Unaciencia, Revista de Estudios e Investigaciones
UNACIENCIA, Journal of Studies and Research (p-ISSN 2027-3916, e-ISSN 2711-0303), is a biannual, open-access scientific publication whose purpose is to disseminate scientific knowledge internationally through the publication of original and unpublished articles. Its thematic focus covers the disciplines of the Social Sciences, according to the Classification of Scientific Areas established by the Organization for Economic Cooperation and Development (OECD). The articles published are based on national and international research aimed at solving regional and local problems. Since 2008, the journal has been funded by the Corporacion Universitaria Adventista and charges no fees for review, editing, or publication. Manuscripts are reviewed double-blind by external international academic peers.
Differences in teacher knowledge about special educational needs in public and private schools in Santo Domingo Oeste
This study addresses the level of pedagogical preparation of teachers in relation to Special Educational Needs (SEN). Its main objective is to explore possible differences between public and private school teachers (Adventist and non-Adventist) in terms of their levels of pedagogical knowledge and appropriate interventions for different SENs. The methodology employed was quantitative, with a non-experimental design. A structured questionnaire was used to collect data on teacher training in SEN and its application in the classroom. The sample consisted of 66 teachers from various educational institutions, allowing for comparisons of their preparation in this area. The results revealed that public school teachers have a higher level of training in pedagogical and teaching knowledge about SEN compared to private school teachers. The differences in training and teaching skills related to SEN between these groups could be related to greater access to training programmes and a stronger institutional focus on inclusive education in public schools compared to private schools. In conclusion, the study highlights the importance of implementing educational policies that promote SEN training for all teachers, regardless of the type of institution.
Copyright (c) 2026 Unaciencia, Revista de Estudios e Investigaciones https://creativecommons.org/licenses/by-nc-nd/4.0
Decoding as a predictor of reading comprehension in 6th grade primary school students
The Simple Reading Model (SLM) proposes that reading comprehension results from the interaction between decoding and language comprehension, making it useful for identifying reading difficulties and designing educational strategies. This research seeks to determine whether decoding—that is, letter knowledge and phonological awareness—is a predictor of reading comprehension in sixth-grade students at Adventist schools in Santo Domingo. A quantitative, descriptive, and cross-sectional study was conducted with 76 students selected through random sampling. The Prolec-R test was used to assess decoding and reading comprehension. The results revealed that, although the majority (63.2%) of students showed an adequate level of decoding and reading comprehension, a significant percentage (36.8%) presented difficulties in these processes. Factors such as exposure to early literacy instruction and the pedagogical strategies used may influence these differences. The need to strengthen the teaching of decoding and reading comprehension through effective methodologies is highlighted, which would improve academic performance and facilitate access to knowledge. These findings highlight the importance of adapting educational strategies to ensure equitable learning.
Learning Strategies and Resource Management among Postgraduate Students, UNAD, 2025
The objective of this research was to analyze self-regulation for learning in postgraduate students of the Dominican Adventist University through the use of strategies and the management of resources involved in their learning process. A quantitative, descriptive, and cross-sectional design was used. The cognitive and metacognitive strategies sections of the Motivation Strategy Learning Questionnaire were applied to 52 students from the graduate school programmes at the UNAD, with prior informed consent. The results show that participants mostly use critical thinking strategies (92%), metacognitive self-regulation (90%), organization (83%), elaboration (81%), and repetition (75%); manage their time and study environment (94%); and seek help when needed (88%). Pearson’s correlation between the variable indicators showed that critical thinking is moderately associated with seeking help (r=.488, p<0.01), study time and environment (r=.396, p<0.01), and peer learning (r=.354, p<0.05). Metacognitive self-regulation shows significant correlations with seeking help (r=.480, p<0.01), peer learning (r=.404, p<0.01), and study time and environment management (r=.311, p<0.05). Organization shows a relationship with study time and environment (r=.530, p<0.01) and with seeking help (r=.456, p<0.01). Elaboration is related to help-seeking (r=.350, p<0.05) and peer learning (r=.299, p<0.05). The effort regulation indicator showed a significant negative relationship with the repetition (r=-.401, p<0.01) and elaboration (r=-.303, p<0.05) indicators. These results allow us to infer that graduate students are autonomous, capable of self-managing their learning.
Corporal punishment in modern pedagogy: a state-of-the-art
Corporal punishment has historically been embedded in educational practices, and its persistence has generated debates that endure over time. Although for centuries, punishment was regarded as a legitimate means of correcting and preventing inappropriate behaviour, the rise of modern pedagogy introduced philosophical, anthropological, and moral frameworks that reformulated its justification and gave rise to multiple positions on the matter. This article presents a state-of-the-art review of research on punishment in modern pedagogical theories, focusing specifically on the educational thought of Comenius, Locke, Rousseau, Pestalozzi, and Herbart – classic authors in the field. The aim is to systematize the literature that has addressed these questions, attending to the concept of punishment and other issues associated with discipline and school governance. The review highlights significant advances in the fields of the history of education and pedagogy and maps the main debates, methodologies, and interpretive trajectories that structure current knowledge on the subject. These findings constitute preliminary outcomes of a broader documentary research project. The selection of referenced sources takes into account thematic relevance, historiographical rigor, and the presence of conceptual or contextual analyses from local, national, and international perspectives. Taken together, this study contributes to contemporary debates on punishment and discipline, deepens their historical and theoretical foundations, and reinforces understanding of the role that punitive practices have played in the formation of childhood.
For the presentation of Volume 18, Number 35, the journal offers a comprehensive and contemporary perspective on the educational, technological, organizational, and social challenges facing Latin American contexts. This issue invites reflection on the transformations demanded by the present, from strengthening digital skills associated with artificial intelligence to the need to rethink pedagogical practices in settings affected by violence and conflict. Along these lines, contributions that problematize learning, emotional management, and the construction of meaningful knowledge at various educational levels are highlighted. The journal reaffirms its commitment to interdisciplinary dialogue, methodological innovation, and the production of knowledge oriented toward social well-being and institutional development. Research examining the role of managerial skills in administrative practice is included, as well as applied studies on the prevention of psychosocial risks in work environments, demonstrating the close relationship between organizational management and occupational health. This issue also includes reviews and analyses of Challenge-Based Learning and the use of technological resources in mathematics education, as well as the adaptation of instruments for evaluating independent learning strategies in childhood. Taken together, the collected articles offer a pluralistic, critical, and proactive perspective that contributes to understanding the current challenges facing education, administration, and society, and guides the search for well-founded and relevant solutions.
Copyright (c) 2025 Unaciencia, Revista de Estudios e Investigaciones https://creativecommons.org/licenses/by-nc-nd/4.0
Psychometric properties of an instrument to measure motivational perceptions about science factual sciences
This research consisted of designing and validating an instrument with judge validity, construct validity, and internal consistency to measure motivational perceptions about the factual sciences among students in the engineering faculty at the Pascual Bravo University Institution (IUPB). The study was conducted using a questionnaire with three dimensions: extrinsic-intrinsic, meaningful learning, and transcendental, and 30 variables, using the Google Forms questionnaire administered to 86 engineering students at the IUPB for factor analysis (FA), as mentioned above. Its design is quantitative, non-experimental, and cross-sectional, with an instrumental correlational scope, framed within a non-probabilistic sampling. The results obtained were satisfactory, confirming the AF model, and the maximum likelihood procedure with Quartimax rotation was used. Likewise, the KMO test presented relevant values for the factorial sample r = 0.95514, and Bartlett's sphericity test yielded the following value x^2= 1871.6; p =.000. Now, with regard to the analysis of the internal consistency of the instrument to measure its reliability, the JAMOVI program was used, which generally showed a Cronbach's alpha () correlation coefficient and a McDonald's omega () of = 0.962 and = 0.962, explaining 64.89% of the total variance and the psychometric properties required for validation. According to the analysis, an instrument with adequate psychometric parameters of validity and reliability was achieved, with acceptable factor loadings and descriptive studies.
Adaptation of Human Skills and Technical Capabilities to Integrate Artificial Intelligence: a Strategic Business Approach
This article aims to analyze the need to integrate professional and social skills with emerging technological tools and advantages, from the perspective of leaders in the productive sector key actors in decision making and strategic planning. The study follows a qualitative approach, encompassing a literature review and environmental analysis, as well as gathering business perspectives from individuals in key managerial and executive positions. It also considers insights from academia and its role within the business ecosystem in shaping professionals with ethical values in the use of technological tools, emphasizing the fundamental contribution of Adventist education to society and its significant opportunities to project and influence through its mission-oriented approach. The article highlights the importance of adopting innovative processes in both traditional and non-traditional activities through effective planning, to achieve an integration that becomes part of the organizational culture. It identifies essential competencies for the adoption and integration of artificial intelligence, including technical skills: tools for data processing and analysis; strategic skills: that promote the integration of AI into the organizational DNA; and organizational skills: that enhance communication, foster leadership for adoption, and support the management of digital transformation. Finally, the study recommends adopting a long-term vision to ensure sustainability.
Short version of the Autonomous Work Strategies Questionnaire adapted for primary school children
Autonomous learning is a key competency in current education, especially in the context of pedagogical transformation driven by the COVID-19 pandemic. The objective of this study was to adapt and validate the Autonomous Work Strategies Questionnaire (CETA) by López-Aguado (2010) for sixth-grade primary school students in Mexico. The research adopted a quantitative, non-experimental, and cross-sectional approach, with a non-probability sample of 203 students from public and private primary schools. The adaptation process included expert review, linguistic adjustments, and pilot testing. Exploratory factor analysis identified a structure composed of four dimensions: planning, test preparation and participation, extension, and conceptualization, retaining 18 of the original 41 items. Reliability coefficients were satisfactory for both the total scale and the dimensions. The findings support the validity and reliability of the adapted instrument, proposing it as a useful tool for evaluating autonomous learning strategies in primary education. Its application in school contexts is recommended to guide pedagogical practices that promote self-regulation from an early age.
Design and validation of an instrument to measure digital Competencies in artificial intelligence among Higher education students
This study describes the design and validation of an instrument to assess digital competencies in artificial intelligence (AI) among higher education students. Given the increasing integration of AI in academic and professional settings, reliable tools are needed to measure students’ knowledge, attitudes, and ethical perceptions regarding this technology. The research was conducted with a sample of 200 students from the University of Montemorelos during the 2024–2025 academic year. The instrument demonstrated adequate internal consistency (0.880), with satisfactory reliability coefficients across its three dimensions: Knowledge (0.774), Attitudes (0.859), and Ethics (0.807). Exploratory factor analysis confirmed the three-factor structure, supported by sampling adequacy (0.882) and a significant Bartlett’s test of sphericity (1137.600, 0.001). The three factors accounted for 62.088 of the total variance: Attitudes (40.863), Ethics (12.410), and Knowledge (8.815). Communalities indicated a strong representation of key items within each dimension, highlighting perceptions related to AI’s potential to optimize workload (ACT3), the responsible and ethical use of AI (ETI6), and knowledge of AI-driven personalized learning (CON3). These findings support the internal validity of the instrument and its reliability in measuring digital competencies in AI. The results underscore the importance of enhancing technical knowledge, fostering trust in AI, and promoting its ethical integration within higher education curricula.
Impact of the pedagogical coordinator's duties on the professional development of primary school teachers
The study analyzed the impact of the pedagogical coordinator’s duties on the professional development of primary school teachers in Educational District 14-04 of Samaná, Dominican Republic. The main objective was to examine how the functions, tasks, skills, and responsibilities of this figure influence the continuous improvement of teaching practice and educational quality. The research followed a descriptive design with a qualitative and cross-sectional approach. The sample included 29 schools, 29 pedagogical coordinators, 29 principals, and 35 teachers, selected through purposive sampling. Data were collected through semi-structured interviews, focus groups, non-participant observation, and document analysis, and were processed through thematic coding with Atlas.ti software and systematization in Excel. The results show that although the functions of the pedagogical coordinator are normatively defined, in practice they often focus on administrative or control activities, which limits their impact on teachers’ professional development. The most relevant competencies identified were planning, leadership, communication, and teamwork, together with feedback on pedagogical practice and conflict mediation. In conclusion, pedagogical coordination represents a strategic resource to strengthen the teaching profession, provided that its functions are carried out with a formative, reflective, and contextualized approach that contributes to improving educational quality at the primary level.
Business Management and Prevention of Psychosocial Risks: Application of NOM-035-STPS-2018 in the Automotive Sector of Guasave, Sinaloa, Mexico.
The objective of this article was to analyze business management aimed at the prevention of psychosocial risks in the automotive sector of Guasave, Sinaloa, Mexico, based on the application of the Official Mexican Standard NOM-035-STPS-2018. The implementation focused on identifying the levels of psychosocial risk within organizations in the sector. A quantitative approach with a descriptive design was used, applying Reference Guide III of the standard to a sample of workers from automotive companies. The results revealed that, although a generally low level of psychosocial risk was identified, high risks were also found in critical domains such as leadership, workplace violence, performance recognition, and working conditions. This highlights the need to strengthen business management strategies through the implementation of comprehensive programs that address organizational factors affecting workers' mental health and well-being. The research contributes to the understanding of the practical application of the standard in a local context, emphasizing the importance of active corporate participation in the prevention of psychosocial risks as part of their social responsibility and as a key element for improving productivity and workplace climate.
Teaching Strategies for Learning Mathematics in Secondary Education
Abstract A quantitative, explanatory cross-sectional study was conducted in Adventist schools in the Dominican Republic on teaching strategies for learning mathematics in sixth grade of secondary school. Out of 725 students invited, 523 participated (72%). A validated instrument was used, with an internal consistency index (Cronbach's alpha) of 0.947. The study shows that teachers use a variety of teaching strategies; however, the use of Information and Communication Technologies (ICT) is not considered, despite being a strategy that promotes research, creativity, and access to updated knowledge. It was found that when working in teams, there is a significant difference between assigning groups and allowing students to choose their teammates (F(5, 42.387) = 41.874, p < 0.001). Some students feel their individual ideas are ignored. A weakness was also detected in connecting prior knowledge with new content. The study concludes that although effective teaching strategies are applied, the use of ICT and virtual platforms should be strengthened—incorporating gamification and other tools—and students should be given more individual decision-making opportunities in the classroom.
Structural Model of Identification and Loyalty Driven by Image at a Mexican Adventist University
The current study analyzed the effect of institutional image on identification and loyalty in university students at Montemorelos University, using a Structural Equation Model (SEM). From a non-probabilistic sample of 353 students from different faculties, the relationships between image, identification, and loyalty were evaluated using a validated scale by Cervera et al. (2012). The results showed that institutional image has a significant direct effect on both identification ( = .59) and student loyalty ( = .61), as well as an indirect effect mediated by identification ( = .22). The model explained 38% of the variance in identification and 79% in loyalty, with adequate fit indices (CFI = .993, TLI = .989, RMSEA = .05, SRMR = .027). The three dimensions of image (orientation, reputation, and aesthetic-affective) were positively rated by students, especially the campus's aesthetic appeal and teaching quality. In terms of identification, a moderate level of symbolic and emotional appropriation was observed. The findings confirm the mediating role of identification and support recent research highlighting the influence of image on student satisfaction and loyalty. We conclude that a consistent and strengthened institutional image can foster lasting psychological and attitudinal bonds with the university, representing a key strategy for student retention in Adventist higher education institutions.
Didactic strategy to manage emotions derived from armed conflict in science teaching in sixth grade
For decades, the armed conflict has significantly affected the emotional and academic development of all rural educational institutions in Chocó, especially the students of the San Agustín de Sipí Chocó Agricultural and Livestock Educational Institution. Through a qualitative approach by means of the application of surveys and direct observations in the population, problems of concentration, participation and academic performance were found, whose cause had to do with emotional sequels caused by the armed conflict. In the same way, it was evidenced that the current curricula do not offer tools for emotional regulation in the Educational Institution in the object of study, which highlights the urgency of developing a pedagogical proposal that adjusts to this context. In response, this research focused on a didactic strategy to manage emotions derived from the armed conflict in the teaching of natural sciences to sixth grade students of the Institución Educativa Agropecuaria San Agustin de Sipí Chocó, whose purpose is to strengthen the resilience of students and improve their academic performance in Natural Sciences. The research indicates that the incorporation of emotional management in the classroom not only facilitates the learning of scientific content, but also helps to rebuild the social fabric in communities marked by violence.
Challenge-Based Learning in University Students: a Systematic Review
Objective: Systematically analyze the available evidence on the impact of challenge-based learning on the academic performance of university students compared to teaching methodologies that do not apply this strategy. Methodology: A systematic review was conducted using the PRISMA method. The inclusion criteria for the articles were as follows: publication within the 2020-2024 timeframe, focus on university/higher education, written in Spanish and English, quantitative, and retrieved from the EBSCO, ERIC, and Google Scholar databases. The search yielded a total of 906 studies, with 16 articles selected according to the research objective. Results: The systematic review presents challenge-based learning (CBL) as an excellent methodology that significantly contributes to the improvement of academic performance in university students, as well as to the strengthening of various soft skills. Conclusions: The didactic methodology of challenge-based learning in higher education is transformative; it enhances student engagement and participation and is effective in knowledge acquisition by linking real-world challenges to academic training. It offers advantages such as overcoming common academic barriers and promotes competencies like critical thinking, creativity, adaptability, and social commitment, while also improving academic performance. The results highlight that, as progress is made in restructuring organizational, curricular, and pedagogical dynamics, its impact will be maximized, positioning students as active leaders of their educational and professional journey within today’s dynamic global contexts.
Design of a Rational Distribution Model of Academic Activity for Linda Vista University
Introduction. The literature indicates that university teaching is a comprehensive activity that requires balancing teaching, research, outreach, and administrative functions in order to ensure educational quality. This study aims to design a model for the rational distribution of academic activity among faculty members at Linda Vista University, with the goal of strengthening research without diminishing other responsibilities. Methodology. Ten cases from different regions were analyzed with regard to teaching functions. Based on this analysis, a questionnaire was developed and administered to 32 full-time faculty members to estimate their academic workload during the January–May 2024 semester. A comparative analysis was then conducted among external sources, faculty self-reports, and the university’s official workload distribution to design the proposed model. Results. The analysis showed that for each hour of classroom teaching, the model should allocate approximately 0.9 hours for class preparation and assessment, and between 4 and 8 hours for research. Accordingly, the proposed model is expressed as: AAT = (1.9*EFG) + ATE + INV + EXT + ADM + AAD. Conclusion. The proposed model is considered appropriate for the analyzed context and may contribute to strengthening research. Future studies should examine the impact of student–faculty ratios, the allocation of research time according to academic rank, and the implications of potential implementation.
Developing Soft Skills in Business Administration Program Students and their Contribution to Business Resilience and Competitiveness
This study analyzes how the development of soft skills in management programs contributes to business resilience and competitiveness. Through a systematic literature review, 16 of 25 studies published between 2011 and 2024 were selected, retrieved from databases such as Scopus, Redalyc, and Scielo. The results highlight that 93.75% of the studies focus on organizational resilience, highlighting its positive impact on business efficiency, sustainability, and competitiveness. This article provides an updated theoretical framework and practical methodologies to strengthen soft skills and resilience from higher education.
Internal Marketing and Labor Precarization in universities: Discourses and meanings of academic work
This article examines how university professors working under unstable employment conditions interpret the internal marketing strategies implemented by higher education institutions. The aim is to understand how these practices influence the construction of meaning in academic work and shape professors’ perceptions of the university as an organization. Drawing on a hermeneutic phenomenological approach, conversational interviews were conducted with faculty members employed under flexible contractual arrangements, complemented by institutional document analysis. The findings reveal tensions between institutional discourse and professors’ lived work experiences. Three patterns emerge: first, a dissonance between organizational rhetoric and actual labor conditions; second, a fragmented configuration of meaning regarding academic work according to contractual stability; and third, the development of symbolic strategies of reinterpretation and resistance to labor vulnerability. The study suggests that internal marketing should be understood beyond its motivational purpose as a symbolic device influencing work experience and organizational culture. The research contributes a critical perspective on human management in higher education and offers reflections on organizational leadership in the face of academic labor precarization.
Sustainability in the fashion and retail industry: strategic approaches and trends
The emerging global challenges arising from the constrained availability of natural resources, alongside structural shifts in production and consumption patterns, have placed increasing pressure on governments and organizations to develop policies and strategies that advance the achievement of the Sustainable Development Goals (SDG) and their societal impact. Within this context, the objective of the present study is to establish theoretical foundations that support the formulation and implementation of a corporate sustainability strategy in the context of a large Colombian enterprise. To achieve this, two methodological approaches were employed: a systematic literature review and a preliminary diagnostic based on a case study. The theoretical review was structured around three key conceptual constructs essential for the development and implementation of sustainable strategies: sustainability strategy frameworks, change management, and corporate sustainability. The case study, in turn, is based on information provided by a large manufacturing company located in Colombia, collected through interviews with relevant stakeholders. The findings reveal that, despite their scale and trajectory, some large companies implement various sustainability initiatives; however, these actions often lack a clear strategic orientation to guide the organization’s direction in relation to sustainability and the SDG.
Management in Practice: The Strategic Power of Managerial Competencies
The development of managerial competencies contributes to improving organizational performance and represents a growing demand in the training of managers—focusing more on soft skills than on technical or mechanical abilities. Most studies in leadership and management agree that individual competencies—especially teamwork—promoted by those in top-level organizational leadership must align with the demands of today’s global environment. Therefore, the objective of this study is to describe the managerial competencies of Business Administration students based on the framework proposed by Hellriegel, Jackson, and Slocum (2017). This type of research has not yet been conducted at both universities of Caldas. A cross-sectional quantitative study will be carried out, applying the instrument proposed by the aforementioned authors to a convenience sample of Business Administration students at the university. This research seeks to enrich curricular discussions and contribute to the reflection on formative processes in management programs. The findings indicate that teamwork competence is at an average level overall, with notable strength in dimensions such as team design.
Technological resources and mathematics learning for dominican secondary school students
The integration of technologies into mathematics teaching has transformed traditional pedagogical approaches, opening up new possibilities for improving student understanding. This research aims to analyze the impact of the use of technological tools on mathematics learning among secondary school students in the municipality of Altamira, Puerto Plata, Dominican Republic, from September 2024 to June 2025. A quantitative approach was used, administering a Likert-type scale questionnaire to a sample of 325 students. The data were analyzed using a structural equation model with partial least squares to identify relationships between key variables. The results showed significant effects of attitude toward technology, perception of usefulness, and student motivation on learning efficiency, which, in turn, is directly related to mathematics performance. These findings demonstrate that the planned and pedagogically mediated use of technologies in the classroom can enhance student engagement, improve understanding of mathematical concepts, and promote more efficient learning. It is concluded that strengthening the digital competencies of educational stakeholders and promoting appropriate institutional conditions is key to maximizing the impact of technologies on academic achievement in mathematics.
System of Deductions and their Compliance with Tax Obligations in Mining Companies in the Province of San Antonio de Putina - 2024
The objective of this study was to determine the relationship between the deduction system and compliance with tax obligations in mining companies in the province of San Antonio de Putina - 2024. A quantitative approach was adopted with a non-experimental, cross-sectional and correlational design. The population consisted of 71 workers from 23 mining companies composed of general managers, administrators, accountants and accounting assistants. Data collection was carried out by means of a 20-item questionnaire applied through surveys. The results showed a moderate and statistically significant positive correlation between the deduction system and tax compliance (Spearman's Rho = 0.583; p < 0.05). Likewise, significant correlations were identified between the dimensions of the drawback system (power to collect, tax administrative procedure and tax compliance) and the dimensions of tax obligations (tax portion and tax assessment). These findings highlight the importance of the deduction system and administrative processes to promote tax compliance in mining companies, underscoring the need to adapt the management of these mechanisms to the specific context of the sector.
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Active Methodologies: Development of Scientific Competencies in Academic Students
Introduction: this research aims to provide an analysis of scientific competencies in high school students from a public educational institution located in San Pedro de los Milagros, Colombia. Additionally, it explores the contribution of neuroeducation to these students based on constructivist principles. Methodology: a quantitative, evaluative approach was employed, grounded in the positivist epistemological model and a hypothetico-deductive method. The study utilized a quasi-experimental design with a pre-test and post-test, involving a sample of 136 students. Results: the pre-test revealed a low level of scientific competencies among the high school students in this institution. Contributing factors included traditional teaching methods with limited student participation, a highly theoretical approach to instruction, a non-formative assessment system with little review and feedback, and a low utilization of active learning methodologies. Subsequently, science classes were redesigned using active learning strategies. While the results showed differences between the pre-test and post-test scores after the intervention, these differences were not statistically significant. Conclusions: following the intervention, improvements in students' scientific competencies related to natural science topics were observed. This indicates the importance of incorporating a neurodidactic strategy based on active methodologies in educational settings.
Nobles and Saints. Notes on the Imaginaries of Santiago the Apostle in Communities of Central Mexico
Based on a religious sculpture of Santiago the apostle and its various painted representations in a central region of Mexico, this study examines and analyzes contemporary interpretations formulated from both the cultural traditions of indigenous rooted groups who venerate him and the dogmatic religious position on Catholicism during the Viceregal period. The methodology coordinates two processes: long-term ethnographic work during sacred festivities and the study of images associated with the figure on its pedestal from a Galarcian perspective. The findings indicate that the figure and its associated images represent, in the cosmovision of three peoples, the very origins of these groups in relation to a transcendental historical conjuncture in the country´s history, based on sociocultural stratifications typical of the sacralized definition of the process. Additionally, it relates to agricultural cycles inherent to the region’s production processes.
From Noumenon to Phenomenon as an Object of Official Religious Education in Colombia
In Colombia, the Ministry of National Education issues Circular 21 of 2023 with the purpose of eradicating Colombian illiteracy in relation to the fundamental right of religious freedom. The Constitutional Court, through Sentence T – 357 of 2024, orders the elimination of Catholic dogmatic content and takes Circular 21 into account to teach the religious phenomenon in a neutral manner. The Episcopal Conference of Colombia comments on the Sentence, suggests legal actions to restore Catholic instruction to Catholic students, and requests new governmental regulations for religious education. In this context, the objective of the present study is to examine the codes of the Circular and the Sentence with the references of the Colombian educational system to identify their implications in factual contexts. The study adopts a qualitative approach with a documentary and hermeneutic-systemic design. The result is the interpretation of eight implications in six factual contexts of the educational system impacted by the change in the object of instruction of religious education in official educational institutions, as it transitions from the noumenon to the phenomenon, in the Kantian sense. The teaching of the religious phenomenon is established with a primary focus on the meaning of religious freedom as a fundamental right and as an integral public policy; the systemic implications lead to changes in the training, evaluation, and academic management of religious education teachers, updates for teaching administrators and academic peers, inclusion in standardized tests, disciplinary responsibility, and reflection on the Church-State relationship.
Didactic Strategies for Environmental Sustainability in Childhood in Colombia, a State of the Art from 2014-2024
The present work forms a state of the art on the didactic strategies implemented in children’s educational environments of environmental sustainability. The main objective is to generate a process of systematization of the experiences developed in early childhood education with respect to environmental sustainability in the last 10 years. The didactics applied in the processes of environmental sustainability in early childhood education is an essential part of the integral formation of children, since it influences the creation of environmental awareness and sensitivity from the earliest stages of life. Methodologically, the research is located in the qualitative paradigm, with a type of documentary analysis study, addressing as data collection techniques the criteria for the selection of sources: thematic relevance, period of publication (2014-2024), geographical and cultural context, methods and didactic approaches. For the documentary review, 50 documents were considered, consisting of: research articles, state of the art, degree works and books. The review was conducted at the local (Bogotá), national (Colombia) and international levels. These findings are essential to design educational strategies to sensitize new generations about environmental care in early childhood education implemented during the period 2014-2024. This research proposal seeks to contribute and strengthen significantly in this field, positively impacting the formation of future generations committed to environmental protection.
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Español Perception of Treasury Management in The Confessional Churches of the Puno Region, Peru
Treasury management is vital in any organization, whether private or public, as it determines the financial budget needed to cover the expenses required by an institution. This research aims to analyze the perception of treasury management in confessional churches in the Puno Region in 2023. The research methodology is qualitative and phenomenological, focusing on the experiences of treasurers from various churches that are part of the Lake Titicaca Mission of the Seventh-day Adventist Church. The non-probabilistic sample consisted of 31 church treasurers, and the data collection instrument was the interview guide. The results indicate that standardized procedures for receiving and counting tithes and offerings, along with the rigorous use of accounting systems such as the Adventist Church Management System (ACMS), ensure accuracy and transparency. There are challenges such as the use of manual records; in several rural areas there is no internet connection, making real-time information difficult. The custody of funds is strengthened through bank deposits, as well as internal audits, although they express concern about the frequency of controls. The implementation of the use of technological tools does not apply to all churches, especially in rural areas. Recommendations include more effective communication about the distribution of funds, improving internal controls, technical support and training.
Transdisciplinary Pedagogical Projects. Correct definition of Law 115 in educational institutions of Colombia
Transdisciplinarity has permeated the current Colombian education system, despite the fact that the fundamental principles of the transcendence of disciplines have been established as a unifying vision of knowledge for more than 50 years. However, when implementing educational policies framed within the General Education Law, educational institutions blatantly misrepresent the terms transdisciplinary and transversal when executing pedagogical projects aimed at designing and developing a product following requirements from the Ministry of National Education (MEN). Furthermore, the student must acquire mastery over a technique or technology, or a solution to a case from academic, social, political, or economic life, fostering an investigative spirit and fulfilling the objectives of the Institutional Educational Project (PEI) and the curriculum plan, which clearly implies transdisciplinarity, not transversality. This review delimits the search on teaching experience, local and national regulations, as well as research literature focused on transdisciplinarity and transversality from basic secondary and middle school educational environments, including technical secondary education. It found some lack of teaching and pedagogical knowledge about transdisciplinarity, transversality, and even about pedagogical projects and their application in public schools. The purpose of this study is to deconstruct the transversal concept applied to pedagogical projects with that of transdisciplinarity, giving meaning and significance to the requirements of the PEI and the curricular objectives of the country’s educational institutions and, in compliance with this, providing the educational community with the quality and learning that society demands.
Evaluating the Effectiveness of the Admission Test: an Empirical Study in the Area of Logical Thinking
Educational institutions face a growing demand, which has led to the implementation of entrance exams as the main filter to select applicants with the greatest potential for academic success. However, there is debate as to whether these exams are adequate to evaluate the potential of applicants in specific areas of knowledge. Therefore, it is necessary to investigate whether such tests are well designed and whether they adequately discriminate between applicants. The purpose of this study was to analyze the effectiveness of the admission test at a university in northeastern Mexico, specifically in logical thinking. The research was developed in three phases: development of a question bank, creation of a controlled environment for the pilot test, and evaluation of the performance and validity of the test using various techniques. The analysis showed that most of the test items have a high discriminative ability. However, items were identified as needing revision. The biserial discrimination coefficient indicated a good level of discrimination, and the overall degree of difficulty of the test leaned toward the moderately difficult level. The distractor analysis validated that the response options fulfill their function. The logical thinking test demonstrates a sound methodological approach and careful implementation. However, a continuous revision of items with low discrimination and ineffective response options is recommended to improve the reliability and validity of the test, consolidating an accurate and fair assessment of the applicants’ logical thinking abilities.
Context And ICT as a Strategy to Improve the Teaching-learning Process of Mathematics in Sixth Grade Students
This research called the context and ICT as a strategy to improve the teaching-learning process of mathematics in the sixth grade students of the Bilingual Institution Andrés Bello of Istmina - Choco, had as objective To design a strategy that articulates the context and the technological tools ICT in the teaching-learning process of mathematics in the sixth grade students of the Bilingual Institution Andrés Bello of Istmina - Choco. For the conduction of this research we rely on the scientific method using the Dialectical Method proposed by Hegel, which puts its attention on the development of ideas and on the intelligence with which the contradiction of the dialectic is answered and as means of Documentary Review. It allows selecting the pertinent bibliography for the development of each chapter; for example, for the historical, theoretical and investigative trends with the conceptual systematization; the historical analysis and its antecedents; the theoretical, investigative and current study and the theoretical bases in the teaching-learning of mathematics in terms of the articulation of the context and the technological tools (ICT) and different theoretical and empirical methods were used that facilitate the process and the collection of information, among which are: historical-tendential, historical-logical, analytical-synthetic, inductive-deductive, observation, interview and survey, statistical and modeling, allowing to obtain as a result, a didactic strategy that contributes to the improvement of the Teaching-Learning process of mathematics, which provides sufficient elements and tools for the mobility of knowledge in all its contexts.