EDUNEXA: Journal of Educational Research and Innovation EDUNEXA is an international, peer-reviewed academic journal dedicated to the publication and dissemination of high-quality, original research in the field of educational sciences across all its domains. Conceived as a global nexus of knowledge, the journal promotes interdisciplinary dialogue and the integration of theoretical and empirical approaches aimed at understanding, analyzing, and transforming educational systems, policies, and practices worldwide. The journal welcomes scientific contributions in a wide range of areas, including —but not limited to— pedagogy, didactics, curriculum studies, higher education, educational technology, teacher education, inclusive education, learning assessment, educational management, public policy in education, and comparative education. EDUNEXA prioritizes innovative research characterized by methodological rigor and academic relevance, contributing to the advancement of knowledge and the improvement of educational processes in local, regional, and global contexts. EDUNEXA has a strong international orientation and receives contributions from researchers, scholars, and professionals worldwide. The journal accepts and publishes manuscripts in Spanish, English, and Portuguese, fostering linguistic diversity and enhancing the global circulation of scientific knowledge. The journal is published on a quarterly basis (January–March; April–June; July–September; October–December) and maintains a continuous submission policy, receiving manuscripts throughout the entire year. All submitted manuscripts undergo a rigorous double-blind peer review process, ensuring scientific quality, academic integrity, and editorial transparency. EDUNEXA is committed to the highest international standards of scholarly publishing, promoting open access, research ethics, and global visibility. Its mission is to establish itself as a leading journal in the field of education, contributing significantly to academic debate, pedagogical innovation, and the development of more inclusive, equitable, and sustainable educational systems worldwide.
The contents published in EDUNEXA are distributed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This license allows third parties to: Share and redistribute the material in any medium or format Adapt, transform, and reuse the content, including for commercial purposes Mandatory condition: Proper attribution must be given to the authors, the original source (EDUNEXA) must be cited, and a link to the license must be included, indicating whether changes were made. Authors retain their copyright and guarantee that the content can be legally distributed under this license. Editorial Criterion Failure to comply with the terms of the license constitutes a violation of the journal’s policies and the principles of scientific communication.
High-impact writing pedagogy: a methodology for the reconfiguration of the university textbook
The objective of this research was to critically analyze the role of university textbooks in the contemporary context of scientific production and to propose a methodological reconfiguration based on High-Impact Writing Pedagogy as a strategy to strengthen research training and epistemic sovereignty in higher education. The research was conducted using a qualitative approach grounded in critical hermeneutics and document analysis. The literature review was carried out through a systematic search of highly selective scientific databases, complemented by a theoretical triangulation process focused on examining the political-epistemic, pedagogical-didactic, and neurocognitive dimensions associated with the use of university textbooks. The results showed that the traditional university textbook maintains a structure centered on the transmission of established knowledge, favoring reproductive learning practices and contributing to the disconnect between teaching and research. Furthermore, it was identified that this model reproduces dynamics of academic dependency and limits students' active participation in the production of scientific knowledge. In response, the Pedagogy of High-Impact Writing is proposed, conceived as a theoretical model that integrates academic literacy, critical thinking, scientific writing, and early exposure to international publishing standards. It is concluded that transforming the university textbook into a didactic ecosystem oriented toward the production and critical understanding of scientific knowledge is a strategic necessity for strengthening a more autonomous, critical, and contextualized higher education.
scientific writing; academic literacy; higher education; epistemic sovereignty
Copyright (c) 2026 David Ocampo-Eyzaguirre (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Citizen education for sustainability as a transformative axis of twenty-first century education
Citizen education for sustainability has become an educational priority due to the social, environmental, and economic challenges that characterize the twenty-first century. The objective of this study is to analyze the conceptual foundations, pedagogical strategies, and impacts of citizen education for sustainability within the contemporary educational context. The methodology was developed under a qualitative descriptive-analytical approach through a documentary review of specialized scientific literature related to citizenship, sustainability, and education. Information analysis was conducted through processes of selection, categorization, and comparison of the main theoretical contributions identified in the consulted sources. The results showed that citizen education for sustainability is grounded in values education, democratic participation, and environmental responsibility as fundamental pillars for building more equitable and sustainable societies. Likewise, pedagogical strategies such as project-based learning, debates, and interdisciplinary education were identified as effective approaches for fostering critical thinking, social and environmental commitment, and citizenship competencies. Furthermore, the findings revealed that the integration of sustainability into educational processes strengthened students’ active participation in addressing challenges within their communities and environments. It is concluded that citizen education for sustainability constitutes an essential component of transformative education, promoting the comprehensive development of learners and contributing to the construction of participatory, inclusive, and environmentally responsible societies
citizenship education; sustainability; education; citizenship competencies
Copyright (c) 2026 Eufemia Figueroa-Corrales (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Sustainable educational practices in educational institutions to strengthen holistic education
The objective of this study was to analyze sustainable educational practices implemented in educational institutions and their contribution to students’ holistic development and the improvement of the institutional environment. The research was conducted using a qualitative approach based on a documentary review of specialized scientific literature related to education for sustainable development, sustainable institutional management, and environmental values education. Academic sources including scientific articles, books, and specialized documents published within the Ibero-American context were examined. The findings showed that sustainable practices promoted the development of environmental awareness, the adoption of responsible values and attitudes, the optimization of institutional resources, and the strengthening of educational community participation. Furthermore, strategies such as efficient water and energy management, recycling programs, and environmental awareness initiatives significantly contributed to the consolidation of educational environments committed to sustainability. The study concludes that sustainable educational practices constitute an essential component for promoting educational processes oriented toward sustainable development by strengthening students’ environmental and citizenship competencies. In addition, their implementation supports the creation of more responsible, participatory institutions aligned with contemporary environmental and social challenges
sustainable education, sustainable development, environmental awareness, institutional management
Copyright (c) 2026 Andrea Enriqueta Álvarez-Silva (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Integration of Education for Sustainable Development into the Curriculum for Responsible Citizenship Education
Education for sustainable development has become a fundamental strategy for addressing the environmental, social, and economic challenges faced by contemporary societies. The objective of this study was to analyze the importance of education for sustainable development within the curriculum as a strategy to strengthen comprehensive education and foster the development of conscious, responsible, and sustainability-oriented citizenship. Methodologically, the study adopted a qualitative descriptive-analytical approach based on a documentary review of scientific literature, academic publications, and educational frameworks related to sustainability and curriculum integration. The research process involved the identification, selection, organization, and interpretation of relevant sources, enabling the construction of thematic categories associated with the principles of education for sustainable development, curricular integration, and its impact on student formation. The findings revealed that sustainability should be addressed through interdisciplinary and cross-curricular approaches that promote active learning methodologies, student participation, and the development of competencies aimed at solving complex problems. Furthermore, the results indicated that curricular integration contributes significantly to strengthening critical thinking, environmental and social awareness, and commitment to sustainable development. It is concluded that incorporating education for sustainable development into educational curricula represents an essential strategy for preparing citizens capable of contributing to the construction of more equitable, resilient, and sustainable societies while promoting the well-being of present and future generations
education for sustainable development, curriculum, sustainability, citizenship education
Copyright (c) 2026 Yanet Domínguez-Rodríguez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Integration of the Sustainable Development Goals into contemporary education for global citizenship formation
The integration of the Sustainable Development Goals (SDGs) into educational systems has become a strategic priority for promoting more sustainable, inclusive, and responsible societies. The objective of this study was to analyze the integration of SDGs into contemporary education by identifying their conceptual foundations, the main curricular integration strategies, and their impact on student development. The methodology was conducted under a qualitative descriptive-analytical approach based on a documentary review of scientific literature, institutional documents, and international frameworks related to the 2030 Agenda and education for sustainable development. The results showed that the principles of sustainable development, interdisciplinarity, and global citizenship education constitute the main foundations supporting the incorporation of SDGs into educational processes. Likewise, curricular mainstreaming, interdisciplinary projects, and problem-based learning were identified as effective strategies for facilitating their implementation. The findings also revealed that the integration of SDGs contributes to the strengthening of critical thinking, social and environmental awareness, and commitment to sustainability. It is concluded that incorporating SDGs into contemporary education represents a fundamental tool for the comprehensive development of students and for fostering global citizenship capable of actively contributing to the achievement of the goals established in the 2030 Agenda
sustainable development; education for sustainability; global citizenship; 2030 Agenda
Copyright (c) 2026 Yohandra Rad-Camayd (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Environmental awareness and sustainability in contemporary educational processes for citizen formation
Environmental awareness in contemporary educational processes represents a fundamental element for promoting sustainable societies and citizens committed to protecting the natural environment. The objective of this article was to analyze the foundations, pedagogical strategies, and impacts of environmental education on strengthening pro-environmental attitudes and behaviors. The research was conducted using a qualitative descriptive-analytical approach through a documentary review of scientific literature related to environmental education, sustainability, and civic education. For the analysis, categories associated with interdisciplinary approaches, human–nature relationships, environmental values formation, active methodologies, and transversal curricular integration were identified. The results showed that participatory pedagogical strategies, such as project-based learning and practical experiences, promoted the development of critical thinking, ecological awareness, and student participation in sustainable actions. Likewise, curricular transversalization was identified as a key factor in strengthening the incorporation of sustainability across different educational levels. It was concluded that environmental education constitutes a strategic tool for promoting social and environmental responsibility, strengthening the construction of an ecological culture oriented toward sustainable development and citizen commitment to contemporary environmental challenges
environmental awareness, environmental education, sustainability, learning
Copyright (c) 2026 Aikaterini Vergetaki-Peirasmaki (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The relationship between education and sustainability is a fundamental pillar for promoting the holistic development of contemporary societies. This issue of EDUNEXA, Journal of Educational Research, brings together research analyzing different perspectives on incorporating sustainability into educational processes. The articles address education for sustainable development in university curricula, the development of environmental awareness, university social responsibility, the integration of the Sustainable Development Goals into education, sustainable practices implemented in educational institutions, and civic education oriented toward sustainability. Taken together, the contributions highlight the importance of strengthening pedagogical approaches that foster active participation, critical thinking, and a commitment to social transformation. They also demonstrate that sustainability must be embraced as a cross-cutting principle capable of guiding educational policies, institutional management, and teaching and learning processes. This edition offers relevant insights for consolidating an education committed to social well-being, environmental protection, and sustainable development.
education, sustainability, sustainable development, civic education.
Copyright (c) 2026 Aníbal Javier Puya-Lino (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the psychological and social effects of family abandonment in the elderly in the region of Northern Potosí, Bolivia.
The abandonment of the elderly is ha latent social problem at present, it has various repercussions or effects, both psychological and social, without a doubt, they affect the quality of life of the elderly. The objective of this study was to analyze the psychological and social effect of family abandonment in the elderly in rural areas of the Northern Potosí region, Bolivia. The type of research study is exploratory descriptive; in it 115 older adults from rural areas of the Northern Potosí region of the Plurinational State of Bolivia were included, based of the following dimensions: psychological dimension the variables of: anxiety, self-esteem and feeling of frustration, finally in the social dimension, the following variables have been taken into account: marginalization and access to health.
Older adult, family abandonment, psychological effects, social effects
Copyright (c) 2026 Hilda Mendoza-Negretty, David Ocampo-Eyzaguirre, Olga Marlene Tapia-Gutiérrez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Authentic assessment in contemporary education for the integral development of meaningful student competencies
The objective of this study was to analyze authentic assessment in contemporary education by considering its foundations, principles, strategies, and relevance in the development of competencies and meaningful learning. The research was conducted under a qualitative descriptive-analytical approach through a documentary review of scientific literature related to authentic assessment, competency-based assessment, and meaningful learning. Scientific articles, academic books, and indexed documents from specialized databases were consulted for data collection. The analysis process made it possible to identify categories associated with contextualized learning, real performance assessment, integration of knowledge, and student-centered assessment strategies. The findings showed that authentic assessment promotes more participatory, reflective, and contextualized educational processes by strengthening critical thinking, problem-solving, and the transfer of knowledge to real-life situations. In addition, it was identified that instruments such as integrative projects, case studies, and evidence portfolios contribute to the comprehensive assessment of competencies. It was concluded that authentic assessment constitutes a relevant educational approach to address contemporary educational demands; however, its implementation requires teacher training, curriculum planning, and the design of contextualized assessment instruments.
authentic assessment, meaningful learning, competencies, education
Copyright (c) 2026 Verónica Jacqueline Guamán-Gómez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Effective and formative feedback as a strategy for improving university teaching-learning processes
The objective of this study was to analyze the importance of effective feedback in teaching-learning processes, highlighting its characteristics, strategies, and impact on the development of academic competencies. The research was conducted under a qualitative approach with a descriptive-analytical scope through a documentary review of scientific literature related to formative assessment and educational feedback. Scientific articles indexed in academic databases were consulted for data collection, considering criteria of relevance, timeliness, and methodological rigor. The results showed that effective feedback significantly improved academic performance, self-regulation, and autonomous learning among students. Likewise, the most relevant characteristics identified were clarity, specificity, timeliness, and a constructive orientation toward continuous improvement. In the same way, oral, written, peer, and rubric-based feedback strategies strengthened active participation and critical reflection within formative processes. It was concluded that effective feedback constitutes a fundamental pedagogical tool for transforming assessment into a student-centered formative process, promoting meaningful learning, academic autonomy, and continuous improvement in different educational contexts
Feedback, learning, formative assessment, teaching
Copyright (c) 2026 Ángel Eduardo Rengel-Santin (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Formative and summative assessment as comprehensive strategies to strengthen learning in higher education
Formative and summative assessment constitutes a fundamental component in teaching-learning processes within higher education. The objective of this research was to analyze the characteristics, functions, and complementarity of both evaluative approaches in the university context. The methodology was developed under a qualitative descriptive-analytical approach through a documentary review of specialized scientific literature related to educational assessment, feedback, accreditation, and meaningful learning. The results showed that formative assessment promotes continuous learning monitoring through feedback, identification of strengths and weaknesses, and adjustment of pedagogical strategies. Likewise, it was identified that summative assessment fulfills essential functions related to measuring learning outcomes, certification of competencies, and academic accreditation. Similarly, the integration of both approaches strengthened more participatory, reflective, and student-centered educational processes. It was concluded that the articulation between formative and summative assessment represents an essential strategy to improve university educational quality, promote meaningful learning, and strengthen the comprehensive development of academic and professional competencies in higher education students
Formative assessment, summative assessment, higher education, learning
Copyright (c) 2026 Leonel Ruíz-Miyares (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Competency-based assessment in educational contexts for the integral development of meaningful learning
The objective of this study was to analyze the foundations, strategies, and importance of competency-based assessment in educational contexts, considering its contributions to meaningful learning and the challenges associated with its implementation. The research was conducted under a qualitative approach with a descriptive-analytical scope through a bibliographic review of specialized scientific literature on educational assessment, authentic performance, and competency-based evaluation instruments. Academic articles, books, and indexed publications related to the topic were consulted for data collection. The findings showed that competency-based assessment promotes the integration of knowing, doing, and being, encouraging contextualized learning focused on solving real-life problems. Likewise, instruments such as rubrics, projects, and evidence portfolios were identified as effective tools for strengthening formative feedback and the comprehensive assessment of student performance. However, limitations related to insufficient teacher training, difficulties in establishing clear evaluation criteria, and resistance to changes in traditional assessment practices were also identified. It was concluded that competency-based assessment constitutes a fundamental pedagogical strategy for improving educational quality and fostering the integral development of students
Competency-based assessment, performance, learning, education
Copyright (c) 2026 Horacio Salvador-Hernández (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Learning assessment instruments in educational contexts to strengthen comprehensive contemporary formative processes
The objective of this research was to analyze the main learning assessment instruments used in contemporary educational contexts, considering their characteristics, quality criteria, and pedagogical contributions within formative processes. The methodology was developed under a qualitative descriptive-analytical approach through a documentary review of scientific literature related to educational assessment, assessment instruments, and competency-based education. For this purpose, scientific articles, academic books, and specialized studies published in recognized academic databases were reviewed. The results showed that instruments such as written tests, rubrics, checklists, portfolios, and projects favored the collection of meaningful evidence about student learning, allowing the assessment of knowledge, skills, and competencies in an integral manner. Likewise, validity, reliability, objectivity, and relevance were identified as essential criteria to ensure transparent and effective assessment processes. It was concluded that assessment instruments represent fundamental tools for strengthening feedback, academic monitoring, and pedagogical decision-making, promoting more inclusive, reflective, and meaningful learning-oriented educational practices at different contemporary educational levels
Learning assessment, instruments, rubrics, education
Copyright (c) 2026 Dimitra Gioka (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
A avaliação educativa é uma componente fundamental dos processos de ensino e aprendizagem em todos os níveis do sistema educativo. A sua evolução conceptual e metodológica permitiu-lhe ultrapassar abordagens focadas exclusivamente na medição de resultados, caminhando para modelos que promovem a melhoria contínua, o desenvolvimento de competências e a tomada de decisões baseadas na evidência. Esta edição da EDUNEXA, Revista de Investigação Educacional, dedicada ao tema “Avaliação e Aprendizagem Educativa”, reúne investigação que aborda aspetos-chave como a avaliação formativa e sumativa no ensino superior, instrumentos de avaliação da aprendizagem, avaliação baseada em competências, feedback eficaz, avaliação autêntica e análise da aprendizagem. Os trabalhos incluídos contribuem com conhecimento relevante sobre estratégias, metodologias e ferramentas que fortalecem a qualidade educativa e promovem experiências de aprendizagem mais significativas. Este volume contribui para o debate académico contemporâneo ao destacar a importância da avaliação centrada no aluno e orientada para a aprendizagem, apoiada por abordagens inovadoras que respondem aos desafios educacionais atuais.
Educational assessment, Learning, Competency-based assessment, Learning analytics
Copyright (c) 2026 Martha Raquel Morán-Franco (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Strategic human talent management in educational institutions to strengthen quality and organizational performance
Human talent management in educational institutions constitutes a strategic element for strengthening educational quality and organizational performance. The objective of this study was to analyze the main processes and strategies of human talent management applied in educational institutions, considering their impact on educational quality and organizational commitment. The research was conducted under a qualitative approach with a descriptive-analytical scope through a documentary review of scientific literature, academic articles, and studies related to educational management, leadership, teacher evaluation, and professional development. The results showed that processes such as recruitment, personnel selection, performance evaluation, and continuous training significantly influenced institutional efficiency and the strengthening of professional competencies. Likewise, labor motivation, participatory leadership, and a positive organizational climate were identified as factors that promoted the commitment of teaching and administrative staff to institutional objectives. It was concluded that effective human talent management contributes to the strengthening of innovative, efficient, and sustainable educational institutions capable of responding to contemporary educational challenges through strategies focused on labor well-being, continuous training, and the permanent improvement of educational processes
Human talent, educational management, job performance, professional development
Copyright (c) 2025 Diana María Pinilla (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
University governance and autonomy as foundations of management in contemporary higher education
University governance and autonomy constitute fundamental pillars for the development and functioning of higher education institutions. The objective of this study was to analyze the relationship between governance and university autonomy, considering their impact on institutional management, decision-making, and educational quality. The methodology was developed under a qualitative approach with a descriptive-analytical scope and a documentary design. Information was collected through the review of scientific literature, academic documents, and regulatory frameworks related to higher education. The results showed that university governance models promote institutional organization, participation of the university community, and efficiency in academic and administrative management processes. Likewise, it was identified that academic, administrative, and financial autonomy constitutes an essential element for guaranteeing institutional freedom and strengthening scientific and educational production. It was concluded that the balance between governance, autonomy, accountability, and social responsibility represents a key factor for strengthening institutional sustainability, promoting educational quality, and adequately responding to the contemporary challenges of higher education
university governance, autonomy, higher education, institutional management
Copyright (c) 2025 Ana Elizabeth Moncayo-Peña (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Institutional strategic planning as an axis of development and quality in contemporary educational institutions
Institutional strategic planning constitutes a fundamental element for strengthening educational management and promoting continuous improvement processes within educational institutions. The objective of this study was to analyze the importance of institutional strategic planning in education, considering its main phases, components, and contributions to organizational development and educational quality. The methodology was developed under a qualitative approach with a descriptive-analytical scope and a documentary design. Information was collected through the review of scientific literature, academic documents, and studies related to educational management and strategic planning. The results showed that strategic planning promotes institutional organization, informed decision-making, and the optimization of resources aimed at achieving institutional objectives. Likewise, it was identified that institutional diagnosis, the formulation of mission, vision, and objectives, the participation of the educational community, and monitoring and evaluation processes constitute essential factors for strengthening organizational performance and educational quality. It was concluded that institutional strategic planning represents an indispensable mechanism to ensure institutional sustainability, promote efficient educational management, and adequately respond to the demands and challenges of the contemporary educational context
strategic planning, educational management, institutional development, educational quality
Copyright (c) 2025 Alejandra Betsabé Peralta-Castillo (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Educational management models in contemporary institutions
The present study aimed to analyze the main educational management models in contemporary institutions and their influence on educational quality, institutional leadership, and organizational innovation. The research was developed under a qualitative approach with a descriptive-analytical scope through a documentary review of scientific literature, academic articles, and specialized studies related to educational management and institutional models. The results showed that traditional models, characterized by hierarchical and centralized structures, presented limitations in addressing current educational demands. Likewise, contemporary models based on participatory management, distributed leadership, results-based management, and technological innovation promoted continuous improvement, collaborative decision-making, and institutional strengthening. In addition, institutional evaluation and organizational cultures oriented toward change significantly contributed to the development of more efficient and flexible educational processes. It was concluded that contemporary educational institutions require strategic, innovative, and participatory management models capable of effectively responding to current social and technological challenges while promoting education focused on quality, sustainability, and organizational learning
Educational management, institutional leadership, educational quality, innovation
Copyright (c) 2025 Olmides Frómeta-Díaz (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Transformational leadership and educational quality: strategies for innovation and institutional change
The objective of this study was to analyze transformational leadership in the educational field, considering its dimensions, characteristics, and impact on institutional quality and teacher performance. The research was developed under a qualitative approach with a descriptive and analytical scope through a documentary review of scientific literature related to educational leadership, organizational culture, and institutional innovation. For data collection, scientific articles, academic books, and indexed studies addressing transformational leadership in different educational contexts were selected. The findings revealed that the dimensions of transformational leadership, particularly idealized influence, inspirational motivation, and intellectual stimulation, promoted collaborative environments, strengthened organizational climate, and increased teacher commitment. Likewise, shared strategic vision, effective communication, and innovation capacity were identified as essential characteristics of transformational leaders in contemporary educational institutions. It was concluded that transformational leadership constitutes a strategic tool to promote processes of change, innovation, and continuous improvement, strengthening educational quality and institutional development in dynamic and complex contexts
transformational leadership, education, educational innovation, institutional management
Copyright (c) 2025 Talbi Mostafa (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Evidence-based decision-making to strengthen educational quality and institutional management
The aim of this study was to analyze the foundations, processes, and applications of evidence-based decision-making in education, highlighting its contribution to strengthening educational quality and institutional management. The research was conducted using a qualitative approach with a documentary design and a descriptive-interpretative scope. Information was collected through a systematic review of scientific literature related to educational assessment, institutional management, academic research, and informed decision-making. The results showed that the use of scientific evidence, assessment data, and teachers’ professional experience promoted more objective, relevant, and results-oriented decisions. Likewise, it was identified that the processes of data collection, analysis, and interpretation strengthened educational planning, the improvement of pedagogical practices, and institutional evaluation. It was concluded that evidence-based decision-making constitutes a fundamental strategy for promoting more efficient, transparent, and innovative educational systems, as it facilitates the implementation of actions supported by reliable and contextualized information. Furthermore, the study emphasized the need to strengthen analytical and reflective competencies among educational stakeholders to ensure the proper use of scientific evidence in the continuous improvement of education
educational decisions, scientific evidence, educational management, educational quality
Copyright (c) 2025 Styliani Karapylafi (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Educational management and institutional leadership are strategic dimensions for strengthening contemporary education systems. In a context characterized by constant social, technological, and organizational change, educational institutions face the challenge of developing efficient management models, transformational leadership processes, and evidence-based decision-making mechanisms. This issue of EDUNEXA, the Journal of Educational Research, dedicated to the theme of “Educational Management and Institutional Leadership,” brings together research focused on analyzing educational management models, transformational leadership, data-driven approaches to school improvement, institutional strategic planning, university governance, and human talent management. The published works provide relevant scientific evidence for understanding the challenges and opportunities faced by educational organizations at different levels of the system. This volume contributes to strengthening the academic debate on educational management as a fundamental tool for promoting quality, innovation, sustainability, and institutional development.
Educational management, Institutional leadership, Strategic planning, Educational governance
Copyright (c) 2025 Yohandra Rad-Camayd (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher well-being and occupational health in the educational context
The present study aimed to analyze the relationship between teacher well-being and occupational health in the educational context, identifying the main occupational risks and improvement strategies. The methodology was developed under a qualitative, descriptive-interpretative approach, based on the documentary review of indexed scientific sources. The results showed that factors such as work-related stress, workload, and burnout syndrome significantly affected teacher performance and educational quality. Likewise, it was found that the implementation of institutional and personal strategies, such as strengthening educational leadership and developing socio-emotional skills, contributed to improving teacher well-being. It was concluded that teacher well-being is a key element for the sustainability of the educational system, making it necessary to promote policies and practices focused on occupational health and the integral development of teachers
Teacher well-being, occupational health, work stress, educational quality
Copyright (c) 2025 Luis Ernesto Pardo-Rodríguez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Pedagogical leadership and effective classroom management
This study aimed to analyze the relationship between pedagogical leadership and effective classroom management, considering its influence on school climate and meaningful learning. The research was conducted under a qualitative approach through a systematic literature review, following PRISMA guidelines. Relevant studies were selected from scientific databases and analyzed using a categorical matrix and a narrative approach. The results showed that pedagogical leadership, including transformational, distributed, and learning-centered approaches, directly influences classroom organization, student motivation, and school coexistence. Additionally, the implementation of strategies such as clear rules, positive discipline, and effective time management was found to promote an inclusive and participatory classroom climate. It was concluded that teacher leadership is a key competency for improving educational quality, as it integrates pedagogical, organizational, and socio-emotional dimensions
pedagogical leadership, classroom management, school climate, teaching practices
Copyright (c) 2025 Osmara Muñoz-Pérez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Initial teacher training and curricular relevance in higher education
This study aimed to analyze initial teacher training and its curricular relevance within the context of higher education. Methodologically, a qualitative documentary research design was adopted, based on a systematic review of relevant academic sources. Thematic analysis techniques were used to organize the information into categories related to teacher training, curriculum, and educational quality. The findings revealed that initial teacher training faces challenges associated with the gap between theory and practice, outdated curricula, and insufficient integration of professional competencies. Additionally, curricular relevance was identified as a key factor in responding to social, cultural, and technological demands. In conclusion, the study determined that strengthening teacher education programs through competency-based approaches and stronger links to pedagogical practice significantly contributes to improving educational quality. It also highlights the importance of promoting curricular innovation processes that ensure relevant, flexible, and context-oriented teacher training
Teacher training; Curricular relevance; Higher education; Educational quality
Copyright (c) 2025 Aldehir Hernández-Salcedo (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Continuous Professional Development and Teacher Training in Current Educational Contexts
The objective of this study was to analyze the importance of continuous professional development and teacher training in current educational contexts. The research was conducted using a qualitative approach, with a descriptive-interpretative design and based on a documentary review of relevant academic sources. Content analysis and theoretical triangulation were applied to ensure the validity of the findings. The results showed that competency-based training models, situated learning, and communities of practice strengthen teaching performance and promote pedagogical innovation. Likewise, training strategies such as institutional programs and virtual learning environments contribute to improving educational quality. It was concluded that continuous professional development is essential to address contemporary educational challenges; however, its implementation faces limitations related to accessibility and contextualization of training processes
professional development, teacher training, continuous education, educational innovation
Copyright (c) 2025 Adia Gell-Labañino (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of teaching performance in higher education
This study aimed to analyze the approaches, criteria, and instruments used in the evaluation of teaching performance in higher education, in order to identify practices that promote continuous improvement. Methodologically, a qualitative approach based on grounded theory was employed, using semi-structured interviews and document analysis with university teachers selected through purposive sampling. The results revealed a transition from traditional models toward formative, comprehensive, and competency-based approaches, highlighting the need for triangulation of instruments such as student surveys, self-evaluation, and classroom observation. Additionally, feedback was identified as a key element for professional development, although its implementation still presents limitations in some contexts. It is concluded that teaching performance evaluation should be conceived as a participatory, contextualized, and improvement-oriented process, capable of strengthening educational quality and institutional decision-making
Teacher evaluation, higher education, academic performance, educational quality
Copyright (c) 2025 Leventi Chrysanthi (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Professional competencies of teachers in the 21st century
This study aimed to analyze the professional competencies of teachers in the 21st century, considering pedagogical, digital, and socio-emotional dimensions within the contemporary educational context. The methodology was developed under a qualitative documentary approach, based on the review and analysis of relevant scientific sources. The results showed that pedagogical competencies, such as the design of innovative strategies, formative assessment, and attention to diversity, constitute the core of teaching performance. Likewise, digital and socio-emotional competencies were identified as essential elements that strengthen educational practice by promoting innovation, inclusion, and students’ integral development. It was concluded that 21st-century teachers require comprehensive training that integrates knowledge, skills, and values to effectively respond to current educational challenges
Teaching competencies, digital education, pedagogical innovation, teacher training
Copyright (c) 2025 Kalampichis Emmanouil (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher training and professional development are fundamental pillars for ensuring the quality of education systems and responding to the demands of a society characterized by the constant transformation of knowledge, technological innovation, and diverse learning contexts. This issue of EDUNEXA, Journal of Educational Research, dedicated to the theme of “Teacher Training and Professional Development,” brings together research focused on analyzing the professional competencies of 21st-century teachers, the curricular relevance of initial teacher training, ongoing professional development, teacher performance evaluation, pedagogical leadership, and the occupational well-being of educators. The included studies provide relevant evidence on the challenges and opportunities faced by education professionals in increasingly complex contexts. From a comprehensive perspective, this volume highlights the importance of strengthening teacher training as a strategy to promote pedagogical innovation, improve educational processes, and foster the sustainable development of educational institutions.
Initial teacher training; continuing professional development; teacher performance evaluation; pedagogical leadership
Copyright (c) 2025 Sabina Marlene Gordillo-Mera (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Educational inclusion policies in contemporary Latin America
This study aimed to analyze educational inclusion policies in Latin America, identifying their progress, challenges, and contributions to social equity. The methodology was based on a qualitative approach through a documentary review of relevant scientific literature selected from indexed academic databases. The results showed that the region has made significant progress in developing regulatory frameworks and programs aimed at ensuring educational access for vulnerable groups. However, important limitations in policy implementation were identified, mainly related to insufficient resources, weak institutional coordination, and persistent social and economic inequalities. Furthermore, although inclusive policies have contributed to expanding educational coverage, they still face difficulties in ensuring student retention and academic success. In conclusion, it was determined that educational inclusion policies are essential tools for promoting equity; nevertheless, they require comprehensive, sustainable, and context-sensitive strategies to strengthen their effectiveness within Latin American educational systems
Educational inclusion; Public policies; Latin America; Educational equity
Copyright (c) 2025 Martha Raquel Morán-Franco (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Gender equity in the contemporary educational system
This study aimed to analyze gender equity in the contemporary educational system by identifying its progress, challenges, and improvement strategies. The methodology was developed using a qualitative approach through a systematic literature review based on PRISMA criteria, enabling the selection and analysis of relevant academic sources. The results showed that, despite progress in the implementation of gender-focused educational policies, structural inequalities persist, particularly regarding stereotypes, access, and educational retention. Additionally, it was found that pedagogical practices and curricula still require significant transformation to ensure inclusive environments. The study concluded that gender equity is a key factor in improving educational quality and fostering social development. Therefore, strengthening teacher training, public policies, and community participation is essential for effective implementation
Gender equity; Education; Inclusion; Equal opportunities
Copyright (c) 2025 Willy Reynaldo Valverde-Leiza (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0