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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Human capital theory (HCT) has moved from a core tenet of neoclassical economic theory to a normative and prescriptive policy position that guides our understanding of economic growth across multiple scales, from the individual to the national. In this paper, a diverse group of graduate students interrogate their experiences of accumulating and realising ‘human capital.’ They argue that HCT holds at its centre an abstract and falsely universal subject that obscures how transnational relations of patriarchy, race, and coloniality constitute class relations and thus create a reality in which investments in human capital cannot be realised by all. This paper further elaborates how this group of adult learners developed an understanding of class as a socially constituted relation within capital and thus foregrounds the need for adult educators to work from a more nuanced articulation of class that recognizes relationality with other forms of oppression.

Civic is study looks at civic education's potential as a panacea for moral decay among secondary school students in Ede community of Osun State, Nigeria. It looks at how civic education may give students the moral principles and direction they need to navigate daily life and make moral decisions. The study adopts a qualitative research methodology and gather b s its data from secondary sources like books, academic journals, theses, and newspapers, among others. The results emphasise how common moral degeneration is among students in secondary schools and how important it is to implement successful interventions in civic education. The paper also reveals that students who receive civic education are equipped with the knowledge and abilities needed to make ethical decisions because it instills values, virtues, and ethical concepts. The study concludes that effective civic education that would counteract moral decay needs the involvement of relevant stakeholders, such as schools, parents, teachers, and the community at large, to work together in an integrated manner.his study looks at civic education's potential as a panacea for moral decay among secondary school students in Ede community of Osun State, Nigeria. It looks at how civic education may give students the moral principles and direction they need to navigate daily life and make moral decisions. The study adopts a qualitative research methodology and gather b s its data from secondary sources like books, academic journals, theses, and newspapers, among others. The results emphasise how common moral degeneration is among students in secondary schools and how important it is to implement successful interventions in civic education. The paper also reveals that students who receive civic education are equipped with the knowledge and abilities needed to make ethical decisions because it instills values, virtues, and ethical concepts. The study concludes that effective civic education that would counteract moral decay needs the involvement of relevant stakeholders, such as schools, parents, teachers, and the community at large, to work together in an integrated manner.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration.

The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este número especial de la Revista TE&ET hemos tratado de enfocar un tema de importancia actual para la comunidad educativa, tal como es el empleo de herramientas de Inteligencia Artificial en Educación. Debo comenzar agradeciendo la fuerte participación de docentes e investigadores de diferentes países que han enriquecido el contenido de este número y sobre todo nos permiten ver un panorama de las posibilidades y desafíos del empleo de herramientas y tecnologías relacionadas con IA en el aula. Dado el incipiente desarrollo del tema, tomamos la decisión de incluir la mayor cantidad de presentaciones posibles, con el objetivo de abarcar la problemática desde múltiples enfoques y casos. Es así que tenemos 22 trabajos aceptados y un “Invited Paper” redactado por la Dra. Cecilia Sanz (miembro de nuestro Comité Editorial) quien es una destacada especialista en temas de Tecnología y Educación, vinculada no sólo con la educación universitaria, sino también con la escuela primaria y secundaria. Naturalmente, como en cada número de la Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, quisiera agradecer a los miembros del Comité Editorial y al equipo de la Secretaría de Postgrado de la Facultad de Informática que ha tenido un trabajo intenso para completar esta edición.

A inserção da extensão nos currículos representa uma ferramenta estratégica para a reorientação do ensino superior, visando maior integração da universidade, serviços e comunidades. Este trabalho apresenta a experiência de implantação da Formação em Extensão no curso de Graduação em Gestão de Serviços de Saúde da Universidade Federal de Minas Gerais (UFMG). Trata-se de um estudo descritivo, do tipo relato de experiência, que decorreu de um projeto piloto desenvolvido entre os anos de 2021 e2022. Esta experiência se constituiu a partir de uma atividade prática que proporcionou a articulação e a integração de duas disciplinas obrigatórias do currículo a dois projetos de extensão, envolvendo municípios de pequeno porte do estado de Minas Gerais. Para tanto, foi desenvolvido um instrumento de avaliação de saúde que permitiu o diagnóstico situacional de municípios, considerando as dimensões demográfica, epidemiológica, socioeconômica e da organização dos serviços de saúde. Este instrumento permitiu aos alunos um aprendizado crítico e coletivo, que articulou a teoria à experiência concreta da gestão, do planejamento e da vigilância em saúde. Consideramos que este relato apresenta uma experiência exitosa para a inserção da Formação em Extensão em currículos de cursos da Saúde Coletiva na medida em que inova e potencializa o processo de ensino-aprendizagem de forma crítica, podemos ser apoio e inspiração para a desafiadora inserção da extensão nos currículos dos cursos da área da saúde. Palavras-chave: Aprendizagem Baseada em Problemas; Diagnóstico Situacional; Planejamento Estratégico; Gestão em Saúde Instrument to assist the insertion of University Extension in public Health Curriculum: An experience report Abstract: Including extension in curricula represents a strategic tool for reorientating higher education, involving greater integration of the university, services, and communities. This work presents the experience of implementing Extension Training in the Undergraduate course in Health Services Management at the Federal University of Minas Gerais (UFMG). This paper is a descriptive study of the experience report type, which resulted from a pilot project developed between 2021 and 2022. This experience is based on a practical activity that provided the articulation and integration of two mandatory subjects from the curriculum to two extension projects involving small municipalities in Minas Gerais state, Brazil. To this end, a health assessment instrument was developed that allowed the situational diagnosis of municipalities, considering the demographic, epidemiological, socioeconomic, and organizational dimensions of health services. This instrument helped the classes to provide critical and collective learning, which articulates theory with the concrete experience of management, planning, and health of Extension Training in Public Health course curricula as it innovates and enhances the teaching-learning process critically, and can be support and inspiration for the insertion of extension in curricula of health courses. Keywords: Problem-Based Learning; Situational Diagnosis; Strategic Planning; Health Management

A asma é uma das doenças respiratórias crônicas mais recorrentes e afeta crianças e adultos, sendo um problema mundial de saúde que acomete cerca de 300 milhões de pessoas. O objetivo deste trabalho consistiu em analisar os impactos de ações educativas envolvendo pessoas com asma em um projeto de extensão universitária. Trata-se de estudo descritivo, de abordagem qualitativa, no qual participaram 19 pessoas com diagnóstico médico de asma que participaram de ações educativas de um projeto de extensão universitária. A coleta de dados se deu por entrevista semiestruturada, na qual foram abordados os seguintes aspectos: a convivência com a doença, o interesse na participação do projeto, os impactos na vida cotidiana, o atendimento das expectativas e a participação em projetos semelhantes. Os dados foram coletados entre setembro de 2018 e maio de 2019 e foram organizados em categorias não apriorísticas. Os resultados das ações educativas relatadas pelos voluntários evidenciaram que os participantes estão adaptados à doença, porém, com dificuldades em momentos de crise. A busca pela informação, ampliação da rede de cuidado, busca de amparo e curiosidade foram relatados como os interesses na participação do projeto. O conhecimento/ autoconhecimento, mudança de comportamento, incentivo, controle da doença, qualidade de vida e conscientização foram os impactos na vida cotidiana dos participantes. Assim, conclui-se que as ações educativas desenvolvidas por um projeto de extensão universitária tiveram impacto positivo na vida das pessoas com asma, o que permitiu que estas tivessem um melhor conhecimento da doença e enxergassem as possibilidades de controle e melhor qualidade de vida. Palavras-chave: Doenças Respiratórias Crônicas; Educação Em Saúde; Ensino Impacts of educational interventions involving individuals with asthma in a university extension project Abstract: Asthma is one of the most common chronic respiratory diseases and affects children and adults, being a global health problem that affects around 300 million people. This study analyzed the impacts of educational interventions involving individuals with asthma in a university extension project. This paper is a descriptive study with a qualitative approach, grouping 19 volunteers who have received a medical diagnosis of asthma and have participated in educational interventions in a university extension project. Semi-standardized interviews collected data on the following: disease familiarity, desire to participate in the project, daily life impacts, expectations on follow-up, and participation in similar projects. Data were collected between September 2018 and May 2019 and were organized in non a priori categories. The results of educational interventions reported by volunteers showed that participants have adapted to their condition, yet they face significant challenges during asthma crisis. Search for information, care network expansion, support, institution reputation, and curiosity were reported as motivations for participating in the project. Impacts on participants' daily lives included knowledge/self-knowledge, behavior change, encouragement, disease control, life quality, and awareness. We concluded that the educational initiatives carried out by the university extension project positively impacted the lives of individuals with asthma, allowing them to have more excellent knowledge about their condition and empowering them to assert more control over their health and quality of life. Keywords: Chronic Respiratory Diseases; Health Education; Teaching

RESUMO: O artigo apresenta uma reflexão sobre a articulação entre ensino, pesquisa e extensão em um Mestrado Profissional em Gestão Educacional (MPGE) a partir dos seus eixos curriculares que versam sobre o lugar da pesquisa no mestrado profissional, a aula como espaço de produção de conhecimento e a articulação entre conhecimentos universitários e saberes profissionais. Retrata a trajetória de um MP na profissionalização do campo da gestão educacional com base em um conjunto de dados qualitativos produzidos durante o último quadriênio e dos seus impactos econômico, social e cultural, principalmente a partir dos “produtos” gerados pelos Trabalhos de Conclusão de Curso dos(as) mestrandos(as). Dialoga com a avaliação multidimensional proposta no quadriênio 2017/2020; pretende contribuir com a consolidação do debate sobre os MPs; e lança pistas para o fortalecimento do stricto sensu profissional no Brasil. Palavras-chave: Mestrados Profissionais. Avaliação. Educação. Gestão Educacional. ABSTRACT: The article presents a reflection on the articulation between education, research and extension in a Professional Master’s Program in Educational Management (MPGE) from its curricular branches about the place of the research in the professional masters', the classes as spaces of knowledge production and the articulation between university and professional knowledge. It reports the history of a Professional Masters in the professionalization of the educational management field based on a qualitative data set produced during the last quadrennium; and of their economic, social and cultural its impacts, mainly from the “products” generated by the students' term papers. It dialogues with the multidimensional evaluation proposed in the 2017/2020 quadrennium; it intends to contribute with the consolidation of the debate on the Professional Masters' programs; and it lists aspects for strengthening professional stricto sensu programs in Brazil. Key-words: Professional Masters’ Programs. Evaluation. Education. Educational Management.

RESUMO: Este artigo tem por objetivo relatar os resultados de um projeto de ensino chamado "Por que falar de gênero e sexualidade na escola?" desenvolvido no Instituto Federal Sul-rio- grandense - câmpus Pelotas, com alunos do ensino médio-técnico com a duração de 40 horas. O curso propôs estudos acerca de temas como gordofobia, racismo, misoginia, violências contra a comunidade LGBTIA+, relacionamentos abusivos, heteronormatividade, com o intuito de fomentar micropolíticas educacionais voltadas à valorização da diferença, convertendo o espaço educacional em um ambiente inclusivo e aberto à diferença, no qual os alunos tiveram a oportunidade de desenvolver a capacidade de convívio com a diferença, afastando-se de preconceitos e opressão. Ao tratar de assuntos que não tinham relação direta com suas realidades, foi proporcionado às estudantes um ambiente de respeito e empatia com a realidade de corpos dissidentes, o que possibilitou o entendimento dos seus próprios privilégios. Palavras-chaves: Gêneros. Sexualidades. Educação. Corpos dissidentes. ABSTRACT: This paper aims to report the results of a teaching project called "Why talk about gender and sexuality in school?" developed at Instituto Federal Sul-rio-grandense - campus Pelotas, with high school-technical students lasting 40 hours. The course proposed studies on topics such as fatphobia, racism, misogyny, violence against the LGBTIA+ community, abusive relationships, heteronormativity, in order to foster educational micropolicies aimed at valuing difference, converting the educational space into an inclusive and open to difference environment, in which students had the opportunity to develop the ability to convivialize with difference, moving away from prejudice and oppression. When dealing with issues that were not directly related to their realities, students were provided with an environment of respect and empathy with the reality of dissenting bodies, which allowed the understanding of their own privileges. Keywords: Genders. Sexualities. Education. Dissenting Bodies.

Lesson Study provides an opportunity for teachers to engage in layers of individual and collaborative reflections in, on, and for practice to improve the teaching and learning process. This paper reports on reflections on teaching ratio and proportion online using Lesson Study, which could improve the teaching-learning process, specifically on pedagogy. The study consisted of three major stages: Lesson Planning, Lesson Study Proper, and Reflection through post-lesson discussion. The research lesson study proper was participated in by Grade 9 students in a school in the Philippines and six teachers—one taught the lesson, and the other five observed the class via Zoom. Also, the six teachers were participants in the post-lesson discussion. The data gathered from this descriptive qualitative study were analyzed using thematic analysis. It was concluded that in teaching ratio and proportion, the distinction between terminologies must be emphasized so there will be no confusion and for the students to use what is proper. Moreover, it is advised that a real-life problem involving ratio and proportion be included in the lesson so that students will appreciate its uses and lessen its abstraction. Teachers must also go beyond routine activities to increase students' critical thinking and employ the Higher Order Thinking Skills. Thus, it is recommended that teachers undergo training to learn different and new pedagogies to improve their teaching by going beyond routine activities and incorporating real-life problems.

The general aim of this research study is to detect needs and possible areas of improvement in the Basque education system. To this end, this paper describes and compares the discourses of different informants, using a qualitative methodology based on a census sample of secondary schools and students in the Autonomous Community of the Basque Country (ACBC). Although our research is located in a specific geographical and cultural context, the detailed contextualisation of the study may shed light on an international level and may be transferable to other contexts that come close to the characteristics described in this article. Thus, a total of 18 secondary schools from the ACBC were selected in accordance with their effectiveness level, calculated on the basis of the results obtained in the Diagnostic Assessments (DAs) across five years. Likewise, professionals involved in the study (18 inspectors, 18 management teams, and 50 educational agents) identified certain priority areas, such as teaching-learning methods, promoting diversity, fostering an evaluative culture and leadership, resource provision, stability of the teaching staff, relationships with families, and optimisation of constructive conflict resolution. This research can help to carry out other research on other education systems based on the dimensions analysed in this article, as they have been found to be a priority for educational agents.

This paper explores the accounts of four Filipino ALTs in teacher narratives as intertwined in their teacher emotions, identities, and practices to help understand modern changes in the understanding of the speakerhood status of traditionally perceived NNESTs in Japan and the globalized world using Norton’s (2013) concept of teacher identity. Primary data were collected from an initial survey questionnaire and semi-structured online interviews from four (4) ALTs. Guided by the narrative approach (Barkhuizen, 2008), we learned that Filipino ALTs’ identities are shifting and in flux as they navigate their emotions about their speakerhood status as ALTs in Japan. Participants responded with varying depictions of their imagined native (NES) and nonnative speakers (NNEST), specifying cultural, linguistic, and physical differences. Disappointment and frustration emerged as teacher emotions from external factors rather than speakerhood status. Moreover, feelings of happiness and inferiority, instead, were perceived to be associated with their speakerhood status. Data from the interviews show that their anxieties and inferiority related more to others' labeling of them as native speakers and the expectations of having to live up to the ideals of the NES. The data supports speakerhood status as a spectrum rather than a discrete category, with the participants’ teacher identities constantly shifting and in flux. The study shows that Filipino ALTs’ teacher emotions, as they relate to their communities, classroom policies, and shifting teacher identities, show and lead to their desire to invest and reinvest in their teaching practice and possibly signal shifts in teachers’ understanding of teacher ideologies.