Educational Knowledge is the specialized journal in the field of Education published by the Catholic University of El Salvador, under the UNICAES publishing imprint. It is an open-access, annual publication that disseminates research and reflections by authors in the fields of Education and Pedagogy.
Epistemic thinking, criticality, and reflexivity: challenges and opportunities in graduate studies
Navigating reality and the multiplicity of content produced in academic contexts presents a major challenge for graduate students. This qualitative literature review operationally characterizes epistemic thinking, criticality, and reflexivity, integrating both cognitive and dialogical elements. It emphasizes competencies required for the construction of original knowledge, achieved through a deep and sensitive engagement with a dynamic, everchanging world that demands renewed interpretations to pave the way toward new scientific horizons. The results suggest that intellectually confronting circumstances demands a keen sense of awareness, evaluative attitudes, and a disposition capable of engaging with the unknown—relying on critical reasoning and contemplative distance to enable theorization. Ultimately, the construction of both theoretical and practical knowledge must be a central objective to foster transformative outcomes across disciplines.
Mathematics education: a review and scientometric analysis
This study examines how the complexity of mathematics learning is currently addressed in academic literature using bibliometric analysis. There is a clear interest from the scientific community in teacher training, particularly regarding motivation and commitment to teaching math. The study found that technology can be a valuable ally in modernizing math education, as many scholars worldwide are proposing methodologies that incorporate technology. A prolific body of research exists on this topic (70% of the documents are research articles), mostly produced in developed countries. Over the past decade, U.S. institutions have been the most active in this field. A limitation of the study is its reliance on a single database (Scopus), suggesting the need for future studies using broader sources.
Teaching and learning: feedback as a strategy in higher education
Evaluation is inherently formative and a fundamental part of the teaching-learning process. One of the key components of both teaching and formative assessment is feedback. This study aimed to identify graduate students’ perceptions regarding feedback as a teaching and formative assessment strategy. Adopting a qualitative phenomenological approach, the research sought to describe and understand the phenomenon from both individual and collective perspectives. Purposeful sampling included individuals who had completed a Master’s in University Teaching and had experience with feedback as a pedagogical strategy. A survey with 11 questions was used, revealing that feedback should be considered a core learning tool, one that plays a central role in didactic development.
Barriers and drivers of teachers’ digital competencies: A systematic literature review
The development of digital competencies among teachers is a pressing challenge in today’s rapidly evolving educational landscape. This study aims to synthesize the current state of research on the factors influencing digital competency acquisition among Latin American teachers. Using a systematic review methodology, empirical studies published between 2018 and 2023 were analyzed. The findings highlight critical facilitators such as access to resources, pedagogical training, and institutional support. However, significant barriers persist, including limited time for practice, inadequate pedagogical models, and the lack of recognition for the efforts involved. By clarifying these factors, this study provides valuable insights for policymakers, teacher trainers, and researchers aiming to effectively foster digital competencies.
The Influence of Cultural Capital and Socioeconomic Conditions on Dropout and Retention Among Tourism Scholarship Recipients
This article focuses on the living conditions and social origin of students awarded scholarships by the Salvadoran state in the degree program of Technician in Tourism Management and Development, taught under the MEGATEC model, in light of the theories of Bourdieu and Passeron, and Vincent Tinto, regarding habitus and academic and social communities, in relation to student persistence and dropout. The social factors influencing students' decisions are explored, highlighting the challenges they face, as well as the timely role of academic, social, and cultural communities, and the state's intervention through the provision of full scholarships. The various capitals—cultural, social, and economic—at play are analyzed, revealing the conditions rooted in the students' social and family origin, as well as the strategies employed to access the institutional capital required to attain a degree. The article also emphasizes the reproduction of symbolic violence and the perpetuation of social reproduction in the educational system, stemming from the students' living conditions.
Inclusive education in Morocco: Policy analysis and classroom impact
This study analyzes the challenges and opportunities for implementing inclusive education in Moroccan schools. It seeks to understand how educational policies, teacher training, community attitudes, and contextual factors influence the promotion of educational equity and the building of more just societies. Key barriers and enablers of inclusion are identified through a critical review of the literature, case studies, and interviews with key stakeholders. The paper offers concrete recommendations to strengthen inclusive education and ensure the full and effective participation of all students. It argues that inclusive education is not only a fundamental human right but also a strategic investment for the development of a more equitable and cohesive country.
Research analysis on artificial intelligence in Education (2020–2023)
This paper examines the integration of artificial intelligence (AI) in education by analyzing documents published between 2020 and 2023 in the Scopus and Web of Science databases. The predominance of academic articles reveals a strong commitment to in-depth analysis of AI in education. Brazil, Spain, and Peru lead in publication output, reflecting the global relevance of the topic. While “Educational Technology” was the main search term, “AI in Teaching” has also gained importance, indicating a steady increase in literature on the subject. A balanced gender representation among authors was observed. However, the study identifies methodological limitations and emphasizes the need for future research involving broader samples and more advanced statistical techniques to better understand the relationship between AI and education.
Educational inequality in Latin America: The case of early childhood
This study aimed to identify some of the repercussions of social inequalities related to the quality and access to education for children aged zero to six. Literature on educational quality and the structural and social problems embedded in education was reviewed. Measures taken by governmental and international institutions in response to the arrival of SARS-CoV-2 were explored, along with perspectives from authors who advocate for educational innovations as a potential solution. The discussion considered aspects such as teaching practices, schooling beyond access, and the situation of early childhood populations within the education sector—where the younger the child, the greater the inequality. By the 2000s, access to education had significantly expanded, although this did not necessarily reflect improved quality. The study also encourages reflection on educational reforms achieved through social efforts. Ultimately, it was found that the pandemic posed a critical challenge to the education system, being one of the sectors most affected in the medium term.
Culture of Peace, Citizenship Education, and Human Rights: Axis for the Construction of Democratic and Plural Societies
This research, stemming from an exhaustive documentary review, endeavors to systematically integrate theoretical, epistemic, and practical perspectives concerning the culture of peace, citizenship education, and human rights. These multidimensional facets are posited as the foundational axis, strategically embedded within curricular frameworks to facilitate the nuanced construction of democratic and pluralistic societal structures. The focal point of this study revolves around the methodical promotion of universal values, accentuating the cultivation of attitudinal and behavioral resources that serve to fortify the underpinnings of communal existence. The ultimate objective is the meticulous restoration of the intricate social fabric, engendering reconciliation, and establishing environments wherein the common good, equitable treatment among members, and functional efficacy synergistically contribute to an elevated quality of life. In summation, the notion of dignified coexistence becomes intricately entwined with the pedagogical endeavor to impart meaningful lessons in universal human values. This approach is underpinned by a profound acknowledgment of principles such as self-determination, personal autonomy, and impartial treatment among individuals. The overarching aspiration of this academic pursuit lies in the comprehensive education of citizens, equipped to make positive and enduring contributions to the construction of societies grounded in principles of peace, democracy, and inclusion
ICT as a Pedagogical Tool in the Redemptorist Foundation of Social and Educational Works Pilar
The research tries to exposed the implementation of ICT as a Pedagogical Tool in the Second Cycle of FROSEP during 2022. The study employed a non-experimental design, and the research type was applied with a qualitative-quantitative approach. The population included 83 individuals to whom an 18-item polychotomous questionnaire was applied, along with the observation of the teaching-learning process. Three indicators were measured: Teacher competencies in the use of ICT, Strategies for the pedagogical use of ICT, and Digital Resources. Teachers have skills for the use of new technologies, but it does not reach a level where one can speak of mastery. They use various strategies with the use of ICT, but it still does not reach the level of pedagogical use; rather, it is instrumental use for projecting and distributing information, etc., and not as a means to promote meaningful learning. Additionally, the number of didactic resources in the investigated institutions was insufficient, but it can be highlighted that efforts are being made for their management.
Strengthening the linguistic reflection of students through the study of the nearby linguistic landscape
This article outlines a pedagogical endeavor undertaken with university students across diverse disciplines in the initial courses of a university in Asunción. Executed within the framework of the Writing Techniques course, the objective was to instigate linguistic contemplation among students. The method employed involved delving into the linguistic landscape (LL), specifically focusing on commercial signage in the students’ residential areas. Beyond cultivating observational skills, data collection, and image analysis in the local milieu, the initiative sought to forge an immersive pathway for nurturing linguistic consciousness. It aspired to extend beyond the classroom confines, foster an appreciation for one’s contextual backdrop, and discern the linguistic and cultural idiosyncrasies within each community. The study honed in on the intricacies of word usage, the structural nuances of commercial nomenclature, and the linguistic choices embedded in their nomenclature. The outcomes proved affirmative, prompting the exploration of the amassed image corpus for more expansive research endeavors and setting the stage for ongoing enhancements and innovations in future practices
Accessibility and social inclusion from the university environment: Linking and exchange of academic experiences
The outcomes of academic endeavors aimed at the comprehensive development of students in capacities, values, and skills for inclusion and equal opportunities are presented. Through shared experiences, the intention is to broaden understanding of inclusive design concerning the needs of individuals with disabilities, fostering effective social interactions in lived spaces imbued with diverse meanings. The integration of this theme into the academic sphere has been facilitated through classroom experiences, research initiatives, and extension projects. Significant emphasis is placed on the transversal integration of Inclusive Design within the Architecture program, recognizing the university’s capacity to facilitate social interaction, active community participation, and the application of academic, research, and human resources to address social challenges and relevant knowledge within the academic context.
Pedagogical Strategies employed by Literature and Linguistic teachers: A case study in Banke, Nepal
This study aimed to investigate the techniques employed by Literature and Linguistic English teachers in teaching grammar to 11th-grade students and to compare their teaching strategies. The research design adopted a qualitative method, collecting data from four randomly selected public and private schools in the Banke district. Observation checklists and diary writing for classroom observations served as the primary tools for data collection. Thematic analysis was applied to interpret the gathered data. The results revealed that literature and linguistic teachers predominantly utilized similar techniques. However, linguistic teachers did not employ expected grammar teaching techniques, suggesting that pedagogical competence in grammar has limited utility. Instead, teachers tended to rely on methods that facilitated their teaching process. The study’s findings imply a necessity for additional professional development for English language teachers, particularly in the domain of grammar teaching pedagogy. Furthermore, these results could inform curriculum development and teacher training programs, aiming to enhance grammar instruction and ultimately improve students’ language proficiency.
Self-Regulation of Learning: An Experience of Teacher Mediation in Hybrid and Online Environments
The primary objective of this research is to systematically scrutinize the nuanced facets of teacher mediation within the context of high school students’ self-regulated learning, specifically in the domain of mathematics, within hybrid and online learning environments. A total cohort of 183 students actively participated in this study, with 87 engaged in an online learning setting and 96 in a hybrid educational milieu. Employing a rigorous quantitative methodology, two discerning instruments, namely the Teacher Support Questionnaire and a segment of the Student Satisfaction Survey evaluating the Teaching Quality of the faculty, were methodically applied. The obtained results reveal a pervasive perception among students in both online and hybrid environments, wherein a heightened level of pedagogical expertise is discerned relative to the teacher’s facilitation of self-regulated learning. Noteworthy among the esteemed mediation characteristics, students particularly emphasize the provision of targeted exercises to fortify their learning experience, along with the reception of warm and respectful interactions from their educators. These empirical findings conclusively affirm the imperative to champion the cultivation of self-regulation strategies, underscoring their pivotal role in augmenting academic proficiency in the domain of mathematics at the secondary education level. This study contributes substantively to the discourse on educational methodologies, emphasizing the symbiotic relationship between teacher mediation and the cultivation of effective self-regulation strategies for enhanced academic outcomes in secondary education mathematics.
The impact of affectivity on learning English in the University Context
When students transition to higher education with an insufficient grasp of foundational English language concepts—whether due to the absence of a specialized instructor, the substitution of the subject with alternative coursework, or the assignment of a teacher whose profile diverges from the requisite for foreign language pedagogy—the resultant lack of these linguistic fundamentals poses a detrimental impact on the commencement of their university journey. Consequently, students find themselves devoid of the requisite knowledge to underpin their academic development. This dearth manifests in the expression of mistrust, insecurity, and demotivation towards the study of the English language among university cohorts.To surmount this challenge and cultivate students’ fearless engagement in the learning process, it becomes imperative to furnish them with a conducive environment where they perceive robust support. This necessitates endowing them with the essential cognitive tools to comprehend that mastering a foreign language, such as English, not only opens avenues for professional advancement but also enhances employability prospects. Within the framework of this research, the affective component assumes significance as a pivotal factor influencing students within a semi-rural context. The establishment of a congenial atmosphere during English classes underscores that the language acquisition experience can be gratifying without the imposition of punitive measures inhibiting their involvement in assigned activities
Information and Knowledge Society in the Educational Field: Perspectives of Primary School Teachers
The methodologies and tools employed in the pedagogical realm wield a profound influence on the academic prowess of students. Within this scholarly context, this inquiry scrutinizes the pivotal role and consequential impacts that information and communication technologies (ICTs) may exert on the scholastic achievements of students. The methodological approach undertaken aligns with a quantitative, descriptive paradigm, employing a non-experimental design. Data collection transpired through the implementation of a questionnaire, leveraging the Likert Scale, disseminated among 30 educators situated at Basic School No. 1717 Mariscal Francisco Solano López – Tacuara, situated in the Republic of Paraguay. The discerned outcomes illuminate a discernible inclination towards the incorporation of technologies and their application in students’ learning processes, specifically through activities focalized on digital content. This discernible trend is causatively linked to a positive modulation in the academic performance exhibited by the student cohort.
Design of the Framework of qualifications of careers in Education: Country experience
The formulation of a National Qualifications Framework for Education Careers emerged as a strategic response to a pressing educational challenge within the Costa Rican context. The principal objective of this framework is to catalyze harmonization and educational mobility. The impetus for this initiative was driven by an Interinstitutional Project Management Commission, comprising 9 institutions intricately linked to the Costa Rican educational landscape, alongside their respective technical teams (ET). The design and implementation of the Nacional Framework followed a meticulously crafted roadmap, encompassing the intricacies of methodological development for the construction of Learning Outcomes. The latent objective underlying the Nacional Framework is to function as a discerning instrument, meticulously describing Learning Outcomes to facilitate formative harmonization within the realm of education careers. Through such precision, the endeavor seeks to elevate the quality of prospective professionals by ensuring the concordance, relevance, transparency, comparability, and coherence of university curricula.
Digital Competencies in Pedagogy Students at the University of Los Lagos, Osorno-Chile
Digital competence in the training of future teachers is essential, considering the current context and undoubtedly the future scenario of the new generations that are in constant contact with technologies. The objective of this research is to analyze the level of digital teaching competence in students of pedagogical careers at the Universidad de Los Lagos in Osorno Chile, using the model of the “Common Framework of Digital Teaching Competence” of INTEF1. The methodology followed has been of a mixed, through the application of an online self-perception survey, during the second semester of the year 2022 in which a total of 117 students from various levels of professional pedagogical training at the University participated. The results obtained show a basic level in the areas of Information and Information Literacy; Communication and Collaboration; Creation of digital content, and Security. It is concluded that training in Digital Competencies for future teachers needs to be reconsidered to meet the needs of students in the Chilean school system.
Integral Education: Dialogues and Practices
Education is recognized as a social and fundamental right according to the Constitution of the Federative Republic of Brazil of 1988. Its purpose is to ensure access and permanence of students in school, thereby guaranteeing a common formation for the exercise of citizenship and occupational development. These premises, embedded in Brazilian legislation, are closely linked to international policies. Among these policies, the United Nations Global Compact stands out, signed in 2015 through the Agenda 2030, reinforcing the concern and commitment of countries to sustainable development. The fourth Sustainable Development Goal (SDG), seeks to ensure inclusive, equitable, and quality education, promoting opportunities for lifelong learning for all. In this context, the importance of comprehensive education resurfaces, which is encompassed within the sixth goal of the National Education Plan (Law 13.005/2014). The State, at various administrative levels, has taken on the coordination of this full-time comprehensive education policy. The article explores the path and perspectives of the comprehensive education program in the State of Espírito Santo, Brazil. Based on bibliographic research and documentary analysis, the article reflects on normative and theoretical principles, highlighting the positive results identified in the learning and experiences of the students.
Psychopedagogy in Ibero-America and the Right to Learn According to the Subjective Condition
Addressing the theme and issues surrounding the status of Psychopedagogy in Ibero-America and its relationship with the right to learn according to one’s own subjective condition at all stages of life implies adopting an impartial and situated epistemological and methodological standpoint. At early decades of the 21st century, the epistemological condition of Psychopedagogy in Ibero-America is linguistically and epistemologically polysemic, as it designates a science, discipline, and/or profession and qualifies a field and community of practices and expertises scientifically grounded. There is also an impartial process of reconfiguration of the psychopedagogical object: a shift from the pathologization of the subject and homogenization of learning to the psychopedagogical diversity of the subject (individual and/or collective) learning at each stage of life in the different contexts in which it unfolds. Psychopedagogy collaborate with the right to learn according to one’s own subjective condition, through the production of scientific knowledge, and the configuration of specific professional expertise on psychopedagogical diversity.
Salvadoran Spanish has evolved over a long history, developing from interactions between Spanish colonizers and indigenous populations. This dialectal variant, distinct from others and even featuring voseo (use of “vos” instead of “tú”), emerged through collaboration between the two groups. The article challenges the notion of Spanish imposition or Nahuatl (indigenous language) Spanishization, instead emphasizing the Nahuatlization of Spanish due to the Spanish speakers’ lack of necessity to learn Nahuatl, which was dominant in the region. This linguistic interplay contributed to the Salvadoran Spanish lexicon and dialect configuration. The study aligns with Geoffroy Rivas’ postulates, evident in verb usage and word formation and transformation.
Family engagement in schools: conceptualization, elements, and modalities
Parents play a crucial role in their children’s education, initially providing guidance in the family environment and later sharing educational responsibilities with schools. The relationship between these two spheres and the communication channels established between them are of utmost importance. This article conceptually approaches family engagement, describing the essential elements necessary for its implementation—namely, the willingness, capability, and knowledge to participate. It also delves into levels of engagement, particularly Epstein’s (2011) classification, emphasizing the synergistic interaction between family and school environments.
Technological challenges Faced by Pedagogy and Education Sciences students during the COVID-19 pandemic
The COVID-19 pandemic has reshaped higher education worldwide. This article highlights the technological challenges encountered by pedagogy and education sciences students at a public university in Honduras. The qualitative descriptive study employs focus group discussions involving eight university students. Results indicate limitations in teacher-student and peer interaction when using virtual environments. Additionally, connectivity issues pose a challenge in this new teaching modality. However, student resilience has facilitated autonomous learning during this transformative educational process.
Utilizing blogs to foster reflective Practice in student teachers of English Education: A case study from Honduras
Reflective practice has become paramount in teacher training programs worldwide. This study examines the use of blogs to document reflective experiences of 28 student teachers during a ten-week period in 2018. The research aims to identify themes related to professional development, level of engagement with reflection, and perceptions of the advantages and disadvantages of utilizing blogs. Employing a constructivist epistemological framework and deductive content analysis, the study derives insights from blog entries and semi-structured interviews. Findings encompass professional development themes such as professional identity, self-efficacy, self-assessment, and self-regulation. While blogs facilitate collaborative learning and experience-sharing, challenges include privacy concerns, time constraints, effort, and variable engagement. Recommendations for pedagogical practice and future research are presented.
The role of education against aporophobia in social sphere
This work seeks to comprehend the significance of education in combating aporophobia in society, acknowledging that learning can occur within the framework of respect for human rights and by addressing discrimination against marginalized individuals, particularly those in poverty. Employing a documentary research methodology with critical and hermeneutic analysis, the study concludes that cooperation between government and society is essential for developing educational policies that elucidate human dignity and equality. Such policies, embraced both nationally and internationally, contribute to social justice by fostering coexistence and recognizing sociocultural, ideological, and political diversity. Schools are pivotal in preventing the proliferation of the phobia discussed, thereby mitigating its impact on individuals.
Inclusive visual arts educator profile in Higher Education
This research aims to characterize the profile of an inclusive visual arts educator within the visual arts program. Employing an ethnographic method, the study involves interviews and direct observation of visual arts educators at the Rafael Ángel Gallegos Ortiz University Center of the University of Los Andes, Venezuela. The focus is on inclusive practices in classrooms with students on the autism spectrum. Analysis of interviews and observations unveils characteristics of the inclusive visual arts educator in higher education. The study draws on international, national, and regional treaties influencing educational policies and practices.
Teaching in the 21st Century: amid challenges, dilemmas, and opportunities – Toward a resignification of the teaching role
Throughout history, the teaching profession has borne the responsibility of nurturing virtues, potentials, and human qualities. Recognizing its transformative power, education has assigned both educational and societal functions to teachers, positioning them as agents of change capable of fostering the growth of human complexity. This article, a result of documentary review, reflects on teaching in the 21st century, elucidating challenges, dilemmas, and opportunities faced by educators in their daily practice. Moreover, it underscores the necessity of strategic actions that transcend content-centric approaches, prioritizing education for life and full engagement in global citizenship. The latter entails embracing diversity in sociocultural, ideological, and political contexts. The article concludes by emphasizing the teacher’s role redefinition, addressing emerging needs rooted in affective, spiritual, socio-emotional, and cognitive dimensions, vital for fostering well-rounded personality development.
Professional profile in Guidance Counseling in Costa Rica: design and validation
This article presents the construction of the professional profile of guidance counselors in Costa Rica, based on their initial university training. The profile comprises twenty areas of knowledge, twelve skills, and fifteen attitudes. A quantitative methodology using content analysis and content validation instruments was employed. Expert judgment involved nine practicing guidance professionals who are also educators in the field, representing three universities: Universidad Católica, Universidad de Costa Rica, and Universidad Nacional. Notable aspects in the validation process include knowledge of vocational guidance theories and approaches, the ability to foster life skills development, and an open attitude towards personal development. The validation results indicate high relevance for all knowledge, skills, and attitudes, with most exceeding 40 points on a scale of 0 to 45. Additionally, 98% of these elements were evaluated as clear traits.
An integrative approach to early childhood and Initial Education aactivities within the Basic Education curriculum
This study explores the integration of early childhood and initial education activities into the learning process of children in basic education, with a focus on the Language subject. The disconnection between learning processes in early childhood education and basic education is evident, potentially due to differing pedagogical practices. This research employs an action-research approach, observing and analyzing pedagogical practices related to early childhood and initial education activities. Based on identified pedagogical needs, a didactic proposal is designed, emphasizing continuous teacher development through a semi-structured survey that incorporates play, art, literature, and environmental exploration. This approach aims to engage teachers and students with the curriculum and their surroundings.
Significant and critical learnings in the teaching of Research Methodology
The teaching of research methodology at the academic level presents numerous challenges, particularly in the context of training psychologists. This article analyzes the main difficulties encountered when developing a field research design, based on data analysis collected through surveys administered to fourth-year psychology students at the National University of La Plata, Argentina. The surveys were conducted in 2018 and 2022, involving a total of 280 students enrolled in the “Experimental Psychology Seminar” course, focusing on the prospective phase of research. The article also identifies proposals related to the normative, prescriptive, and reconstructive dimensions of research methodology in Psychology.