Alternancia - Revista de Educación e Investigación

Editorial

2025-07-08T23:57:43+00:00

Humanist Political Discourse: The Illusion in the Implementation of the New Mexican School

2025-07-09T00:02:56+00:00

This research analyzes the coherence between the humanist discourse of Mexican educational policy and school practice in a public elementary school during the implementation of the New Mexican School. The objective was to identify how humanist principles are reflected in teachers’ planning and assessment. A qualitative approach with an ethnographic design was adopted, using observation and interviews as techniques, along with a triangulation of critical-discursive analysis. The findings reveal a gap between political discourse and school realities, where teachers adapt their practices to meet normative demands, without truly reflecting the humanist formation promoted by the policy. Planning and assessment become technical mechanisms that simulate results. It is concluded that current educational policy promotes an illusion of humanist transformation that is not realized in practice, creating contradictions between normative intentions and the real experiences of school actors.

The graphic design teacher profile of 2013 and 2023

2025-07-09T00:02:56+00:00

This research has two objectives, the first is to identify the changes in 10 years of the ideal teacher for students of the degree in Graphic Communication Design of the University Center of Art, Architecture and Design of the University of Guadalajara, and the second is to see how the teaching profile is shaped in 2023 from the student, administrative and the same teacher's perspective. This research is qualitative, conducted with open questions to students in 2013 and 2023, whose answers have been categorized and represent a historical comparative analysis, also a survey was conducted in 2023 to professors to express their teaching profile and have been taken as a reference the teaching profile of the learning units of the degree updated in that same year. The different perspectives point out the importance of a profile with socio-affective characteristics, communication, professional training, disciplinary updating and professional experience. It was concluded that a balance between all should be considered in order to generate a teaching profile that is defined in the programs of the learning units.

Technology-mediated research competencies: An analysis of university faculty at the University of Granma

2025-07-09T00:02:58+00:00

Technology-mediated research competencies enhance the generation of innovative knowledge among teachers, which favors their adaptation to current educational challenges. This research aims to characterize the current state of technology-mediated research competencies among university professors at the University of Granma. A quantitative, exploratory-descriptive approach was used, with a non-experimental design. The sample consisted of 54 professors. The results highlight that 70.4% of the professors show Good and High levels of research competency development, and 29.6% show average or low ratings. The study concludes that 70.4% of the professors possess solid research skills, but 57.4% lack digital research competencies, with only 16.7% at an optimal level. The distribution (48.1% average, 24.1% low) reflects institutional policy demands for training in technological tools for research.

Teamwork as an emancipatory strategy in teacher training

2025-07-09T02:55:36+00:00

Teamwork is one of the most valued transversal competences in the educational sector and one of the teaching strategies in the initial training of teachers. The objective is to propose guidelines to promote teamwork as an emancipatory strategy in the teacher training of students in the UNE Rafael María Baralt Biology and Chemistry Project. Quantitative methodology, projective type; field design, non-experimental. The sample was census-based, made up of 20 teachers and 45 students. A questionnaire with 5 response alternatives was applied. The results indicated that teachers more frequently use traditional individual and group activities, and moderately consider the emancipatory vision of teamwork for teacher training. In conclusion, although there are some elements of teamwork in teacher training within the PBQ, these are still in development. The lack of knowledge and disinterest in emancipatory strategies limit their full implementation.

Sociodemographic factors associated with stress, depression and anxiety in Colombian Adventist university students

2025-07-09T02:55:36+00:00

Every day, a growing number of university students pursue their professional aspirations, an endeavor that often compromises their well-being. Colombia Adventist University welcomes more than 1,200 young people from various parts of the country each year. The mental health of these students may deteriorate as they progress through their curriculum. The objective of this study is to quantify the levels of academic stress, anxiety and depression. It also seeks to identify the sociodemographic characteristics linked to these variables in students of Colombia Adventist University. This analysis is cross-sectional and correlational. The study was carried out on a sample of 377 students selected from the different faculties. The statistical results showed the following: age did not show a relevant connection with academic stress, anxiety and depression, while gender showed a significant correlation only with anxiety. Marital status also revealed a significant link with anxiety. Demographic origin showed a significant relationship with academic stress. Career showed a significant connection with academic stress and depression. University residence showed a significant relationship with depression, and religious status was significantly related to academic stress.In conclusion, there is a significant correlation between academic stress and depression.

Psychomotor stimulation in babies during the first 12 months: impact of parental cell phone use

2025-08-20T01:08:29+00:00

This study analyzed the relationship between caregiver cell phone use and the quality of psychomotor stimulation in infants during their first twelve months of life. A quantitative approach with a non-experimental, cross-sectional, and correlational design was applied. Fifty-three mother-infant dyads participated, and data were collected through direct observation, psychomotor assessments, and structured questionnaires. The findings showed that increased caregiver phone use was associated with lower quality in responsive interaction, particularly in language, fine motor skills, and social engagement. Mothers with low device use demonstrated greater eye contact, directed vocalizations, and timely affective responses during interaction with their infants. It was concluded that the constant presence of cell phones in daily contexts negatively interferes with psychomotor stimulation, emphasizing the need to promote mindful parenting practices free from digital distractions.

School mediation to develop socio-emotional skills in university students of Early Childhood Education

2025-11-06T02:20:31+00:00

This study evaluated the effect of a school mediation program, integrated into the curriculum, on the development of socio-emotional competencies in university students of Early Childhood Education. A quasi-experimental pretest-posttest design with a control group was implemented. The population consisted of a cohort of students, assigned to an experimental group that received an eight-week module based on micro-lessons, standardized simulations, and reflective journals, and a control group that followed the regular curriculum. Socio-emotional competencies were measured using a validated inventory, and mediation performance was assessed using an analytical rubric applied to simulations. The experimental group showed significant and substantial improvements in total socio-emotional competencies, with particularly notable gains in self-regulation and social awareness. A significantly higher performance was also observed on the mediation rubric, especially in the dimensions of emotional regulation and conflict understanding. A moderate positive correlation evidenced the relationship between the improvement in socio-emotional competencies and mediation performance. The curricular integration of school mediation, grounded in socio-emotional learning, proved to be an effective strategy for simultaneously developing the dispositional and procedural competencies required for conflict management in Early Childhood Education contexts, validating its relevance in initial teacher training.

Inclusive teaching strategies and their impact on the academic performance of students with special needs

2025-11-06T02:20:31+00:00

The aim of this study was to analyze the relationship between inclusive teaching strategies and the academic performance of students with special educational needs in basic education, identifying the pedagogical and contextual factors that influenced their effectiveness. The research followed a quantitative approach, with a non-experimental, correlational, and cross-sectional design. The population consisted of teachers and students from the Edukat Psychopedagogical Center, working with a census sample. Data were collected through a structured questionnaire and academic record sheets and analyzed using the SPSS statistical software, applying Spearman’s correlation test. The results showed a positive and statistically significant relationship between inclusive teaching practices and academic performance, confirming that differentiated planning, collaborative work, and adaptive assessment contributed to improved learning outcomes. It was concluded that the effectiveness of inclusive education depended on the interaction among pedagogical, institutional, and emotional factors, highlighting the need to strengthen teacher training and inclusive institutional culture. These findings provided empirical evidence of the contribution of inclusive teaching to educational equity and students’ integral development.

Association of constructive play with executive function in preschool childre

2025-11-21T22:17:43+00:00

The aim of this study was to analyse the association between participation in constructive play activities and executive function levels in preprimary school children from rural schools in the Milagro district. The research used a quantitative, correlational and cross-sectional design and included a purposive sample of preschool pupils who met inclusion criteria related to age, regular attendance and absence of reported neurological diagnoses. A standardised battery assessed executive functions, and a systematic observation protocol captured constructive play during guided free-play sessions in the classroom. Trained observers coded the recordings, and data were processed using descriptive statistics, non-parametric correlations and multiple regression models controlling for sociodemographic variables. The results showed that higher participation in constructive play was consistently associated with higher levels of executive functions, and that the qualitative complexity of constructions had a greater explanatory weight than the mere frequency or duration of play episodes. In addition, the association between constructive play and executive functions remained stable when age, sex and school were considered. The study concluded that, in the setting examined, constructive play represented a relevant pedagogical opportunity to support early executive development in rural preprimary education, within the constraints of a correlational design and the specific sampling frame used.

Secondary School Dropout: Causes and Consequences

2025-11-26T13:23:34+00:00

Secondary school dropout remains a major educational challenge, deeply affecting equity and socioeconomic development. This systematic review synthesized research from 2000 to 2025 to identify the main causes, consequences, and effective interventions. Using PRISMA guidelines and thorough database searches, 37 studies (32.5% inclusion rate) were included in the analysis. Results showed that socioeconomic factors (70% of studies), school-related issues like punitive practices, and family background are key causes. Consequences include social exclusion and reduced human capital. The most effective interventions combine economic support, school improvement, and school–family partnerships. The evidence confirms school dropout is multicausal and systemic, needing coordinated, context-sensitive policies.

Impact of research competencies and academic performance on industrial design projects

2025-11-26T13:36:12+00:00

Comprehensive training is crucial for future professionals, integrating creativity, technical skills, and sustainability. This study aimed to analyze the relationships among research competencies, academic performance, and the quality of industrial design projects among undergraduate students in this field at the Pontifical Catholic University of Peru. A non-experimental, cross-sectional, correlational design was used. Results indicate that students report very positive self-perceptions (greater than 84%) in research, academic performance, and project work. However, gaps were identified in the dimensions of research impact (74%) and critical judgment (82%). Statistically, these academic variables did not significantly influence project quality, explaining only 12.5% of its variance, an effect that decreased as project complexity increased. It is recommended to restructure the curriculum to better connect research and practice, strengthen systems thinking through project-based learning, and examine alternative variables such as creativity and design mindset.

Pedagogical laboratories as teaching didactics in rural contexts

2025-07-09T02:55:37+00:00

Education in all countries is the key to the development of societies and human beings. Latin America and the Caribbean presents challenges to solve various issues that affect the quality of education. The rural school develops a set of strategies to promote the development of education for boys and girls. However, more efforts are still required on the part of educational institutions, teachers and the community in general. The article “Pedagogical laboratories as teaching didactics in rural contexts" identifies and describes these strategies as a contribution to the teaching-learning process in educational institutions, and the promotion of harmonious, collaborative and inclusive environments. It also explores the implementation of innovative teaching methods, which favor the development of pedagogical laboratories in teaching didactics in educational quality in rural contexts. The review is based on the collection and documentary analysis of didactic strategies applied in rural educational contexts, particularly those focused on pedagogical laboratories. The review shows that didactic strategies based on pedagogical laboratories contribute significantly to school coexistence within rural institutions. These didactics promote an inclusive, collaborative, respectful learning environment and integral development of students. It underlines the importance of adapting educational strategies to the specific needs of rural communities, offering key tools for education policy makers.

A new musical education model: The Orchestra System

2025-07-09T03:13:05+00:00

The primary objective of this essay is to examine the new musical education model represented by the National System of Youth and Children's Orchestras and Choirs of Venezuela, founded in 1975 by Dr. José Antonio Abreu. It is part of the research of the Magaly Feo de Correa Linguistic Research Unit of the Faculty of Education Sciences of the University of Carabobo, in its area of ????Theoretical and Transdisciplinary Studies of Language; thematic Discourse Analysis; in the systematics of the Academic Text; and of the Research and Documentation Center of El Sistema (CIDES). Based on documentary research, a literature review was conducted on the study of music from different aspects: pedagogical, academic, compositional, and historical. In conclusion, the collective and individual practice of music is the recursive pedagogical principle and a fundamental pillar in the process of consolidating musical, human, social, familial, and enlightening competencies that converge at the central point called the Core, a structure fostered by the musician-teachers in the twelve academic programs of El Sistema.