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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.)

Universities are a formative scenario that transforms reality and their actions must go beyond commitment and citizen solidarity. The objective of this review article is to present a study on the conceptualization, definition and education in values, and an analysis of the theoretical-methodological referents of University Social Responsibility. Systematic literature review and bibliometric analyses were carried out in the programs VOSviewer version 1.6.19 and Connected Papers. The results show that strengthening the sense of identity and belonging of the competent professional committed to academic, economic, social and environmental actions, with respect to the place where he/she studies, lives and works, is fundamental to achieve transformations in order to improve the quality of citizenship education. In conclusion, it is necessary to continue stimulating the apprehension of the value of university social responsibility in higher education institutions. [ABSTRACT FROM AUTHOR]

This article arises in the context of the Research Project entitled: Inclusion of students with disabilities at the National University of Río Cuarto. From text to practice (Rector's Resolution No. 083/2020). The purpose of the writing is to explain theoretically some of the aspects identified in one of the categories of analysis that emerged from the empirical evidence collected. Understanding and explaining the reality in which the group of students with disabilities finds themselves involves delving into the views that the institution has regarding this reality. Therefore, particularly from this situated research and, on this occasion, we will start from understanding how the framework of disability is constituted by focusing the analysis on the concept of singularized educational trajectories reconstructed from the testimonies collected, in the in-depth interviews carried out with different actors who hold management positions in the institution. [ABSTRACT FROM AUTHOR]

Sexual harassment is a daily phenomenon that is currently attracting considerable attention in Ecuador both because of denunciations by the feminist movement and because of its greater visibility in the media. The objective of this article is to identify the subjective perception of Ecuadorian university students about sexual harassment in higher education institutions. Specifically, we are interested in understanding the cultural particularities that may limit the effectiveness of strategies aimed at preventing the problem in this context. To obtain data, we conducted interviews with 63 students between 18 and 23 years of age enrolled in a private university located in Quito. The results obtained show that sexual harassment is perceived to be less present in the university context than in other public spaces. The student body shows a critical attitude regarding the normalization of this problem in the country and the lack of information on sexuality, harassment, and sexual violence. However, they adopt a passive attitude towards it in accordance with the social attitude they observe. In addition, the results indicate that sexual harassment affects women and LGTBI people significantly more. [ABSTRACT FROM AUTHOR]

In the territories of the native peoples of Oaxaca, Mexico, the Autonomous Communal University of Oaxaca (UACO) is built from the philosophy of communality, with epistemic, theoretical and methodological bets different from traditional universities. Sound environments, subaltern historiography and narrative poetics in research, in addition to the action of listening, cross the territorial university model of communality. This article is an approach to the UACO to learn about its own methods, theories and strategies (from the communal worldview). that can be taken up from Communication Studies in Mexico to generate lines of research and audiovisual narratives close to humanism, communality and microhistory. Floriberto Hernández, Jaime Luna Martínez, Ranajit Guha and Didier Eribon are part of the theoretical framework that underpins this work. Documentary and biographical methods, and the semi-structured interview technique were used to obtain the information. [ABSTRACT FROM AUTHOR]

The objective of the research was to identify the perspectives of university students on the use of information, communication and knowledge and digital learning technologies (TICCAD) in the post-pandemic by teachers. It is a qualitative study with a phenomenological approach, 41 students from two universities participated in four focus groups through a semi-structured interview with eight questions. The results showed that the main TICCAD used by teachers to identify prior knowledge, process information, develop integrative projects, work collaboratively, undertake, reflect on achievements and provide feedback are: Canva, Google Drive, Kahoot!, Moodle and Google Docs. In addition, students recommend that teachers receive training and an open attitude towards the use of new tools. As limitations, the importance of conducting a greater number of focus groups with students from related careers, to obtain more information, was highlighted. Furthermore, due to the few studies on the topic in the post-pandemic, the research is an important contribution to the integration of ICTCAD in educational processes. It is concluded that technological tools are valuable support in the teaching-learning process, since they facilitate access to information, exploration and discovery of knowledge, to enrich the educational experience. [ABSTRACT FROM AUTHOR]

In today's digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Question (1669-6581) is the property of Universidad Nacional de La Plata 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 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 Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 Española de Sociología is the property of Federacion Espanola de Sociologia 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.)

El acoso sexual constituye un fenómeno cotidiano que actualmente está acaparando una considerable atención en Ecuador, tanto por la denuncia del movimiento feminista como por su mayor visibilidad a través de los medios de comunicación. El objetivo de este artículo es identificar la percepción subjetiva del estudiantado universitario ecuatoriano sobre el acoso sexual en los centros de educación superior. En específico, nos interesa comprender las particularidades culturales que pueden limitar la eficacia de las estrategias orientadas a la prevención del problema en dicho contexto. Para la obtención de los datos realizamos entrevistas a 63 estudiantes de entre 18 y 23 años con matrícula en una universidad privada ubicada en Quito. Los resultados obtenidos muestran que se percibe menor presencia del acoso sexual en el contexto universitario que en el resto de los espacios públicos. El estudiantado muestra una actitud crítica con respecto a la normalización de este problema en el país y a la falta de información sobre la sexualidad, el acoso y la violencia sexual. Sin embargo, establecen una actitud pasiva frente a ello, en concordancia con la actitud social que observan. Los resultados también sugieren que el acoso sexual afecta significativamente más a las mujeres y a personas LGTBI.

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

El uso de la inteligencia artificial en la educación superior tiene un gran potencial para el fortalecimiento y mejora de procesos institucionales y académicos, como la toma de decisiones informadas, la investigación y la experiencia de formación de la comunidad académica, compuesta, entre otros, por estudiantes, docentes y personal administrativo. La inteligencia artificial puede ayudar a las universidades a identificar potenciales estrategias que se basen en información y tendencias, aporta en los procesos de inscripción y contribuye en reducir la deserción estudiantil; además, ayuda a identificar factores de riesgo que inciden en los estudiantes para así brindarles las medidas de apoyo especializado. También contribuye a la formulación de planes académicos personalizados y diferenciados, ayuda a mejorar la gestión del aprendizaje y la enseñanza; sin embargo, es importante tener en cuenta que un alto porcentaje de estudiantes en América Latina pertenecen a hogares de bajos ingresos y tienen acceso limitado a tecnología, lo que puede afectar su capacidad para aprovechar estas ventajas de la inteligencia artificial. Por lo tanto, es necesario conocer su estructura, factores y sus efectos dada su incidencia y las tendencias frente a su uso aplicado. Se necesita una implementación integral de la automatización inteligente en la educación que tenga en cuenta estas desigualdades y desafíos, y se deben abordar temas como el costo y la escalabilidad, la ética, la privacidad y la falta de experiencia en inteligencia artificial en los entornos académicos colombianos.

El objetivo de la investigación es describir el perfil del docente de la educación superior para la educación inclusiva en una universidad privada de Paraguay en el 2022. El estudio es de enfoque mixto de corte transversal con alcance exploratorio y descriptivo. Se incluyeron en el estudio docentes activos de la institución evaluada que aceptaron participación voluntariamente. Para la investigación cuantitativa se encuestó a 81 docentes y para la recolección de datos se utilizó un cuestionario de 19 preguntas. Para investigación cualitativa se realizaron 10 entrevistas en profundidad con dos guías de preguntas. Los resultados evidencian que la institución dispone de infraestructura adecuada; los programas de formación pedagógica no contemplan contenidos referidos a la diversidad para realizar una intervención pedagógica efectiva. La falta de un perfil docente es una debilidad, y el conocimiento del marco legal es limitado. Los docentes no están capacitados para aulas inclusivas y tampoco realizan cursos o talleres sobre dichos temas. Se concluye que el perfil que presentan los docentes de educación superior para realizar una intervención pedagógica efectiva en aulas inclusivas de la universidad analizada es deficiente.

La necesidad de dar cuenta del componente volitivo en el Engagement académico ha traído como consecuencia la propuesta de una cuarta dimensión denominada engagement agéntico. Sin embargo, su uso en el contexto hispanohablante ha sido escaso, poco claro e inconsistente. El objeto de este estudio es analizar los usos del concepto engagement agéntico en la investigación disponible en el contexto educativo latinoamericano. Se realizó un ensayo analítico basado en una revisión de artículos recientes en la temática de engagement agéntico aplicado en contextos hispanohablantes. La discusión realizada plantea que la literatura actual coincide con la delimitación teórica original del constructo, pero presenta una aproximación principalmente funcional que excluye elementos relevantes en su aplicación vinculados con el disfrute e interés personal del estudiante, la relación con sus pares en el aprendizaje y los comportamientos de agencia fuera del aula o no observables. Se concluye que la investigación hispanohablante necesita profundizar en las variables intrínsecas e intereses personales del alumno al trabajar el engagement agéntico, así como incorporar las conductas externas al aula de clases y el trabajo entre pares como una manifestación relevante y esencial del constructo, dada su relación significativa con el desarrollo de estados motivacionales intrínsecos en el alumno.

En el año 2015 Naciones Unidas aprobó los Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030, entre los que se encuentra el ODS 5 que propone la igualdad de género. A apenas siete años del término de esta Agenda, se constata que, aunque ha habido avances significativos, todavía falta compromiso y trabajo por parte de todas las administraciones y entidades educativas para contribuir al logro de todas las metas que incluyen los 17 ODS. En este contexto, los objetivos de este estudio son: 1) analizar, a partir de los informes oficiales que ofrece la web de los ODS de Naciones Unidas, las diferencias existentes entre hombres y mujeres a escala mundial, mostrando la vinculación entre el ODS 5 y otros ODS; 2) conocer el vínculo de la universidad con los Objetivos de Desarrollo Sostenible de la Agenda 2030, y en particular con el ODS 5; y 3) explorar las medidas que se han llevado a cabo por parte de la universidad española para la implementación del ODS 5, en la promoción de la igualdad de oportunidades entre hombres y mujeres, en el gobierno y en la investigación. Para alcanzar estos objetivos se ha empleado una metodología descriptiva, llevando a cabo una revisión bibliográfica de informes gubernamentales, legislación vigente española y publicaciones científicas. Como conclusiones, se reconocen los avances significativos que se han logrado en términos de políticas de igualdad, promoción de la perspectiva de género en la educación, investigación y la participación de las mujeres en roles académicos y de liderazgo. Sin embargo, también se han identificado desafíos persistentes, como las brechas de género en ciertas disciplinas y la necesidad de abordar y eliminar la violencia de género en el entorno universitario. Es esencial mantener y fortalecer el compromiso con políticas inclusivas y medidas concretas que aborden las desigualdades de género en la Educación Superior. Esto implica promover la diversidad y la equidad en la contratación y promoción del personal académico, así como garantizar que se fomente una cultura universitaria libre de discriminación y violencia de género.

The link between university, school and society is a topic of enormous value for higher education institutions in charge of teacher training for primary and secondary school. Based on this premise, the objective of this article is to analyze the incidence of the didactic strategies implemented in the different subjects of the Social Sciences program at UNAN-Managua, to articulate the formative management of the university with the school environment and the different social spaces, in addition, it highlights how the curricular conditions and the institutional operational strategies favor the link between university, school and society, and its impact on the three training profiles of the program: teaching, research and social promotion. The methodology used is based on the interpretative paradigm, qualitative approach and the application of a questionnaire with open and closed questions, also, methodologically, a validation and piloting process was carried out, and later its application to 60 participants of the study. In conclusion, it can be said that the link between University, School and Society, in teacher training, ensures the formation of relevant professionals for the different fields of action stated in the career curriculum. [ABSTRACT FROM AUTHOR]

Following calls to spatialize conjunctures, this article proposes and practices conjunctural mapping through a case study of the ongoing struggle at People's Park in Berkeley, California. Although the method of conjunctural analysis enables and requires an investigation into the multiple forces at work in the production of hegemony, such analyses tend to focus on cultural, economic, political, and social (or horizontal) dimensions of winning or contesting consent, without necessarily locating the formations of these expressions at different (vertical) scales. What is the role of the geographical in producing and countering hegemony, and how do we consider questions of scale in a conjunctural analysis? We offer an example through a conjunctural mapping of People's Park, where the University of California, Berkeley, and park defenders address pressures and seize opportunities at the scales of the subject, city, and state to respectively redevelop or protect the park. Mapping their multiple geographies reveals how the neoliberal crisis (in higher education, affordable housing, and public space) takes place and requires work at each scale in the struggle for hegemonic settlement. Spiraling outward and upward, cases like People's Park show that conjunctures are best analyzed through consideration of local complexities and scale articulations. [ABSTRACT FROM AUTHOR]

Copyright of Universitas, Revista de Ciencias Sociales y Humanas is the property of Universidad Politecnica Salesiana 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 Universitas, Revista de Ciencias Sociales y Humanas is the property of Universidad Politecnica Salesiana 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 Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la 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 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 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 REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

Cloud platforms are widely employed in today's educational context to quality of the teaching-learning process. In 2016, Nextcloud was implemented in the Faculty of Chemical Engineering at the Technological University of Havana «José Antonio Echeverría» (CUJAE), Cuba. Subsequently, an evaluative phase was conducted to ensure the continuous development of the platform. The objective was to assess the use and acceptance of the Nextcloud platform from the perspective of students and professors in the faculty. Data was collected through observation and a survey. Matomo Analytics tool was employed for observation, revealing low visitation numbers. The survey was based on the Unified Theory of Acceptance and Use of Technology model. It is concluded that the evaluation of the Nextcloud platform is infrequently used by users; however, there were better results were obtained in positive acceptances compared to negative ones, both for professors and students. [ABSTRACT FROM AUTHOR]

At the Autonomous University of the State of Guerrero, Economic Sciences, a low level of understanding of mathematical knowledge expressed in poor performance in the area has been detected. A descriptive, cross-sectional exploratory investigation is presented. The sample used is non-probabilistic, made up of students who failed economic sciences from the second to the fourth semesters. The general objective is to describe the academic learning strategies less used by the students and their influence on the failure of mathematics. A sociodemographic Questionnaire and Learning Strategies Questionnaires were applied. Statistical modeling allowed, from the quantitative research perspective, to confirm that the sociodemographic factors studied are related to failure and that the strategies Organization and Time Management, Analysis and Synthesis, Attention and Memorization, Search and Recording of Information (Take notes) They are one of the least used by the students of the Degree in Economic Sciences. [ABSTRACT FROM AUTHOR]

The research aimed to highlight educational progress by analyzing authors' perspectives and approaches to quality assurance policies in Higher Education between 2019 and 2023. The PRISMA systematic review method was employed to identify 30 studies from three major databases: ERIC, Scopus, and SciELO. Inclusion criteria focused on studies published in English, excluding those not centered on Higher Education and quality assurance as main competencies. he results revealed a complexity of approaches regarding quality assurance policies in Higher Education. These policies seek to enhance both relevance and educational experience. The importance of ensuring quality standards to ensure that higher education meets its academic and social objectives is emphasized. Additionally, the need to adapt these policies to changing educational demands and contexts is evident, as well as to promote the participation of diverse stakeholders in their design and implementation. The study underscores the importance of comprehensively addressing quality assurance policies to strengthen and enhance their contribution to social and economic development. [ABSTRACT FROM AUTHOR]

Reflect on the need and possibility of providing the care that older adults deserve, the objective of this article. A bibliographic research is developed with the support of inductive-deductive methods, documentary analysis, synthetic analysis and functional structural systemic, the collection of information, processing, interpretation and the development of a proposal for the University of the Elderly Program were carried out. It is concluded that: Care for the elderly is an important issue that requires the attention of all sectors of society. Population aging is a global phenomenon that is having a significant impact on all countries. It is important to ensure that older adults have access to the health, social and economic services they need to live full and productive lives. Care for the elderly must be comprehensive and holistic. It must encompass the physical, emotional, social and spiritual needs of older people. Special attention should be paid to the prevention of diseases and disabilities, as well as the promotion of autonomy and active aging. Care for the elderly must be equitable and accessible. All sectors of society, from governments to families and communities, have a role to play in ensuring that older adults live dignified and fulfilling lives. To improve care for the elderly, it is necessary to strengthen public policies for care of the elderly. Governments must invest in programs and services that support older people; increase the training of senior care professionals. [ABSTRACT FROM AUTHOR]

This study analyses the prior knowledge and perception of Sustainable Development Goals among students of the Master's degree in Secondary Education. It sets out the design, validation and implementation of an ad hoc research instrument (the survey) applied to a sample of 726 students from different Spanish universities. The results showed a lower degree of integration of social development goals in the compulsory stages of education, but a slight increase at university level. In relation to gender and age variables, no significant differences were found by gender, but non-significant differences were found by age, with people under 30 years old showing greater knowledge of social development goals. It is concluded that the student body has a lack of training with regard to social development goals at all levels of education, which shows the need to increase their study in the curriculum of future teachers. [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]

Education is fundamental in learning the necessary skills for the social, economic and cultural development of every nation. The 2030 Agenda establishes in SDG 4, "Ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all" (UNESCO, 2018). Lifelong learning is understood throughout life, and this implies improving the transition processes between educational levels, from primary education to higher education and the labor market, thus generating articulation processes. In Colombia, the articulation of secondary education with higher education has been defined since the General Education Law of 1994. However, one of the biggest challenges in this transition is the articulation of the state university and the productive sector. Clear policies of the Ministry of National Education are necessary, articulation with the labor market and opportunities for technical and technological training. [ABSTRACT FROM AUTHOR]

This document reviews and analyzes the challenges of inclusion in universities, taking up the perspectives of the student population. With this purpose, three spheres inhabited by part of the students of the Universidad Veracruzana are investigated: transgender identities, maternity in undergraduate students and the situation of the mental health of students in the "post-pandemic context" and the return face-to-face on campus. From these spheres of dialogue, the main challenges for the inclusion of university students with gender identities and specific life situations that disrupt their school life and academic training are posed. The objective of this article is to present the complexity involved in the dialogue between a public university in the south-southeast of Mexico and its students, in favor of inclusion and their right to education. [ABSTRACT FROM AUTHOR]

The study of electoral disputes and the transformation of power structures has been notably lacking in the historiography of republican universities during the first half of the 19th century. This article delves into the experiences of faculty members elected through the vote, which played a significant role in reshaping leadership and expanding intellectual culture at Universidad del Magdalena e Istmo between 1827 and 1840. During this period, somewhat uniquely, enlightened republicans established universities at the departmental (provincial) level in what is now the Republic of Colombia. However, there has been limited examination of the trajectories and selection processes of the educated elite from the standpoint of intellectual history. This article argues that the use of the electoral mechanism, in addition to determining representativeness and the rise of representative government in universities, was a pivotal factor in the affirmation of an education and a secular power. This, on one hand, eroded the clerical influence in higher education and, on the other, displaced ecclesiastics from positions of authority. The advent of the university within the framework of representative democracy also led to the emergence of other types of intellectuals, linked to humanistic knowledge, medicine, and even military education in the navy. Methodologically, the goal is to explore the political journeys of these intellectuals who managed to enter the university in the context of electoral disputes that reshaped academic leadership roles. [ABSTRACT FROM AUTHOR]

The objective of this paper is to identify the contributions that internal communication has on the functioning of higher education organizations by analyzing the current state of research on the subject. For this purpose, a systematic review was carried out following the PRISMA methodology. The search for articles in the open databases Redalyc and Dialnet and in the closed databases Ebsco-Academic Search Ultimate, Ebsco-Business Source Complete, Web of Science was based on 328 articles to which four filters were applied, resulting in a fi- nal corpus of 18 articles. The main findings determined that the topic has been developed mostly by authors from Latin America; the research takes into account all educational agents (students, teachers, administrators and managers) and mainly has four approaches: internal communication and its relationship with other elements; from the approach of the inclusion of digital media; as part of organizational functioning and from the training of communication professionals. It is concluded that internal communication is considered an important element for the fulfillment of organizational objectives and the generation of motivation, sense of belonging and integration of all personnel. However, it is considered as implicit in the functioning of educational organizations and therefore specific planning, development and evaluation processes are not carried out. Greater attention should be paid to internal communication in order to exploit its potential as a strategy for the improvement of educational organizations. [ABSTRACT FROM AUTHOR]

The recent changes in society have generated the need to transform the university teachers' practices. However, the assessment of learning is recognized as one of the processes that has not been totally modified yet. There are some aspects teachers are already doing, but at the same time, traditional practices are still observed in universities such as those based on memorization and the exam as the way to assign a grade to the students. Taking this into consideration, this article reports the results obtained from a qualitative, carried out with the implementation of discussion groups. 17 university teachers participated in the research. The information collected was analyzed in the light of the most recent theoretical background. Some features of the new assessment approaches are identified in the teachers' discourse as well as some reasons or possible situations that may be preventing them from carrying out their assessment practices accordingly with their students. Finally, teachers and school authorities are observed as being responsible for some actions to foster the change. [ABSTRACT FROM AUTHOR]

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