Portal de la Ciencia is an international peer-reviewed academic research journal. It is dedicated to publishing and disseminating high-quality scientific research work in the broad field of Multidisciplinary Areas on a quarterly basis (January-March, April-June, July-September and October-December; the visibility of published articles is from the first day of the quarter). It aims to publish peer-reviewed original research, theoretical and practical advances. In addition, as a fundamental aspect of the journal is to provide a platform for scientists and scholars from all over the world to promote, share and discuss various new findings and developments in different areas of knowledge. Articles are published under the license Creative Commons.
Advanced cybersecurity controls at softwareONE Ecuador: strengthening corporate protection
The accelerated digital transformation process has exponentially increased organizations' exposure to highly sophisticated cyber threats. This article analyzes the current state of corporate cybersecurity at SoftwareONE Ecuador and identifies the main security gaps in the technology services sector in the country, where the average cybersecurity maturity of companies falls below 60%. Using a descriptive-analytical approach and specialized secondary sources, it proposes the implementation of advanced cybersecurity controls aligned with ISO/IEC 27001:2022 and NIST Cybersecurity Framework 2.0 standards, with emphasis on reducing vulnerabilities associated with phishing, ransomware and unauthorized credential access. Expected results include a significant reduction in vulnerabilities in the local technological infrastructure, strengthening of confidentiality, integrity and availability principles, and proactive compliance with Ecuador's Personal Data Protection Law. This work constitutes a methodological contribution applicable to subsidiaries of multinational companies with emerging operations in Ecuador
advanced controls, corporate cybersecurity, data protection, phishing, ransomware
Copyright (c) 2026 Henry Nelson Revelo-Quiñónez https://creativecommons.org/licenses/by-nc-sa/4.0
Duality of rural pedagogical practices in the development of reading and writing skills
This article analyses the duality in the pedagogical practices of rural primary school teachers in developing reading and writing competencies between traditional methodology and technological innovation. The methodology utilized in this project has a qualitative focus using an ethnographic design This article analyses the duality in the pedagogical practices of rural primary school teachers in developing reading and writing competencies between traditional methodology and technological innovation. The methodology utilized in this project has a qualitative focus using an ethnographic design. The techniques to collect empirical data used were characteristic of qualitative research including semi structured interviews, participatory observation and focus groups. The context selected for this project consisted of five campuses of a rural educational institution in Colombia. The participants were intentionally chosen for this project. The findings of the project provide evidence of the duality experienced in the rural classroom between technology and tradition as a strategy or pedagogical resilience. The teacher employs this duality to provide continuity in the educational process without ignoring the demands of the educational policies. All this while maintaining a constant awareness of the characteristics and the interconnected contextual factors that stimulate the teaching-learning of reading and writing skills. This study offers an ethnographic understanding of the duality present in the rural classroom, which has limited qualitative research
Rurality; pedagogical duality; reading and writing skills
Copyright (c) 2026 María Angelica Moran-Zabaleta https://creativecommons.org/licenses/by-nc-sa/4.0
Peer feedback and development of oral production in pre-service teachers in english as a foreign language (EFL) at UNEMI
This study examines the impact of a cyclical peer feedback model on the development of oral production among pre-service English as a Foreign Language (EFL) teachers at an Ecuadorian university. A quasi-experimental pre-test and post-test design was implemented with 44 undergraduate students over the course of one academic semester. Participants completed video-based speaking tasks supported by rubric-guided peer assessment and structured revision activities. Quantitative findings revealed statistically significant improvements in oral fluency, pronunciation, lexical range, and interactional strategies. The results suggest that structured peer feedback can effectively support the development of communicative speaking competence in teacher education contexts, particularly in settings where educational resources may be limited
peer feedback, oral production, teacher education, EFL, formative assessment
Copyright (c) 2026 Frans Recalde, Efstathios Stefos https://creativecommons.org/licenses/by-nc-sa/4.0
Is income taxed in Peru based on real income? restrictions on the deduction of personal expenses in the income tax for individuals: the case of fourth and fifth category income
This research analyzes the treatment of personal expense deductions under the Peruvian income tax system applicable to individuals receiving fourth and fifth category income. The aim is to determine whether this system allows for taxation based on real income or whether regulatory restrictions affect the constitutional principle of ability to pay. The objective was to analyze whether limitations on the deduction of personal expenses affect the determination of real income for personal income tax purposes in Peru. The research was conducted using a qualitative approach, with a descriptive scope and documentary design, through the analysis of tax regulations, specialized doctrine, and constitutional jurisprudence related to income tax on employment and the deduction of personal expenses. The results show that the current deduction system does not fully recognize various expenses essential to meeting taxpayers' basic needs, creating a discrepancy between actual disposable income and the tax base. Furthermore, a tension was identified between the objectives of administrative simplification and respect for the principle of ability to pay, which affects the fairness of the tax system. It is concluded that current restrictions limit the proper application of the ability-to-pay principle and hinder taxation based on actual income. Therefore, it is necessary to review the regulatory framework to strengthen tax fairness and the constitutional coherence of the Peruvian tax system
income tax; ability to pay; actual income; personal expense deduction
Copyright (c) 2026 José Mauro Quesquen-Liza https://creativecommons.org/licenses/by-nc-sa/4.0
The educational implications of children's use of electronic games from the perspective of parents of middle school students in the city of Messaad
This study aimed to examine the educational implications of electronic game use among children from the perspective of parents of middle school students in Messaad. A quantitative study was conducted using a descriptive-analytical approach. Data were collected through a validated and reliable questionnaire consisting of 28 items distributed across two dimensions: the educational implications of electronic game use and strategies to mitigate its negative effects. The instrument was administered to a sample of 300 parents selected through simple random sampling from three middle schools in Messaad. The findings revealed that parents perceived electronic games as having predominantly negative educational and social consequences. Excessive gaming was associated with late-night play, reduced academic performance, neglect of school assignments, and diminished concentration on educational activities. Parents also reported adverse effects on family relationships, including weakened communication and increased self-centered behaviors. Furthermore, concerns were expressed regarding sleep disturbances, health problems related to prolonged screen exposure, and the presence of violent and inappropriate content that may encourage aggressive behaviors. Conversely, respondents did not perceive significant benefits in terms of cognitive development, motor skills, English language acquisition, or time-management abilities. The study concludes that mitigating the negative effects of electronic games requires coordinated efforts among families, schools, regulatory authorities, and commercial establishments. Strengthening parental supervision, promoting digital literacy and responsible gaming practices, implementing regulatory oversight, and providing clear age-appropriateness information are essential measures to foster safer and more educationally beneficial gaming experiences for children.
Electronic games, children, family, technology, education, values.
Copyright (c) 2026 Houssine Ben Salim, Zerkat Boulerbah https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of didactic factors on the implementation of the National Environmental Education Policy: A phenomenological study in Moniquirá, Boyacá. Colombia
The National Environmental Education Policy (PNEA) in Colombia promotes the cross-curricular integration of the environmental approach into pedagogical processes in order to reconceptualize the human nature relationship and consolidate a culture grounded in sustainability and shared territorial responsibility. This study analyzed teachers understandings of the didactic factors that influence its implementation in three educational institutions in Moniquirá, Boyacá. Framed within an interpretative paradigm, adopting a qualitative approach and a phenomenological design, the research employed a non-probabilistic purposive sample consisting of two teachers from each of the following institutions: Hernando Gélvez Suárez Educational Institution (rural), Técnica Antonio Nariño Educational Institution (urban, public), and San Miguel Arcángel Educational Institution (urban, private), representing different subject areas and educational levels. Data were collected through semi-structured interviews, non-participant observation, and documentary analysis, and were examined using source triangulation and thematic coding procedures. The findings obtained thus far indicate that the rural context fosters a closer engagement with the natural environment; however, it reveals significant constraints in terms of material resources and specialized professional training. Conversely, in urban settings, policy development relies predominantly on curriculum articulation and institutional management processes. Across all three institutions, policy enactment is directly associated with teachers pedagogical conceptions and the leadership exercised by school administrators. At this stage, it can be concluded that the appropriation and effective development of the PNEA require sustained teacher professional development, institutional coherence, and context-responsive didactic strategies aimed at advancing a critical and transformative model of environmental education
Didactic factors, PNEA, environmental education (EA), PRAE
Copyright (c) 2026 Diana Milena Rincón-Pérez https://creativecommons.org/licenses/by-nc-sa/4.0
The impact of sports on social skills and school life: perspectives of eighth-grade students
This article focused on the impact of sports on students’ social skills and school climate. It employed a non-experimental, cross-sectional quantitative design and was based on the perceptions of 25 eighth-grade students at New Renacer School in the province of Espaillat, Dominican Republic. The objective was to determine and analyze students’ perceptions of the impact of sports on social skills and school social interaction. Informed consent was obtained for the administration of a questionnaire validated through expert judgment and a pilot test, consisting of 16 items on a Likert scale (Never, Rarely, Sometimes, Almost always, and Always). Variability in the responses indicated potential areas for improvement: 100% of the sample reported that the school rarely organizes sports activities; only 20% actively participate in physical education classes; 60% reported that sports rarely promote discipline or order; and 100% stated that sports rarely allow them to make new friends. The opinions of the sample highlight that sports need improvements to function as a strategy. Likewise, further studies with larger samples and more rigorous methods are recommended to support the findings.
school socialization, sports, physical education, conflict management, social skills
Copyright (c) 2026 Wilson Lantigua, Ángel Luis Durán https://creativecommons.org/licenses/by-nc-sa/4.0
How Entrepreneurial Learning Shapes Entrepreneurial Intentions: Evidence from the Theory of Planned Behavior in Higher Education
This study aims to examine the influence of entrepreneurial learning on entrepreneurial intention among students of the Department of (IESMS) at the University of Tlemcen, while assessing the mediating effects of self efficacy, subjective norms, and perceived behavioral control within the framework of the Theory of Planned Behavior. A quantitative, non experimental research design was employed using survey data collected from 412 students. Data were analyzed through mediation analysis using Hayes’ PROCESS macro for SPSS (Model 4) to assess the direct and indirect relationships between entrepreneurial learning and entrepreneurial intention. The findings indicate a limited direct effect of entrepreneurial learning on entrepreneurial intention, whereas stronger indirect effects were observed through enhanced self efficacy, subjective norms, and perceived behavioral control. The results highlight the importance of experiential and transformative learning approaches in strengthening entrepreneurial motivation among students. This study may contribute to entrepreneurship education, higher education policy, and entrepreneurial ecosystem development by informing curriculum design and institutional support mechanisms in developing country universities. The originality of this research lies in integrating multiple psychological mediators to explain how entrepreneurial learning shapes entrepreneurial intention in developing country university contexts
Entrepreneurial Learning; Entrepreneurial Intention; Theory of Planned Behavior; higher education; developing countries
Copyright (c) 2026 Souleyman Beghni, Miryam Gourari https://creativecommons.org/licenses/by-nc-sa/4.0
Comparison of Physical Education Teacher profiles in public and private educational institutions in district 08-03 (Southeast Santiago), Dominican Republic
This research aimed to analyze the level of favorability of the Physical Education teacher profile in District 08-03 (Southeast Santiago), Dominican Republic, and its influence on the pedagogical practices of the second cycle of primary education. The methodology was quantitative and non-experimental, employing a comparative analysis between 10 public and 10 private schools. The study examined three key dimensions: initial and ongoing teacher training, pedagogical competencies, and job performance, using the instrument "Evaluation of the Favorability of the Educational Environment for the Practice of Physical Education (E.F.E.E.F.)," which consisted of 14 items. These items were assessed through questionnaires and direct classroom observation. The results demonstrated a notable disparity between sectors: while private schools achieved an 81.3% approval rating for their teachers, public schools obtained only 62.7%. This 18.6% gap was primarily associated with differences in access to continuing education, availability of teaching resources, and more favorable institutional conditions in the private sector. The analysis revealed that the highest-rated teachers showed greater proficiency in curriculum planning, assessment strategies, and methodological adaptation. The findings highlight the need to implement educational policies that reduce these inequalities, particularly in the public sector, through ongoing teacher training programs, infrastructure improvements, and the allocation of adequate pedagogical resources for teaching Physical Education at the primary level
Approval rating, Physical Education, teacher training, competencies, pedagogical practice
Copyright (c) 2026 Freddy Ernesto Ortiz-Zorrilla https://creativecommons.org/licenses/by-nc-sa/4.0
The Revista Portal de la Ciencia presents in its volume 7, number 3, a new contribution to strengthening international scientific research through the publication of studies from Algeria, Mexico, Panama, Ecuador and Colombia. The thematic diversity addressed in this edition highlights the magazine's commitment to the dissemination of scientific knowledge oriented to the understanding and solution of contemporary problems linked to education, public management, urban development, technology, cyber security and social transformation. Published articles examine phenomena of current relevance, such as the educational impact of video games, the quality of urban life, the digitalization of public administration, entrepreneurial learning, feedback between peers in language teaching, rural pedagogical practices, teacher training, corporate cyber security, teaching expository texts and environmental education. Asimismo, an investigation into the role of sports in strengthening social skills and school coexistence is incorporated. Altogether, these works reflect the methodological and epistemological richness of contemporary research, while consolidating the magazine as a plural, open and international space for the construction, exchange and transfer of scientific knowledge to the service of society.
scientific research, education, innovation, internationalization, social development, knowledge.
Copyright (c) 2026 Verónica Jacqueline Guamán-Gómez https://creativecommons.org/licenses/by-nc-sa/4.0
Pedagogical content knowledge in the teaching of expository-explanatory texts by primary school teachers
Study Objective: To understand how the teaching staff of primary schools in Circasia (Quindío, Colombia) constructs and gives meaning to the impact of cognitive, formative, and contextual factors on the configuration of their pedagogical content knowledge (PCK) for teaching the production of expository-explanatory texts. Methodology: Qualitative research with an interpretive-hermeneutic paradigm. Semi-structured interviews were conducted with eight teachers, along with classroom observations and document analysis, including the Institutional Educational Project (PEI), subject area plans, and national curriculum guidelines (MEN, Colombia). Data were processed in an open, axial, and selective manner with methodological triangulation. Main Findings: A situated and active PCK was identified, with strengths in writing instruction and gaps in the discursive dimension of the genre. Teachers construct their PCK amidst tension between limited initial training, institutional pedagogical models, and reflection on their practice. The narrative structure remains dominant as the primary cognitive obstacle. Applications: The results can guide the design of specific continuing education programs, differentiated curricular pathways, and institutional policies for teaching expository writing in primary education in Latin American contexts. Novelty/Originality: This study offers situated evidence that accounts for the construction of content knowledge (CK) in expository-explanatory writing in primary education, articulating three explanatory factors (cognitive, formative, and contextual) to demonstrate an educational practice with an interpretive-hermeneutic approach; an approach that appears but is rarely addressed in Latin American literature
pedagogical content knowledge; expository-explanatory texts; writing didactics; teacher training; primary education
Copyright (c) 2026 Diana María Pinilla https://creativecommons.org/licenses/by-nc-sa/4.0
Quality of life in Algerian medium-sized cities: a field study in Relizane city
This study examines the quality of life of residents in Relizane, an Algerian medium-sized city, from an urban-sociological perspective. The objective was to assess and analyze both the objective and subjective dimensions of urban quality of life and to identify spatial disparities among different urban neighborhoods. The research employed a descriptive-analytical design within a mixed-methods approach. Quantitative data were collected through a structured questionnaire administered to a purposive stratified random sample of 100 residents equally distributed across four neighborhoods: the City Centre (Old Urban Area), Hay Al-Gueraba (Traditional Popular Quarter), the AADL Housing District (Modern Urban Area), and Beshmirik (Urban Fringe). Qualitative information was obtained through 12 semi-structured interviews with local officials and urban planners. The findings revealed significant spatial inequalities in quality-of-life conditions. Residents of the peripheral Beshmirik neighborhood reported lower levels of satisfaction with public services, infrastructure, and urban facilities compared with respondents from the City Centre and the AADL district. Subjective dimensions, particularly residential satisfaction, perceived security, and social belonging, emerged as the strongest predictors of overall quality of life. The study concludes that urban quality of life in Relizane is shaped by the interaction between material living conditions and residents’ perceptions of their social and residential environment. Comprehensive urban policies aimed at reducing spatial inequalities and improving service provision in peripheral neighborhoods are essential for enhancing quality of life in Algerian medium-sized cities
Urban quality of life; medium-sized cities; Relizane; urban policies; spatial inequality; residential satisfaction; urban fringe
Copyright (c) 2026 Mohammed Belalia https://creativecommons.org/licenses/by-nc-sa/4.0
Número completo, Vol. 7, No. 2 (Abril-Junio)
The Science Portal Journal, in its seventh volume, number two of 2026, reaffirms its commitment to disseminating scientific knowledge in a global context marked by academic interconnection and cultural diversity. This edition brings together research from countries such as Mexico, Venezuela, Greece, Ecuador, Algeria, and Colombia, demonstrating the journal's openness as a space for international dialogue. This plurality not only strengthens the exchange of knowledge but also positions science as a bridge between diverse realities. In this sense, the geographical and epistemological diversity that characterizes the published works reflects a growing trend toward the collective construction of knowledge. As Abdulwahid and Abdelghani (2024) point out, international cooperation and social participation are key elements for addressing contemporary problems from comprehensive perspectives. The journal thus becomes a platform where different perspectives converge, enriching scientific analysis. Furthermore, current academic production faces challenges stemming from digital transformation, globalization, and the need for interdisciplinary responses. Livingstone (2019) warns that the information society demands new ways of understanding the interaction between media, audiences, and knowledge, which is reflected in research addressing education, technology, and communication from multiple methodological perspectives. Finally, this edition is part of a vision of open, inclusive science committed to society.
Educación, derecho, educación física, evaluación
Copyright (c) 2026 Eudaldo Enrique Espinoza-Freire https://creativecommons.org/licenses/by-nc-sa/4.0
On feminicide and legal norms: a critical analysis from the ecuadorian legal and social sphere
This study aimed to analyze femicide in Ecuador during the period 2014–2025, based on the relationship between legal norms and the social factors that influence its configuration as a structural phenomenon. The research was conducted using a qualitative, critical, and socio-legal approach, employing a documentary-analytical design that included a review of current legislation, Constitutional Court rulings, specialized literature, and the study of five emblematic cases, also considering an intersectional approach. The results showed that, despite the criminalization of femicide in the Comprehensive Organic Criminal Code, approximately one-third of cases continue to be registered as common homicide, reflecting deficiencies in the legal classification of the crime, institutional underreporting, and the persistence of judicial practices with gender bias. Furthermore, it was identified that factors such as ethnicity, social class, and geographic location condition access to justice and protection for victims, primarily affecting women in vulnerable situations. It is concluded that femicide in Ecuador is not an isolated incident, but rather a structural phenomenon sustained by legal limitations, institutional weaknesses, and patriarchal sociocultural patterns. In this regard, a comprehensive approach is required that integrates legal reforms, institutional strengthening, gender-sensitive education, and intersectional public policies aimed at guaranteeing the prevention, punishment, and effective redress of this crime.
femicide, criminal law, structural inequality, intersectionality, Ecuador.
Copyright (c) 2026 Eunice Isabel Correa-Ríos, Andrea Isabel Chancay-Bermello https://creativecommons.org/licenses/by-nc-sa/4.0
<div class="lRu31" dir="ltr" style="-webkit-tap-highlight-color: transparent; font-size: 18px; line-height: 28px; padding: 0px 52px 0px 16px; color: #3c4043; font-family: 'Google Sans'; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: pre-wrap; background-color: #f0f4f9; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">The Science Portal Journal, in its seventh volume, second issue of 2026, reaffirms its commitment to disseminating scientific knowledge in a global context marked by academic interconnectedness and cultural diversity. This edition brings together research from countries such as Mexico, Venezuela, Greece, Ecuador, Algeria, and Colombia, demonstrating the journal's openness as a space for international dialogue. This plurality not only strengthens the exchange of knowledge but also positions science as a bridge between diverse realities. <div class="UdTY9 WdefRb" style="-webkit-tap-highlight-color: transparent; color: #5f6368; line-height: 20px; word-break: break-word; overflow-wrap: break-word; margin-top: auto; padding: 0px 52px 0px 16px; font-family: Roboto, RobotoDraft, Helvetica, Arial, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: pre-wrap; background-color: #f0f4f9; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;" aria-hidden="true" data-location="2">
Copyright (c) 2026 Borys Bismark León-Reyes https://creativecommons.org/licenses/by-nc-sa/4.0
Acceptance of generative artificial intelligence among teachers: adaptation and validation of an instrument based on the TAM
Generative artificial intelligence (GAI) represents a disruptive tool in higher education, with significant potential to transform teaching, research, and academic management. The objective of this study was to adapt and validate a reliable and valid instrument to assess the acceptance and use of GAI among higher education faculty, based on the Technology Acceptance Model (TAM). A quantitative, non-experimental, cross-sectional study with an instrumental approach was conducted with a sample of 100 faculty members. The instrument, called the Generative Artificial Intelligence Acceptance and Use Scale (EAU-IAG), was subjected to exploratory and confirmatory factor analyses. The EFA identified a four-factor structure consistent with the TAM, explaining 63.96% of the total variance. The CFA confirmed the factorial validity of the proposed model, showing adequate and statistically significant standardized factor loadings, as well as satisfactory global fit indices (CFI = 0.969, TLI = 0.964, RMSEA = 0.039). In addition, reliability coefficients indicated high internal consistency across dimensions. These findings support the use of the EAU-IAG as a valid and reliable instrument for diagnostic studies and future research on the adoption of GAI in higher education contexts.
Generative artificial intelligence, higher education, faculty, Technology Acceptance Model, instrument validation.
Copyright (c) 2026 Jose Gabriel Rodríguez-Rivas, Fernando Ayala-Partida, Luis Campa-Galindo https://creativecommons.org/licenses/by-nc-sa/4.0
Systematization of experiences in the continuig education of primary school teachers didactic. Strategy for its development.
The constant scientific and technological changes occurring in the contemporary world have compelled educational systems to pay greater attention to the continuing professional development of teachers, as it constitutes an essential element for professional updating and the improvement of teaching performance. In this context, the purpose of this study was to analyze the importance of systematizing experiences in the continuing professional development process of primary school teachers in the municipality of Chilpancingo de los Bravo, in the state of Guerrero, Mexico, as well as to propose a didactic strategy that fosters its development. The research was conducted using a mixed-methods approach, with a qualitative predominance, which allowed for an understanding of the particularities of the training process from the perspective of the educational stakeholders themselves. A pedagogical assessment was applied to a sample comprised of seven primary school teachers, three pedagogical technical advisors, and school administrators. Theoretical, empirical, and statistical-mathematical methods were used to collect and analyze the information. These methods facilitated the characterization of the current state of the continuing education process and the identification of its main limitations. As a result of the study, a didactic strategy was designed to systematize pedagogical experiences, based on the principles of the historical-cultural approach and the foundations of the New Mexican School model. The proposal aims to strengthen processes of pedagogical reflection, professional exchange, and the collective construction of teaching knowledge, contributing to the improvement of primary school teachers' professional performance.
systematization of experiences, continuing education, primary school teacher, pedagogical diagnosis, teaching strategy.
Copyright (c) 2026 Francisco Javier Herrera-Rodríguez https://creativecommons.org/licenses/by-nc-sa/4.0
The gap between administrative legality and digital reality: automated administrative decisions as a case study in the Wilaya of Djelfa
This study investigates the growing gap between formal guarantees of administrative legality and the practical conditions generated by automated workflow systems in Algerian local administration. The objective is to assess whether automated administrative decisions comply with the legal obligation to provide adequate reasoning and to identify the institutional factors affecting such compliance. A mixed-methods design was employed. The quantitative component analyzed 52 automated processing records collected from four local administration offices in the Wilaya of Djelfa using the Legality Compliance Protocol (LCP), whose validity and reliability were previously established. The qualitative component involved 31 semi-structured interviews with section heads, supervisors, processing officers, and legal affairs staff. The findings reveal that 69.2% of the examined records failed to meet the legality compliance threshold, indicating that legal reasoning embedded within workflow rules is often not communicated to citizens. Significant differences were observed across administrative sectors, with commercial registration decisions demonstrating higher levels of factual reasoning adequacy than housing and social benefit decisions. Interview data showed that compliance deficiencies are primarily associated with organizational practices rather than technological limitations. The study concludes that the legality gap originates from the mismatch between legal standards designed for human deliberation and automated processing environments. It proposes the Automated Administrative Legality Framework (AALF) as a governance model to strengthen transparency, accountability, and legal compliance in digital public administration
Administrative legality; Automated decision-making; Digital governance; Public administration
Copyright (c) 2026 Raach Amar https://creativecommons.org/licenses/by-nc-sa/4.0
Improvement of the competence of adherence to the law and sense of justice in technical secndary school students in Guerrero, Mexico
The strengthening of the culture of legality and the sense of justice constitutes a fundamental element in the civic education of basic education students. In this context, the school plays a key role in promoting values, attitudes, and competencies that foster respect for rules, democratic coexistence, and responsible participation in society. The objective of this study was to analyze the strengthening of the competence of adherence to legality and sense of justice in technical secondary school students in the state of Guerrero, Mexico. The research was developed under a qualitative approach with a descriptive and interpretative design that allowed understanding the perceptions and experiences of students in relation to this civic competence. Participants were selected through purposive sampling, considering students from a technical secondary educational institution. Data collection was carried out using qualitative research techniques, which facilitated the exploration of students' perceptions regarding legality and justice within the school context. The results showed that the development of this competence is strengthened through pedagogical strategies that promote critical reflection, respect for rules, and active student participation in situations related to school coexistence. It is concluded that the implementation of educational practices oriented toward civic education contributes to the development of a culture of legality and the strengthening of the sense of justice among students.
competence, legality, sense of justice, teaching-learning process.
Copyright (c) 2026 Fadul Méndez-Arellano, Yanet Domínguez-Alvear, Adia Gell-Labañino https://creativecommons.org/licenses/by-nc-sa/4.0
The Shuar myth of Nunkui as an educational resource from third-wave ecocriticism
This article analyzes the Shuar myth of Nunkui from the perspective of third-wave ecocriticism, with the aim of understanding how Indigenous epistemologies construct environmental and ontological knowledge that challenges the modern Western paradigm. The study is grounded in a qualitative hermeneutic methodology, based on the analytical reading of a narrative fragment from Amazonian oral tradition and on dialogue with contemporary theoretical approaches related to nonhuman agency (Iovino & Oppermann, 2014), transcorporeality (Alaimo, 2016) and relational cosmologies (Escobar, 2018; Viveiros de Castro, 2004; De la Cadena, 2015). The results indicate that the myth configures a relational ontology in which humans, plants, divine entities and natural elements actively participate in the production of collective life. This worldview is expressed through an ethics of care, reciprocity and territorial co-responsibility, consistent with Shuar cosmology and with the people’s long-standing historical relationship with the Amazonian environment. The conclusions highlight that the myth does not function as a mere literary artifact, but rather as situated environmental knowledge that challenges anthropocentrism and offers ontological alternatives relevant to the current socio-ecological crisis. Its pedagogical potential is also emphasized in European secondary education settings, where it enables critical environmental education, intercultural dialogue and the construction of a more plural and decolonial global citizenship.
third-wave ecocriticism, Indigenous myth, relational ontologies, Amazonia, nonhuman agency
Copyright (c) 2026 Aikaterini Vergetaki-Peirasmaki https://creativecommons.org/licenses/by-nc-sa/4.0
Educational inclusion and afro-ecuadorian diversity: teachers’ perceptions in Esmeraldas, Ecuador
The objective of this study was to analyze teachers’ perceptions of educational inclusion and the treatment of ethnic diversity in educational institutions in the province of Esmeraldas, with emphasis on the Afro-Ecuadorian population. The research followed a quantitative, descriptive and cross-sectional design. Seventy-three teachers from Basic General Education and High School participated by completing a structured survey that included professional background questions and Likert-scale items related to curriculum, pedagogical practices, institutional climate and perceptions of equal opportunities. Data were analyzed using descriptive statistics, including frequencies and percentages. The results show that most teachers consider it necessary to incorporate Afro-Ecuadorian history and culture into the curriculum, perceive an institutional environment that promotes respect for diversity, and report adapting their teaching strategies to culturally diverse contexts. However, a significant proportion reported having observed situations of racial discrimination, and nearly half had not received specific training in intercultural education. It is concluded that there is a positive disposition toward Afro-Ecuadorian educational inclusion, although greater coherence between institutional discourse, teacher training and classroom practice is needed to achieve sustained and transversal inclusion.
educational inclusion, afro-ecuadorians, interculturality, Esmeraldas.
Copyright (c) 2026 Mónica Carmita Llaguno-Benites, Efstathios Stefos https://creativecommons.org/licenses/by-nc-sa/4.0
Vegetation cover and co₂ capture under forest harvesting in san vicente de chucurí
This study evaluated the impact of forest harvesting on vegetation cover and CO₂ sequestration at Finca San Pedro, San Vicente de Chucurí (Santander), during the period 2014–2025, with the objective of establishing causal relationships between forest use and the ecosystem functionality of the territory. The multitemporal analysis method was used with Sentinel-2 satellite imagery under the Corine Land Cover methodology (IDEAM, 2010); allometric equations were used to estimate aboveground biomass and CO₂ sequestration; and methodological triangulation was performed using GIS tools, Google Earth Pro and Global Forest Watch. Tall secondary vegetation increased from 11.84% to 40.12% of the total area; gallery forest decreased from 21.57% to 14.25%. The total aboveground biomass was 83,414.87 tons/ha, equivalent to 41,606.60 tons/ha of captured CO₂. These results are applicable not in general terms, but rather within the context of sustainable forest management, the concept of payments for ecosystem services, conservation policies, and land-use planning in managed tropical rainforest ecosystems. The study introduces an integrative approach that combines multitemporal satellite analysis with species-specific allometric estimations to simultaneously assess changes in forest cover and carbon sequestration efficiency, providing evidence of silent ecological degradation in managed forest landscapes.
forest harvesting, vegetation cover, CO₂ capture, multitemporal analysis, aboveground biomass, tropical ecosystems
Copyright (c) 2026 Juan Pablo Díaz-Mariño https://creativecommons.org/licenses/by-nc-sa/4.0
Ergonomics is a scientific discipline aimed at optimizing the interaction between human beings and their work environment, promoting well-being and operational performance. In this context, the present study aims to design an ergonomic work surface based on anthropometric data and postural task evaluation. The research was conducted under a quantitative approach, applied type, and descriptive scope. Sixteen anthropometric measurements in a seated position were obtained from a sample of 20 individuals using calibrated instruments and standardized procedures. The data were statistically processed through descriptive measures and the calculation of the 5th and 95th percentiles in order to establish inclusive dimensional parameters. Additionally, the RULA method was applied to assess the level of postural risk associated with the analyzed activity. The results showed that the functional zone delimitation based on percentiles covered approximately 90% of the evaluated population. The RULA assessment revealed a moderate risk level (score 4), indicating the need for adjustments in workstation design. An adjustable surface in height and inclination was proposed as a corrective measure to improve body alignment and reduce biomechanical load. The study demonstrates that integrating anthropometric analysis and postural evaluation allows the development of technically grounded ergonomic design proposals.
Ergonomics; anthropometry; statistical analysis; work surface; RULA method; ergonomic risks.
Copyright (c) 2026 Victoria Cervantes-Hernández , Ricardo Martínez-López, Sandra Guadalupe Valenzuela-Ramírez, Adriana Contreras-Basurto, Emilio Alejandro Rivera-Landero https://creativecommons.org/licenses/by-nc-sa/4.0
The realities of teachers in the Dominican Republic's public education system
Teachers are fundamental actors in the educational and social development of any nation, given their responsibility for the academic and civic formation of new generations. This essay aimed to analyze the main realities faced by teachers in the Dominican Republic's public education system, considering the institutional, social, and pedagogical conditions that influence their professional work. Methodologically, the study employed an argumentative approach based on documentary research, through the review and critical analysis of scientific literature, institutional reports, and educational statistics related to the functioning of the Dominican school system. The analysis of the information reveals that the practice of teaching in the public sector is conditioned by multiple structural factors, including overcrowded classrooms, insufficient pedagogical resources, limitations in school infrastructure, and the challenges associated with the implementation of the extended school day. Furthermore, the results of various national and international educational assessments show persistent weaknesses in student learning levels, raising questions about the effectiveness of implemented educational policies. It is concluded that improving the quality of public education requires a comprehensive approach to the conditions under which teaching work is carried out, strengthening educational policies, working conditions, and the articulation between school, family, and society.
working conditions, public schools, educational management, social perception, learning outcomes.
Copyright (c) 2026 Ángel Luis Durán https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing security awareness in educational media: A perspective from quantitative, qualitative, and integrative theoretical approaches.
Security awareness has become a fundamental element for maintaining social stability and promoting responsible interaction within contemporary societies. In this context, educational media plays a significant role in disseminating values, knowledge, and ethical principles that contribute to the development of responsible and informed citizens. The present study aims to analyze the theoretical foundations that support the enhancement of security awareness within the field of educational media through the integration of quantitative, qualitative, and integrative approaches. The research adopts a theoretical and analytical perspective that examines the main academic contributions related to media influence, audience interaction, and the role of communication systems in shaping public awareness. From the quantitative perspective, the study reviews theories associated with behavioral influences, media dependency, and the diffusion of innovations, which explain the measurable effects of media messages on audiences. The qualitative perspective focuses on interpretative approaches, including cultural analysis and social responsibility theory, highlighting the ethical and societal responsibilities of media institutions. Additionally, the integrative approach combines multiple theoretical perspectives to provide a comprehensive understanding of the relationship between educational media and the development of security awareness. The findings suggest that educational media contributes significantly to strengthening social values such as citizenship, responsibility, and collective security when communication strategies are designed with educational objectives and ethical standards. Consequently, the integration of diverse theoretical approaches allows for a broader understanding of how media messages can effectively promote security awareness in contemporary societies.
Security awareness, educational media, media theories, communication and society
Copyright (c) 2026 Said Farek, Braktia Souad https://creativecommons.org/licenses/by-nc-sa/4.0
From Diversity to Synergy From Diversity to Synergy: Collaborative Work Patterns in Multicultural Institutions – Friendship Hospital Cuba/Algeria as a Model
This study aimed to analyze the impact of managing cultural diversity within a participatory framework on creativity, synergy, and conflict reduction in a multicultural institution. The study employed a descriptive-analytical approach and used a questionnaire as the data collection tool, targeting a sample of 63 employees at the Friendship Hospital Cuba/Algeria. The analysis focused on four main axes: organizational values, transformational leadership, institutional communication, and cultural diversity. The results revealed a positive correlation between these variables and the enhancement of teamwork and innovation. The analysis was based on contemporary concepts such as organizational cultural intelligence and cultural differentiation management, along with the application of recent theories and approaches in organizational sociology. The study recommends developing flexible organizational mechanisms that consider the cultural dimension in administrative management.
cultural diversity; transformational leadership; organizational communication; cultural intelligence.
Copyright (c) 2026 Mohamed Maamerie https://creativecommons.org/licenses/by-nc-sa/4.0
Formative assessment: a key to effective learning
This study aimed to analyze the importance of formative assessment in teaching and learning processes. Through a systematic review of the literature, research exploring the benefits, challenges, and implementation strategies of formative assessment was identified and analyzed. An exhaustive search was conducted in academic databases using keywords related to formative assessment, learning, and teaching. The selected studies were evaluated based on their methodological quality and relevance to the research objectives. The results of the review show that formative assessment, when effectively implemented, can have a significant impact on students’ academic performance by fostering the development of metacognitive skills, increasing motivation, and promoting deeper and more meaningful learning. However, the successful implementation of formative assessment faces challenges such as lack of teacher training, resistance to change, and the need to adapt assessment practices to different educational contexts. It is concluded that formative assessment is a powerful tool for improving the quality of education, but its implementation requires a comprehensive approach involving teachers, students, educational institutions, and policymakers.
feedback, assessment criteria, self-assessment, peer assessment
Copyright (c) 2026 Adia Gell-Labañino https://creativecommons.org/licenses/by-nc-sa/4.0
Transformational leadership and resignification between norm and practice in public school contexts
The objective of this study was to analyze how transformational leadership is redefined in public schools based on the tension between institutional norms and daily practice, with the aim of understanding the meanings that leadership acquires in educational contexts characterized by strong administrative regulation and pressure for results. Methodologically, the work was carried out through a critical and reflective review of scientific literature published between 2010 and 2024 in indexed academic databases. The selection of sources was based on criteria of conceptual relevance and currency, prioritizing research focused on transformational leadership, distributed leadership, educational governance, and the institutional conditions of public education. The literature analysis reveals that transformational leadership is largely configured as a normative ideal that guides educational policy discourses and institutional expectations regarding school leadership. However, its effective implementation is conditioned by bureaucratic structures, accountability mechanisms, and organizational dynamics that limit leadership autonomy and redefine the actual scope of action in public schools. In this context, school stakeholders reinterpret the principles of transformational leadership based on their professional experiences, generating processes of reinterpretation that allow them to adapt normative guidelines to the specific realities of the institution. It is concluded that school leadership should be understood as a contextual, relational, and situated practice, whose configuration depends on institutional conditions, professional cultures, and the governance dynamics that structure the organizational life of contemporary public schools.
Transformational leadership; resignification; public education; educational governance; leadership ethics.
Copyright (c) 2026 Adriano Ramírez-Galeano https://creativecommons.org/licenses/by-nc-sa/4.0
Biomechanical evaluation of physical and sports tests: the standing long jump as a stability model
This study aimed to analyze the effectiveness of the biomechanical approach in the study of sports movements by applying mechanical laws to training and the evaluation of athletes' technical-motor performance. The goal was to understand the factors that determine movement efficiency and optimize the technical execution methods associated with a high level of athletic performance. The methodology employed was an experimental design with a quantitative approach, developed through the formation of two groups: an experimental group and a control group, each composed of four athletes. The experimental group underwent a specialized training program based on biomechanical principles, accompanied by systematic evaluations based on this same scientific approach. The control group, on the other hand, followed conventional training and evaluation methods. Data collection was carried out through physical and technical tests, as well as the analysis of kinematic and dynamic variables relevant to athletic performance. The results showed significant improvements in the technical-motor performance of the experimental group compared to the control group, confirming the validity of the hypotheses. The athletes who underwent the biomechanical program showed greater efficiency in movement execution, optimization of physical effort, and improved stability and coordination. In conclusion, the study demonstrated that training and evaluation based on biomechanical principles are essential tools for improving athletic performance.
Evaluation, physical tests, biomechanics
Copyright (c) 2026 Amer Mohad, Mohamed Maamri https://creativecommons.org/licenses/by-nc-sa/4.0
Volume 7, Number 1 of Portal de la Ciencia brings together multidisciplinary research addressing contemporary issues in the fields of education, technology, public health, economics, social sciences, and engineering. The included articles stand out for their scientific rigor and commitment to social development, presenting innovative proposals aimed at improving teaching and learning processes, strengthening economic sustainability, ensuring quality healthcare, and optimizing emerging technological systems. This issue reflects the diversity of methodological approaches and geographical contexts, with contributions from Latin America and Africa. Taken together, the research demonstrates the role of science as a driver of social transformation, educational innovation, and evidence-based decision-making.
Copyright (c) 2026 John Alexander Campuzano-Vásquez https://creativecommons.org/licenses/by-nc-sa/4.0