Educare Electronic Journal is edited and published by Center for Research and Teaching in Education (CIDE, by its acronym in Spanish) from Universidad Nacional, Costa Rica (National University, Costa Rica). It is an international, academic, electronic Journal. The journal is published quarterly: the first number covers January to April and is published on January the 1st; the second one, covers May to August, and is published on May the 1st. The third number is published on September the 1st and covers September to December. Educare’s aim is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, Educare offers a space for exchange, dissemination and promotion of Education.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement 2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship. 3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction. 4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal. 5. The papers published by Educare Electronic Journal use a Creative Commons License: Revista Electrónica EDUCARE / CC BY-NC-ND 3.0
High School Students’ Perceptions of Flexible Classrooms: An Analysis of Attention, Motivation, Interaction, and Comprehension
Introduction. Flexible classroom spaces, characterized by movable tables and chairs that can be easily rearranged into different layouts, facilitate the effective implementation of active learning. However, there is a scarcity of studies examining the impact of flexible classrooms, particularly within high school settings and the Latin American context. Objective. This study aimed to examine high school students’ perceptions of the influence of flexible classrooms on their attention, interaction, motivation, and comprehension. Method. A survey was conducted with 98 students from a high school in the metropolitan area of Monterrey who attended courses in flexible classrooms. Results. The results indicate that students have more positive perceptions of interaction and motivation as learning components influenced by flexible classrooms, compared to their perceptions of attention and comprehension. Additionally, it was found that students in more advanced semesters expressed less positive perceptions of how flexible classrooms enhance their comprehension. Conclusion. High school students perceive flexible classrooms as fostering peer interaction, which in turn contributes to an increase in their learning motivation.
Journal Articles (Peer Reviewed Section)
Copyright (c) 2026 Fernanda Meraz, Bárbara Holguín, Josemaria Elizondo-Garcia http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Prior Knowledge on Learning Assessment in Pedagogy Preparation and Access Programs of two Chilean Regional Universities
Objective. Having teachers who understand assessment of and for learning is an expectation of current school systems. It supposes the development of specialized knowledge in evaluation from the Initial Teacher Training, a stage where it is intended to attract the best applicants. Methodology. By means of an instrumental multiple case study, this research inquires about the previous knowledge of 121 students enrolled in Preparation and Access Programs to Pedagogy careers in two regional universities in the center-south of Chile. The questionnaire designed contains hypothetical situations of professional practice and structured response items (Appreciation Scale), with space for written comments. Results. After the application in 2023, coincidences were observed when answering the scales, with positions in favor of the use of process evaluation, effective feedback, and diversification of the evaluation. Likewise, the participants formulate sentences focused on teaching and agency as evaluator, with some reactions in imperative mode. Conclusions. It is concluded that this type of instrument provides an empirically based input for learning to write about teaching and evaluation, from which to orient their professional teacher training.
Copyright (c) 2025 Ana Carolina Maldonado-Fuentes, Alex Pavié-Nova http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Perception of Lima University Professors About Academic Integrity in Scientific Research
Objective. To analyse the perception that teachers at universities in Lima have about the principles of academic integrity of their colleagues in the field of scientific research. Method. Descriptive research, cross-sectional design; non-probabilistic sample of 126 teachers. Data collection technique: survey. Instrument: self-developed questionnaire, designed and validated for this research, applied in digital format. Data analysis: descriptive statistical techniques were used, as well as a cluster analysis to see the profiles of the teachers surveyed; SPSS version 29 statistical software was used. Results. The most valued dimension is data confidentiality and privacy, followed by respect for the individual. The least valued dimensions are conflict of interest and collaborative work. Also, the perceptions of the surveyed academics about their colleagues’ principles of academic integrity, and their research experience, tend to determine their commitment to fostering an ethical culture and responsible behaviour in conducting research, rather than their knowledge of regulatory provisions. Conclusions. It is significant that both groups of teachers (from public and private universities) do not perceive the conflict of interest dimension as something to be highlighted in research; and present little appreciation for collaborative work, which implies the need to address them and work on them consistently at the level of the university community.
Copyright (c) 2025 Hilda Figueroa-Pozo, Mariela Dejo-Vásquez, Alejandrina Gonzales-Ochoa http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Determination of the Intention to use Tablets in Higher Education Students: An Approach From the Theory of Planned Behavior
Objective. The objective of this research is to determine if the underlying factors of intention influence the use of tablets in Higher Education students, using the theory of planned behavior. Methodology. The research carried out was quantitative in nature, with a non-experimental cross-sectional cohort design. A convenience survey was applied to 330 students from an Engineering Faculty in northern Chile. The data obtained were tabulated, considering the attitude variables, subjective norms, perceived behavioral control and intention to use. The statistical procedure was carried out, considering the exploratory and confirmatory factor analysis and the structural equation, using the JASP software. Results. The main finding found allows us to interpret that attitude and perceived behavioral control present a positive relationship with the intention to use, while the subjective norm results in a negative and non-significant relationship with the intention to use tablets.
Copyright (c) 2025 Rafael Figueroa-Ortega, Carlos Galleguillos-Cortés, Fernanda Figueroa-Guzmán, Carmen Segovia-Erazo http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Students’ Perceptions of and Responses to Oral Podcast Feedback on Their Writing
Introduction. This study proposes an approach to developing English writing skills through oral feedback delivered via podcast. Feedback is regarded as a fundamental component of the academic writing learning process. In particular, feedback provided on writing tasks has been the focus of extensive research, such as that conducted by Christiansen and Bloch (2016) and Sommers (2013). We suggest that personalized attention can be achieved through oral feedback via podcasts. Some authors indicate that audio feedback triggers a sense of connectivity between the teacher and the student (Kirwan et al., 2023). Aim. The aim of this research was to investigate students’ perceptions and actions towards the use of podcasts as a method of receiving feedback. Methodology. This is qualitative research. The data collected were the perceptions and actions of university students on their writing tasks in an English as a Foreign Language (EFL) class. The participants were 26 university students majoring in English as a second language and taking a course that included process writing. A semi-structured interview was conducted with the participants to gather their perceptions and actions after receiving oral feedback via podcast. Results. The results indicated that the participants valued and considered detailed and precise oral feedback. They expressed positive feelings about the tone of the teacher’s voice and the direct relationship between the feedback received and the task.
Copyright (c) 2025 Roxanna Correa-Pérez, Mónica Tapia-Ladino http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Art and Mindfulness as Elements of Socioemotional Education in the Classroom
Introduction. Emerging value frameworks within educational settings seek to develop disruptive pedagogical practices that promote socioemotional well-being, including the integration of art and mindfulness. Objective. This study aimed to examine the subjectivities of primary school teachers in Mexico City, Mexico, and Neiva, Colombia, to determine whether these actors recognize and incorporate mindfulness techniques and art as transformative elements of socio-emotional education. Methodology. A cross-sectional quantitative design was employed. Data were collected using an ad hoc instrument comprising three analytical dimensions: performance and achievement, emotions, and professional development. The instrument demonstrated strong reliability (Cronbach’s alpha of 0,88). The dimensions were analyzed using Pearson’s chi-square and Wilcoxon rank-sum tests. Results. Statistically significant differences were identified in how teachers from both countries perceive their students’ learning, grades, achievements, attitudes, and cognitive skill development they consolidate. Furthermore, when art and mindfulness are incorporated into classroom experiences, predominantly positive emotions are reported. Conclusions. Socio-emotional education repositions and redefines quality, relevance, equality, and well-being of individuals, which can be achieved through teachers committed to ongoing professional development to integrate art and mindfulness into daily school life.
Socioemotional Education in the Classroom
Copyright (c) 2026 Ricardo Alberto Reza-Flores, Eliana Johana González-Vargas, Catalina Trujillo-Vanegas, Alejandra Zamudio-Palomar http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Study activities of high-performing higher education students in the South Central Network
Introduction. It is important to learn from students who demonstrate academic success in Higher Education Institutions and to share these experiences with new generations, given that higher education faces a significant challenge related to dropout and academic failure. In this context, study habits are currently a crucial element in academic performance. Objective. To examine the study habits of high-achieving students in the Higher Education Institutions that comprise the ANUIES Central-Southern Region Tutoring Network, with the aim of providing a foundation for future generations of students. Methodology. A quantitative study was conducted using a descriptive, cross-sectional, and comparative approach between high- and low-achieving students in the Network's Higher Education Institutions. A total of 4,995 students participated, identified through the Study Activities Questionnaire (SAC). Results and conclusions. In this research, after analyzing the results regarding the 71 study habits across the 10 dimensions, the habits of students who excel in their grades are announced, which will give higher education institutions the opportunity to generate actions to improve the academic performance of new generations.
Copyright (c) 2025 Eugenia Erica Vera-Cervantes, Karen Sarahí Cruz-Rivera http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Psychological Variables Contributing to Text Comprehension in University Students
Introduction. Reading comprehension is pivotal for learning and persistence in higher education, yet sizeable gaps remain in critical reading and achievement. Objective. To critically analyze the literature (2013–2023) and propose a predictive model linking epistemological beliefs (CE), learning approaches (EA), motivational self-regulation strategies (EAM), and reading comprehension (CT). Modality and method. A critical review was conducted through searches in ERIC, Scopus, ScienceDirect, SciELO, RedALyC, Dialnet, and Google Scholar. University-based studies were included if they addressed ≥2 model variables (2013–2023). Pure psychometric validations and studies without CT measures were excluded. The reviewed sample comprised 22 studies (correlational/predictive, some longitudinal and quasi-experimental, plus a complementary meta-analytic synthesis), with a total of ≈6,800 students from various countries. Results. Convergence on a chained mediation CE → EA → EAM → CT alongside direct paths CE → CT and EA → CT. EAM predicts effort and, in turn, better CT. Noted constraints include psychometric heterogeneity (e.g., EQEBI, R-SPQ-2F), reliance on self-reports and cross-sectional designs, and regional gaps (underrepresentation of Latin America and first-year cohorts). Some findings indicate that performance goals and certain “naïve” beliefs can relate to positive outcomes when well regulated. Conclusions. An integrative model is proposed to guide training that flexibilizes naïve CE, promotes deep EA, and strengthens EAM (task value, mastery goals, self-consequences, environmental structuring). Longitudinal SEM validation, multimethod CT assessment, and randomized trials with first-year students in Latin America are recommended to enhance generalizability and inform interventions for persistence and academic success.
Copyright (c) 2025 Omaira Paguay-Escobar, Alba Lucía Meneses-Báez, Daniel González-Lomelí http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Multiplicity of Sources and Functions of Graduate Follow-Up Studies in Public Universities in Mexico
The objective of this essay is to analyze the multiplicity of sources, functions, and beneficiaries of graduate follow-up studies to promote the design of a methodology tailored to the needs of universities and contribute to achieving academic excellence. Moreover, this paper reflects on the necessity and importance of conducting such studies as a way to address internal and external demands for information about learning outcomes, the development of skills for employment and life, perceptions of the education received, career paths followed by alumni, and the knowledge, skills, and attitudes most valued and used in the job market. The aim is to clarify the origin of this need and identify the elements involved. In conclusion, graduate follow-up studies are considered a practice of evaluation, analysis, and continuous improvement for educational institutions. Their systematic implementation requires unifying and coordinating institutional efforts to face the challenges that may arise during the process.
Copyright (c) 2025 Cristina Baeza-Vera, Benigno Benavides-Martínez, Jessica Mariela Rodríguez-Hernández http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Experiences of University Students and Faculty Members with Online Learning during the COVID-19 Pandemic: A Qualitative Analysis
Introduction. In October 2019, the 18/10 social uprising disrupted routine activities in Chile, leading Higher Education Institutions (HEIs) to adopt online learning, a transition that was intensified by the COVID-19 pandemic. This study focuses on the experience of students and academic staff of the Medical Technology and Obstetrics and Childcare programs at the University of Valparaíso in the face of the forced implementation of online learning during the pandemic. Methodology. The research team conducted and qualitatively analyzed ten semi-structured interviews (four with students and six with academic staff members). Results. Coincidentally, students and academic staff reported experiencing nervousness, frustration, anguish, anxiety, and stress, expressing the need to take emotional well-being into account during change processes and to recognize how such experiences can affect the teaching and learning process and work adaptation, among others. The study highlights the similarity of experiences found in other contexts, as well as the importance of preparation and ongoing support to address future challenges in the context of online learning and in the face of contingent scenarios such as a pandemic. Conclusions. The information gathered is useful for understanding and strengthening transformative educational processes, especially in contexts of change, discussing post-pandemic online learning, and providing a background for decision-making.
Copyright (c) 2025 Jonathan Aránguiz-Rodríguez, Carolina Tapia-Poblete , Ana Zepeda-Ortega , Francisco Pantoja-Molina , Patricio Briceño-Morgado, Alisson Obreque-Castro, Laura Aguilera-Beovides , Cristian Torres-Robles, Nicole Iturrieta-Guaita http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Experiences of Student Participation in Secondary Schools from Representative Organizations (Lima, Peru)
Objective. This research article aims to identify the characteristics of students’ participation experiences in relation to how representative organizations function with the purpose of recognizing elements that achieve quality participation (understood as autonomy vis-à-vis adults) and critical-thinking capacity (reflection in the face of a social problem). Methodology. A multiple-case study design was implemented in three schools that promote student participation. The sample consisted of final-year secondary students, who, through a sequential process, completed a questionnaire and participated in three focus groups and six individual interviews within the case-study framework. The analysis was descriptive and comprehensive. The descriptive type was used in the questionnaires through statistical analysis. The comprehensive one was applied to qualitative techniques using inductive and deductive coding. Results. There are differences in the quality and critical-thinking capacity of the experience depending on how the student organizations function. Regarding quality, age-related factors must be considered when examining these experiences. Concerning critical-thinking capacity, the institutional and social reach is essential for achieving higher levels of social thinking. Conclusions. Experiences can form citizenship, since they involve reduced adult intervention and the deliberation of social issues. However, the quality and critical-thinking capacity of these experiences in the Peruvian educational field need to be improved. Implications. The study gives an account, from the student perspective, of the characteristics of the experiences and makes it possible to understand those elements that may enhance them.
Copyright (c) 2025 Carmen del Rosario Linares-Campos http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Afro-descendant Cultural Knowledge for Consideration in Ethnic Education
Objective. Cultural diversity and social reality operate as synonymous conditions worldwide, including in the Costa Rican and, consequently, Guanacastecan context. However, coexistence does not necessarily imply cultural respect or recognition, especially for minority cultures that are often absorbed, erased, disregarded, or left untransmitted. This study aimed to examine the extent of intergenerational knowledge among Costa Rican citizens regarding the nation’s Afro-descendant culture. It aims to recognize historically and culturally how Guanacaste’s identity was formed. Methodology. To achieve this, a mixed research design was employed. First, semi-structured individual ethnographic interviews were conducted with the elderly of the region regarding essential Afro-Guanacastecan traits and aspects, privileged in their knowledge, using a script of thematic questions. Second, surveys were administered to young adult university students and individuals responsible for the imminent transmission of cultural knowledge (teachers and tourism experts), using a validated ad hoc scale. Multiple generations were therefore included, provided they possessed information relevant to the (re)cognition of Afro-Guanacastecan cultural heritage. Results. The results indicated a slight trend towards unfamiliarity with the core Afro-Guanacastecan cultural essence, especially in more intimate factors, in contrast to more socially oriented ones. Discussion. Without similar contrasting experiences in the area but aligning with other external findings, the study concludes with the sociopolitical and educational disregard for the cultural values in question, neglecting their relevant transmission. It is both viable and justified to recover Afro-descendant cultural values in Guanacaste as a means of recognition and transmission to current and future generations in the region.
Reconocimiento cultural afro-guanacasteca
Copyright (c) 2025 Antonio Rodríguez-Fuentes http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
The Role of School Playgrounds as Strategies for Educational Inclusion: A Systematic Review
Introduction. Inclusive education, recognized as a human right, focuses on diversity and the participation of all students. Within this framework, school playgrounds play an essential role as spaces for learning and inclusion, spaces that can and should be transformed into sustainable environments in harmony with nature, spaces that favour the development of all students, especially those who are most vulnerable, such as students with Specific Educational Support Needs. Objective. This study conducts a systematic review to examine the scientific literature on inclusive playgrounds and identify the benefits of projects implemented to transform school environment and guarantee quality education for all. Method. The review was conducted using peer-reviewed scientific articles published between January 2010 to April 2023 in the main databases, focusing on key concepts such as educational inclusion, diversity, and inclusive playgrounds. Of the 583 articles identified, 20 met the inclusion criteria. Results. Inclusive playgrounds offer multiple benefits: they reduce conflicts and promote co-education and interactions between students with and without disabilities. In addition, they foster values such as coexistence, respect, non-discrimination, and tolerance. Conclusion. Programs and projects centered on school playgrounds constitute effective strategies for student inclusion, as they contribute to children’s comprehensive development, aligning with the Sustainable Development Goals and promoting inclusive and quality education.
Copyright (c) 2025 Clara García-Rodríguez, María Isabel Calvo Álvarez http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Becoming a Teacher Under the Mother´s “Amparo”. Mother-Daughter Relationship as a Source of Knowledge in Teacher Education: A Narrative Inquiry
Introduction. Early childhood education is a stage close to the initial period of birth, characterized by a strong presence of the mother. This scientific article focuses on the experience of a novice Chilean preservice early childhood teacher. The focus is on how this relationship constitutes a place of knowledge in early childhood teacher education and initiating teaching. Objective. To understand the mother-daughter relationship as a form of pedagogy; understand it as another way of constructing the educational relationship. Methodology. The research was based on narrative inquiry alongside one participant: Amparo, a novice early childhood Chilean teacher. During the meetings, both at school and elsewhere, research conversations were generated centered on their personal and professional history. With a narrative analysis, taking into account the guidelines of narrative inquiry, significant aspects related to the participant’s training as an educator emerged, which were linked to the figure of her mother. Results. Narrative inquiry allowed us to visualize learning that transcends traditional teacher education and originates in the unique mother–daughter relationship. Conclusions. It is understood that personal experience, such as the relationship with one’s mother, constitutes a source of knowledge that strengthens the teacher education process. In this sense, a practical implication is the importance of considering the mother–daughter relationship as an important element to visualize when educating early childhood teachers.
Copyright (c) 2025 Ilich Silva-Peña, Roxana Hormazábal-Fajardo, Carla Guíñez-Gutiérrez http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Information and Communication Technologies in teaching methodologies: how you see yourself indicates how innovative you are
Background. The pandemic showed that the use of new teaching methodologies supported by Information and Communication Technologies (ICT) can improve students’ teaching-learning processes and the acquisition of competences. Aims. The aim of this study was to analyze the external and internal factors, such as teachers’ self-concept, that influence the adoption of ICT in the application of active methodologies in their classes. Methods. Using a non-experimental, descriptive, and correlational quantitative design, a Likert-scale survey was administered to 556 high school teachers from different schools in Ecuador. The information collected was used to fit a generalized linear model that responded to the research objective. Results. The results showed a strong positive relationship and effect between teachers’ self-perception of their innovative capacity and their use of new technologies. On the other hand, their age and years of experience were found to have a negative effect on these variables, and significant differences were found in the use of digital resources between teachers in public and private schools, with more use of these tools in private schools. Conclusions. The use of ICT in the classroom in conjunction with innovative methodologies is influenced by many factors, not least of which is the self-perception of the teaching staff themselves.
Copyright (c) 2025 Antonio Maurandi-López, Myriam Arteaga-Marín, Aminael Sánchez-Rodríguez, Francisco Javier Ibáñez-López http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Evaluation Model of Learning in the Costa Rican Educational System: Perceptions of Teachers of I and II Cycles of Basic General Education
Objective. To evaluate the perceptions of teachers from the 1st and 2nd cycles of Basic General Education in the year 2023 regarding the assessment model proposed by the Ministry of Public Education of Costa Rica. Methodology. A concurrent mixed-methods design was used. The study included 294 teachers (92.2% women), with ages ranging from 22 to 68 years. An online survey was administered via the LimeSurvey platform, including both closed- and open-ended questions. The invitation was sent through institutional email. Analysis of Results. Closed-ended questions were analyzed using SPSS statistical software, while open-ended responses were coded and thematically categorized. Results. Teachers expressed agreement with the guidelines for evaluating homework, attendance, and the development of written tests based on learning indicators. However, they reported difficulties in understanding and applying the guidelines related to the “daily work” component. Conclusions. Recommendations to improve the current model include: (1) reviewing the categories and percentage weights assigned to each assessment component, (2) clarifying the structure and implementation of the daily work component, and (3) promoting more comprehensive learning-centered evaluation approaches.
Copyright (c) 2025 Josiane Pawlowski, María Sofía Herrera-Segura http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Management and Sustainability Model in Diamond Route (Non-commercial Open Access) Scientific Journals of Universidad Nacional, Costa Rica
Aim. Describe the construction stages of a structure that organizes the good practices derived from the design of a management and sustainability model for diamond scientific journals (non-commercial open access) at the National University, Costa Rica. Introduction. An assessment of the Latin American, Costa Rican, and institutional context is carried out in terms of policies on open knowledge of the last 20 years. The institutional route and the chronological record that shows the evolution of the editorial management of the journals since the creation of the first one, approximately 50 years ago, are described. Management model. The development of the scientific journal management model is detailed; it considers the conceptualization, the guiding principles, the work team, the support and advisory bodies, financial sustainability, and the monitoring and evaluation of journals. Results. The model’s innovation, adaptability, and alignment with international standards stand out; in addition to collaborative work, strategic planning, and institutional protection, which, mainly, leads to the creation of tangible products such as a regulation and a procedure manual, among others. Conclusions. The ability to adapt in the editorial management of scientific journals is crucial for scientific and social progress. This model promotes sustainability and editorial quality with emphasis on the diamond path, Open Science, and student inclusion, and its international impact is recognized in promoting science as a public good and in the resistance to models based on Article Processing Charges (APC). Recommendations. Are focused on the different sectors that manage scientific communication, highlighting the importance of promoting non-commercial open access, generating spaces to discuss the financial sustainability of open knowledge editorial management, and creating spaces for international cooperation. Finally, recognizing scientific communication as a public good must be accompanied by concrete actions that ensure adequate and stable resources that allow maintaining quality editorial management and promote ethical and transparent practices.
Technical Documents (Peer Reviewed Section)
Copyright (c) 2024 Andrea Mora-Campos, Liana Penabad-Camacho, María Amalia Penabad-Camacho, María Fernanda Vega-Solano, María Milagro Castro-Solano, Nidya Nova-Bustos, Mónica Ulate-Segura, Andrea Méndez-Solano, Yuri Morales-López, Gerardo Cerdas-Vega http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
A Management and Sustainability Model for Diamond Route (Non-commercial Open Access) Scientific Journals of the Universidad Nacional, Costa Rica
Objective. Describe the construction stages of a structure that organizes good practices derived from the design of a management and sustainability model for Diamond (Non-commercial Open Access) scientific journals of the Universidad Nacional de Costa Rica. Introduction. An assessment of the Latin American, Costa Rican, and institutional contexts was carried out on aspects related to policies on open knowledge during the last 20 years. The institutional route and its chronological record that show the evolution of editorial management of the journals since the creation of the first of these publications, approximately 50 years ago are described. Management model. The development of the scientific journal management model is described considering the conceptualization, guiding principles, work team, support and advisory bodies, financial sustainability, and monitoring and evaluation of the journals. Results. The model’s innovation, adaptability, and alignment with international standards stand out, as well as collaborative work, strategic planning, and institutional protection, all of which led to the creation of tangible products including regulations and a manual of procedures. Conclusions. A capacity for adaptability in the editorial management of scientific journals is crucial for scientific and social progress. This model promotes sustainability and editorial quality with an emphasis on the diamond path, Open Science, and student inclusion, and its international impact has been recognized in promoting science as a public good and resistance to models based on Article Processing Charges (APC). Recommendations. The recommendations are organized with reference to the different sectors that manage scientific communication, highlighting the importance of promoting Non-commercial Open Access, generating venues to discuss the financial sustainability of open knowledge editorial management, and other spaces for international cooperation. Finally, the recognition of scientific communication as a public good must be accompanied by concrete actions that ensure adequate and stable resources that allow maintaining quality editorial management and promote ethical and transparent practices.
History and Citizenship Education: Student Perceptions About History in Two Educational Centers in Alcalá de Henares (2016-2017)
Objectives. We set out to explore the perceptions of second-year high school students from two schools in Alcalá de Henares regarding History. Additionally, the research seeks to understand the historiographical implications underlying the perceptions of the observed students regarding History. Methodology. Our qualitative research employed an ethnographic design to study student perceptions, observing a total of 196 students. On the other hand, we used hermeneutic and historical study tools to analyze History curricula and textbooks used in both schools, both at a narrative level and at a theoretical-epistemological level. Results. After analyzing and categorizing students based on their classroom behavior (ideal, average, and lagging) and their perceptions (progressive, conservative, moderate, and radical), we identified three dimensions for understanding History: 1) epistemological, 2) logical-temporal, and 3) narrative-historical. Conclusions. We found that, regardless of their behavioral or perceptual typology, the observed students perceive history as alien and distant. Similarly, we recognized a formative context in which History content is limited by obsolete theoretical and deontological elements, positioning it within the teaching of narratives about the nation and Eurocentric contexts. We found that all of this has a limiting impact on the scope of citizenship education, as it prevents a heuristic relationship between students and historical content, hindering the critical understanding of a complex present marked by continuous crisis.
Copyright (c) 2025 Gonzalo Andrés García-Fernández http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Political and Social Participation of Teachers: Conceptual Distinctions in the Academic Literature on Teacher Associationism
Background. Today's societies demand from their citizens an active involvement in socio-political scenarios. In this context, education appears as a fertile space for learning socio-political participation, with teachers as a key agent in this dynamization. However, like other citizens, teachers face the challenges of learning to participate. A particularly relevant domain of this learning process is that of associative spaces, which are currently being challenged to envision alternative forms of teacher collectivization. Purpose. this article aims to understand the relationships established in the scientific body between teachers' socio-political participation and teachers' associationism. Method. Based on a systematic review of the literature in high impact scientific databases (Wos and Scopus), 46 empirical articles on teachers' political and social participation and teacher associationism were analysed, between 2011 and 2021. Results. The analyses show a significant number of articles that refer to participation as a competence of teachers, requiring their performance in different schools’ contexts and on different topics; even though participation is a continuous learning process that is not limited to university instances, but rather is channelled in teacher associations. Conclusions. We discuss the implications of this mode of participation for teachers and the link with teacher associations in a global context that has built a global discourse on the role of teachers in the teaching profession.
Copyright (c) 2025 Sebastián Ortiz-Mallegas, Mónica Torres-Sánchez, Daniela Barruel, Sofía Brignardello http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
WhatsApp as a Didactic Intervention Tool in the Teaching-Learning Process of Mathematics
Objective. The purpose of this article is to determine if the use of the WhatsApp mobile application in the educational environment is appropriate as a pedagogical tool to strengthen the teaching-learning process of mathematics. Method. It is a descriptive type of research with a qualitative approach. A didactic strategy is used that involves the creation of a WhatsApp group as an educational resource in an introductory mathematics course at the university level. Likewise, a survey was carried out among the 30 students of different careers that were part of said group during the second semester of 2021. The obtained data were analyzed qualitatively by coding student responses and interactions within the WhatsApp group to identify key patterns and perspectives. Results. The students surveyed highlight two fundamental benefits: constant participation with feedback and the clarification of doubts in flexible hours. From the didactic strategy used, it is verified that WhatsApp improves communication and encourages collaborative learning. Conclusions. The use of the WhatsApp mobile application is favorable for the teaching-learning process, as long as it is used appropriately. The implications of this study suggest that while WhatsApp facilitates collaboration and flexible learning, it may require additional effort from teaching staff to manage interactions.
Copyright (c) 2025 Rita Díaz-Flores http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Qualitative analysis of the logistic equation in Mathematics Education
Introduction.University-level mathematics education has had to transform its teaching and learning methods to engage with both academic content and knowledge transmission, as well as the holistic development of individuals, to address contemporary societal issues. The logistic equation enables the modeling of various phenomena across multiple scientific fields and contributes to resolving these issues. Given its broad applicability across scientific fields, this study proposes the need to present a broad and detailed overview of the logistic equation, especially in the context of mathematics teaching and learning, since, in the school settings, some students experience difficulties in understanding it. Objective. This study aims to present a systematic review of research conducted on the logistic equation within the field of mathematics education. Analysis. The review covers studies published between 2000 and 2022 that examine the use of logistics equation in educational contexts. Methodology. Kuckartz’s qualitative text analysis method was employed for data collection and analysis. This method consists of five phases: 1) data preparation, 2) category construction, 3) data coding, 4) analysis of coded data and 5) presentation of results. Results. The main difficulties related to the logistic equation involve the use of different representations in learning it as a differential equation and difficulties in interdisciplinary communication. Didactic proposals addressing these difficulties incorporate different approaches, technological tools, and diverse theoretical frameworks. Conclusions. This approach allows teachers to learn different strategies for teaching the logistics equation and its related concepts. Considering its extensive applicability, mathematical modeling is proposed as one of the primary strategies. With this strategy, students attribute meaning to the mathematical concept and connect mathematics with other sciences.
Copyright (c) 2025 Ingrid Quilantán-Ortega, Flor Monserrat Rodríguez-Vásquez http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Management of Hospital Classrooms in the Northern Zone of Chile
Purpose. This study examines the management processes of hospital classrooms operated by an educational corporation in Chile, which oversees nine institutions. These classrooms provide educational services to children and young people who are ill, hospitalized, or undergoing medical treatment at home. Methodology. The qualitative research uses phenomenological design, collecting testimonies from five professionals with experience in hospital classrooms. Discussion. The analysis focuses on the operation of hospital classrooms, where completing the required curriculum is a key goal. Key components of effective management include consistent teaching practices, a clear organizational structure, and well-defined staff roles. Conclusions. Hospital classrooms are characterized by flexibility and the implementation of diverse learning methodologies. Their organization is guided by constructivist principles, supported by clear leadership and structured guidelines. Education in hospital settings is essential to ensuring the academic continuity of student-patients.
Copyright (c) 2025 Nielka Rojas-González, Rolando Molina-Martínez, Osvaldo Pizarro-Guzmán, Marcelo Valdivia-Fajardo http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Idea of University, Neoliberalism, and Feminist Movement. Reflections From a Gender Perspective
Introduction. The essay deals with the history of the institution of higher education as a conceptual category, focusing on the concept of the university and the models that have prevailed since its inception as referents that allow it to be structurally characterized and that need to be reviewed from a gender perspective. Aim. The aim of this reflection is to make a critical analysis of the idea of the androcentric university, with the intention of promoting the configuration of new conceptual categories for institutionalism. Discussion. The imaginaries of the idea of the university that emerge from the conceptual review reveal the presence of an androcentric vision in its genesis, anchored in an apparent neutrality that is maintained today with the imprint of later neoliberalism. This is expressed in an academy subject to accountability, with a refinement of academic segregation, where the gendered division of labor is still present, as well as the emergence of other manifestations of inequality. As a turning point, it is worth noting how social movements, and especially feminist movements, allow for a small hopeful reversal of the installed condition. Conclusion. The reflection carried out in this essay, on the one hand, presents some concepts that can contribute to the redefinition of new frames of reference to characterize the university institution from a gender perspective and, on the other hand, projects the revision of important categories not addressed in this exercise, such as decoloniality, intersectionalities, imbrication, and the queer movement, coming from empirical university contexts at the national or international level.
Copyright (c) 2025 Andrea Cecilia Garrido-Rivera, María Eugenia Soto-Muñoz, Carolina Aparicio-Molina, Roxanna Correa-Pérez http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Trainee Teachers: Perceptions and Attitudes Toward STEAM Education, systematic literature review
Introduction. Contemporary science teaching faces a disconnection from real-world contexts, leading to demotivation. Interdisciplinary approaches such as STEAM (Science, Technology, Engineering, Arts, and Mathematics) offer an alternative to promote contextualized learning. However, its implementation encounters challenges related to teacher preparation and disposition. Purpose. This paper aims to characterize scientific literature concerning trainee teachers’ attitudes and perceptions towards STEAM education. Analysis. The PRISMA model was applied to articles published between 2016 and 2021 on the Web of Science (WOS) and Scopus. From 128 initial articles, 16 met the selection criteria: language (Spanish or English), focus on attitudes or perceptions towards STEAM, and empirical nature. Results. Quantitative studies predominate, highlighting the need for qualitative research. In-depth training is correlated with positive attitudes towards STEAM, whereas superficial training generates distrust. Conceptual ambiguity and contextual factors, including institutional support and infrastructure, constitute significant barriers. The emotional dimension has a decisive influence on the adoption of the approach. Conclusions. Initial teacher education requires substantial renewal that integrates STEAM as an articulating axis. A clearer understanding of the approach in teacher training, university curriculum updates, innovative training programs, and the development of multidimensional skills is needed. Effective implementation requires a progressive paradigm shift.
Copyright (c) 2025 María del Rosario Heredia-Sacio, Edith del Carmen Herrera-San Martín http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
A Seminar on Music Research in Higher Education and the Flipped Classroom: An Action Research Project
Introduction. The compulsory Seminars on Music Research I and II in the Bachelor of Music program at the Autonomous University of Aguascalientes (UAA) aim to introduce students to the field of research. However, the methods instructors employed have not fully met expectations in terms of engaging students and promoting their active participation in class activities and assignments. Researchers implemented the Flipped Classroom (FC) to explore alternative pedagogical strategies and help students approach music research methods more effectively. Objective. This study aimed to examine the feasibility of implementing FC in the Music Research Seminar I and the benefits and challenges for both instructors and students. Methodology. The methodology used was action research. Data collection methods included a field diary, non-participant and participant observations, and feedback from a critical friend. An ad hoc survey was designed to evaluate the overall intervention and assess the achievement of the study’s objective. Results. The FC approach enabled students to develop a deeper understanding of research methods and tools in music, exchange ideas and questions, and foster a collaborative environment among students and the instructor. The most notable outcome was students’ perception that they could manage their time and work at their own pace. Conclusion. The FC pedagogical strategy proved to be an effective approach for fostering students’ interest in the class, developing their music research skills, and enhancing their metacognitive abilities. Finally, students need time to adapt to a new learning structure and estimate its benefits. Future research could explore the long-term impact of implementing FC and compare teaching approaches to adapt them to students’ learning needs.
Copyright (c) 2025 Raúl Wenceslao Capistrán-Gracia, Elissavet Perakaki http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Design and Validation of an Emotional Education Program for Students With Attention Deficit Disorder and Hyperactivity
Objective. The aim of this work was the design and validation of a Program to improve the emotional competences of students with Attention Deficit Hyperactivity Disorder (ADHD). Method. An epistemological and normative review of the subject, a systematic review of the main programs that have been developed in this respect, as well as validation by a group of experts and a pilot test with a control and experimental group were carried out. Results. The Program has high internal consistency, derived from the high degree of adequacy of the variables and the concordance between the experts. Analysis of inter-expert agreement using Kendall's coefficient (W = .65) indicated a moderate level of agreement, while the internal consistency of the form, as measured by Cronbach's alpha (α = .77), reflected acceptable reliability. The experimental group obtained higher emotional competence scores than the control group. Conclusions. This Program can be useful not only for working on emotional competences with primary school students, but it also provides the robustness of having undergone an assessment to accurately measure these competences.
Copyright (c) 2025 Sandra Cabello-Sanz, Ana González-Benito, Andrea Otero-Mayer http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Guidelines for the use and reporting of Artificial Intelligence in scientific-academic journals
Introduction. Artificial Intelligence (AI) proposes a restructured approach to the traditional methods of conducting and publishing scientific research since it provides tools that complement, re-learn, and simplify complex processes typically associated with human-driven research. The diversity of mechanisms AI provides requires transparent reporting of its use and the guarantee that they are consistent with the rigorous scientific communication and its editorial management ecosystem (comprised of editors, reviewers, and authors). Objective. This document aims to provide guidelines for reporting the use of AI in activities related to the scientific publication process. The three roles mentioned above are equipped with concepts, principles, and recommendations that offer literacy and learning mechanisms for those individuals involved in activities related to knowledge communication. Guidelines. The guidelines are divided into four sections. The first section includes the concepts necessary to understand the dynamics proposed in the principles and recommendations. Notably, the definition of prompts (primary, second, and supplemental), the prompt net, and the diagrams conceptualizing their use are proposed. The second section covers editors and editorial teams and includes recommendations for implementing AI-related policies in their journals. The third section gives reviewers good practices for using AI to evaluate a scientific communication unit. The fourth section offers authors an ethical framework and concrete tools to use AI in their work and report it in their manuscripts. Final reflection: The ultimate goal for using AI must be the common good and the improvement of people’s quality of life. An ethical exercise minimizing the introduction of bias or misinformation should be a backbone for using this tool. Future updates of these guidelines must never forget that this is an evolving phenomenon.
Copyright (c) 2024 Liana Penabad-Camacho, María Morera-Castro, María Amalia Penabad-Camacho http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Webquest Methodology in University and School Education: A Systematic Review
Introduction. The Webquest is a commonly used educational methodology in schools and universities that poses problem-based situations for students to solve, utilizing technology and promoting collaboration. The COVID-19 pandemic has highlighted the benefits of the Webquest approach, though it is not without its own set of challenges. Objective. The purpose of this study is to review recent literature on the Webquest methodology and to evaluate its advantages and disadvantages in the realm of education and learning. Methods. A systematic review of the literature was conducted using a selection of databases, including Redalyc, Dialnet Plus, Scielo, WoS, ProQuest, EBSCO, and ERIC, with a search limited to Spanish-language articles published between 2017 and 2022. Keywords were used as the basis of the search, and the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) flowchart was utilized as a search strategy. 662 articles were initially identified, of which 10 met the inclusion criteria for the study. Conclusions. The review of the literature suggests that the Webquest methodology is useful in facilitating student learning but that there are some limitations, such as the time required to develop the Webquest, and the technological proficiency required of the educators in order to construct it.
Copyright (c) 2025 Cristian Adrián Villegas-Dianta, Cristian Alexis Sepúlveda-Irribarra, Isaac Jacob Alcorta-Ramírez http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
Teacher Identity: The Case of Special Education Teachers. A Systematic Review of the Literature
Introduction. A literature review of the last ten years on the identity focuses of special education teachers due to the challenges of inclusive education and teacher training policies is presented. Addressing the teaching and professional identity of these subjects in different contexts allows us to identify the concepts, functions, and challenges currently faced by inclusive education, initial teacher training, and the integration of special educators into the educational system, considering as objectives to determine the theoretical and methodological constructions and research findings. Methodology. It was guided by PRISMA (2020) indications in three databases: WoS, Scopus, Eric, and Dialnet. From the 19 articles incorporated, qualitative emergent categories were identified and linked to the position and linkage of the concept of identity in the corpus. The first category synthesizes research that considers factors or variables that significantly impact how teachers construct and perceive their own identities. The second category identified identity as a direct theoretical perspective for understanding the subjects, their experiences, and their actions as teachers. Results. Identity has a sense of care, commitment, and connection with the other, invisibilized in their experience as professionals and in their training for inclusion processes, and, paradoxically, because of the tensions generated by a normalized educational system, educators maintain specific logics of reproduction of exclusion.
Copyright (c) 2025 Mauricio Vergara-Rodríguez, Daniel Riveros-Zúñiga, Jorge Joo-Nagata http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES