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Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria 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.)

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Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

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 study examines the influence of artificial intelligence (AI) on inquiry-based learning (IBL), highlighting both its potential benefits and associated challenges. Using a qualitative literature review approach, recent academic articles were analyzed to assess how AI is transforming ABI methodological strategies. The results show that AI can significantly personalize learning, automate administrative and research tasks, and improve feedback and evaluation processes. However, these advantages come with substantial challenges, such as technological limitations, teacher training needs, and profound ethical and social issues. The discussion highlights how AI is redefining roles in education, changing the role of the teacher from a transmitter of knowledge to a facilitator of learning, and how this requires an adaptive and reflective pedagogical approach. In addition, the need to address the ethical implications of AI to ensure that its integration fosters an education that is equitable and respectful of students' privacy and autonomy is highlighted. It is emphasized that, although AI offers remarkable opportunities to enhance ABI, its implementation must be meticulously managed to optimize benefits and minimize risks. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze the acquisition of teachers' digital competencies 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. [ABSTRACT FROM AUTHOR]

In this study, it was found that the participating students preferred to use their smartphones before any other electronic device to have carried out the chosen activities. This information showed that immediate access to schoolwork anytime anywhere has been essential for the modern student. The accessibility seen in smartphones has been a key factor influencing students' willingness to complete their studies. This information has been able to help teachers understand the potential of using smartphones as a useful tool in learning, rather than simply having a distraction or entertainment. Thus, with adequate supervision, guidance and structuring of the activities carried out by the student, Smartphones are no longer the enemies of anxiety, and have been able to become an ally in learning, whether in multimedia applications or developed for this purpose. This made it easier for the teacher to stop being the provider, coordinator and supervisor of the classroom and pass that responsibility on to the students, allowing them to use their own devices. Instead of trying to prevent students from using smartphones, it was better to be aware of this by adopting activities such as information search, collaboration with teachers and peers, practical activities used in this study, and formative assessment. In addition, an approach using software could be observed in each department of student life, whether initial, intermediate or higher level, with educational environments using middleware adaptable to each subject. [ABSTRACT FROM AUTHOR]

The present work titled learning based on games as an empowering resource for the development of literacy in children, specifically in students of the sixth grade of primary school, had as context of study the school "Manuel Octavio Rivera" of the Montecristi canton, For the development of the same, as an initial action, a diagnosis will be applied to the subjects of the research (sixth grade students) using different methods, including theoretical methods such as analysis - synthesis, inductive - deductive for the incursion into the essence of the variables - game-based learning and literacy, also empirical methods, mainly a test, survey, interview and observation sheet. Through this application it is expected to collect and identify weaknesses in reading and writing, insufficiencies in the mastery of spelling, especially, the graphemes that generate confusion: b, v, s, x, c, z, y, ll, deficiencies in the understanding of word meanings, scarce vocabulary in students, based on psychological age. The objective is to create a guide of learning activities based on games to promote the development of literacy in children. [ABSTRACT FROM AUTHOR]

The general objective of this mixed study is to analyze the students' perception about the use of the flipped classroom in the "Geographic Space" Unit 1 for the motivation and creativity during the development of the activities on the landscape concept through the Padlet virtual wall and exchange of ideas. The participants are 89 students from the High School College, Aragón campus, who took the Geography 1 course during the 2023 school year. The results indicate that the use of the Padlet virtual wall before and after the classes and the exchange of ideas in the classroom influences positively the motivation and creativity. In conclusion, the flipped classroom with the support of technology improves the teaching-learning conditions inside and outside the classroom. In the Geography 1 course, the flipped classroom modified the interaction between the participants through the Padlet virtual wall outside the classroom and the exchange of ideas in the face-to-face classes. [ABSTRACT FROM AUTHOR]

The study consisted of describing the experiences in field work for learning biology from Alfred Schütz's point of view. In this sense, didactics based on phenomenology seeks to enrich biological education by incorporating elements that connect students more deeply with nature. The study addresses the need to rethink traditional teaching, proposing the inclusion of phenomenological elements to stimulate more meaningful learning. The importance of cultivating a more intimate connection between students and biology is stressed, thus promoting a deeper appreciation of biological phenomena in the context of lived experiences. Finally, a reconsideration of teaching is proposed, proposing a perspective that values students' lived experiences as a crucial element for a genuine understanding and appreciation of the biological sciences. [ABSTRACT FROM AUTHOR]

The Mexican Dual Training Model (in Spanish, Modelo Mexicano de Formación Dual, MMFD) combines education in schools with in-company training. This article investigates the level of satisfaction towards the company, school and the MMFD, as well as the perception of improvement in skills, competencies and knowledge among graduates of the Colegio Nacional de Educación Profesional Tecnológica-a MMFD-based higher education institution in the states of Mexico and Coahuila. The information was gathered by means of a survey in which the participants show high levels of satisfaction (on average 3.5 points on a scale of 1 to 4). However, satisfaction levels are consistently higher at the company than at school (on average .09 points); and also higher in Coahuila than in the State of Mexico (on average 0.7 points). Additionally, 60% of the participants notice that their work, interpersonal and decision-making skills improved a lot, while only 26% consider that their mathematical knowledge improved. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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 de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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 Complutense de Educación is the property of Universidad Complutense de Madrid 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

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Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Background: Between 2020 and 2023, the Health Education System for Well-being (SiESABI) implemented eleven Permanent Continuing Education Seminars (SPEC) with the aim of supporting the adoption of a healthcare model based on Primary Health Care (PHC). Objective: To describe the SPEC, document their scope, identify areas of opportunity, and plan their transfer to the health sector. Material and methods: A total of 248,994 records from SiESABI were analyzed, including demographic, employment, attendance, and qualification variables. Results: SPEC covered 254 sessions on health research, nursing, PHC, mental health, medicine and health, quality and safety, nutrition, oral health, health teaching, COVID-19, and healthy aging. Nearly 250,000 attendances, mostly by women (69.5%), young individuals (32, Q1 = 27, Q3 = 40 years), with a bachelor's degree (61.2%), working in nursing (55.6%), and in the medical field (18.8%). Almost half (48.6%) of the attendees worked in the first level of care (34.7%) for INSABI or SSA (36.1%). Most frequent places of residence were Oaxaca (14.6%) and the State of Mexico (13.7%). Median attendance per session was 789.5 (Q1 = 567.4, Q3 = 1148.5). Attendance in the first month (599.8 ± 217.5) nearly halves in the second month (389.9 ± 218.0), becoming occasional from the sixth month onwards. Conclusions: SPEC offered by SiESABI have established as a mass education strategy for healthcare personnel. Strengthening mandatory subscription and increasing local participation is recommended, along with improving the identification of training needs, monitoring coverage, and evaluating performance and health outcomes of educational interventions. [ABSTRACT FROM AUTHOR]

Learning language means developing communicative skills, for the student to identify the intention of different types of texts, and for the student to be able to understand and produce texts. The objective of this research is to propose methodological strategies to improve the teaching-learning process of Language and Literature in the seventh grade of the Leopoldo Lucero School, through the effective implementation of motivating academic activities. The research has a mixed approach with a descriptive and bibliographic and field scope. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used: among the empirical methods, observation and survey, and among the statistical methods, percentage analysis. The results show that there are students in the seventh year of basic education who have difficulties in developing communicative skills, understanding and producing texts, expressing themselves orally, among other essential skills in learning Language and Literature. It is concluded that it is necessary to implement active and motivating methodological strategies that help the student develop these skills. For this reason, methodological strategies are proposed for learning Language and Literature in the seventh year of basic education that contribute to the strengthening of comprehensive reading, creative writing, orality and attentive listening using verbal and non-verbal language. [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 scientific community is facing one of its greatest challenges to solve a global health problem such as the COVID-19 pandemic. This situation has generated an unprecedented volume of publications. The impact of COVID-19 on teaching has meant that moments of social contact have disappeared in exchange for meetings, classes, exams or virtual meetings. In this scenario, the university virtual classrooms when reopened will not be the same. The aim of the study was to identify the scientific publications on the teaching-learning process in university virtual classrooms during the period from 2019 to mid-2020, that is, from its beginnings until June 2020. For this, a bibliometric analysis of the scientific literature was performed. The number of publications in the period of the pandemic in the most diverse disciplines is reported, as well as the interaction between research clusters. The COVID-19 pandemic has revealed the serious deficiencies of our educational system, due to the poor theoretical-methodological preparation of teachers, and, in addition, it has revealed the fallacy that the constructivist model is the only way to educate our students. [ABSTRACT FROM AUTHOR]

This study sought to ascertain the relationship between the varying levels of dialogicity and narrativity found in the discourse of different teachers when teaching, as well as their students' learning of the same curricular content. A multilevel, correlational quantitative design was used, with the data collection technique of classroom teacher observation, to determine the teachers' levels of dialogicity and narrativity. Questionnaires were also administered to students to assess their learning and the quality of their recall of the content taught in the classes. The participants were 13 teachers with proven pedagogical excellence in language and communication who taught classes in 13 Chilean schools, as well as their 350 students in their last year of high school education. Using a linear hierarchical model, we concluded that there is a positive, significant relationship between the narrativity of the teacher discourse and student learning. We also found that males learned better with more narrative teachers, while females learned better with more dialogic teachers. [ABSTRACT FROM AUTHOR]