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.
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
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
An analysis of the inequality of educational opportunities in schools and its relationship with social origin and children's academic success
This article analyzes inequality of educational opportunity in schools and its relationship to family social background and children's academic success. The main objective was to examine how social, cultural, and economic factors associated with family background influence children's educational trajectories, as well as to identify the mechanisms that explain the persistence of educational inequalities within schools. The methodology adopted was analytical-theoretical and sociological, based on a critical review of classic and contemporary contributions to the sociology of education. The study drew particularly on the approaches of Pierre Bourdieu, Jean-Claude Passeron, Basil Bernstein, and Raymond Boudon, in addition to previous empirical research addressing the relationship between cultural capital, economic capital, family practices, and academic performance. The results demonstrate a strong correlation between social background and academic success, showing that children from families with greater cultural and economic capital have a higher probability of academic success. Furthermore, it was observed that schools tend to reproduce social inequalities through selection mechanisms, implicit curricula, and dominant cultural models that favor socially privileged groups. In conclusion, the study argues that, while social origin remains a determining factor in academic success, it is not absolute. Individual factors, family commitment, equitable pedagogical practices, and institutional action aimed at equal opportunities can contribute to reducing educational inequalities and promoting greater social justice within the school system.
Copyright (c) 2026 Baghdadbey Abdelkade https://creativecommons.org/licenses/by-nc-sa/4.0
The transformation of accounting education in the digital era: technology and pedagogy
The accelerated digital revolution is profoundly transforming accounting education in Latin America, driving the adoption of emerging technologies such as artificial intelligence, data analytics, automation, and collaborative platforms. This article examines how these innovations are redefining the professional profile of accountants, as well as the methodologies, competencies, and curricular structures required to respond to a highly dynamic and information-driven organizational environment. The findings show that higher education institutions face the challenge of integrating disruptive technologies, strengthening digital literacy, and developing pedagogical models focused on solving real-world problems using advanced tools. Likewise, the need to update teaching capacities and align technical training with a strategic vision of data use is emphasized. The discussion concludes that digital transformation not only modifies the content of accounting education but also requires a comprehensive redesign of training processes to ensure competitive, critical, and adaptable professionals in the face of increasing automation within the sector.
accounting education, digital transformation, artificial intelligence, data analytics
Copyright (c) 2026 Gonzalo Junior Chávez-Cruz https://creativecommons.org/licenses/by-nc-sa/4.0
Literacy process in the curriculum: third phase of primary education in a Nahuatl context with contributions from the New Mexican School
This research analyzed the literacy process in the third phase of primary education in a Nahuatl community in the state of Hidalgo, based on the pedagogical and curricular principles of the New Mexican School. Literacy was understood as a situated sociocultural practice, beyond the technical learning of reading and writing, considering the mother tongue, cultural identity, and community dynamics as central elements of the educational process. The study followed a mixed-methods approach with an instrumental case study design. Qualitative techniques included participant observation, semi-structured interviews, and document analysis, while quantitative instruments consisted of surveys and culturally adapted bilingual literacy assessments. The findings showed that the pedagogical use of Nahuatl significantly enhanced reading comprehension, student participation, and motivation toward writing, particularly when cultural narratives and oral practices were integrated. However, tensions were identified between bilingual classroom practices and institutional demands that prioritized assessment in Spanish, as well as a limited availability of instructional materials in the indigenous language. The study concluded that situated, bilingual, and intercultural literacy contributed to meaningful learning and the strengthening of students’ cultural identity, although structural challenges related to teacher training, educational resources, and the effective implementation of the New Mexican School principles in Indigenous contexts persisted.
literacy, Indigenous education, bilingualism, Nahuatl, New Mexican School
Copyright (c) 2026 Aldehir Hernández-Salcedo, Maritza Librada Cáceres-Mesa https://creativecommons.org/licenses/by-nc-sa/4.0
The present study aimed to implement and evaluate a game-based didactic strategy to foster interest and meaningful learning in the subject of History among first-grade secondary school students. The proposal involved adapting the board game Castle Risk to historical content established in the official curriculum, with the purpose of strengthening historical thinking, temporal and spatial understanding, and collaborative work in the classroom. The study was conducted at the General Secondary School “Jesús Reyes Heroles,” located in the rural community of Caltimacán, municipality of Tasquillo, Hidalgo, characterized by a high presence of indigenous population and a medium-low socioeconomic level. A qualitative approach was adopted using the action research method, which allowed the teacher-researcher to intervene directly in the educational process. Data collection instruments included diagnostic surveys, VAK learning styles tests, and sociograms applied before and after the didactic intervention. The results show a significant increase in student motivation, active participation, and collaborative interactions. Likewise, an improvement was observed in the understanding of historical notions related to time and space, as well as a more favorable attitude toward the subject of History. It is concluded that gamification, through the adaptation of board games for educational purposes, constitutes an effective didactic strategy for rural and culturally diverse contexts, promoting meaningful learning and the development of historical competencies.
Play, innovation, socialization, game, historical thinking
Copyright (c) 2026 Luis Alberto Ortiz-Cruz, Carlos Vidal-Salgado, Maritza Librada Cáceres-Mesa https://creativecommons.org/licenses/by-nc-sa/4.0
Student perspectives on school chess at the secondary level: cognitive, social and formative implications
This paper focuses on analyzing the perspectives of secondary school students on the development of chess as a formative tool that strengthens creativity, logical, critical, and autonomous thinking. Authors agree that chess significantly contributes to the cognitive, emotional, and social development of students, helping them acquire necessary skills such as concentration, affective and cognitive development, problem-solving, analytical ability, memory development and extension, as well as the appropriation of ethical values ​​that a human being should possess within the educational, social, and community context. The population consisted of 830 students from both cycles in secondary school in educational district 08-05. The sample was stratified probability sampling with 246 students. The approach was quantitative, with a non-experimental, cross-sectional design. Data was collected using the CAVE questionnaire, which was validated by expert judgment. Reliability was assessed using Cohen's Kappa coefficient and Cronbach's Alpha. It is concluded that the majority of students show a high interest in learning chess in Physical Education classes and consider that this sport helps them improve their sociability. A lower inclination towards learning chess in external clubs was also observed, indicating that students prefer to learn it within the school context.
Chess, Physical Education, attitudes, teaching-learning, competition.
Copyright (c) 2026 Alfredito de Jesús Rodríguez-Moreta, Freddy Ernesto Ortiz-Zorrilla, José Ramón Taveras-Espinal, Henry Luzón-Sala https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of ChatGPT on critical thinking in 10th grade social Studies Students
This study investigated the impact of AI on the development of critical thinking among 10th-grade students of Upper Basic General Education in the area of Social Sciences at the Juan Montalvo Educational Unit. The research, with a mixed approach and a quasi-experimental pretest-posttest design, involved a purposive sample of 25 students and two Social Sciences teachers. Regarding the post-test results, a significant increase in students' critical thinking skills was revealed; it was highlighted that the interviews with teachers supported these findings, mentioning the effectiveness of ChatGPT as a tool for research and debate. In conclusion, the study demonstrated the positive impact of implementing a ChatGPT-centered activity system on the development of critical thinking in the specific context of upper basic education in Social Sciences.
critical thinking, artificial intelligence, Sciences sociales, ChatGPT
Copyright (c) 2026 Jhon Alex Mejia-Mendoza, Dunia Mileidy Cuenca-Lojan, Jordy Abel Correa-Burgos, Jesús Israel Vera-Moncerrate https://creativecommons.org/licenses/by-nc-sa/4.0
Financial and tax education for micro-business formalization and sustainability in the Engabao commune
This article aimed to analyze the level of financial and tax literacy among micro-entrepreneurs in the Engabao commune in order to identify knowledge gaps and propose training strategies that contribute to formalizing and sustaining their economic activities. Methodologically, the research employed a quantitative approach, adopting a non-experimental, cross-sectional, and descriptive design. The population consisted of 150 micro-entrepreneurs from Engabao. The results revealed that 49% of the micro-entrepreneurs lack sufficient information regarding financial management and tax compliance. Furthermore, it was determined that 44% face limitations in accessing relevant information services in their geographic area. All of this negatively impacts management, decision-making, business formalization, and sustainability. A feasible educational proposal was presented, based on the integration of efforts between universities, the Internal Revenue Service, and local governments. Specifically, it suggests improving tax and financial literacy in municipalities through professional internships undertaken by future accounting, tax, and finance professionals. This will not only strengthen tax culture but also provide an enriching experience for students, impacting their practical training, technical preparation, and acquisition of essential skills for their future professional development.
education, taxation, finance, entrepreneur, obligations.
Copyright (c) 2026 Lidio Francisco Buste-Cedeño, Andreína Inés González-Ordóñez https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of the hygienic and sanitary quality of fish sold in informal markets in the city of Moçâmedes, Namibe province.
This study aimed to evaluate the sanitary conditions of the marketing locations and the hygienic and sanitary quality of fish sold in informal markets in the city of Moçâmedes, Namibe Province, intended for human consumption. The direct observation method was based on ten predetermined items, in addition to microbiological analyses performed according to APHA protocols. Twenty fish samples were analyzed for the detection of thermotolerant coliforms, Staphylococcus aureus, Escherichia coli, Salmonella spp., and Vibrio spp. The scores obtained in the observations ranged from 2 to 8 points, reflecting partial compliance with the evaluated sanitary criteria. Among the analyzed samples, 2 (10%) presented thermotolerant coliforms and 1 (5%) showed S. aureus counts above the permitted limit. Three samples tested positive for Salmonella biochemically and serologically, but tested negative after PCR screening. Three samples were also identified as potentially pathogenic Vibrio species. Despite the excellent infrastructure observed in some fishmongers, deficiencies in the adoption of good handling and storage practices were noted. It was concluded that traditional methods can produce false-positive results for Salmonella and that the presence of Vibrio spp. not covered by legislation poses a potential public health risk, reinforcing the need for ongoing health surveillance and training for handlers.
public health, food, health surveillance
Copyright (c) 2026 Cláudio Afonso Henriques-Tumitangua https://creativecommons.org/licenses/by-nc-sa/4.0
Unworthiness as a ground for revoking donations: a critical examination of ecuadorian jurisprudence in light of comparative law
The revocation of donations based on unworthiness constituted the focus of this study, which sought to analyze the ethical and legal boundaries that regulate patrimonial relations between donor and donee within the framework of Ecuadorian law. The main objective was to examine the application of the ground of unworthiness in Resolution No. 325-2012 of the Ecuadorian judicial system, contrasting it with comparative law and evaluating its impact on the protection of the donor's wishes. The research was conducted using a qualitative approach, using normative, doctrinal, and jurisprudential analysis as methodology. Provisions of the Ecuadorian Civil Code, specialized doctrine on donations, and relevant court rulings were reviewed, complemented by a comparative legal study with foreign legislation that contemplated the revocation of donations based on unworthiness. The findings showed that, although Ecuadorian law recognized the grounds of unworthiness as a tool to preserve the donor's dignity, there were gaps in the definition of uniform criteria for its application. The comparative analysis identified similarities with other legal systems, but also divergences regarding the scope and requirements for admissibility, which generated a doctrinal debate on the need to standardize interpretations. In conclusion, it was determined that revocation based on unworthiness should be applied under clear and consistent parameters that avoided judicial arbitrariness and guaranteed legal certainty. Likewise, the importance of balancing the protection of the donor with respect for the rights of the beneficiary was emphasized in order to consolidate a fair and equitable regime regarding donations.
Revocation of donations, unworthiness, comparative law, jurisprudence, legal certainty.
Copyright (c) 2025 Richard Antonio Condoy-Viera, Stalin Fernando Laica-Caillagua, Pablo Miguel Vaca-Acosta https://creativecommons.org/licenses/by-nc-sa/4.0
Music as a tool for children's intellectual development: a literature review
The objective of this article was to analyze the scientific evidence on the benefits of music for children's intellectual development. This involved conducting a systematic review of the scientific literature in databases such as PubMed, Scopus, and Web of Science, using key terms related to music and cognitive development. Empirical studies that investigated the relationship between music and various areas of cognitive development in children were included. Among the findings, music has a positive impact on multiple areas of children's cognitive development. It is associated with improvements in language (phonological awareness, vocabulary, verbal comprehension), memory (short and long term), attention and concentration, executive functions (planning, organization, problem-solving), visuospatial skills, and emotional intelligence. Furthermore, music has been observed to improve academic performance in mathematics, reading, writing, and other areas. In conclusion, music emerges as a powerful tool for children's intellectual development. It is recommended to encourage musical participation from an early age and to integrate music more systematically into education and therapy.
cognitive development, language, memory, executive functions
Copyright (c) 2025 Verónica Jacqueline Guamán-Gómez https://creativecommons.org/licenses/by-nc-sa/4.0
Curricular relevance and innovation in higher education
This article aimed to analyze and synthesize the academic literature on the importance of relevance studies in the creation of new university programs. The review methodology was rigorous, establishing clear search and selection criteria. The search was limited to publications from the last ten years, in Spanish and English, that addressed key topics. Globally renowned academic databases such as Scopus, Web of Science, and Google Scholar were consulted, and complemented with reports from national organizations such as CES and CACES. The main findings demonstrated that educational relevance has three dimensions: social, economic, and academic. At the social level, relevance studies contribute to solving community problems and promoting equity. At the economic level, it was found that relevant education could optimize investment, reduce unemployment, and drive innovation. Academically, these studies were confirmed as fundamental for quality assurance and curricular updating. However, challenges were identified, such as the rapid evolution of the labor market, the difficulty in engaging key stakeholders, and institutional regulations. It was concluded that relevance studies represent a strategic and ongoing process, and universities are recommended to constantly monitor the labor market, collaborate closely with the productive sector, and integrate soft skills into their curricula to ensure the future relevance of higher education.
Educational relevance, relevance studies, higher education, labor market.
Copyright (c) 2025 Eudaldo Enrique Espinoza-Freire https://creativecommons.org/licenses/by-nc-sa/4.0
A historical account of history as a subject in basic education in Mexico
This research aimed to analyze the evolution of the subject of History in basic education in Mexico since the educational reforms implemented from the National Agreement for the Modernization of Basic Education in 1992 to the New Mexican School project. To this end, a documentary and qualitative methodology was used, based on the hermeneutic analysis of official sources from the Ministry of Public Education, as well as specialized studies that allowed for contextualizing the curricular changes and their impact on the teaching of History. The findings showed that, despite the various reforms, the subject remained anchored in a nationalist, chronological discourse focused on the construction of national identity, which limited the development of critical and historical thinking in students. It was also identified that educational programs and teacher training prioritized the memorization of content over the practical application of historical knowledge, reproducing hegemonic narratives that rendered the country's cultural and social diversity invisible. It was concluded that the New Mexican School represented an attempt at renewal by proposing a humanistic, critical, and communitarian approach, but significant challenges persisted in teacher training and in the epistemological definition of school history. In short, the research highlighted the need to transform history teaching so that students can recognize themselves as historical subjects and apply their learning in everyday life
History teaching, educational reforms, curriculum
Copyright (c) 2025 Azucena Yoselin González-García, Juan Pablo Martínez-López, Maritza Librada Cáceres-Mesa https://creativecommons.org/licenses/by-nc-sa/4.0
Project-based planning in a multi-grade indigenous preschool group: a case study at the Lázaro Cárdenas Preschool, Los Pinos, Ixmiquilpan, Hidalgo.
El estudio tuvo como objetivo analizar las dificultades y oportunidades que enfrentó la docente-directora en la implementación del Aprendizaje Basado en Proyectos (ABP) en un grupo multigrado del preescolar indígena “Lázaro Cárdenas”, ubicado en la comunidad de Los Pinos, Ixmiquilpan, Hidalgo. La investigación se desarrolló bajo un enfoque cualitativo y utilizó entrevistas semiestructuradas, observación participante, análisis documental, grupos focales y recolección de historias de vida para comprender la práctica docente en un contexto bilingüe y bicultural. Los hallazgos mostraron que la docente enfrentó retos significativos relacionados con la gestión del tiempo, la adaptación de actividades a la heterogeneidad del grupo, la atención a la diversidad cultural y lingüística, la escasez de materiales en lengua hñahñu y la falta de acompañamiento institucional. Asimismo, se identificó la limitada participación de la comunidad y la sobrecarga administrativa como factores que complejizaron la planeación y ejecución de los proyectos. No obstante, el estudio evidenció que el ABP constituyó una metodología con alto potencial para favorecer la colaboración entre pares, la integración de contenidos curriculares, el desarrollo de habilidades sociales, la revitalización de la lengua y el fortalecimiento de la identidad cultural. Se concluyó que la implementación efectiva del ABP en contextos multigrado indígenas dependió de la creatividad docente, el acompañamiento pedagógico, la formación continua y la activa participación comunitaria, configurándose como una oportunidad para transformar la educación preescolar indígena hacia una práctica más inclusiva, equitativa y culturalmente pertinente.
Project-based learning, multi-grade education, cultural identity, Hñahñu language.
Copyright (c) 2025 Gisela Peña-Bolteada, Maritza Librada Cáceres-Mesa https://creativecommons.org/licenses/by-nc-sa/4.0