hearing disabilities, and a questionnaire based on the Inclusion Index was applied to 97 students corresponding to the school community that surrounds people with disabilities. A certain contrast is highlighted between what people with disabilities experience and what the school community perceives regarding inclusion in the institution, the existence of attitudinal and didactic barriers from teachers and classmates is appreciated, as well as a model of educational integration. It is concluded that the university is trying to promote inclusion, but the educational community resists an inclusive culture, so favorable results are not perceived within the institution.

Impact of psychosocial risk factors on job satisfaction in university teachers

Mónica Gabriela Gutiérrez-Hernández — 2025-05-13

Education systems have undergone important changes in teaching-learning processes aimed to providing quality service. These changes include task specialization, organizational restructuring, working hours, and the incorporation of information and communication technologies. However, such changes have been linked to psychosocial risk factors and job dissatisfaction. The objective of this research is to determine the type of relationship that exists between the level of psychosocial risk and job satisfaction among higher-level teachers. The methodology consisted of three stages. First, for data collection, Reference Guide III of NOM-035-STPS-2018 and the General Scale of Job Satisfaction proposed by the Mexican Institute of Social Security were applied to a non-probabilistic sample of 56 teachers; subsequently, the descriptive study was conducted and, finally, the correlation between both variables was analyzed to identify the type and degree of correlation they present. The overall results of the sample analyzed showed a medium level of psychosocial risk and job satisfaction. Furthermore, the correlation tests were significant (P = 0.000). In conclusion, the greater the psychosocial risk, the lower the job satisfaction. These findings highlight the need to implement strategies to minimize the psychosocial risks to which teachers are exposed, increasing job satisfaction.

Business competencies in the academic programs at ESCA UST

Gabriela Uberetagoyena Pimentel — 2025-05-13

In the context of the Fourth Industrial Revolution and the COVID-19 pandemic, which further accelerated digitalization, the adaptation of higher education to the evolving demands of the labor market is crucial. The digital era not only demands the development of technological competencies but also the strengthening of future-oriented skills and business-oriented approach to work to ensure that graduates from the programs offered by the Escuela Superior de Comercio y Administración, Unidad Santo Tomás (ESCA UST) of the Instituto Politécnico Nacional (IPN) successfully integrate into the dynamic and uncertain labor market. Therefore, this research focuses on analyzing how business competencies are developed in ESCA UST’s academic programs in the digital era, aiming to propose strategies that foster their development. This study operates within a theoretical framework that emphasizes a socio-constructivist approach and aligns fully with the principles of IPN’s Institutional Educational Model and UNESCO’s 21st Century Competencies. This partial research report not only seeks to assess the relevance of the curricula, but also aims to empower students to lead in a highly competitive business environment with these strategies.

Pedagogical strategies for the prevention of violence: The role of teaching practice in the creation of cultures of peace

Fernando Sandoval Gutiérrez — 2025-05-13

This paper reports on manifestations of violence in university settings, specifically among undergraduate students. The university is recognized as a microcosm of society, where creativity and knowledge coexist with violence and intolerance. The research focused on everyday peer violence in classrooms, laboratories, and common areas. Using qualitative methodologies, the dynamics of verbal and emotional violence were explored, as well as teachers’ pedagogical responses. The findings reveal that subtle violence, manifested in microaggressions and exclusionary dynamics, significantly affects the educational environment and students’ well-being. The pedagogical strategies adopted include conflict mediation, development of socioemotional skills, and group activities that foster empathy. It is concluded by emphasizing teachers’ responsibility to create safe and respectful learning environments, and the importance of clear institutional policies and ongoing training programs to address violence in universities.

Didactic strategies to motivate Mathematics class in the first year of secondary school

Sinhue Reyes Reyes — 2025-05-13

There is a common perception that Mathematics is one of the most difficult and boring subjects. During teaching sessions in secondary school, particularly in Mathematics classes, there was a noticeable lack of interest, along with behaviors and attitudes of rejection that negatively impacted academic performance. This study aims to describe the pedagogical impact of implementing didactic strategies aimed at increasing student motivation in Mathematics class. The research follows a qualitative, descriptive approach, supported by action research and using the target model developed by Carol Ames in 1992. The results showed that the implementation of well-designed didactic strategies significantly increases both intrinsic and extrinsic student motivation, which in turn leads to improve academic performance and a shift toward more positive attitudes facing this subject.

Implementation of the New Mexican School and ideology

Gerardo Roacho Payán — 2025-05-17

This study presents the results of an inquiry into the implementation of the New Mexican School through the analysis of findings provided by informants, official documents from the Ministry of Public Education, and theories that helped to understand the phenomenon: the theory of the crisis of imaginary significations is used as a philosophical, political and psychoanalytic approach to the radical imaginary, serving both as a foundation and as a framework that reveals a closure of meaning within a deliberately heteronomous society. The object of study is understood by highlighting the gaps and contradictions in the implementation of the New Mexican School, the political conflicts with the state government and power groups, as well as with resistance groups. The study reflects, using theories of ideology and utopia and the notion of the political subject, in two ways: first, as a way to recognize the modern neoliberal project and the strategies used in subjectivation for the depoliticization of citizenship; it also identifies the inherent possibilities within the New Mexican School for the emergence of a political subject. Second, it analyzes the experience of a narrative workshop, which leads to theorizing the opening between two structures: the psyche and the social. The psyche emerges violently, in the tension between psychic drive and the social that represses it. This symbolizes the impossibility of being determined, like the Freudian unconscious, it breaks with processes of identification and, consequently, with processes of subjugation, and, if it fundamentally questions, it is configured as a source...

Dimensions of digital inequalities present in second level digital divides, a characterization

Iris Azucena Jiménez Reséndez — 2025-05-17

The aim of this article is to analyze the theoretical conceptualization of the digital divide, based on its three levels (access, use, and life opportunities), in order to characterize the dimensions that constitute it, particularly at the second level. It is argued that a theoretical analysis of the notion of digital inequality, as it relates to the use of digital technologies, is necessary. To this end, the frameworks proposed by DiMaggio and Hargittai and by Warschauer are revisited. A documentary review of literature related to digital divide, inclusion and inequality was conducted. Based on the findings, a theoretical proposal of dimensions is presented, which may be useful for better understanding inequality in the second-level digital divide. This proposal aims to deepen comprehension of the characteristics of the third level to broaden the notion of inequality that reduces it to access or lack of access to technologies.

University faculty: A theoretical perspective from the lens of social representations

Jessica Rascón Castillo — 2025-05-23

In current research, the Theory of Social Representations is highlighted as a key framework for understanding how university faculty constructs meaning around their educational role. While most existing research focuses on primary and secondary education, there is a noticeable gap in studies concerning the higher education context. The Theory of Social Representations is proposed as a tool to deeply explore the perceptions and meanings attributed by university educators to their professional functions. Originating in social psychology, the Theory of Social Representations offers a flexible and holistic framework that has been applied across various educational settings. It not only reveals a broad spectrum of perceptions but also underscores the need for transformation. The social identity of university faculty is marked by the duality between their disciplinary expertise and their role as an educator, an identity shaped through shared meaning-making processes involving intersubjectivity, discourse, and ideology.

The encounter between learners and teachers

Hermila Loya Chávez — 2025-05-23

This work is a phenomenological study that aimed to understand the development of pedagogical management by teachers at a university in the State of Chihuahua, through the experiences lived and narrated by the teachers themselves, during and after the COVID-19 pandemic control measures. An interactive relationship is identified between those who learn and those who teach, the basis of which is a face-to-face meeting with dialogue that allows the identification of the conditions, expectations and needs of both students and teachers themselves to respond to reality as social subjects in the process of professional training. The development of management is analyzed from the perspective of reality as a complexity in which the social system is constituted in the midst of tensions and contradictions without stability, determining the system-environment relationship, in contrast to the theory of organizational management, which has a great influence on social institutions and specifically educational ones. It is argued that there is an encounter between those who learn and those who teach that impacts administered teaching to slowly give way to pedagogical management focused on the reality of the students. However, the administration of the institutions dominates the educational processes by demanding the prescribed curriculum.

MEDFI: Key elements for rethinking teacher performance evaluation in basic education

Samuel Rosas González — 2025-05-23

The evaluation of teaching performance constitutes a central element in educational policy in Mexico, for this reason, this article proposes to rethink such educational phenomenon based on the contributions made by the Formative and Comprehensive Diagnostic Evaluation Model (in Spanish: MEDFI), prepared by the National Commission for Continuous Improvement of Education (in Spanish: Mejoredu), during the government of President Andrés Manuel López Obrador. We argue that in a context where educational systems use evaluation models linked to market logic, the MEDFI constitutes a useful tool to improve and enrich teaching practice. We employ the content analysis technique to review the secondary laws of the 2019 Educational Reform as well as official documents that support the MEDFI, with the aim of understanding its meaning and fundamental characteristics, as well as the scope of contributions to the field of educational evaluation. As part of the findings, it is observed that the evaluation focuses on teachers’ learning, promotes self-assessment and co-evaluation, and encourages feedback, with the aim of improving and strengthening the teaching-learning process. It is a relevant theoretical and methodological commitment that assumes the teacher as a professional. Under these circumstances, this evaluation model constitutes an especially valuable contribution to the educational community because it proposes substantive changes for the future of the evaluation of teaching practice.

The community project as an identity strategy in the indigenous preschool

María Guadalupe Camacho Olvera — 2025-05-23

This work is part of a broader community project aimed at promoting the identify of students attending an indigenous preschool. It was observed that important components, such as language and some traditions, are not incorporated into the school. Older members of the Otomí-Chichimeca community consider that these elements should not be promoted, viewing them as potential sources of discrimination. However, following the humanist, intercultural and inclusive approach of the New Mexican School and its methodologies, which encourage students to recognize themselves as part of a community where the school can contribute to the preservation and improvement of knowledge, traditions and beliefs, a community project was developed. It was created as part of the professional practice course in the fourth semester of the Preschool Education degree, integrating the four training fields and two articulating axes. The project incorporated elements from the environment, such as native vegetation, which the pupils did not recognize as part of their daily lives, as well as the daily practices of parents in caring for their children’s health. Among its outcomes were the creation of a medicinal plants album and the establishment of a school garden featuring these plants.

Diagnosis of the hidden gender curriculum in a primary school in Ciudad Juarez

Alejandra Velásquez Solis — 2025-05-23

This paper presents the diagnosis of an ongoing action-research project. The exercise was carried out in a primary school, examining the hidden curriculum and gender issues by means of the photovoice technique. Photovoice allowed children to capture images of everyday situations that reflect gender inequalities in their school environment. Through this methodology, students from a second-grade group documented and discussed instances of inequality that often go unnoticed, revealing aspects of the hidden curriculum that perpetuate gender stereotypes and roles. The photographs taken by the children included scenes from recess, classroom activities, and interaction dynamics with teaching staff, showing how certain practices and behaviors reinforce gender inequality. These images served as a starting point for collective reflections and group discussions, where students shared their experiences and perceptions about gender injustices. The analysis of the photos and discussions revealed aspects of the hidden curriculum promoted in the elementary school, and these aspects are related to the existence of gender stereotypes, the use of school spaces and gender-related violence.

Self-evaluation of graduate profile in the first year of teaching service

Deyanira Mena Bonilla — 2025-05-28

The year 2018 marked the transformation of teacher training colleges, as after 20 years, the curriculum for the Bachelor’s Degree in Teaching and Learning Spanish in Secondary Education underwent a modification; however, it is recognized that there have been some difficulties in implementing the different subjects, and one of them is a key piece, which was the COVID-19 pandemic, since while the curriculum for each subject was being implemented, students from the 2018-2022 and 2019-2023 generations had to complete their teacher training in on line, hybrid, and in-person modalities. Therefore, it is necessary to recognize the effort they made during their time at teacher training college and the fact that upon graduation they had to put into practice the knowledge, skills, values and attitudes they developed during their teacher training, which are necessary for their overall performance in the classroom. This research was conducted to observe how frequently they use these competencies in their daily work in secondary schools during their first year of teaching service.

Academic literacy initiative for argumentation in research genres

Elsa Xanat Contreras López — 2025-05-28

University students face various challenges when writing at university and within their discipline, especially when creating a research genre like the thesis for the first time. One challenge is integrating the voices of other authors with their own to argue a position, as well as being unaware of the relevance of intellectual property and its relation to citation styles. Based on the Design Thinking model, this study presents the design of a digital pedagogical tool integrated into an academic literacy initiative through multimedia content aimed at promoting argumentative writing for thesis development. The Flower and Hayes writing model was used to structure the thesis genre in stages, serving as the organizing framework for the Educational Multimedia Resources (EMR). The graphic and content design of the EMR involved the participation of students through a checklist and surveys. The results showed the characterization of the genre by the instructors and significant student acceptance and perceived utility in comprehension. In conclusion, having a digital tool focused on argumentation in thesis writing promotes the development of students’ academic and professional identity by fostering argumentative writing in academic contexts.

Procedural evaluation, the challenge of the New Mexican School

María Lluvia Gómez Fuentes — 2025-05-28

The teacher is a fundamental element for the implementation of the New Mexican School curriculum. The present state of the art has the objective of describing the pedagogical practices generated within the evaluation process that this new educational policy is fostering. The analysis of the documentary review was classified into two groups: the first one is in the interpretive-constructivist paradigm, because it has greater predominance in the curriculum and in the general standards of evaluation, accreditation and promotion currently in force; the second one is in the historical-critical evaluative paradigm, and was created by considering the sociocritical approach of the study plan. The research design for both groups was an exhaustive and orderly review using search engines such as Google Scholar, Dialnet, Redalyc and SciELO. In the first group, the descriptor used was “formative evaluation”, a term that appears in the curriculum to define the evaluation of the processes. For the analysis of the second group, the search terms used were “evaluative practices or evaluation with a socio-critical approach or critical perspective”. Among the results of the first group, the importance of formative evaluation to monitor and improve learning is highlighted, as well as reflective, systematic, organizational and feedback evaluation practices. From the second group, it is noted that the evaluation is given in a very traditional way and is far from the essence of critical pedagogy.

Digital resources, artificial intelligence and academic writing for essay feedback

Sofía Andrade Juárez — 2025-05-28

At the university, writing is a social practice for constructing and communicating knowledge. Thus, teachers assign writing tasks, such as the argumentative essay, for students to learn and communicate their learning, supporting their transition and insertion into the discipline’s own culture. However, students often face challenges because they are unfamiliar with the linguistic conventions of the discipline and the epistemic potential of writing. Furthermore, the Digital Age and Generative Artificial Intelligence (GAI) have posed challenges and benefits to education for learning and teaching through evolving writing practices. This work presents the results of the evaluation of an educational experience where GAI was used as a tool to guide and support the review and feedback of written argumentative essays conducted by students. The experience was developed in four phases: 1) documentary analysis on strategies for review, feedback, argumentative essays, and the use of GAI; 2) design of Multimedia Educational Resources (MER) based on the Inbound marketing strategy; 3) use of the Design Thinking model for the systematization of resources and the creation of a digital course; 4) evaluation of the tool organized into five categories: utility, resources, sequence, design and interactivity. The results contribute to proposing the use of GAI as a tool for review and feedback, as well as raising awareness about its ethical and responsible use.

English language teaching and learning in a multilingual environment. Language discrimination, disuse and inequality in a public school in Chihuahua, Mexico

Omar Hazzael Pérez Juárez — 2025-06-04

This research-in-progress explores how Mexico’s National English Program justifies the teaching of English language based on the premise that basic education students should be prepared to face an increasingly globalized world. Even when the program reaches schools that, due to their characteristics, could be considered multilingual, it has not fully considered the interests, knowledge, and perceptions of the key educational agents; on the contrary, in specific contexts, certain groups tend to be discriminated against, rendered invisible, or prioritized over others. Using an ethnographic approach, fieldwork was conducted over a six-month period at a school in the city of Chihuahua, the capital of the Mexican State of the same name. Data collection was primarily carried out through participant observation and interviews. The main findings indicate that Spanish dominates over all other languages in the classroom; indigenous languages are largely absent from the school environment; teachers working under the program face precarious labor conditions, and the teaching-learning process of English as a foreign language has limited impact on students’ everyday lives.

Validation of a mental health instrument in teachers in training

Duina Edith González Acosta — 2025-06-04

Depression and anxiety are two disorders that currently interfere with the comprehensive development of teachers in training, and whose warning signs require being detected and attended to. This research is aimed at validating and applying an instrument designed to identify key indicators and signs of depression, anxiety, and stress in higher education students. In the first phase of the instrument’s validation 14 expert judges participated, specialists in the fields of education, health, psychology and other areas related to mental health. For the purposes of this article, the results pertaining to the mental health dimension are presented. The instrument was validated using two expert-based methodologies, applying non-parametric multiple correlation tests with Kendall’s W. The brainstorming technique was employed for the instrument’s design, evaluating the following categories: physical state, academic performance, emotional state, and social skills. The resources used for data analysis included the coefficient of concordance and a conceptual scale, without modifying the items, the instrument was validated and approved for reliability, using SPSS version 23.

University teaching practice in the face of limited teaching resources and materials

Javier Damián Simón — 2025-06-13

University teaching is a fascinating activity but not without challenges, particularly in small, newly established universities or those located in geographically and economically disadvantaged areas. Among the most significant challenges faced by professors in such institutions is the lack of resources and teaching materials for subjects with a practical orientation. Faced with this situation, a central question arises: What role do professors’ creativity and innovation play in navigating these precarious conditions? The main objective of this paper is to share experiences and classroom practices in contexts of scarcity, where access to specialized software for business education programs is limited. Based on these experiences, a case study was developed as both an educational resource and a pedagogical strategy. This case study is shared with peers facing similar circumstances, with the aim of contributing to the quality of university students’ academic preparation.

Integration of microservices with Laravel, Python and Django for teaching data processing

José de Jesús Solorzano Rangel — 2025-06-13

This article demonstrates how to integrate various technologies into an educational environment to facilitate the teaching of data processing using microservices. The project employs Laravel, Alpine.js and Django for data management and transformation via microservices. Implementing a microservice-based architecture allows the application to be divided into manageable components, which not only improves the system’s scalability and maintainability but also provides a practical model for students to understand these technologies. A prototype was developed following the prototyping methodology, enabling an iterative system design with a focus on teaching key concepts such as data loading, category homogenization, duplicate elimination and categorical variable transformation. Performance evaluations indicate satisfactory response times when processing numerical data with small datasets, while areas for improvement were identified when handling large volumes of categorical data. This educational approach aims to reduce the technical skills gap among students interested in machine learning and data processing.

The teacher as a guide for social reintegration of youth delinquents

Edson Eduardo García Vázquez — 2025-06-13

This work is derived from a broader doctoral study, which aims to understand the role of teachers working with adolescents deprived of their liberty at the Specialized Social Reintegration Center #1 (Cersai) in the city of Chihuahua, Mexico. In this study, from a qualitative perspective and through a semi-structured interview with a professor at such institution, the challenges faced by teachers, the characteristics of the young individuals, the programs of non-formal education and the unique dynamics of the center will be presented. The results indicate that the teachers’ academic and emotionally supportive role is crucial for providing tools for effective reintegration.

The absence of security in didactic planning

Alondra Janeth Herrada Guerrero — 2025-06-19

In this research, an analysis of the professional competence of designing plans was carried out by applying curricular, psycho-pedagogical, disciplinary, didactic and technological knowledge to promote inclusive learning spaces that respond to the needs of all students within the framework of the educational plan and programs. The study was framed in the phenomenological interpretive paradigm since it leans towards those experiences during professional training that acquire a special meaning; the autobiographical narrative method was used to explore the experience of being a teacher in training of the Bachelor of Preschool Education program, focusing on the absence of security in planning. The main objective of this evidence portfolio was to improve my confidence when executing planning by reviewing the selected evidence from the professional training path for greater performance in its application. The need to have a diagnosis emerged as the main area of opportunity for the successful implementation of those plans carried out during this training period.

Artificial Intelligence and education: Horizons of innovation and critical reflection

Bertha Ivonne Sánchez Luján — 2025-01-01

En el último par de años la inteligencia artificial (IA) se ha presentado como un factor disruptivo que tiene el potencial de transformar las prácticas educativas, y la forma en que concebimos, producimos y circulamos el conocimiento científico. La educación –históricamente mediada por tecnologías, lenguajes y contextos culturales– hoy se ve confrontada por algoritmos capaces de aprender, sistemas que predicen y plataformas que ofrecen personalización. Sin embargo, el impacto de la IA va mucho más allá del entorno del aula: afecta directamente el núcleo de la investigación educativa, cuestiona sus plazos, métodos, formatos y, sobre todo, su significado. Ofrece oportunidades sin precedentes para personalizar la educación y mejorar los procesos administrativos, pero su implementación requiere una reflexión crítica sobre sus implicaciones en aspectos como la equidad, la justicia cognitiva y la calidad educativa (Sousa, 2018).