The Docentes 2.0 Technological-Educational Journal (RTED) is registered under ISSN: 2665-0266, ISNI: 0000 0005 0409 1664, Ringgold ID: 608948, and ROR: 037jqrk16. RTED is an open-access journal with an Ibero-American scope, established in 2013. The journal featured cultural production in the educational field from 2013 to 2018 and has focused on scientific content since 2018, where every submitted article is evaluated through a double-blind peer-review process. Its publication is biannual (May-November), and it is managed and published by Grupo Docentes 2.0, C.A. RTED aims to raise the profile of technological, educational, and scientific research internationally, supporting authors in disseminating their work, fostering good practices, and contributing to the development of new policies. Published articles meet selection criteria that consider originality, relevance, multidisciplinary interest, timeliness, accessibility, distinction, and the study's conclusions. RTED publishes articles exclusively in the fields of technology, education, and social sciences (strictly applied to techno-pedagogical innovation). The purpose of this journal is to make research immediately available to the public through open access, thereby guaranteeing a global exchange of knowledge. In accordance with the open-access model and following the Gold Route (Gold Open Access) established in the Budapest Declaration during the World Conference on Science for the Twenty-First Century (organized by UNESCO-ICSU, June 26 to July 1, 1999). RTED charges an APC to cover the operational expenses associated with publication. Those interested in publishing in RTED must submit their manuscripts exclusively through our OJS platform. ⚠️ Research papers and scientific contributions must be original and unpublished; furthermore, they must address highly relevant topics in the social sciences, education, and technology. ✅2023- Act.: Scientific Journal (Publication: "May-November"). ✅2018-2022: Scientific Journal ( Publication"March-August, April-September, June-November"). ✅2013-2018: Cultural magazine in the educational field. ✅ Open Archives Initiative: OAI-PMH.
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Decolonial Pedagogies: Contributions to Contemporary Pedagogical Practices
In contemporary education, there is an urgent need to promote decolonial pedagogies capable of questioning and offering alternatives to practices still rooted in rigid, inflexible colonial models. The objective of this essay was to highlight the importance of decolonial pedagogies in current educational practices. This essay was framed within the inductive method under the humanist paradigm, with a qualitative, interpretive approach and a narrative design focused on a specific topic, thereby allowing a reflective and comprehensive examination of the educational phenomenon from multiple critical perspectives. Within this analytical framework, the contribution of Walsh is highlighted, who conceives of decolonial pedagogies as practices aimed at opening education to a plurality of knowledge systems, languages, and forms of learning, fostering educational relationships based on respect, critical interculturality, and the collective construction of knowledge. Furthermore, the category of "buen vivir" (good living) is incorporated as an ethical-political horizon that guides the collective aims of education toward a more just, supportive, and sustainable community life. In conclusion, decolonial pedagogies constitute an indispensable path to redefining contemporary education by promoting formative processes committed to diversity, emancipation, and social transformation.
Copyright (c) 2026 Ramírez-Correa, A. M. https://creativecommons.org/licenses/by-nc-nd/4.0
Distance and Virtual Education: Teaching Challenges
Distance and virtual education in rural contexts gained prominence during the post-pandemic period, highlighting disparities in access to and use of learning technologies. This study aimed to analyze the pedagogical challenges, implemented strategies, and factors influencing student retention and learning at an upper-secondary agricultural institution. The research was framed within the positivist paradigm, employing a hypothetico-deductive method with a quantitative approach, a non-experimental design, a descriptive scope, and a cross-sectional nature. The study population consisted of 27 teachers and 96 students, from which a sample of 78 individuals was selected using simple random sampling. Surveys were utilized as the data collection technique, employing structured questionnaires featuring a 0-to-4 Likert-type scale, which were administered in a digital format. Data analysis was conducted using descriptive statistics, specifically frequencies and percentages. The results revealed that personal motivation and family support were the primary factors associated with student retention, whereas internet access constituted a significant limitation. Furthermore, pedagogical strategies focused on individual work, research, and the creation of academic products. It was concluded that distance education in rural contexts necessitates strengthening teacher training in digital tools and implementing contextualized strategies that foster effective learning.
Copyright (c) 2026 Soto-Gil, M., Ramírez-Loyola, M. A. https://creativecommons.org/licenses/by-nc-nd/4.0
Educating in the Age of Change: Technological Management as a Bridge to the Future
Educational technology has become a cornerstone of effective teaching and learning. The objective of this essay was to explore the concept of educational technology from the perspective of various authors, describing relevant aspects such as its historical evolution, its importance in contemporary education, pedagogical models supported by technology, and information and communication technologies (ICT) in education. This essay employed a deductive method, a humanist paradigm, a qualitative interpretive approach, and a narrative design. Based on the literature reviewed, it was found that in Venezuela, despite the limitations in providing access to technology for the entire population, efforts have been made to bring technology to students through programs such as Canaima Educativo and Semilleros Científicos, utilizing open educational resources, content creation, and research in educational robotics, astronomy, and space sciences. It was concluded that, in addition to considering the aforementioned programs (Canaima Educativo and Semilleros Científicos) promoted by the Venezuelan government, it is crucial for teachers to reflect on the usefulness of incorporating technology-supported pedagogical models to develop effective educational practices. This would provide students with the opportunity to use technological tools to understand content and create interactive learning environments that are both personalized and collaborative.
Copyright (c) 2026 Castillo-Medina, E. K. https://creativecommons.org/licenses/by-nc-nd/4.0
Argumentative Interaction as a Tool to Promote Critical Thinking in Educational Contexts
Argumentative interaction is a fundamental factor in contemporary education. The objective was to analyze argumentative practices in an educational institution, understand their application in the classroom, and identify the reasons teachers integrate them into their teaching sequences. The research was framed within the interpretive paradigm, using a case study method and a qualitative approach, with a descriptive, cross-sectional design. The natural observation technique was used in a private educational institution in Cusco, Peru, with 22 high school seniors and three teachers. Through observational records, three types of practices were identified: proto-argumentative, type 1 argumentative, and type 2 argumentative. Proto-argumentative practices show points of view without a formal reasoning structure. At the same time, the dynamics promoted by the teacher distinguish type 1 and type 2 argumentative practices, the reasoning developed, and the questions asked. Within type 1 practices, subcategories were identified according to the pedagogical objective, and levels of increasing complexity in interactions were established. This analysis provided an understanding of how argumentative practices contribute to critical thinking and offer tools for designing effective pedagogical strategies.
Copyright (c) 2025 Castillo-Callahui, K. L., Luna-Ccoa, V., Aguilar-Bueno, J. C., Garcia-Perez, M. V. https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching Strategies to Strengthen Cultural Identity in Bilingual Early Childhood Education
The communities of Peru's regions are sustained by their culture, as their inhabitants recognize their identity and mother tongue from an early age, developing a sense of belonging to a specific ethnic and social group. This research aimed to analyze the teaching strategies implemented in bilingual early childhood education institutions in Peru to strengthen cultural identity. The study was framed within the humanist paradigm, employing an interpretive method, a qualitative approach, a thematic narrative design, and a documentary-bibliographic and cross-sectional approach. Data collection was conducted through a systematic search and review of primary research in recognized academic databases, prioritizing publications within the past 5 years. Sources indexed in SciELO, REDIB, Latindex, Dialnet, OpenAIRE, ROAD, and Scopus were consulted, as well as university institutional repositories. To locate the studies, keywords and the logical operators AND, OR, and NOT were used. Subsequently, 22 scientific articles relevant to the research topic were selected and systematized. The findings revealed that various Peruvian communities develop their own teaching strategies aimed at strengthening cultural identity from early childhood education, integrating customs, the mother tongue, and community practices. It is concluded that most of Peru's indigenous peoples employ contextualized pedagogical approaches that significantly contribute to the preservation and consolidation of cultural identity in early childhood.
Copyright (c) 2026 Mori-Cairuna, I. K., Mimbela-Mallqui, R. I., Luque-Huarza, E., Rondon-Morel, R. O. https://creativecommons.org/licenses/by-nc-nd/4.0
Scientific Research Methodology and Competency-Based Assessment of Doctoral Students in Education
Societal needs drive the search for solutions to problems, a process that necessitates conducting scientific research in an orderly, systematic, and progressive manner in order to address diverse requirements. The objective of this research was to determine the relationship between scientific research methodology and the competency-based assessment model among doctoral students in Education Sciences at the National University Daniel Alcides Carrión, Pasco. The inquiry was conducted within the framework of the positivist paradigm, employing the hypothetico-deductive method, a quantitative approach, and a non-experimental, correlational design. The sample consisted of 21 students, who were administered a survey regarding the variable of scientific research methodology; the validity of the questionnaire used was established through expert judgment, while its reliability was verified using the Kuder-Richardson test. The results derived from the collected data indicated the existence of a relationship between the variables. Hypothesis testing was performed using Spearman's rho correlation coefficient, and the p-value for the correlation was 0.039 (< 0.05); consequently, the null hypothesis was rejected, and the alternative hypothesis was accepted. It was therefore concluded that scientific research methodology and the competency-based assessment model share a direct relationship, as evidenced by the hypothesis test utilizing Spearman's rho statistic, which yielded a p-value of 0.039, a value lower than the 0.05 significance level.
Copyright (c) 2026 Ricaldi-Hinostroza, N. R., Zenteno-Ruiz, F. A., Mendiolaza-Zúñiga, O., Oscátegui-Nájera, G. J., Valentín-Melgarejo, T. F., Zenteno-Quinto, A. E. https://creativecommons.org/licenses/by-nc-nd/4.0
Perspective on Financial Education in Ecuador among Technical Accounting High School Students
Financial literacy has become a fundamental component of holistic education for young people, particularly in contexts where economic decision-making is increasingly complex. The objective of this research was to analyze the perspectives of technical high school students specializing in accounting regarding financial literacy at the Sara Serrano de Maridueña Educational Unit in Ecuador. The study was framed within the sociocritical paradigm, employing an interpretive method, a qualitative approach, an interpretive phenomenological design, and a cross-sectional scope. The sample consisted of 12 students who participated in semi-structured interviews to explore their experiences and perceptions of the financial education they received during their academic training. The results revealed that although a curricular foundation in the subject exists, students have limited knowledge of key aspects such as saving, budgeting, and investing. Furthermore, a gap was evident between the theoretical content covered in the curriculum and its practical application in daily life. It was concluded that strengthening the integration of financial literacy into educational processes requires pedagogical strategies that bridge theory and practice, thereby developing students' financial competencies.
Copyright (c) 2026 Rueda-Maldonado, M. P. https://creativecommons.org/licenses/by-nc-nd/4.0
Challenges and Opportunities in the Use of Artificial Intelligence in Ecuadorian Higher Education
The disruptive, accelerated advancement of Artificial Intelligence (AI) has driven significant transformations across sectors, and higher education is no exception. The objective of this research was to analyze the challenges and opportunities of using AI in higher education, identify tools and approaches used in different countries, and compare them with the Ecuadorian context to propose guidelines for an effective, inclusive, and ethical integration. The research was framed within the humanist-interpretive paradigm, using an interpretive method, a qualitative approach, a thematic narrative design, and a cross-sectional documentary and analytical approach, based on the PRISMA guidelines, to select 10 relevant articles published between 2021 and 2025 in recognized databases such as Scopus, Dialnet, and Google Scholar, thus ensuring the reliability of the analysis. The results showed that AI improved the personalization of learning through adaptive systems that adjusted content and pace to individual needs, while also optimizing administrative processes and supporting educational decision-making through advanced data analysis. Opportunities were identified to innovate pedagogical methodologies and foster inclusive and dynamic environments; however, challenges persisted, including the digital divide, insufficient infrastructure, the need for continuous teacher training, and the ethical regulation of AI use. The discussion highlighted the importance of inclusive, sustainable policies to integrate AI ethically and of accessible, personalized university education. It was concluded that AI represents a strategic tool for transforming higher education, although its implementation requires overcoming educational, regulatory, and technological barriers in Ecuador.
Copyright (c) 2026 Villamil-Cavagnaro, C. J. https://creativecommons.org/licenses/by-nc-nd/4.0
The Second Life Virtual Environment in Written Communicative Competence among Secondary Education Students
The rapid development of ICTs has significantly impacted various sectors, including education. Therefore, the objective of this research was to demonstrate whether the use of the Second Life virtual environment improves the development of the competence “Writes various types of texts in their mother tongue” among students at the Ollantay Educational Institution. The study was conducted within the positivist paradigm, under the hypothetico-deductive method, with a quantitative approach and a one-group pre-experimental pretest-posttest design, with descriptive-comparative scope. A non-probabilistic sample of 29 students was selected. Two main variables were analyzed: the virtual environment as a means of pedagogical interaction and written communicative competence as an expression of students’ expressive development. Data were collected through systematic observation during the implementation of the learning sessions, and written performance was assessed using a previously validated analytical rubric. To guide the analysis, one general hypothesis and four specific hypotheses were formulated, allowing the study to examine the overall competence and its specific dimensions in greater depth. The data were analyzed using the Wilcoxon signed-rank test. The results showed statistically significant differences between the pretest and posttest scores, demonstrating that the use of the Second Life virtual environment had a positive influence on written communicative competence, both at the general level and in its specific components. The study concludes that Second Life represents a valuable pedagogical resource for strengthening written production and contributes relevant evidence for future educational research.
Copyright (c) 2025 Vargas-Chavez, D. G., Quispe-Choqque, D. S., Monge-Suarez, L., Osorio-Chirinos, L. A. https://creativecommons.org/licenses/by-nc-nd/4.0
Reading Comprehension in Secondary School Students
Reading comprehension is an essential competence in education, especially at the secondary level. This research aimed to review recent scientific literature on reading comprehension among secondary students. The goals were to identify theoretical approaches, pedagogical strategies, and key findings that support its improvement. The study used a positivist paradigm. It followed a systematic method, a mixed-methods approach, a narrative-thematic design, and a documentary-analytical type within a cross-sectional scope. Researchers reviewed 20 scientific articles from 2020 to 2025. They searched Scopus, WoS, Dialnet, SciELO, and Google Scholar, using the PRISMA protocol guidelines. The findings show that current research highlights strategies focused on higher-order reading skills, like extracting explicit information, making inferences, and forming critical responses. The research also identified factors that influence reading comprehension. These include types of digital technologies, features of post-pandemic instruction, and active learning methods. The evidence reviewed suggests that reading comprehension in secondary education is now studied critically. Teachers, digital contexts, and active learning methods all play important roles in strengthening students' reading skills.
Copyright (c) 2026 Soto-Gutiérrez, R. C., Copaja-Arocutipa, F. H. https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching practice in higher education institutions is understood as part of the teaching-learning process that unfolds between teacher and student within a specific setting. The objective of this research was to analyze the characteristics, trends, and approaches of teaching practice in higher education, identifying the main contributions and limitations reported in previous studies. The research was conducted within the interpretive paradigm, using a systemic method, a qualitative approach, and a descriptive narrative design, of a documentary, bibliographic-analytical, and cross-sectional nature. This methodological structure allowed for the organization, description, and synthesis of relevant findings on the phenomenon under study. The research was based on the collection, selection, and critical synthesis of scientific sources published between 2019 and 2024, and was cross-sectional, analyzing information from a single time period. The results of the literature review reveal that teaching practice in higher education represents both a challenge and an opportunity, demanding a change that integrates pedagogical training, reflection, critical analysis, institutional commitment, and social responsibility. Furthermore, it emphasizes the limited research on teaching practice in higher education, underscoring the need to address this gap in light of contextual demands. Therefore, reflection and methodological restructuring are urgently needed.
Copyright (c) 2025 Flores-Arroyo, R., Dra. Vásquez-Alburqueque, I. L. https://creativecommons.org/licenses/by-nc-nd/4.0
Disruptive Strategies for Improving Tansformational Leadership in Early Childhood Education
The low levels of educational leadership motivated this research, which analyzes disruptive strategies to strengthen transformational leadership among early childhood education professionals. This study stems from the problems identified in public education centers throughout the country. The main objective was to develop disruptive strategies to enhance transformational leadership in early childhood education in Ecuador. The research was based on a systematic method, under the pragmatic paradigm and a mixed-methods approach, with a narrative-thematic design of a documentary, bibliographic, and cross-sectional nature. Valid and reliable evidence was obtained. The population consisted of 84 early childhood education teachers from preschools, who were selected through nonprobability sampling. Interviews and questionnaires were used as data collection techniques and instruments. Both were reviewed and validated by experts and underwent reliability testing using Cronbach's alpha, with an average of 83%. These procedures yielded results that support the findings and demonstrate that applying disruptive strategies improves transformational leadership in early childhood education by 71% compared to the traditional model. The aim is to contribute to the scientific community with innovative proposals that strengthen academic performance by motivating and empowering teachers and improving the educational environment. Finally, it is recognized that school management is an essential component for increasing effectiveness and equity within the Education 3.0 framework.
Copyright (c) 2025 García-Zambrano, B. E., Perero-Rosado, C. E., Cuje-Cevallos, M. L., Zambrano, D. M. https://creativecommons.org/licenses/by-nc-nd/4.0
Education today faces the challenge of not only providing academic knowledge but also promoting values ​​education. This research aimed to establish the current state of research on values ​​education in elementary schools. The study was framed within the pragmatic paradigm, employing a systematic method, a qualitative approach, and a cross-sectional, documentary-thematic design. For the analysis, studies published between 2021 and 2025 in English and Spanish that presented significant findings on values ​​education in educational institutions were selected. Data was compiled using SciELO, Google Scholar, and Scopus. The initial review identified 213 articles, which were then subjected to detailed analysis to assess their relevance against the established inclusion criteria for the study. Subsequently, 193 articles were excluded for failing to meet the methodological, relevance, or quality requirements. Finally, 20 articles were included that met the defined parameters. The findings described the family and the school as two important pillars upon which values ​​education rests. In conclusion, teachers and families play a fundamental role in children's value formation; their work involves serving as role models of ethical behavior, fostering a climate of respect and trust, integrating values into the curriculum, and fostering dialogue, critical reflection, and moral awareness.
Copyright (c) 2026 Morejón-Morán, M. M. https://creativecommons.org/licenses/by-nc-nd/4.0
Model for Development Research Competencies Based on Pedagogical Practice
Educational systems today face constant transformations that demand that teachers adopt a role that transcends mere knowledge transmission, incorporating critical reflection and pedagogical research. This study aimed to build a conceptual model that integrates research competencies with pedagogical practice through the interpretation of teachers’ experiences. It is grounded in the socio-critical paradigm, employing an action-research method, a qualitative descriptive-interpretive approach and a cross-sectional experience-systematization design. Data was collected through semi-structured interviews and document analysis with 10 teachers from the María Auxiliadora District Educational Institution in the District of Barranquilla. The analysis was conducted using a coding and triangulation process assisted by specialized software. The findings show that teachers recognize basic research competencies, such as inquiry, information retrieval, use of ICT, and collaborative work. They also recognize specific competencies related to methodological mastery, action research, and data analysis. However, these approaches are applied in a fragmented manner without systematic integration into classroom teaching practice. Insufficient articulation was also evident between the institutional, social, didactic, axiological, and interpersonal dimensions, as well as curricular elements of assessment and reflection with an investigative focus. The study contributes the Model for the Development of Research Competencies Based on Pedagogical Practice (MODECIP) as a conceptual synthesis to integrate research with pedagogical practice. This model, grounded in the Theory of Research in Integrated Pedagogical Practice (TIPPI), fosters teacher development, strengthens a research culture, and promotes educational innovation.
Copyright (c) 2025 Cantillo-Muñoz, F. https://creativecommons.org/licenses/by-nc-nd/4.0
Mathematics and Science in the Classroom: Exploring the Golden Ratio in the Human Body
The golden ratio, a universal mathematical constant, manifests itself in nature, art, and biology, and is a valuable educational resource for integrating science and education. The objective of the research was to empirically analyze the relationship between certain human body dimensions and determine whether these proportions reflected patterns associated with the “Divine Proportion.” The research was framed within the positivist paradigm, applying the hypothetical-deductive method, with a quantitative approach, a non-experimental correlational-explanatory design, and a cross-sectional approach. This allowed for the verification of the hypothesis and the support of conclusions with objective data, increasing the validity and scientific rigor. A simple random probability sample of 31 high school students was used. Height, lower trunk, and upper trunk were measured. The data were analyzed using multiple linear regression, descriptive statistics, variance tests, and graphical representations, which made it possible to examine associations between variables and generate a predictive model. The results showed a significant proportional relationship between the dimensions studied, with an adjusted R² of 0.994, confirming the robustness of the model applied. As a future research project, it is suggested that the sample size be expanded and nonlinear or comparative models be applied between groups by sex, age, or geographical context, with the aim of further investigating the existence of mathematical proportions in human morphology.
Copyright (c) 2026 Rosero-López, O. D., Romo-Loor, G. C., Pincay-Pilay, M. M., Vera-Pisco, D. G. https://creativecommons.org/licenses/by-nc-nd/4.0
Webinars as a Strategy for Continuing Education for Teachers at a Public University
Continuing professional development for higher education faculty is a key element in ensuring educational quality and strengthening the pedagogical and digital skills required to meet the demands of teaching. The objective was to assess the satisfaction of university faculty with a continuing professional development activity, specifically a webinar on H5P-type activities for designing virtual learning environments. The research was framed within the positivist paradigm, using a deductive method, with a quantitative approach, a non-experimental, descriptive, and cross-sectional design. A non-probability convenience sample of 286 participants was used. The UNIA Webinar Satisfaction Survey (Cronbach's Alpha = 0.789) was administered, comprising four sections: program organization and coordination; instructor performance; technical aspects and experience in the webinar; and general assessments. Results showed that 98.8% of participants considered the activity to have met their expectations, 99.0% identified it as a useful learning tool, and 93.0% highlighted the facilitator's mastery of the subject matter. However, low active participation was observed during the live session (75.9% did not participate). It is concluded that the webinar was positively valued as a continuing education strategy, reaffirming its relevance for strengthening teaching skills, although the need to promote greater interaction in live sessions is identified.
Copyright (c) 2026 Martínez-Aguirre, E. G., Jiménez-Ramírez, C. R., Zárate-Depraect, N. E., Bustillos-Terrazas, N. A. https://creativecommons.org/licenses/by-nc-nd/4.0
Socioemotional Skills in Secondary School Students
Strengthening socio-emotional skills in secondary school students is a priority challenge within the educational system, due to its direct impact on mental health, academic performance, and school coexistence. The purpose of this study was to conduct a systematic review of research on the development of these competencies, with special attention to the Latin American context, to identify advances, limitations, and potential areas for improvement. The research was framed within the humanistic paradigm, using a systematic method with a qualitative approach, a narrative-thematic design, and a cross-sectional, bibliographic-documentary type of study. Thirteen studies on the socio-emotional development of secondary school adolescents were analyzed, with a focus on the Peruvian and Latin American contexts. The results showed progress in school coexistence, emotional self-regulation, and responsible decision-making. However, difficulties persisted related to teacher training, the availability of pedagogical resources, and the sociocultural conditions that influence the implementation of educational strategies. Overall, the findings led to the conclusion that socio-emotional tutoring programs constitute an effective alternative when implemented in a comprehensive, sustained, and contextually tailored manner, tailored to students' real needs.
Copyright (c) 2025 Saldarriaga-Reto, M. M. https://creativecommons.org/licenses/by-nc-nd/4.0
Oral Tradition and ICT as Strategies to Foster Writing in Basic Education
Written expression is a fundamental competence in students' academic and personal development, as it enables them to communicate ideas clearly and to resignify culture in contemporary society. This study aimed to explore how oral tradition, through stories, myths, and legends, can become a didactic strategy to strengthen written production in elementary school students, with the support of EdiLim software. The research followed the humanist paradigm, with an interpretive method, a qualitative approach, a thematic narrative design of a documentary, bibliographic-analytical type, and a cross-sectional scope. The population consisted of fifth-grade students from the San Mateo Educational Institution, who participated in workshops, interviews, and diagnostic surveys. The results showed that the integration of oral tradition with EdiLim increased motivation toward written production, improved textual coherence and cohesion, and strengthened students' cultural identity. The study also identified strengths in creativity and weaknesses related to the lack of prior strategies for written production. In conclusion, oral tradition, in connection with ICT, constitutes a pedagogical strategy that favors meaningful written expression, cultural reflection, and active student participation, and contributes to the construction of inclusive and contextualized education.
Copyright (c) 2026 Alarcón-García, A. del C. https://creativecommons.org/licenses/by-nc-nd/4.0
Perceptions of Learning with ChatGPT in University Business Education
The integration of artificial intelligence (AI) into higher education has driven a significant transformation in educational processes. This study aimed to explore undergraduate students' perceptions of their academic experience with ChatGPT 3.5 as an academic support tool in a business school at a Peruvian university during 2023. The research followed the pragmatic paradigm, the analytical-synthetic method, and a mixed approach, with a convergent case study design, triangulation, and a cross-sectional scope. The sample included 178 Business Administration students, who answered a questionnaire with eight closed-ended questions and four open-ended questions, which sought to identify their knowledge, experiences, and attitudes toward AI. The results showed a predominantly positive perception of ChatGPT and highlighted its contribution to autonomous study, content comprehension, and the development of analytical and creative skills. Participants valued its usefulness for access to reliable information, rapid resolution of doubts, and reinforcement of their capacity for academic innovation. The analysis also showed that confidence in the tool and familiarity with its use increased their willingness to integrate it into future academic experiences. Overall, the results provide relevant empirical evidence on ChatGPT's potential as a pedagogical resource and underscore the need to promote institutional policies directed toward digital literacy and AI ethics.
Copyright (c) 2026 Chacón-Arenas, E. M., Reyes-Vizcarra, H., Delgado-Saavedra, I. G., Damián-Gavino, M. H. https://creativecommons.org/licenses/by-nc-nd/4.0
Interdisciplinary Strategies for Strengthening Mathematical Skills in the Second Level of Primary Education
Interdisciplinary strategies constitute an essential pedagogical approach for fostering mathematical competencies in elementary school students, integrating disciplines to enhance learning and application in real-world contexts. The objective of this study was to apply and assess the effectiveness of interdisciplinary strategies for strengthening mathematical competencies among second-grade elementary school students. The research was conducted within the positivist paradigm, using the hypothetico-deductive method, with a quantitative approach and a quasi-experimental single-group design with pretest and posttest measurements. The study was explanatory and cross-sectional. The non-probability convenience sample consisted of 14 students. A performance test was administered, and the data were analyzed using descriptive statistics, the Shapiro-Wilk normality test (p > 0.05), a paired t-test (t(13) = 4.58, p = 0.00051), and Cohen's d effect size (d = 1.29, 95% CI [0.51 – 2.07]). The results showed a significant increase in mean scores from 8.13 to 9.86 and a reduction in standard deviation from 1.54 to 0.36, indicating a substantial improvement in performance. In conclusion, this approach promotes the development of 21st-century skills, such as critical thinking and problem-solving, and serves as an effective pedagogical tool in elementary education.
Copyright (c) 2026 Zavala-Regalado, H. J., García-Murillo, G., Vera-Pisco, D. https://creativecommons.org/licenses/by-nc-nd/4.0