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Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty's professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample (n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) growing concerns, (b) externalizing remediation, (c) institutional challenges, and (d) taking action. [ABSTRACT FROM AUTHOR]

Journalism is a highly technology-dependent profession, and students, educators, and professionals must develop specific digital skills. This study uses the theory of disruptive innovation to examine how journalism educators adapt their programs in response to changing media environments. A survey of accredited journalism and mass communication programs identified three key challenges: the need for long-term investment, the ability to predict future change and demand, and difficulty in hiring faculty expertise. When asked which technologies will affect journalism curricula in the next 3 to 5 years, artificial intelligence (AI) topped the list, followed by drone journalism, virtual reality, and augmented reality. [ABSTRACT FROM AUTHOR]

Outdoor painted sculptures (OPSs) are a regular feature of public spaces and private collections throughout the world. Their painted finishes can appear deceptively simple, but their esthetic is a subtle combination of color, texture, and reflectance, making them challenging to care for and repair. OPSs are exposed to direct sunlight, rain, wind, pollutants, human interactions, and biological debris from plants and animals. Conservation of these artworks is a matter of preserving an artist’s esthetic intent, rather than the original paint system, which will inevitably need to be replaced. This paper discusses the development of the Getty Conservation Institute workshop Treatment Strategies for OPS, to develop skills in this specialized area of conservation. The full repainting of an artwork is expensive, laborious, logistically challenging, and includes the use of chemicals and processes with significant carbon footprints: improving the economic and environmental sustainability of these treatments has become imperative. The workshop teaches participants strategies that help stave off full repainting, such as working with specialized painters for lasting localized repairs, removing graffiti without altering the sculpture’s finish, and creating regular maintenance programs that help prevent deterioration. [ABSTRACT FROM AUTHOR]

The competency-based approach seeks to project its execution to a quality education, in this article the objective is to know the perceptions that teachers have about the competency approach, a quantitative methodology was used, applying a questionnaire instrument with a Likert scale with an analysis and theoretical perception -practice resulting in a sample of 52 higher education teachers where we reached results where results of great importance are evidenced by 69% of teachers who sometimes present problems with their application, as well as 54% confirm that they only sometimes maintain training for its application, therefore it is concluded that with the need to train for its correct application in classrooms. [ABSTRACT FROM AUTHOR]

This article consists of an analysis of the opening lectures delivered by two female educators at the First International Feminist Congress held in Buenos Aires in 1910. The first speech, of liberal character, was given by Argentine Ernestina López, and the second, with anarcho-socialist elements, by Chilean María Espíndola de Muñoz. With a gender-focused approach to the research of the history of education, a critical analysis of said speeches has been conducted from a Laclausian perspective, identifying topics in which the relevance of women's education on their emancipation prevails. Within this epochal mood, the emerging social movement sheds light internationally on criticism of the patriarchal model from a perspective of rights in which meanings of education in women's construction as social, political, and cultural beings are configured. Neither position is exclusionary of other expressions circulating the debates at the event. [ABSTRACT FROM AUTHOR]

Given the current situation with regards to the publication of the Development Orders to Improve University Teaching approved by Royal Decree 822/2021, which might affect degree mentions in Spain, this research focuses on a study of the form of the curriculum for the Mention in Music Education. To do so, we have selected public and private centres (n = 48) that are affiliated to the Conference of Deans of Education. We examined the offer of this specialisation on the degrees in Early Childhood Education and Primary Education, the distribution of subjects, and access requirements. In addition, the content of the subjects was classified. and the presence of specific placements and final degree projects was considered. The results show a reduction in credits and training capacity compared to the previous specialism. In addition, the more restricted offer of this mention in Early Childhood Education than in Primary Education is shown. The Kruskal-Wallis non-parametric test did not find any statistically significant differences in the availability of these courses in different autonomous communities. In the case of modules offered, it is apparent that both stages share the same musical categories (vocal, instrumental, auditory, musical language and rhythm, movement and dance, among others) but that the teaching load differs. Likewise, it was also found that few centres offer specific practicals and final degree projects for the mentions. For all these reasons, taking into account all of the foregoing is recommended in the event of any modification that could increase the number of credits with the publication of the afore mentioned orders. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

According to Diogenes Laertius, Hipparchia of Maroneia decided to use for her education the time she was going to waste on the loom (VI98=SSR V I 1). The aim of this paper is to analyze the reason and implications of this decision. I will point out that it is based on the gender equality thesis supported by the Cynics, and I will try to show that it has at least two implications: not only the defense of a certain kind of education, but also of parrhesia, i.e. the practice of free, frank, and open discourse. [ABSTRACT FROM AUTHOR]

The present article describes the main qualities and strategies of the school's Principal leadership in a school in the region of Ñuble, Chile. The analysis of the case study is carried out by using a qualitative methodology with an interpretative approach, by means of the conduction and analysis of 12 interviews and 1 focus group to different actors of the educational community. Based on the methodology proposed by the International Successful School Principalship Project (ISSPP), we address the challenges posed in the context of school management, the contributions of the school management team, the integration of students coming from different social and cultural backgrounds, and the raising of achievement levels in the school. The study concludes that the qualities and strategies that characterize the school leadership evidence a successful leadership, as demonstrated by the integration of the three types of leadership: transformational, distributed, and pedagogical. [ABSTRACT FROM AUTHOR]

The article conceptualizes the category 'botanical gestures' and develops arguments about the relevance of its incorporation in educational research. This foundation includes a vast bibliographical tour through theoretical and literary texts. He also proposes two intermezzos that incorporate references to the visual arts. Finally, it states a propositional agenda that constitutes an expansion of two agendas previously stated by the authors of the work. [ABSTRACT FROM AUTHOR]

Through the recognition of the qualities of plants that promote life, the study proposes these characteristics as necessary for the generation of living environments in education and research. Autopoietically, we identify relationships of sensitivity, collaboration, movement, travel, communication, memory and care. We value these qualities for the learning, change and transformation environments necessary in Education, which constitute dynamic, self-organized, changing and complex environments that are recognized as narrative environments. This work contributes to the understanding of life-research as an investigative and narrative experience, which from bioinspired research models, makes research possible as an experience of life itself that happens in its future. [ABSTRACT FROM AUTHOR]

Narrative storytelling surrounds us. Narratives are especially salient in politics, as policy problems do not simply exist, but are actively created through the stories policy actors tell. Scholars introduced the narrative policy framework (NPF) to create a generalized framework for studying how policy actors use storytelling strategically to influence policy. We use the NPF to examine the recent rise of critical race theory (CRT) in policy debates. We demonstrate that increasing exposure to the ban‐CRT narrative plots led to greater support for a ban on CRT, particularly for White and Republican individuals. Finally, we introduce and test the concept of narrative spillover, which provides a new way of thinking about how micro, meso, and macro policy narratives interact to influence‐related political beliefs and macrolevel beliefs about institutions and culture. [ABSTRACT FROM AUTHOR]

The United Nations claims that education is a crucial element in reducing poverty rates in any country if it is accessible, adaptable, acceptable, and affordable; known as the 4A's of education, which are considered within the national education policy. This paper analyzes the effect of the 4A's of education on multidimensional moderate-income poverty and extreme income poverty in Mexico in the years 2010 and 2020. This is achieved with the analysis of microdata from the Module of Socioeconomic Conditions of the National Survey of Household Income and Expenditure (MCS - ENIGH) 2010 and 2020 and with dichotomous logit models. The results indicate that the 4A's have a greater effect on the reduction of multidimensional extreme income poverty than on moderate, even over different periods. [ABSTRACT FROM AUTHOR]

This scientific review article is focused on the qualitative analysis of various works focused on the development that the term education has presented and the various theories through which it has been constructed throughout history, as well as the contribution of neurosciences to the field of education giving rise to neuropsychology, neuroeducation and neuropsychopedagogy which have made valuable contributions to the educational area. This knowledge in different areas has allowed us to strengthen learning methods, which provides a different vision in the way in which learning is conceived and applied. Knowledge about brain functioning, cognitive processes, behavior and the impact they have on education facilitates the improvement of the teaching-learning process; Neuropsychopedagogy and its collaboration with other areas of knowledge generate various tools that allow the detection and coping with various challenges present in the classroom, facilitating timely and effective detection, delving into the neurobiological bases of certain conditions, which allows properly guiding students. teachers so that they adapt the pedagogical processes according to the needs of each learner. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article discusses whether it is possible to use technology to train democratic values. The response presented is developed through a story detailing institutional experiences in educational innovation. After a literature review on the subject, to identify proposals within various instructional design models, a suitable model was selected and the elements within it that facilitate the design of an educational platform aimed at training children in the values of democracy, participation and peaceful coexistence were identified. It concludes with the adoption of Jonassen's model, which proposes a critical use of technology in educational tasks. Finally, a reflection on the relationship between education, technology and society is offered. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is creating both opportunities and challenges in higher education. This article explores perceptions, concerns, barriers, and facilitators for integrating AI into academic activities. It focuses on a public university in Northern Peru, examining faculty opinions through interviews and focus groups. The findings show that faculty find generating texts and organizing activities with AI advantageous; however, some have concerns about its use, doubting its accuracy and truthfulness. They agree on discussing these changes and integrating them into the curriculum, seeking to overcome barriers through training to improve the perception and use of AI. Despite the potential and strong support of AI in the university, it is necessary to implement institutional measures. [ABSTRACT FROM AUTHOR]

Gender binarism is a form of classification and attribute assignment that presupposes the unique existence of two genders among humans. In this article, I analyze how this binary is expressed in high schools and what effects it can have on trans* and/or non-binary students. To this end, I conducted a qualitative study based on two discussion groups. The participants included three trans youth and two non-binary youth, on the one hand, and seven cisgender students from a Secondary Education Institute (IES) on the other; both groups were from Jaén, Spain. The results revealed that the gender binary is rooted and naturalized in high schools and that there are still practices that perpetuate it. On the other hand, it has been found that sustaining gender binary can have a negative impact on trans* and/or non-binary students, both by forcing the concealment of identity and by promoting situations of bullying based on identity and/or gender expression (SOIGE). [ABSTRACT FROM AUTHOR]

Learning in human anatomy has traditionally been assessed by recognizing anatomical structures. Despite their popularity, they can have a subjective component. The Objective Structured Practical Examination (EPOE) has been presented as a more global way of assessment. The aim of this study was to demonstrate the effect on academic performance after the implementation of the EPOE in practical activities. In this study 2312 students were divided into Traditional Methodology (n=1155) and EPOE Methodology (n=1157). In turn, students were identified according to career: Nursing (n=1182), Speech Therapy (n=185), Physical Therapy (n=514), and Occupational Therapy (n=431). Subject conditions were maintained in both groups with three practical evaluations. The grades obtained were analyzed. Assessments 1 and 2 showed no differences between groups. Evaluation 3, which evaluated the nervous system, showed a significant decrease of 0.5 points in the EPOE group. The type of methodology factor was significant in evaluation 3 (p < 0.001; ?2p = 0.029) and the average of 3 evaluations (p < 0.029; ?2p = 0.002). The career factor was significant for all three evaluations. The interaction of both factors did not show statistical significance. The post hoc analysis showed significant differences between nursing students and the other careers since they obtained better scores in all evaluations (p < 0.05). EPOE methodology did not produce drastic changes in students' academic performance and had a broad potential for development due to its non-invasive and non-traumatic comprehensive assessment nature. The nature of the contents should be considered in the design of the teaching-learning methodology and the evaluation methodology, aligning at the micro-curricular level with these fundamental aspects of training new health professionals. [ABSTRACT FROM AUTHOR]

This article explored the challenges and opportunities associated with promoting cultural inclusion in educational settings. Significant challenges were identified as the lack of educational materials focused on ethnic and cultural diversity and the need to master inclusive pedagogical strategies. Opportunities to enrich the educational environment with many cultural perspectives and traditions, which promotes more complete and meaningful learning, were emphasized. The work aims to synthesize the influence of cultural diversity in the learning process of students in the 5th year of general basic education in the Simón Bolívar Millennium Educational Unit. A close link was established between the distinctive characteristics of each culture present in the school environment and the learning process. The importance of understanding and valuing cultural differences to promote an inclusive and equitable educational environment was recognized. [ABSTRACT FROM AUTHOR]

The purpose of this article is to identify strategic planning based on collaborative work to improve the interdisciplinary activities of teachers at Teddy Gardel Buenaventura School. Education, the educational system and teachers are constantly facing challenges, both inside and outside the classroom, in pedagogical, administrative, management, teaching, academic and strategic planning aspects for the improvement of the educational system, among other factors. Therefore, this research is intended to study these challenges in the strategic, strategic, collaborative work and interdisciplinary situation of current education, specifically, in the Teddy Gardel Buenaventura school. It is a case study, in which the population is constituted by 20 teachers and the sample is of 10 teachers. The instrument used for data collection is a questionnaire composed of 10 questions and Focus group. [ABSTRACT FROM AUTHOR]

Considering both cinema and sport as manifestations arising from Modernity, this text proposes to discuss the representation of sport in cinema from the modern context and to open a dialogue in contrast with contemporary pedagogical possibilities. The research is descriptive with a qualitative approach and is organized in two moments. In the first, he uses the sociology of sport and communication as a theoretical framework that guides the critical reading of the film Olympia (1938). The second narrates and discusses a pedagogical experience in high school. The reflections point to feedback from cinema and sport for the affirmation of values cultivated in modernity, such as speed and rationality, but also for the reconstruction of meanings, via student authorship, which is in line with the current educational policy. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

The article is the result of doctoral research which aims to understand, from the appeal to happiness, how animated films by Disney studios develop a language that sediments the assumptions of the hegemonic cultural industry. In dialogue with the critical theory of society by Theodor Adorno and Walter Benjamin, three animations are analyzed -- The Lion King (1994), Frozen (2013) and Zootopia (2016) -- and defends the thesis that happiness sold by Disney, in addition to blindfolding the spectators' senses, makes it difficult for the public to perceive the tricks of the cultural policy of domestication of memory, whose tendency is to anesthetize sensitivity and reproduce the sensation of a continuum of history linked to an attempt at social asepsis that impoverishes and empties the critical-emancipatory potential of cinematographic language. [ABSTRACT FROM AUTHOR]

The spread of religion in Latin America resonates with the Catholic Church and its various affiliations and interests. Within a particular mode of diffusion, education, where knowledge, order and vision of the world are transmitted, in the case of love, is unfair and irregular. The following article explores the importance of religious love education and its impact on the lives of women through a documentary methodology and from a philosophical-sociological perspective. It begins with a brief introduction to the treatment of religion in classical and contemporary social theory. Next, a review of the relationship between love and religion in Catholicism is proposed, emphasizing the importance of discernment and the religious foundational discourse. Finally, a series of consequences of Catholic loving education in the lives of women are considered. It is concluded that the current evasion of the religious foundational discourse establishes unfair loving demands for women which directly affect their free existence and their right to religiosity. [ABSTRACT FROM AUTHOR]

The student's academic performance reflects the development of their training process; it's common to evaluate the performance of students in various types of assessments and reflecting them in a scoring scale known as grades. From the variables with highest level of association with academic performance, performance self-efficacy and cognitive strategies stand out. We aimed to verify the relationship between these variables with structural equation modeling analysis. From PISA 2018 in Mexico a subsample of 1,258 upper secondary participants were selected. There was a direct effect of Cognitive Strategies on Academic Performance, a direct effect of Self-Efficacy in Reading on Cognitive Strategies, no direct effect on Academic Performance, and an indirect effect of Self-Efficacy in Reading over Academic Performance through Cognitive Strategies. Each country has particular characteristics within its education system, differences in the contribution that each of the variables has in the Academic Performance is proof of this, although both variables are considered important by the evidence generated, it can be observed in this Mexican subsample that, Self-Efficacy in Reading is an element that serves as a predisposition for the proper use of Cognitive Strategies, this is how Self-Efficacy manages to have an effect on the Performance. [ABSTRACT FROM AUTHOR]

The research study titled Strategic Exploration of Digital Transformation in Higher Education Institutions aims to comprehensively analyze and understand the approaches higher education institutions are taking towards digital transformation. It takes a strategic approach to explore the conception, initiatives, challenges, and opportunities related to the adoption of digital technologies in this constantly evolving academic environment. The research results, obtained through a detailed review of existing literature in various specialized databases on digital transformation in higher education, indicate that higher education institutions are adopting diverse strategies for digital transformation. These strategies range from digitizing content to implementing online learning platforms. Common challenges are identified, such as resistance to change and the need for investment in technological infrastructure. Emerging opportunities are also highlighted, such as personalized learning and inter-institutional collaboration through technology. The study concludes by emphasizing the importance of solid strategic planning and adaptability in the digital transformation process. It suggests that higher education institutions should address the changing needs of students and leverage digital technologies effectively to improve the quality of teaching and learning. Ultimately, the research provides a valuable foundation for future studies and will guide the strategic decisions of educational institutions in pursuit of digital transformation. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies (ICTs) have caused drastic changes in the relational dynamics of adolescents, providing new channels to exercise and suffer violence. The objective of this research is threefold: it is intended to evaluate the possession, use and parental supervision of the mobile phone in the group of adolescents; identify digital violence in adolescents’ first affective/sexual relationships; and verify its relationship with other forms of online violence such as cyberbullying, cyberstalking and grooming. The sample is made up of 715 adolescents (47% girls) with an age range that goes from 13 to 19 years, with a mean of 15.64 (DT = 1.28) years. The results confirm the omnipresence of ICTs in the lives of adolescent couples and establish a relationship between digital violence and the use of technological devices and virtual spaces, which they access with little parental supervision. In addition, it is evident that adolescents face multiple forms of violence in the online environment, both at the sentimental level through cybercontrol and aggression, as well as insults or humiliation; as well as in the social sphere, since they have been victims of cyberbullying, grooming and cyberstalking. In short, new challenges of educational intervention are revealed for education professionals and families, in the face of the commitment to ensure that the youngest live their relationships free of violence. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a set of neurodevelopmental conditions related to brain development, which is characterized by degrees of difficulty in social interaction and communication at different levels, as well as atypical patterns of activity and behavior. The methodology of this research is a case study that will analyze in detail a phenomenon, its quasi-experimental design with a descriptive approach, using the techni)que of observation and as an instrument a questionnaire and a checklist to evaluate the areas with the greatest needs. In a comprehensive educational intervention, this research focuses on a 5-year-old learner diagnosed with grade II autism spectrum disorder. In this case, intervention was carried out in the areas of gross motor skills, fine motor skills/hand-eye coordination, autonomy of social development, social skills, inappropriate behaviors and movement skills, in which difficulties were observed. The learner showed significant progress overall, however, in areas such as autonomy and social development, little significant progress was evidenced. Importantly, the breakthrough was not more significant due to the limited intervention time with the child. [ABSTRACT FROM AUTHOR]

Violence is a problem that extends into different areas of social life. The school is not exempt from this phenomenon, since different practices are manifested inside and outside it that disrupt the students' daily lives. In this regard, this research revolves around the experiences that high school students in the state of Oaxaca experience around certain violent situations. Through a series of interviews carried out between 2022 and 2023, young people's perspectives on violence and school are shown, a relationship with important nuances. The conception of the school institution as a space that, despite the violence it houses, provides security and protection against the dangerous and untamed violence that stalks young people once they leave the school walls is highlighted. For the students who participated in this work, the school remains a place of certainty and meaning. [ABSTRACT FROM AUTHOR]

This article focuses on the concept of the Hidden Curriculum, based on Critical Theory and the Sociology of the Curriculum. This analysis is fundamental to the task of understanding the curriculum's mission in producing personalities. However, by attributing the center of this process to those experiences and objectives that are not explicit, the concept also contributes to absolving the formal curriculum of its responsibility in the formation of social subjects. It is therefore necessary to examine the minutiae of cultural and social reproduction, which is evident in the combination of one and the other (formal and hidden curriculum). The discussion is based on the works Documentos de Identidade: uma introdução às teorias curriculares, by Tomaz Tadeu da Silva (2016) and Sociologia e teoria crítica do currículo: uma introdução by Antônio Flávio Barbosa Moreira and Tomaz Tadeu da Silva (2001). The aim was to contribute to an understanding of curriculum organization and its links with broad economic and social formations, with the aim of understanding the role of schools in selecting, preserving, transmitting and distributing culture, governed by ideological norms and values. [ABSTRACT FROM AUTHOR]

Background: Sexology training and a tolerant attitude towards sexuality are key for nurses to be able to approach the topic appropriately at work. Therefore, the main goal of this study is to determine whether sexology training as part of the nursing degree affects students' attitudes towards sexuality. Method: A case-control study was performed on 127 students and postgraduates from Facultad de Enfermería de Gijón, dividing the sample in two groups according to their attendance to specific sexology training. The attitudes were assessed using a translated version of Trueblood Sexual Attitude Questionnaire, and data analysis was performed using SPSS software. Results: There are statistically significant differences (p= 0.015) between the mean total score from the group that had received the training (6.53 ± 0.81) and the mean total score from the group that hadn't (6.13 ± 1.06). Attitudes from members of both groups were more open towards other people's behaviour (7.53 ± 0.76 versus 7.25 ± 1.06) than towards their own (5.54 ± 1.03 versus 5.00 ± 1.28), respectively. Conclusions: It is verified that receiving sexology training correlates with more liberal attitudes towards sexuality. Only 24.8% of nursing faculties in Spain offer specific sexology courses. [ABSTRACT FROM AUTHOR]

The fundamental aspect of this work highlights the importance of sensory disability, seeking to deepen the knowledge of disability, intervention in a general way in the development of children with sensory disabilities and their inclusion in the regular system. Identifying the characteristics of an inclusive school system that focuses on the development of the autonomy of the boy or girl with disabilities for correct development and a better quality of life. [ABSTRACT FROM AUTHOR]

The Nasa People in Colombia aim to contribute to territorial autonomy through educational autonomy, adapting teaching processes to their worldviews and original laws. In their ancestral territory, they struggle against education imposed by the official system, promoting an own education that preserves their knowledge. This ethnographic study in the Indigenous Reserve of Canoas, in Cauca, demonstrates the interconnection between Own Education and Territorial Autonomy, highlighting the importance of intercultural dialogue among different knowledge systems to strengthen indigenous identity. [ABSTRACT FROM AUTHOR]

The prevention should facilitate a vision anticipatory of the practice, to raise with initiatives more and more contextual in the pedagogic process, starting from the community participation, modifications in the behavior of people for a better quality of life; what bears to that preventing disabilities before their occurrence moderated to the rural is a growing necessity in the last times. This investigation article presents an educational conception for the prevention in health of the disabilities from a University Policlinic in the rural community of Cañadón, in Banes. For this case the proposal was built based on the necessity of keeping in mind the characteristic tipificantes of the rural area and the list of the University Policlinic and Doctors of the group of Work like part of the social agencies that not alone they complete a medical mission, but rather this it should also be educational. [ABSTRACT FROM AUTHOR]

The covid-19 pandemic has brought impacts of great magnitudes, including significant changes that needed to be made in the way Accounting Sciences courses are conducted, resulting in paradigms to be analyzed and the students' perspective on the remote teaching model that was employed. Therefore, this study aims to evaluate the students' perception regarding the shift from in-person to remote teaching in the Accounting Sciences course during this epidemic period. The research was conducted in 2020, applying a questionnaire with 16 questions to 50 students of the Accounting course. Through this research, it was possible to perceive the panorama of the transition from in-person to remote teaching for these students, which was a period that required a great need for reinvention by the students, despite challenges and specific aspects of dissatisfaction. [ABSTRACT FROM AUTHOR]

Introduction: The use of artificial intelligence (AI) in education has been the subject of increasing attention in recent years. AI has been used to improve personalized learning, feedback, and student assessment. However, there are also challenges and limitations. The aim of this study was to identify the main trends and areas of application of artificial intelligence in education, as well as to analyze the benefits and limitations of its use in this field. Methods: A systematic review was carried out on the use of artificial intelligence in education, using a literature search research methodology with five stages, based on the Scopus query and the tool for analyzing results with VOSviewer. Results: Numerous studies investigating the use of AI in education were found. The results suggest that AI can significantly improve personalized learning by providing activity recommendations and feedback tailored to the individual needs of each student. Conclusions. Despite the advantages of using AI in education, there are also challenges and limitations that need to be addressed, such as the quality of data used by AI, the need for training for educators and students, and concerns about the privacy and security of student data. It is important to continue evaluating the effects of AI use in education to ensure its effective and responsible use. [ABSTRACT FROM AUTHOR]

This study provides a comprehensive overview of artificial intelligence (AI), focusing on its basic concepts and everyday applications across fields such as education, medicine, journalism, and fashion. Through a detailed bibliographic review, current trends, potential benefits, and challenges associated with AI integration in these sectors are examined. Applied methods include the analysis of recent and relevant studies to identify key innovations and applications of AI. Results highlight AI's role in personalizing learning, enhancing medical diagnosis and treatment, revolutionizing journalism, and transforming the fashion industry. The discussion emphasizes the need to address ethical and equity issues in AI development and application, as well as the importance of a multidisciplinary approach to maximize its benefits. Conclusions reaffirm AI's transformative impact on society, suggesting a future where its ethical and responsible implementation can drive significant advancements across multiple fields. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of Genially, a digital tool, in distance education at the Unidad Educativa Fiscomisional Yachana Inti, which focuses on young people and adults with incomplete education. In the current context of educational digitalization, accentuated by the pandemic, the importance of tools such as Genially is highlighted. A quantitative approach was implemented, applying surveys to 40 teachers, to evaluate the usability of Genially, its impact on student comprehension and participation, and its integration in teaching. The results indicate a favorable perception towards Genially, highlighting its role in increasing interactivity and student engagement. However, challenges such as the learning curve and the need for more technical support were identified. These findings support the effectiveness of digital tools in distance education and highlight the need to adapt teaching practices to emerging technologies. Despite the positive results, the limitation of the study is recognized due to its restricted geographic and demographic scope, suggesting the need for further research to generalize the results to other educational contexts. [ABSTRACT FROM AUTHOR]

This article originated when I put forward the possibility of self-actualizing the gaze through the productive practice of the autobiographical audiovisual story from a situational point of view. However, the reflection now goes beyond to propose autopoiesis or the generation of reflective consciousness through various modes of automediality, expressed in multiple forms of subjectivity while producing the autobiographical audiovisual story. This process allows self-hacking the narcosis of the narcissistic look of which Mc-Luhan spoke in the last century, but in today's "media and digital caverns," to become conscious of oneself, self-alienation, and self-exploitation in the era of the normative individualism of the I-company, which emerged in the last century during the formation of the neoliberal subject and its most elaborate product: the prosumer. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

The article deals with Antonio Gramsci's itinerary in the Italian and Latin American pedagogical field between 1968 and 1991, that is, between the protest movements of 1968 and the dissolution of the USSR. The most dynamic phase of the educational study of the Sardinian in the peninsula occurred between 1968 and 1976, while in Latin America it took place from the mid-1970s to 1991. As a hypothesis, it is suggested that the crisis of Marxism in the 1970s had disparate effects on the two regions and on the pedagogical study of the sardinian: in Italy it provoked a retraction, but in Latin America, intellectuals continued to reflect within the paradigm in crisis and resorted to Gramsci to renew educational research. The article concludes that the regime of Gramsci's pedagogical circulation between the two regions during the period was not exempt from a double condition: center-periphery dynamics and a patriarchal logic. [ABSTRACT FROM AUTHOR]

In recent years, gamification has been increasingly mentioned as an innovative methodology to achieve meaningful and dynamic learning. Role-playing game-based strategies fall into this category. The aim of this work is to explore the benefits, possible uses and problems that they present, in order to have a more precise perspective on their use. Toward achieving this objective, qualitative research has been carried out based on in-depth interviews with two educators who use this methodology. The results confirm both the feasibility and the potential benefits of this didactic approach. The influence of the context and the additional time and workload involved in carrying out this type of project were also highlighted. [ABSTRACT FROM AUTHOR]

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

This study aims to carry out a comprehensive analysis of the competency approach in the field of scientific research. To this end, a meticulous exploration was conducted in the Scopus database, using specific keywords to identify articles published in the period 2013-2023. After ensuring that the selected works met the previously established inclusion criteria, a peer review was carried out, resulting in a total of 28 articles. In the analysis of these documents, it was observed that most of the research training programs mentioned were aimed at teachers without formal research roles in middle-level managerial positions. In general, the reviewed literature indicated a major focus on teacher training. This study reveals that research training programs tend to focus on the «knowing» and «doing» competencies, relegating those of «being». This pattern points to a possible gap in the holistic formation of researchers, suggesting an opportunity for improvement in future professional development programs. [ABSTRACT FROM AUTHOR]

The growth in generative artificial intelligence tools has prompted a wide-ranging debate on the implications and consequences of using artificial intelligence in education, which requires a deep reflection on their use to ensure that they are incorporated appropriately. This article therefore addresses the use of Artificial Intelligence by teachers, both in professional tasks and in activities to integrate it into the classroom. Teachers who have used Artificial Intelligence in education were given a questionnaire, and the comments of teachers who have integrated these tools in education in various activities were analysed. The data analysis shows that generative and conversational tools in Artificial Intelligence are the most used, both for lesson preparation and to integrate these tools in the classroom with students. It was also found that there is a concern for adequate training, and a worry about the possible spread of plagiarism problems was perceived. In general, Artificial Intelligence is considered to be a tool that can improve teaching and learning in the classroom. The qualitative analysis has made it possible to generate a classification of educational activities that integrate Artificial Intelligence in education. [ABSTRACT FROM AUTHOR]

The central theme of this text is the importance of situated education and how our sexual orientation impacts our geographical practice in the classroom. Denial, doubt and affirmation were three adverbial modes in the composition of the writing of us supported by the movement of the verb to be. The school finds itself at the cleavage of hospitality and hostility, corresponding to the ways in which we relate ourselves to it. The method adopted was Sartre's existential phenomenology based on the writing of the life geographies of a gay professor, which in this case, are written as constructions anchored in situationality. Listening to and reading the life geographies of gay teachers helps us realize that we are always in circularity and horizontality. The effort we make in this text is to situate the importance of the writing of and listening to others as corresponding to us. [ABSTRACT FROM AUTHOR]

Objective: To determine whether an educational intervention strategy would improve the frequency of medical prescriptions for adequate thromboprophylaxis in a medicine service. Methods: Quasi-experimental study, in which in the pre-intervention phase the frequencies of indication of appropriate thromboprophylaxis by physicians from the medicine service were obtained. An 8-week educational intervention was carried out with this same group of doctors. In the post-intervention phase, the frequency of adequate thromboprophylaxis was measured at 2 and 4 months after the intervention. Results: The educational intervention was implemented in 112 resident physicians in medicine specialties. All prescriptions were made by the first-year resident physicians and endorsed by their supervising physician. Prior to the intervention, 47 (44.35%) adequate prescriptions were obtained, 13 (12.26%) suboptimal, 4 (3.77%) inadequate, and 42 (39, 62%) no prescription. After the intervention, the following 2 months were obtained: 78 (75.72%) adequate prescriptions, 7 (6.79%) suboptimal, 4 (2.91%) inadequate and 15 (14.58%) no prescriptions, there being a significant difference with the baseline level. At the subsequent 4 months post-intervention, the following were obtained: 86 (83.49%) adequate, 5 (4.85%) suboptimal, 2 (1.94%) inadequate and 10 (9.72%) no prescription, with a difference significant with the baseline level. There was no increase in the frequency of overuse. Conclusions: The application of an educational strategy to medical personnel was effective in increasing correctly indicated thromboprophylaxis prescriptions in a medical service. No overuse of thromboprophylaxis was found after the intervention. [ABSTRACT FROM AUTHOR]