Nexus: Multidisciplinary Research Journal
Nexus: Multidisciplinary Research Journal (MIR) Overview: Nexus: Multidisciplinary Research Journal (MIR) is a peer-reviewed scientific journal dedicated to publishing innovative, high-quality research spanning multiple disciplines. Our goal is to foster knowledge exchange among researchers, academics, and professionals from diverse fields, promoting interdisciplinary collaboration. Scope: MIR accepts original works in a variety of areas, including but not limited to: Natural Sciences: Biology, Chemistry, Physics, Geology. Social Sciences: Psychology, Sociology, Anthropology, Education. Engineering and Technology: Civil Engineering, Computer Science, Information Technology. Health and Medicine: Medicine, Public Health, Nursing, Pharmacology. Humanities: Philosophy, Literature, History, Arts. Environmental Sciences: Ecology, Climate Change, Natural Resources. Publication Policy: Nexus MIR is committed to ethics in research and publication, ensuring that all manuscripts are evaluated fairly and objectively. The journal promotes openness and transparency, encouraging authors to share their data and methodologies. Frequency of Publication: The journal publishes quarterly issues, with special editions addressing emerging topics and subjects of particular interest to the scientific community. Target Audience: Nexus MIR is intended for researchers, academics, graduate students, and professionals from various disciplines who are interested in interdisciplinary research and scientific innovation. Submission Process: Interested authors can submit their manuscripts through our online manuscript management system. Specific submission guidelines must be followed to ensure proper evaluation and review. Impact and Visibility: MIR is committed to the effective dissemination of research, aiming to be indexed in relevant academic databases to increase the visibility and impact of the published articles.
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Students’ Perceptions of Teaching Practices and School Violence in Initial Teacher Education: A Quantitative Study Using CUVE3
School violence has been recognized as a phenomenon that affects coexistence, pedagogical relationships, and the educational climate across different levels of the educational system. In the context of initial teacher education, its study is particularly relevant, as the experiences lived during this process influence how future teachers understand educational practice. The aim of this study was to analyze the perceptions of students from a teacher education institution in Mexico regarding pedagogical practices and experiences associated with school violence. The research was conducted using a quantitative approach with a descriptive scope, through the application of the CUVE3 questionnaire to a sample of 558 undergraduate students in education programs. The results show that the most frequent manifestations are related to student dynamics, particularly the spread of rumors and negative comments among peers. In contrast, explicitly violent teaching practices are perceived less frequently; however, situations related to a lack of listening and differential treatment toward students were identified. These findings highlight that school violence is not limited to visible forms, but also manifests through everyday interactions that impact the educational climate. Based on this, the need to strengthen educational environments grounded in respect, dialogue, and democratic coexistence in teacher education is emphasized.
school violence, teacher education, school coexistence, pedagogical practices, higher education.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc/4.0
Over the past 10 years, the world has seen a shift in education as a result of technological advances. The field of education has become more sophisticated with the use of online learning programs and artificial intelligence in classrooms. This technology not only changes how students are taught but also reshapes their modes of engagement and participation. This article considers how teaching approaches are evolving, as well as their potential challenges and prospects.(Polo et al., 2022).
Copyright (c) 2024 Nubia Hernández-Florez, Olena Klimenko (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence and universal design for learning in teacher education
Initial teacher education faces the challenge of integrating artificial intelligence as a pedagogical resource that fosters inclusive and autonomous learning. This study aimed to analyze the effectiveness of a teaching methodology based on Universal Design for Learning, supported by the use of artificial intelligence virtual assistants (ChatGPT and DeepSeek), implemented in a digital technologies course for pre-service preschool teachers. The methodology promoted self-management of knowledge and culminated in the creation of an educational website as an integrative evidence. Forty-six students participated, responding to an 11-point Likert-scale questionnaire that assessed five dimensions: methodological management, digital competencies, educational inclusion, valuation of the integrative evidence, and overall satisfaction. Results showed positive evaluations across all dimensions, particularly highlighting the development of digital competencies (M = 9.30, SD = 0.95) and the promotion of inclusive environments (M = 9.17, SD = 1.17). The integrative evidence was valued as relevant for professional practice (M = 9.22). The instrument demonstrated excellent internal consistency (α = .93; ω = .94). It is concluded that the intentional incorporation of artificial intelligence, articulated through Universal Design for Learning, significantly contributes to the development of digital and pedagogical competencies in initial teacher education, positioning AI as a mediating resource for inclusive and autonomous learning.
Artificial intelligence; universal design for learning; teacher education; inclusive education; learning to learn.
Inteligencia artificial; diseño universal para el aprendizaje; formación docente; educación inclusiva; aprender a aprender.
Transformation of teaching practice toward inclusive education in pre-service teachers
This study presents an initial report of a qualitative research project aimed at analyzing the inclusive pedagogical practices of pre-service teachers through the development of professional narratives. The objective was to describe how participants understood diversity, identified barriers to learning, and made pedagogical decisions during the first stage of an ongoing macro-research project. A qualitative approach with narrative analysis within a socio-critical perspective was adopted. The sample consisted of pre-service teachers from the Bachelor's Degree in Pre-school Education who produced reflective writings about their experiences in real classroom contexts. The thematic analysis of the narratives allowed for the identification of emerging categories linked to the understanding of diversity, the detection of barriers to learning and participation, the diversification of teaching, and the development of reflective processes regarding teaching practice. The results evidenced a tension between theoretical knowledge of inclusion and its application in concrete pedagogical situations, as well as the emergence of practice problematization processes that favored professional awareness. It was concluded that narrative writing constituted a relevant methodological resource for documenting the initial diagnosis of inclusive teacher training and provided evidence of the value of systematic reflection as a basis for future pedagogical transformations within the ongoing research and for the strengthening of inclusive teacher education.
Epistolary Literature as a Teaching Strategy: Perceptions and Perspectives
This article presents the partial results of the research project titled 'Strengthening Literacy Competencies through Epistolary Literature in Secondary Education Students in the Municipality of Pasto, Nariño, Colombia.' The study utilized the application and triangulation of semi-structured interviews, focus groups, and participant observation conducted with teachers and students from educational institutions in Pasto. The primary objective was to analyze perceptions regarding the methodological and didactic benefits of epistolary literature and its impact on the development of literacy competencies. The study employs a qualitative method of actor-based data triangulation (Moreira-Aguayo et al., 2022), facilitating a comprehensive analysis through deep interpretation and cross-referencing of the gathered information. Findings from the discussion indicate that, for teachers, the use of narrative and theoretical writing promotes the enhancement of pedagogical practices. Conversely, for students, the elements of epistolary literature assist in communicating ideas and expressing emotions and thoughts once the conceptual framework is established. In conclusion, the study identified epistolary literature as a tool that significantly contributes to strengthening literacy competencies by fostering 'intimate creativity' and improving communicative skills. Furthermore, the results highlight methodological and didactic challenges that must be addressed when designing strategies based on this genre. Such strategies should aim to facilitate 'sensory reading' and 'emotional writing,' thereby reinforcing literacy proficiency and consolidating socio-emotional skills such as empathy and resilience.
Challenges and prospects of hippotherapist training within the university context
Equine-assisted therapy has developed through practice and is grounded in the experience of a therapeutic disciplinary field already recognized with scientific rigor for its effectiveness in people with disabilities. This study reflects on the challenges of university-level training for equine therapists in Mexico, based on the experiences of students in the Bachelor’s Degree in Human Motricity at the Autonomous University of Chihuahua. A qualitative, exploratory–descriptive approach was adopted, applying six focus groups with 7th- and 8th-semester students of the Bachelor’s program in Human Motricity at the Faculty of Physical Culture of the Autonomous University of Chihuahua (cohorts 2021–2025 and 2022–2026), enrolled in the courses Equine Therapy I and II. The discussion guide was validated through expert judgment, and the sessions were recorded, transcribed, and analyzed using Atlas.ti based on predefined categories: training expectations, perceived impact of equine therapy on people with disabilities, professional projection, and disciplinary experiences. Thematic coding and theoretical–discursive triangulation were employed to ensure validity. Findings highlight challenges such as the lack of curricular standardization, the need for greater supervised practice, and limited interdisciplinary integration. Significant benefits in patients’ motor and psychosocial development were recognized, yet gaps remain in the professionalization and formal regulation of the discipline. It is concluded that equine-assisted therapy requires the consolidation of rigorous training frameworks that integrate theory, practice, and professional ethics.
Impact of Socio-Emotional Competencies on School Coexistence in Rural Educational Institutions of the Municipality of Guaca, Colombia
This article reports the findings of a research study aimed at analyzing the influence of socio-emotional competencies on school coexistence among sixth-grade students in the rural educational context of Guaca, Santander, Colombia. The research was conducted using a qualitative approach, through a flexible, non-experimental field design of a cross-sectional nature, grounded in a pragmatic perspective that enabled the analysis of the experiences, perceptions, and everyday practices of the participating students. Data collection employed structured interviews, non-participant observation, and content analysis, which made it possible to conduct the analysis through methodological triangulation. The results revealed initial difficulties in emotional regulation, autonomous conflict resolution, social inclusion, and assertive communication, which foster interpersonal conflicts and affect the school climate. However, competencies such as empathy, cooperation, and interpersonal skills were identified as promoting more respectful, supportive, and constructive interactions. It is concluded that socio-emotional competencies play a decisive role in the school climate and contribute to the construction of an environment conducive to the holistic development of students; therefore, the relevance of integrating socio-emotional education into institutional policies is confirmed
Virtual Reality-Enhanced Neurofeedback: Training Mechanisms, System Components, and Prospects for Cognitive and Neural Rehabilitation
The integration of virtual reality (VR) with electroencephalography (EEG)-based neurofeedback represents a significant advancement in cognitive training and neural rehabilitation. This article examines the training mechanisms of neurofeedback across key EEG frequency bands, slow cortical potentials (SCP), theta (4–7 Hz), alpha (8–13 Hz), sensorimotor rhythm (SMR, 12–15 Hz), and beta (14–30 Hz) detailing their physiological origins, electrode locations, targeted therapeutic effects, and applications in conditions such as epilepsy, attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and mild cognitive impairment. It is demonstrated how VR overcomes the limitations of conventional neurofeedback environments, monotony, low adherence, and limited adaptability, by providing immersive, interactive, and multi-sensory settings that enhance motivation, brain self-regulation, and neuroplasticity. The typical architecture of VR-supported neurofeedback systems is described, including EEG acquisition and processing, VR control module, and real-time feedback delivery. Reviewed evidence indicates that VR augments specific cortical activation, accelerates neuroplastic changes, and improves outcomes in psychological and neurological rehabilitation, while enabling application in clinical, educational, and home-based contexts. Nevertheless, technical challenges persist, including hardware latency, algorithmic precision, and cybersickness. In conclusion, the VR–neurofeedback synergy constitutes a promising evolution in brain–computer interface applications, offering greater efficacy, accessibility, and personalization. Longitudinal studies and technical refinements are required to fully realize its therapeutic potential.
Socio-emotional Education, School Conflict, Verbal Aggression.
Prevention of verbal aggression in sixth and seventh-grade students through socio-emotional education in schools in Boyacá – Colombia
This article originated from the research process of the thesis titled "Socio-emotional Learning Pedagogical Program for the Prevention of Aggression in Sixth and Seventh-Grade Students in Three Schools in Boyacá, Colombia." Grounded in students' perceptions of aggression, the study employed a qualitative methodological approach aimed at interpreting student discourse and behavior. This approach facilitated an exhaustive analysis of the participants' language (Romero & Martínez, 2023). ATLAS.ti software was utilized to code the data and establish semantic networks and emerging categories.Through this analysis, the researcher determined that verbal aggression is the most frequent form of aggression among students, having become normalized in both classroom discourse and reality. The findings demonstrated that verbal aggression acts as a catalyst for other forms of aggression (physical, relational, and psychological). Furthermore, it was evident that students lack the necessary tools to manage these conflicts. Consequently, there is a recognized need to strengthen socio-emotional skills to foster preventive actions (Moreira et al., 2023) through practical, meaningful approaches that promote the appropriation and correct application of these competencies (Steward et al., 2022).
Waste management practices and sustainability perception in restaurants on Avenida central, Santiago De Veraguas
The study focuses on characterizing waste management practices and documenting the perception of sustainability in restaurants on the central avenue of Santiago, Veraguas. The investigation is based on a quantitative approach, with a descriptive and applied scope, and designs a type of non-experimental, cross-sectional study. The type of sampling is not probabilistic for convenience and is used as a data collection technique in a structured survey. The final sample of 5 establishments was validated by experts and the survey obtained a reliability coefficient Cronbach's Alpha of α = 0.914. The results show dichotomous operational management, where it is observed that 60% of restaurants “consistently” apply waste separation (Mean = 4.00) and where there is a strong opinion (Mean = 4.80) that the practice is positive for the prestige of the community, as opposed to administrative management being deficient. 60% of those surveyed mentioned that they “rarely'' (Average = 2.80) control the amount of waste they produce, which hinders the possibility of realizing savings, even when the majority is willing to pay for capacity (Average = 4.40). which greatly limits the possibility of extending the halls to the entire province.
Influence of reverse logistics on the operational processes of the supermarket chain in the district of Santiago, province of Veraguas
The objective of this study was to analyze the influence of reverse logistics on the operational processes of supermarkets in Santiago, Veraguas province. The research was conducted using a qualitative approach, through semi-structured interviews with purposively selected managers and department heads. The results show reverse logistics as a key link in the cold chain, especially with perishable products, since breaks in the cold chain generate irreversible and hidden losses and operating costs. Value recovery strategies were also described, including thorough inspections, clearance promotions, and sales to staff. Structural constraints were identified in terms of available space, the frequency of return transport, and the disparity in available technologies, all of which affect the efficiency of operational flows. The study concluded that the company's operations are sustainable to the extent that it can adequately manage returned products and minimize losses resulting from cold chain disruptions, highlighting the unique characteristics of the region. Limitations mentioned include the sample size and the contextual analysis, which limit the generalizability of the results.
Critical thinking development in mathematics education from an inclusive education perspective: A systematic literature review using PRISMA methodology
The purpose of this article is to analyze the role of critical thinking in the development of mathematical skills within the context of inclusive education, through a systematic review of the literature based on the PRISMA guidelines. The review was conducted using a qualitative approach to document analysis and followed the phases of identification, screening, eligibility, and inclusion. The search was conducted in the indexed databases Scopus, Redalyc, SciELO, and Dialnet, considering articles published between 2020 and 2025. The inclusion criteria considered peer-reviewed empirical and theoretical studies related to critical thinking, inclusive education, and mathematics teaching, while duplicate documents and studies without thematic relevance were excluded. The selection process identified emerging categories linked to critical thinking as a mediator of mathematical learning, the use of inclusive pedagogical strategies, and contextualized problem solving. The results showed that the integration of critical thinking promotes logical reasoning, decision-making, and the active participation of students with diverse educational needs. Therefore, it can be inferred that the systematic incorporation of critical thinking into the mathematics curriculum contributes to improving educational quality and strengthening practices.
Didactic strategy supported by a website to improve reading comprehension through fables in fifth-grade students at Colegio Integrado Puerto Parra
Objective: In the present research, the main objective was to design a website as a pedagogical strategy to improve reading comprehension through fables in fifth-grade students at Colegio Integrado Puerto Parra. Methodology: This research was developed under a qualitative approach and participatory action type, with a diagnostic test applied through the Lecturómetro and a satisfaction interview. Results: Among the findings, a direct relationship was found between reading speed and textual comprehension, as reading faster presents fewer distractions, facilitating the interpretation process. Regarding participation, there was a great acceptance by the students, reflected in the increased participation when carrying out the proposed activities. Conclusions: Therefore, it was concluded that the website is a tool that motivates and sparks the students' interest in improving their reading process, thereby strengthening their interpretative competence.
The Continuing Professional Development of Teachers in Multigrade Schools in the Canton of Milagro, Province of Guayas.
This article is the result of doctoral research related to the training of teachers working in rural multi-grade schools, a crucial factor for educational quality, especially in contexts characterized by simultaneous grade levels, diverse learning paces, and limited availability of pedagogical resources. In the Milagro canton, Guayas province, these conditions create scenarios of high professional demand that have not always been met through relevant and sustained training processes. Therefore, this study sought to establish a pedagogical model for ongoing professional development for teachers working in these educational institutions, with the aim of contributing to the improvement of their professional performance. The study was conducted using a mixed-methods approach, with a descriptive-interpretive design and an action-research method. The population consisted of teachers from these schools in the Milagro 09D17 Educational District; the sample included 20 practicing teachers and five key informants, experts in teacher training, rural education, and educational management. The survey and semi-structured interview techniques were used to collect information, and the instruments were validated through expert review. The data obtained revealed a teacher training system characterized by homogeneous approaches, low continuity, and limited local pedagogical support, forcing teachers to rely primarily on individual experience and self-directed learning. Based on these findings, a pedagogical model of ongoing, situated, continuous, and collaborative professional development was developed. This model aims to integrate teaching practice, pedagogical support, and professional reflection as key elements for development in rural, multi-teacher contexts.
Psychomotor profile of child football players from a sports club In Sincelejo,Sucre, Colombia
Objective: To determine the psychomotor profile of 5- to 8-year-old soccer players from Club Deportivo Diego Causado, in Sincelejo, Colombia. The study was conducted using a quantitative methodological approach, with a non-experimental, cross-sectional design and a descriptive level of analysis. The sample consisted of 25 children; the Psychomotor Battery (BPM) by Vitor Da Fonseca was applied as the assessment instrument, focusing on visual, auditory, and tactile-kinesthetic decoding processes, with adjustments based on Luria’s psychoneurological model. Data were analyzed using SPSS 4.3, which revealed that among the 5-year-old children, 24% (6 children) presented a normal psychomotor profile, suggesting adequate development in motor skills and coordination for their age. Among the 6-year-olds, 12% (3 children) showed a normal psychomotor profile, while 8% (2 children) demonstrated a good psychomotor profile, indicating that most children exhibited normal motor development. Additionally, among the 7-year-olds, 8% (2 children) maintained a normal psychomotor profile, while another 8% (2 children) showed a good psychomotor profile— reflecting a pattern similar to that of previous age groups, with most children displaying adequate motor development. Finally, among the 8-year-olds, 24% (6 children) demonstrated a normal psychomotor profile, while 16% (4 children) presented a good psychomotor profile. These findings highlight a consistent trend toward psychomotor development within the expected age ranges, with a significant proportion of children exhibiting satisfactory motor skills, largely influenced by football-based stimulation. In conclusion, the impact of football play and motor actions contributes positively to children’s motor and cognitive development.
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Challenges of Teacher Professional Development in multi-teacher Schools in the Canton of Milagro, Guayas Province, Ecuador
Rural multi-subject schools continue to be a pillar in ensuring that thousands of children have access to education in Ecuador, but the teachers who work in them continue to face training and working conditions that have not always been addressed. The purpose of this study was to understand the main challenges faced by multi-subject teachers in the Milagro canton in accessing continuing education, a key aspect in sustaining educational quality in these environments. A mixed approach with a descriptive-interpretative design was used, combining a questionnaire administered to 20 rural teachers and interviews with five specialists in education and teacher training. The analysis shows a recurring reality: most teachers have not received specific training to work in multi-grade classrooms and, in addition, face technological, regulatory and time constraints to update their skills, even though they remain highly motivated to improve their practice. Institutional support mechanisms exist, but they do not always function in a sustained manner, so professional development continues to depend on individual effort. In addition, the results highlighted the urgent need for contextualised, accessible and continuous training proposals that are capable of responding to the real dynamics of multi-grade teaching and the particularities of rural Ecuador.
Transformational Leadership in the Managerial Practice of Public Educational Institutions in District 09D07, Guayaquil – Ecuador
This work presents results derived from a doctoral research and analyzes the alignment between practices exercised by school principals and the principles of transformational leadership, focusing on public institutions within District 09D07 in Guayaquil. The research employed a quantitative approach with a non-experimental, descriptive, and cross-sectional design. Data were collected through a structured survey administered to 42 in-service teachers, based on the four dimensions proposed by Bass and Avolio’s theoretical model: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The findings revealed that transformational leadership practices were generally infrequent or inconsistent across most of the evaluated schools. Inspirational motivation and individualized consideration emerged as the most prominent dimensions; however, they did not reach levels sufficient to consolidate a fully transformational leadership style. Responses indicated that principals face challenges in positioning themselves as ethical role models or as drivers of a shared institutional vision. Likewise, there was limited stimulation of teachers’ professional development. Overall, the results underscore the need to strengthen school leaders’ competencies in transformational leadership as a key strategy to foster continuous improvement, pedagogical innovation, and organizational cohesion within educational institutions.
Teaching Methodologies Present in the New Mexican School and Their Educational Impact
In light of the implementation of the 2022 educational model in basic education, this research is conducted. Its main objective is to identify the methodologies used in current education and compare them with the principles of the New Mexican School (NEM). This research analyzes the transition from a traditional to a constructivist methodology, as well as those existing in the classroom. The objective of this research is to analyze the implementation of the teaching methodologies proposed by the NEM and their influence on teaching practice in basic education. The methodology employed is qualitative, utilizing techniques such as semi-structured interviews and a phenomenological approach, focusing on the categories of analysis of barriers, difficulties, strengths, methodologies, and political contrast. Data processing was performed using Atlas.Ti 9th edition software. The results show progress and challenges in the adoption of the methodologies promoted by the NEM, highlighting the need for ongoing teacher training and effective support. The conclusions underscore the importance of coordinating educational theory with classroom practice, promoting an education that responds to the needs of the current context.
The document addresses how modern society has shaped the understanding of happiness in the context of capitalism and consumer culture. Here, happiness has been transformed into a social imperative driven by the relentless pursuit of material goods and high consumption. The document criticizes the erroneous relationship between well-being and the possession of objects, highlighting the fact that, despite increased consumption and technological advancement, mental well-being does not improve. It is noted here that the pursuit of happiness has become more closely associated with consumption since technologies such as the Internet of Things (IoT) claim to improve life and provide satisfaction. However, in reality, this approach does not lead to authentic well-being and may even exacerbate mental health issues. Furthermore, social expectations, regardless of contextual limitations, have created a need to be happy that now becomes a burden, increasing frustration and discomfort. The paper also considers the notion of happiness offered by consumerist society and how this concept has been stripped of its true content; for these people, happiness is not a goal but is constituted from experiences.
Teaching Mathematics for Sustainable Development in Official Educational Institutions: Theoretical and Argumentative Contributions Based on the Key Competence of Problem Solving
This article aimed to formulate a theoretical construct that articulates mathematics teaching, sustainable development, and the key competence of problem-solving, within the framework of a doctoral research project conducted in public educational institutions in the municipality of Soledad, Atlántico (Colombia). The research was structured using a qualitative approach and a hermeneutic-dialectical method based on the postulates of grounded theory, which allowed for the integration of empirical findings with theoretical and normative references. Semi-structured interviews, focus groups, and documentary analysis were used for data triangulation. The results revealed tensions between educational regulations, teaching practice, and contextual conditions, which required the construction of a theoretical corpus that recognized mathematics teaching as a contextualized, ethical, and sustainable process. The resulting construct is composed of three interdependent sections: (1) the relationship between context, regulations, and pedagogical practices; (2) the articulation between educational policies, teacher training, and community networks; and (3) the epistemic guidelines for curricular and didactic innovation. Overall, the results established that problem-solving is consolidated as an integrative competence for linking sustainability with mathematics teaching. It is concluded that this construct constitutes a theoretical framework for guiding educational transformation toward the development of critical, reflective citizens committed to sustainable development.
Critical reading as a cross-cutting theme in basic education Reflections based on doctoral research in the municipality of Soledad, Atlántico
This article analyzes critical reading as a cross-cutting theme in primary education in public institutions in the municipality of Soledad, Atlántico. It begins by identifying low levels of reading comprehension reflected in national and international tests, which reveal students' difficulties in reflecting, inferring, and critically assessing texts. The study recognizes that the problem is not limited to individual factors but is linked to a lack of coherence between curriculum, planning, and teaching practice, which reproduces a model focused on memorization and preparation for external assessments. The adopted qualitative hermeneutic paradigm allowed us to understand how teachers, students, and administrators conceive and practice critical reading. The sample included four institutions, with 40 students, 16 teachers, and 4 administrators, all intentionally selected. Among the findings, it is notable that critical reading is restricted to the Spanish Language area, without articulation with other disciplines. Teachers also recognize its importance but lack sufficient resources and training to develop it effectively. As a contribution, the research proposes a factual mainstreaming of critical reading at all levels and in all areas, through active methodologies, interdisciplinary projects, and ongoing teacher training, with the goal of developing critical citizens capable of interpreting and transforming their reality.
The Intersection between Inclusive Education and Mental Health from Comparative Perspectives in Colombia, Panama, and Mexico
This article analyzed inclusive education policies and their links to mental health in Colombia, Panama, and Mexico, with the aim of identifying the progress, obstacles, and challenges of educational policy implementation. The research was based on a comparative qualitative approach in an exploratory-descriptive design, considering the analysis of public policies and official documents. To this end, a documentary review technique was adopted: laws, educational policies, and other documents, national mental health programs, and other key documents on inclusive education and mental health in the three countries. The results indicate that all three countries have attempted to formulate inclusive policies, with an emphasis on training. However, the limited and poorly distributed nature of training (especially in rural contexts) prevents full inclusion. In some cases, the absence of regulations and a lack of political will for their implementation; furthermore, the limited evaluation of public policies formulated is also limited. The need to strengthen collaboration between institutions and provide teachers with ongoing training and sufficient resources was highlighted in the conclusions. Deficiencies in evaluation and monitoring systems were also mentioned, and improvements were recommended to ensure that implemented policies and programs pursue the goal of inclusive, quality education for all students.
Galvanic Skin Response Biofeedback in Child Neuropsychology: Foundations, Applications, and Reflections
This article explores the implications of using galvanic skin response (GSR) biofeedback within the field of child neuropsychology. GSR, as a physiological indicator of autonomic nervous system activity, provides an objective measure of emotional arousal, making it a valuable tool for both clinical assessment and therapeutic intervention. The paper reviews the neurophysiological foundations of GSR and examines its clinical applications in children with conditions such as attention-deficit/hyperactivity disorder (ADHD), anxiety disorders, autism spectrum disorder (ASD), and general difficulties in emotional self-regulation. Reported benefits include improvements in self-control, reduction of anxiety and stress symptoms, enhancement of attentional processes, and increased motivation through interactive and playful therapeutic formats. However, the article also discusses methodological and ethical challenges, including variability of signals, limited generalization outside clinical settings, and the need for stronger empirical evidence. The critical reflection emphasizes that GSR biofeedback should be understood as a complementary, non-invasive, and empowering tool within integrative neuropsychological interventions, supporting children’s development of long-lasting self-regulation skills.
The effect of previous experiences on virtual learning on students' self-efficacy during COVID-19: The mediating role of self-regulation
The COVID-19 pandemic forced many educational institutions to continue the training program from home, considering the use of emergency remote education. Self-efficacy in virtual learning is a crucial aspect for students to perform as expected in such environments. This quasi-experimental study examined the effect of experiences in virtual learning on self-efficacy and evaluated students' self-regulation as a mechanism through which previous experiences influence the self-efficacy of university students (N = 301) during COVID-19 confinement. The results showed that before starting emergency remote education, previous experiences were positively related to self-efficacy, but this relationship also occurred through self-regulation. Meanwhile, it was found that after completing the cycle of emergency remote education, only students with higher self-efficacy were those who had prior virtual experiences and were self-regulated. The findings of this study highlight the adverse effect of the lack of preparation of educational institutions on students' learning process.
Teacher training, empowerment, and child resilience: a systematic review
The objective of this article was to conduct a literature review to identify the pedagogical, psychosocial, and legal competencies required by teachers to promote empowerment and resilience in children who are victims of domestic and school violence. The inclusion criteria considered were peer-reviewed articles, books, and academic chapters published between 2015 and 2025 that explicitly addressed teachers' competencies related to contexts of violence, resilience, and child empowerment. Exclusion criteria ruled out gray literature, non-peer-reviewed documents, and texts without full access. The search was conducted in databases such as Scielo, Redalyc, Dialnet, Latindex, and Google Scholar, and the main results show that teachers need to strengthen their pedagogical competencies to design inclusive and resilient learning environments; psychosocial competencies to provide emotional support and promote socio-affective development; and legal competencies to act in accordance with child protection regulations and protocols. It was inferred that these skills are complementary and indispensable for teachers to play a protective and transformative role, guaranteeing the well-being and rights of children in vulnerable contexts.
Aquaponics as a teaching strategy for the development of scientific skills, atthe José Celestino Mutis educational institution in the municipality ofPueblo Nuevo, in the department of Córdoba
The present final report supports the results of the research proyect “The aquaponic as didactic strategy for the development of scientific competences on the students, in the Institución Educativa José Celestino Mutis township of Pueblo Nuevo, in the department of Córdoba, which aims to design and implement an aquaponic system as a didactic strategy to contribute the development of scientific competences in the sixth graders of the Institución Educativa Jose Celestino Mutis township of Pueblo Nuevo, in the department of Córdoba. For this, the following investigative question was formulated: Is the aquaponic an didactic strategy for the development of scientific competences in the application in natural sciences and environmental education topics in sixth grade students of the Institución Educativa Jose Celestino Mutis? It wasmethodologically implemented as a mixed type investigation with an investigative design - action to a population of 24 students whose age ranges from 10 to 12, belonging mostly to the first and second socioeconomic stratus. The results highlights the change of the students in the actitudinal components and the procedural which was evident in the results at academic level and interest in their learning process.
Process of developing and validating an instrument for research on the acquisition of Mexican Sign Language
The process of constructing and validating instruments in qualitative research is a fundamental task, as it ensures the legitimacy of the data collected and the relevance of the results obtained. In this study, an instrument was designed and validated to investigate the acquisition of Mexican Sign Language (LSM) as a target language among hearing graduates of the Faculty of Physical Culture Sciences at the Autonomous University of Chihuahua. The research was based on the premise that the instrument is the operational link between the paradigm, the theoretical framework, and the method employed, and is thus decisive in the interpretation of human behaviors. The methodology comprised two stages: first, the design of a semi-structured interview, developed thru an exhaustive literature review and a theoretical framework based on Krashen’s hypotheses, which enabled the structuring of 38 items across six thematic axes: language exposure, acquisition, linguistic awareness, grammatical rules, facilitator’s role, and emotional process. Subsequently, a quantitative validation process was conducted thru expert judgment, with experts evaluating each item according to the criteria of univocality and relevance, using the scale proposed by Carrera, Vaquero, and Balsells (2011). The findings showed that 37 items exceeded the iU ≥ .80 and iP ≥ .80 thresholds, indicating high clarity and relevance. Only one item required wording adjustments based on the judges’ recommendations. It is concluded that the validated instrument constitutes a reliable and useful tool for future research on LSM acquisition in hearing individuals, providing methodological rigor and preventing bias in data collection
Sing language, language, instrument, methodology, acquisition
The role of argumentation in forensic neuropsychology: a perspective between scientific objectivity and legal decisions
This article examines the impact of forensic neuropsychology in the judicial arena in the context of litigation related to child custody, domestic violence, child sexual abuse, and gender-based violence. Evaluating the quality and accessibility of neuropsychological reports in these cases, the study shows that in custody proceedings the reports stand out for their clarity, diagnostic accuracy, and scientific relevance, which facilitates their admission into the judicial process. In contrast, reports on gender-based violence and domestic violence are more problematic in terms of clarity and accessibility, which may reflect the complexity of evaluating emotional and psychological abuse as opposed to physical abuse. These results highlight the need for collaborative work between neuropsychologists and lawyers, and therefore for actors in the judicial system to have better training and expertise in forensic neuropsychology to optimize the interpretation and use of reports. It is also proposed that more and better methodologies in forensic neuropsychology are needed for preparing reports submitted to the courts.
forensic neuropsychology, court reports, custody, domestic violence, interdisciplinary collaboration
Academic burnout and engagement among technical-professional students in the Colombian Caribbean during the COVID-19 pandemic.
Introduction: During COVID-19, a high prevalence of psychological distress was reported among students, which suggests that they may be at greater risk than the general population of developing psychological disorders in confinement situations. Objective: To evaluate the presence and severity of affective symptoms and burnout and the degree of academic commitment in students at the professional technical level of the Colombian Caribbean during the COVID-19 pandemic and its related factors. Methods: A cross-sectional analytical study was conducted using an online questionnaire about demographic variables, anxiety, depression, fear of COVID-19, burnout, and academic commitment. Results: 251 students between 19 and 44 years old responded (M=20; IQR=4), 69% of them women. 41% presented depressive symptoms, and 27% showed anxious symptoms. Emotional exhaustion was related to depressive symptoms, cynicism to anxious symptoms, and academic efficacy to perceived health status, age, and severity of depressive symptoms. In turn, cynicism and efficacy were related to academic engagement. Fear of COVID was not related to any of the variables of interest. Conclusions: An interrelation was found between affective symptoms, perception of health status, age, burnout, and academic commitment. New studies are required to address this problem in the population of interest and clarify causal relationships.
Affective symptoms; Burnout; Engagement; Technical students.
Application of the principle of transparency in government procurementprocesses in Colombia
The principles of public procurement are the foundations on which legal regulations and contractual procedures are based. Among these, one of crucial importance is the principle of transparency, which is central to the implementation of these processes and the fulfillment of the objectives of government procurement. The main objective of this study is to examine how the principle of transparency is applied in the context of public procurement processes in Colombia, taking into account the existing legal framework, the considerations of the higher courts, as well as the doctrine and theories of administrative law and public procurement. To achieve this objective, a qualitative hermeneutic methodology was applied that seeks understanding and explanation from the researcher's position. From my analysis, I conclude that there are significant challenges to applying the principle of transparency in public procurement, largely due to the lack of mandatory applicability of the principle or the temporary dilution of supporting regulatory frameworks. This does not arise so much from regulatory deficits as from illegal behavior on the part of the public administration. However, it can be concluded that it is possible to achieve more transparent, efficient, and accountable public management in the context considered, overcoming the obstacles identified through the implementation of appropriate and effective measures.