Resumen: El artículo muestra cómo la metodología de la gamificación puede transformar las experiencias educativas de una disciplina académica con un fuerte componente práctico. La asignatura Tecnología aplicada al turismo es un curso de modalidad híbrida que forma parte del Diplomado de la carrera de Gestión de Turismo Sostenible, perteneciente a la Cátedra de Emprendedurismo Turístico de la Universidad Estatal a Distancia de Costa Rica (UNED). Se oferta desde el 2020, empleando el aprendizaje activo en combinación con la metodología de la gamificación, el rally educativo y las herramientas tecnológicas. El objetivo fue sistematizar la experiencia del uso de aplicaciones digitales y la metodología de gamificación, incluida la técnica del rally, para concebir estrategias de enseñanza innovadoras que potencien la participación y el aprendizaje activo del estudiantado en las giras presenciales. Se implementó un enfoque cualitativo del tipo descriptivo para el registro y recuperación de los datos de esta sistematización, además se emplea un formulario de Google Forms® dirigido al alumnado, el cual integra preguntas abiertas y cerradas. El cuerpo docente empleó una bitácora desarrollada en Microsoft Word®, en la que se establecieron criterios de registros de relevancia y representatividad, para mostrar la sistematización de la experiencia; se utiliza el enfoque de la Unesco. La principal conclusión es que el rally fomenta el trabajo en equipo y la participación activa, así como promovió el turismo local. Para futuras investigaciones se sugiere la búsqueda de otras estrategias didácticas que aporten guías innovadoras en el desarrollo de las giras presenciales.

Resumo: O artigo mostra como a metodologia de gamificação pode transformar as experiências educativas de uma disciplina acadêmica com um forte componente prático. A disciplina “Tecnologia aplicada ao turismo” é um curso de modalidade híbrida que faz parte do Diploma da carreira de Gestão de Turismo Sustentável, pertencente à Cátedra de Empreendedorismo Turístico da Universidade Estatal a Distância da Costa Rica (UNED). É oferecida desde 2020, empregando a aprendizagem ativa em combinação com a metodologia de gamificação, o rally educativo e as ferramentas tecnológicas. O objetivo foi sistematizar a experiência do uso de aplicativos digitais e a metodologia de gamificação, incluindo a técnica de rally, para conceber estratégias de ensino inovadoras que potencializem a participação e o aprendizado ativo dos estudantes nas visitas presenciais. Implementou-se uma abordagem qualitativa do tipo descritivo para o registro e recuperação dos dados dessa sistematização, além de ser utilizado um formulário do Google Forms® dirigido aos estudantes, que integra perguntas abertas e fechadas. O corpo docente utilizou um diário desenvolvido no Microsoft Word®, onde foram estabelecidos critérios de registro de relevância e representatividade, para mostrar a sistematização da experiência; utiliza-se o enfoque da Unesco. A principal conclusão é que o rally incentiva o trabalho em equipe e a participação ativa, além de promover o turismo local. Para futuras pesquisas, sugere-se a busca de outras estratégias didáticas que proporcionem orientações inovadoras para o desenvolvimento das visitas presenciais.

Abstract: The article shows how gamification methodology can transform educational experiences in an academic discipline with a strong practical component. The course “Technology Applied to Tourism” is a hybrid course that is part of the Diploma in Sustainable Tourism Management, offered by the Chair of Tourist Entrepreneurship at the Universidad Estatal a Distancia de Costa Rica (UNED). It has been offered since 2020, using active learning in combination with gamification methodology, educational rallies, and technological tools. The objective was to systematize the experience of using digital applications and gamification methodology, including the rally technique, to conceive innovative teaching strategies that enhance student participation and active learning during in-person tours. A qualitative descriptive approach was implemented for the recording and retrieval of data for this systematization. Additionally, a Google Forms® questionnaire directed at students was used, integrating both open and closed questions. The teaching staff utilized a log developed in Microsoft Word®, which established criteria for relevance and representativeness to showcase the systematization of the experience; the UNESCO approach was utilized. The main conclusion is that the rally promotes teamwork and active participation, as well as encourages local tourism. For future research, it is suggested to explore other didactic strategies that provide innovative guidelines for developing in-person tours.

RESUMO Este artigo analisa o avanço da integração das Inteligências Artificiais Generativas nas plataformas, nomeadamente nas que se baseiam em Modelos de Linguagem de Grande Dimensão (MLG). Estas mudanças começam a alterar a forma como os conteúdos são produzidos e utilizados, a informação é pesquisada e processada e os perfis dos utilizadores são geridos. O objetivo do artigo é mapear os principais desenvolvimentos de LLM no Ocidente e as suas parcerias estratégicas, de fornecimento de hardware ou financeiras com plataformas de computação em nuvem, produtores de hardware e servidores. Neste sentido, começa com o lançamento massivo do ChatGPT como momento fundador desta nova etapa e passa pelas principais utilizações e aplicações dos transformadores em ambientes de plataforma. Embora estejamos no início da aplicação desta tecnologia de forma integrada, ela poderá gerar um aprofundamento da personalização algorítmica, modificando as formas de subjetivação humana e favorecendo bolhas epistémicas ao nível cognitivo, bem como concentrando a oferta e o desenvolvimento ao nível da economia política. Isto suscita a necessidade de procurar mais formas de intervenção humana na curadoria de dados e de aumentar o controlo ativo, civil e governamental, destes sistemas e das suas alianças, a fim de evitar uma concentração extrema e de abordar os enviesamentos que podem gerar efeitos negativos na cultura.

ABSTRACT This article analyzes the advancement of the integration of Generative Artificial Intelligences into platforms, especially those based on Large Language Models (LLMs). These changes are beginning to alter the way content is produced and used, information is searched and processed, and user profiles are managed. The aim of the article is to map the main LLM developments in the West and their strategic, hardware supply or financial partnerships with cloud computing platforms, hardware producers and servers. In this sense, we start with the massive launch of ChatGPT as the founding moment of this new stage and go through the main uses and applications of transformers in platform environments. Although we are at the beginning of the application of this technology in an integrated manner, it could generate a deepening of algorithmic personalization, modifying the forms of human subjectivation and favoring epistemic bubbles at the cognitive level, as well as concentrating supply and development at the level of political economy. That is why it is necessary to seek more forms of human intervention in data curation and to increase the active observance -both civil and governmental- of these systems and their alliances in order to avoid extreme concentration and to attend to the biases that could generate negative effects on culture.

RESUMEN Este artículo analiza el avance de la integración de las Inteligencias Artificiales Generativas a las plataformas, sobre todo la que se basan en los modelos de lenguaje grandes (LLMs). Estos cambios comienzan a alterar la manera en que se produce y utiliza contenido, se busca y procesa información, y se gestionan los perfiles de los usuarios. El objetivo del artículo es realizar un mapeo de los principales desarrollos de LLMs en Occidente y sus asociaciones estratégicas, de hardware supply o financieras con plataformas, productores de hardware y servidores de cloud computing. En tal sentido, se parte del lanzamiento masivo de Chat GPT como momento fundacional de esta nueva etapa y se recorren los principales usos y aplicaciones de transformers en los entornos platafórmicos. Si bien estamos atravesando los comienzos de la aplicación de esta tecnología de manera integrada, podría generar una profundización en la personalización algorítmica, modificando las formas de subjetivación humanas y favoreciendo las burbujas epistémicas en el plano cognoscitivo, además de concentrar la oferta y el desarrollo en el plano de la economía política. Es por eso, que se plantea la necesidad de buscar más formas de intervención humana en la curación de datos e incrementar la observancia activa -tanto civil como gubernamental- de estos sistemas y sus alianzas para evitar la concentración extrema y atender a los sesgos que pudieran generar efectos negativos en la cultura.

RESUMEN Introducción: La evaluación del aprendizaje en ambientes digitales es un tema de alta relevancia en la actualidad para el proceso de enseñanza en el bachillerato. Objetivo: elaborar una estrategia de evaluación con entornos virtuales de aprendizaje para la asignatura Sistemas Operativos y Redes, del Bachillerato Técnico en Aplicaciones Informáticas. Metodología: se empleó un enfoque mixto, transversal y descriptivo. La muestra incluyó los 35 estudiantes de primer año y los 5 docentes de la asignatura de Sistemas Operativos y Redes, en la Unidad Educativa Presidente Vicente Ramón Roca, en 2024-2025. La investigación contó con una fase de diagnóstico, que incluyó la observación no participante, entrevistas y encuestas a estudiantes y profesores, una fase de elaboración de la estrategia didáctica, y una fase de validación de la misma por criterio de expertos. Resultados: Aunque los docentes valoran el papel crucial de la evaluación en entornos digitales, las deficiencias en la conectividad a internet y la falta de competencias digitales son barreras existentes. Asimismo, la claridad en las instrucciones y retroalimentación limitadas fueron las principales deficiencias percibidas por los estudiantes. La estrategia didáctica presentada propone como plataforma de evaluación Moodle y diversas herramientas digitales, con las que se promueve un aprendizaje activo, colaborativo y centrado en el estudiante. La misma fue validada por los docentes expertos en el área. Conclusiones: La estrategia didáctica presentada demuestra una sólida integración de las Tecnologías de la Información y la Comunicación en la evaluación del aprendizaje para la asignatura de Sistemas Operativos y Redes.

ABSTRACT Introduction: The assessment of learning in digital environments is a highly relevant topic for the teaching process in high school today. Objective: to develop an assessment strategy with virtual learning environments for the subject Operating Systems and Networks, of the Technical Baccalaureate in Computer Applications. Methodology: a mixed, transversal and descriptive approach was used. The sample included the 35 first-year students and the 5 teachers of the subject Operating Systems and Networks, at the President Vicente Ramón Roca Educational Unit, in 2024-2025. The research included a diagnostic phase, which included non-participant observation, interviews and surveys of students and teachers, a phase of elaboration of the teaching strategy, and a phase of validation of the same by expert criteria. Results: Although teachers value the crucial role of assessment in digital environments, deficiencies in internet connectivity and the lack of digital skills are existing barriers. Likewise, clarity in instructions and limited feedback were the main deficiencies perceived by students. The teaching strategy presented proposes Moodle as an assessment platform and various digital tools, which promote active, collaborative and student-centered learning. It was validated by expert teachers in the area. Conclusions: The teaching strategy presented demonstrates a solid integration of Information and Communication Technologies in the assessment of learning for the subject of Operating Systems and Networks.

Resumen Este estudio tiene como objetivo explorar la efectividad de la logoterapia, apoyada por herramientas informáticas avanzadas, en un grupo de 50 estudiantes universitarios que enfrentan diversas condiciones emocionales y existenciales, incluyendo depresión, ansiedad y trastorno de estrés postraumático (PTSD). La investigación se enmarca en el contexto de la creciente necesidad de intervenciones psicológicas innovadoras y eficientes, aprovechando la tecnología moderna. Se desarrolló un sistema informático interactivo que integra técnicas de logoterapia, ofreciendo recursos digitales como sesiones terapéuticas virtuales, seguimiento de progreso personal, y herramientas automatizadas de monitoreo emocional. Adicionalmente, se evaluaron otras tecnologías, como la inteligencia artificial y el Internet de las Cosas (IoT), para potenciar el tratamiento, facilitando la accesibilidad y cobertura de la intervención. A través de un diseño experimental, se midieron los efectos de esta combinación de logoterapia y tecnología en la salud emocional y bienestar existencial de los estudiantes universitarios de la muestra, utilizando escalas de medición validadas y encuestas. Los resultados proporcionaron evidencia sobre la viabilidad de implementar la logoterapia en entornos digitales y su impacto potencial en la mejora de la calidad de vida de los estudiantes, así como recomendaciones para futuras investigaciones y aplicaciones prácticas en el ámbito psicológico estudiantil.

Abstract This study aims to explore the effectiveness of logotherapy, supported by advanced computer tools, in a group of 50 university students facing various emotional and existential conditions, including depression, anxiety, and post-traumatic stress disorder (PTSD). The research is framed in the context of the growing need for innovative and efficient psychological interventions, taking advantage of modern technology. An interactive computer system was developed that integrates logotherapy techniques, offering digital resources such as virtual therapeutic sessions, personal progress tracking, and automated emotional monitoring tools. Additionally, other technologies, such as artificial intelligence and the Internet of Things (IoT), were evaluated to enhance the treatment, facilitating the accessibility and coverage of the intervention. Through an experimental design, the effects of this combination of logotherapy and technology on the emotional health and existential well-being of the university students in the sample were measured, using validated measurement scales and surveys. The results provided evidence on the feasibility of implementing logotherapy in digital environments and its potential impact on improving students' quality of life, as well as recommendations for future research and practical applications in the field of student psychology.

The concept of digital transformation (DT) has revolutionized different facets of society including institutions of learning, where it has continued to influence teaching, learning and research. Over time and with the continued technological advancements in biological science disciplines, it has become clear that the increased convergence between these disciplines and digital systems application will become more apparent. For example, the advent and application of next-generation sequencing (NGS), machine learning (ML), artificial intelligence (AI) and other automated biological processes have afforded unique huge data sets with high societal impact. As such, digitalization of the bioeconomy remains necessary. The digitalization of the biosciences has birthed emerging concepts like "digital biology", "engineered biology" and "bio-revolution" and involve computer-centered biosciences. These are built around the integration of scientific data, modeling at several levels, as well as networked science. Nonetheless, it is still plagued by information derivation policies and technicality issues. Although, digital biology has seen a major boost in recent years with the emergence of new and updated digital biology databases and platforms for advanced computational modelling, and connection and visualization of bio-data at a molecular level, more efforts are needed from governmental stakeholders (policy makers), industry and academia to enhance the impact of computational automation and digital transformation in bioscience activities. Hence, a steady upscale in digitalization of the biosciences would ensure bioprocess development, increase teaching, research efficiency and productivity, birth more innovative future applications for various industries, and thereby impact several aspects of life. This article presents how selected biological science disciplines have been digitally transformed through data analytics and how the concept could be further explored in advancing teaching, learning and research.

RESUMEN El objetivo de este trabajo fue caracterizar cómo se gestiona la innovación en los proyectos de desarrollo de software de la infraestructura productiva de la Universidad de la Ciencias Informáticas. Se realizó un estudio exploratorio de caso para develar el comportamiento del proceso innovativo en el ecosistema de soluciones informáticas para aplicaciones de Internet en Cuba desarrolladas en la UCI. En los análisis realizados se pudo apreciar que paradójicamente, los relativamente elevados niveles de impacto de los “outputs”, medidos en términos de ingresos por la comercialización de los productos de software, no se corresponden, con los relativamente menores niveles de resultados científicos, vistos como “inputs” de conocimientos aplicados, medidos en los términos tradicionales de publicaciones, patentes, registros, etc. en comparación con otras universidades que muestran resultados científicos más consolidados, cuestión nos lleva a la crítica del paradigma tradicional (lineal) de la innovación y enfocarnos en una visión amplia del tipo Hacer-Usar-Interactuar (Modo DUI) frente a la visión estrecha del tipo Ciencia-Tecnología-Innovación (Modo STI), conceptualizadas en los actuales desarrollos teóricos del enfoque de los Sistemas de Innovación. Para su operacionalización, se propuso, a partir de la experiencia internacional, un método de medición de la actividad innovativa del Modo DUI mediante la adaptación, diseño y contextualización de un conjunto de indicadores para el estudio de caso seleccionado. Se logró establecer que, las comunidades de software libre y los facilitadores representados en los roles específicos de las Metodologías Ágiles son determinantes para materializar el aprendizaje y la colaboración, complementos idóneos de la innovación mediante el Modo DUI.

ABSTRACT The objective of this work was to characterize how innovation is managed in software development projects of the productive infrastructure of the University of Informatics Sciences. An exploratory case study was carried out to develop the behavior of the innovative process in the ecosystem of computer solutions for Internet applications in Cuba. In the analyzes carried out, it was possible to appreciate that, paradoxically, the relatively high levels of impact of the "outputs", measured in terms of income from the commercialization of software products, does not correspond, with the relatively lower levels of scientific results, seen as "inputs" of applied knowledge, measured in the traditional terms of publications, patents, registrations, etc. Compared to other universities that show more consolidated scientific results, this question leads us to criticize the traditional (linear) paradigm of innovation, focusing on a broad vision of the Make-Use-Interact type (DUI Mode) versus the narrow vision of the type Science-Technology-Innovation (STI Mode), conceptualized in the current theoretical developments of the Innovation Systems approach. For its operationalization, it is possible, based on international experience, a method of measuring the innovative activity of the DUI Mode through the adaptation, design and contextualization of a set of indicators for the selected case study. It was established that the free software communities and the facilitators represented in the specific roles of the Agile Methodologies are determinant to materialize learning and collaboration, adequate complements of innovation through the DUI Mode.

ABSTRACT This study focuses on evaluating the numerous secondary effects, such as mass wasting and soil liquefaction, caused by the Mw 6.5 earthquake that occurred on January 18, 2021, in the province of San Juan, Argentina. The epicenter was located on the eastern flank of the Las Osamentas range. Although it caused significant damage to buildings and cultivated areas, there were no fatalities. The aim is to identify and describe these secondary effects and determine the seismic intensity of the event using the INQUA's (International Union for Quaternary Research) 2007 ESI (Environmental Seismic Intensity) scale. Field assessments were conducted shortly after the earthquake, documenting liquefaction and mass wasting structures through direct observations, digital photographs, GPS (Global Positioning System) localization, and data inventory, among other methods. This procedure validates a protocol for future applications in estimating seismic intensities for sparsely populated areas. Additionally, the study seeks to confirm the scientific and cultural importance of these ephemeral structures as assets that could be protected, therefore contributing to regional development.

RESUMEN Este estudio presenta una evaluación de los numerosos efectos secundarios, como la remoción en masa y la licuación de suelos, producidos por el terremoto de Mw 6,5 que tuvo lugar el 18 de enero de 2021 en la provincia de San Juan, Argentina. El epicentro se ubicó en el flanco oriental del cordón de Las Osamentas. Aunque el evento causó daños significativos en edificios y áreas cultivadas, no hubo víctimas fatales. El objetivo es identificar y describir estos efectos secundarios, así como determinar la intensidad sísmica utilizando la escala ESI (Environmental Seismic Intensity) 2007 del INQUA (International Union for Quaternary Research). Las evaluaciones de campo se realizaron poco después del sismo, y se documentaron las estructuras de licuación y remoción en masa a través de observaciones directas, fotografías digitales, localización con GPS (Global Positioning System) y confección de un inventario, entre otros métodos. Este procedimiento permite validar un protocolo para futuras aplicaciones en la estimación de intensidades sísmicas para áreas escasamente pobladas. Adicionalmente, se busca confirmar la importancia científica y cultural de estas efímeras estructuras como activos que podrían protegerse y así contribuir al desarrollo regional.

Resumen Para la implementación de la educación digital es vital identificar resistencias, discordancias y oportunidades de parte de las familias en su rol de actores de la comunidad educativa, puesto que la escuela necesita de la misma para lograr sus objetivos. Esta investigación caracteriza la percepción que poseen de la educación digital familias habaneras de estudiantes de educación media. Para ello se condujo un estudio cuantitativo, no experimental, transversal, de alcances descriptivo y correlacional, en el que participaron 296 madres y padres de estudiantes de educación secundaria básica, preuniversitaria y técnica y profesional. Los mismos respondieron un cuestionario que indaga en su noción de educación digital, los significados que le otorgan y el vínculo que tienen con la misma. Estadísticos descriptivos y pruebas no paramétricas guiaron el análisis. Los resultados indican una visión instrumentalista de la educación digital, seguida por un alto nivel de desconocimiento. Consideran que se emplea en un grado medio, fundamentalmente, a través de grupos en redes sociales y aplicaciones de mensajería y aprendizaje con dispositivos móviles. Predomina una valoración negativa de sus componentes, insatisfacción respecto al empleo de la educación digital y deseos de que se inserte en mayor medida en un punto medio. La principal recomendación que ofrecen es mejorar y facilitar el acceso a las tecnologías digitales. Las madres se muestran más satisfechas que los padres. En la educación preuniversitaria la visión sobre la educación digital es la más desfavorable; en la técnica y profesional, la más favorable.

Abstract This research characterizes the perception that Havana families of secondary school students have of digital education. For this, a quantitative, non-experimental, cross-sectional study, of descriptive and correlational scope was conducted, in which 296 mothers and fathers of students of basic secondary, pre-university and technical and professional education participated. They answered a questionnaire that investigates their notion of digital education, the meanings they give it and the link they have with it. Descriptive statistics and nonparametric tests guided the analysis. The results indicate an instrumentalist vision of digital education, followed by a high level of ignorance of what it is. They consider that it is used at a medium level, mainly through groups on social networks and messaging and learning applications with mobile devices. A negative assessment of its components predominates, dissatisfaction with respect to the use of digital education and wishes that it be inserted to a greater extent in a middle ground. The main recommendation they offer is to improve and facilitate access to digital technologies.

Resumo Esta pesquisa caracteriza a percepção que as famílias havanesas de alunos do ensino médio têm sobre a educação digital. Para isso, foi realizado um estudo quantitativo, não experimental, transversal, de alcance descritivo e correlacional do qual participaram 296 mães e pais de alunos do ensino fundamental, médio, pré-universitário e técnico e profissional. Eles responderam a um questionário que investiga sua noção de educação digital, os significados que lhe atribuem e o vínculo que têm com ela. Estatística descritiva e testes não paramétricos guiaram a análise. Os resultados indicam uma visão instrumentalista da educação digital, seguida de um alto nível de desconhecimento do que seja. Consideram que é utilizado a um nível médio, principalmente através de grupos nas redes sociais e aplicações de mensagens e aprendizagem com dispositivos móveis. Predomina uma avaliação negativa de seus componentes, insatisfação com o uso da educação digital e desejos de que ela seja inserida em maior medida em um meio termo. A principal recomendação que oferecem é melhorar e facilitar o acesso às tecnologias digitais.

RESUMEN Aunque la educación no presencial tiene antecedentes que se remontan al pasado siglo, sin dudas la pandemia de COVID-19 masificó los procesos formativos en entornos virtuales. La educación se vio obligada a volver tras sus pasos. Los modos de enseñar se replantearon; se comprobó la forma de aprender en consonancia con las demandas contextuales. La adaptación de los modelos de aprendizaje trascendió el espacio áulico y dio lugar a actividades novedosas en plataformas digitales, para estudiantes de todos los niveles educativos. Cuatro años después se continúan implementando, aunque, en particular en la educación médica superior se ralentiza el ritmo de expansión y se reduce su empleo una vez que se alcanza la titulación. Los entornos virtuales de aprendizaje no están constreñidos al pregrado y albergan potencialidades para el posgrado, incluso encuentran soporte legal en resoluciones vigentes. En este artículo se exponen algunas consideraciones sobre las potencialidades de los entornos virtuales para desarrollar los procesos de superación continua en escenarios ubicuos. El rediseño de actividades de pregrado debe poseer continuidad en el posgrado, como vía de formación permanente, flexible y abierta.

ABSTRACT Although non-face-to-face education has antecedents dating back to the last century, the COVID-19 pandemic undoubtedly get overcrowded training processes in virtual environments. Education was forced to return in their footsteps. The ways of teaching were rethought; The way of learning was verified in line with contextual demands. The adaptation of learning models transcended the classroom space and gave rise to innovative activities on digital platforms, for students of all educational levels. Four years later, they continue to be implemented, although, particularly in higher medical education, the pace of expansion slows down and their employment is reduced once the degree is achieved. Virtual learning environments are not constrained to the undergraduate level and harbor potential for postgraduate studies, even finding legal support in current resolutions. This article presents some considerations about the potential of virtual environments to develop continuous improvement processes in ubiquitous scenarios. The redesign of undergraduate activities must have continuity in the postgraduate course, as a path of permanent, flexible and open training.

Organisations need to adopt AI successfully and responsibly. AI's technical capabilities make AI powerful. However, the implementation of AI in organisations is not limited to the technical elements and requires a more holistic approach. An AI implementation within an organisation is a sociotechnical system, with the interplay between social and technical components. Considering the sociotechnical nature of AI in organisations, the following research question arises: From a sociotechnical perspective, how can an organisation increase adoption of AI as part of its quest to become more data-driven? In light of the research question, we propose to create a sociotechnical artificial intelligence adoption framework with a target audience of both academics and practitioners. This study follows a design science research approach, constituting various iterative cycles. The study is conducted at an automotive manufacturer's IT Hub based in South Africa and has the aim to gain concrete, contextual, in-depth knowledge about a specific real-world organisation. To achieve this, focus groups serve as the primary research method. As the organisation at which the study took place is seen as a global leader in industrial digital transformation, the experience can help researchers and other organisations understand how an organisation can increase the adoption of AI. Categories · Information systems ~ Information systems applications · Computing methodologies ~ Artificial intelligence

Resumen El objetivo de la investigación fue explorar las vulnerabilidades y ataques Cross Site Scripting (XSS), visto desde las temáticas trabajadas en investigaciones recientes y los reportes internacionales. La metodología consistió en la revisión sistemática que permite conocer el estado actual abordada a partir de las siguientes interrogantes: ¿Cuál es la tendencia en detecciones de ataques de XSS? ¿Cuáles son las principales técnicas para identificar este tipo de vulnerabilidad? ¿Cómo se manifiestan los ataques de XSS? ¿Qué herramientas se emplean para identificar este tipo de vulnerabilidad? ¿Cuáles son las medidas para mitigar que se explote este tipo de vulnerabilidad? Las bases de datos utilizadas fueron IEEE, Springer y Elsevier, tomando como período desde el año 2020 al 2024. Los resultados muestran que anualmente se reportan más de 100.000 ataques XSS según Vulners, cada año aproximadamente incrementa en un 18% y las principales técnicas para identificar las vulnerabilidades de XSS son: análisis estáticos, pruebas de penetración, pruebas pasivas, pruebas activas y pruebas de caja negra. Además de prácticas de implementación de cortafuegos en aplicaciones web con el empleo de las herramientas como Dalfox, QualysGuard, XSSER, S2XS2, DomXssMicro. Las principales medidas para mitigar la presencia este tipo de vulnerabilidades e impedir su explotación se orientaron a: implementar políticas de seguridad de contenido, cookies seguras, refuerzo de ataques de Phishing e implementación de WAF y frameworks de codificación a partir del tipo de XSS que se presente sea: reflejado, almacenado o DOM. Se concluye que los ataques XSS son una amenaza para la transformación digital.

Abstract The objective of the research was to explore Cross Site Scripting (XSS) vulnerabilities and attacks, seen from the topics worked on in recent research and international reports. The methodology consisted of a systematic review that allows knowing the current state addressed from the following questions: What is the trend in XSS attack detections? What are the main techniques to identify this type of vulnerability? How do XSS attacks manifest themselves? What tools are used to identify this type of vulnerability? What are the measures to mitigate this type of vulnerability from being exploited? The databases used were IEEE, Springer and Elsevier taking the period from 2020 to 2024. The results show that more than 100,000 XSS attacks are reported annually according to Vulners, each year it increases by approximately 18% and the main techniques to identify XSS vulnerabilities are: static analysis, penetration testing, passive testing, active testing and black box testing. In addition to firewall implementation practices in web applications using tools such as Dalfox, QualysGuard, XSSER, S2XS2, DomXssMicro. The main measures to mitigate the presence of this type of vulnerabilities and prevent their exploitation were aimed at: implementing content security policies, secure cookies, reinforcing Phishing attacks and implementing WAF and coding frameworks based on the type of XSS that is present, whether it is: reflected, stored or DOM. It is concluded that XSS attacks are a threat to digital transformation.

Resumen El objetivo de la investigación fue analizar las vulnerabilidades de ataques Cross-site Request Forgery (CSRF), se revisó datos estadísticos recientes y reportes internacionales. Se llevó a cabo una revisión sistemática basada en las siguientes preguntas: ¿Cuál es la tendencia en detecciones de ataques CSRF? ¿Qué son y cómo se manifiestan los ataques CSRF? ¿Cuáles son las principales técnicas para identificar este tipo de vulnerabilidad? ¿Qué herramientas se emplean para identificar este tipo de vulnerabilidad? Las bases de datos utilizadas fueron IEEE, ACM, Elsevier, y Springer Link, abarcando el período de 2018 a 2024, con el objetivo de identificar medidas y herramientas para mitigar las vulnerabilidades de ataques CSRF. Los resultados indican que anualmente se reporta una media de 690,33 ataques CSRF, con un incremento notable cada año. Las principales técnicas para identificar ataques CSRF incluyen la verificación de las solicitudes provengan de fuentes legítimas y la validación de tokens anti-CSRF antes de realizar cualquier acción. Las herramientas más utilizadas para identificar estas vulnerabilidades son ZAP, Burp Suite, Acunetix y PhishTank. Las medidas identificadas para mitigar estas vulnerabilidades se centran en la correcta configuración de las aplicaciones web y el uso de tokens CSRF en las peticiones a la base de datos. Se concluye que las vulnerabilidades de ataques CSRF son una amenaza significativa para la transformación digital, destacando la necesidad de implementar métodos preventivos robustos.

Abstract The objective of the research was to analyze the vulnerabilities of Cross-site Request Forgery (CSRF) attacks, reviewing recent statistical data and international reports. A systematic review was carried out based on the following questions: What is the trend in CSRF attack detections? What are CSRF attacks and how do they manifest themselves? What are the main techniques for identifying this type of vulnerability? What tools are used to identify this type of vulnerability? The databases used were IEEE, ACM, Elsevier, and Springer Link, covering the period from 2018 to 2024, with the objective of identifying measures and tools to mitigate CSRF attack vulnerabilities. The results indicate that an average of 690.33 CSRF attacks are reported annually, with a notable increase each year. The main techniques for identifying CSRF attacks include verifying that requests come from legitimate sources and validating anti-CSRF tokens before taking any action. The most commonly used tools to identify these vulnerabilities are ZAP, Burp Suite, Acunetix and PhishTank. The measures identified to mitigate these vulnerabilities focus on the correct configuration of web applications and the use of CSRF tokens in database requests. It is concluded that CSRF attack vulnerabilities are a significant threat to digital transformation, highlighting the need to implement robust preventative methods.

Digital information and data are crucial drivers of progress in various industries, including mining, where data-driven decision making optimizes resource extraction, enhances safety, and ensures sustainability. The adoption of digital technologies like artificial intelligence (AI) and the Internet of Things has amplified the importance of digital information. However, the integrity and security of this information are paramount, leading to the exploration of blockchain technology as a potential solution for secure digital value exchange in mining. This research examines blockchain's capabilities, drawing insights from its applications in sectors like banking, government, healthcare, and entertainment, and evaluates their relevance to mining's core value chain processes. The study identifies blockchain's distributed ledger technology, cryptographic security, and decentralization as unique advantages that can revolutionize mining by enhancing transaction speed, reducing costs, and improving supply chain transparency and compliance with sustainability standards. Blockchain's transparent and auditable records can enhance business transparency, fostering trust among stakeholders, including investors and regulatory bodies. The technology's consensus mechanisms and smart contracts further promote trust in collaborative ventures. This research provides a foundational understanding for decision-makers in the mining industry to evaluate blockchain's feasibility and potential return on investment, guiding strategic planning and resource allocation for blockchain applications. By leveraging blockchain, mining companies can optimize operations, improve sustainability practices, and establish a robust foundation for future growth, positioning blockchain as a transformative technology in the sector.

Resumen La inteligencia artificial (IA) ha surgido como una herramienta innovadora, con programas como ChatGPT, Gemini, entre otros, con un gran potencial para transformar la educación, y para adaptarse a plataformas digitales existentes y revolucionando los procesos de enseñanza. Este artículo tiene el objetivo de proporcionar una visión amplia y equilibrada del panorama actual de la IA en las escuelas, para lo cual se realizó una revisión sistemática, mediante la metodología Prisma (preferred reporting items for systematic reviews and meta-analyses), a partir de la cual se encontraron 52 artículos indexados en la base de datos Scopus durante el periodo de 2019 a 2023, que abordaban la temática de la IA en las escuelas. Según los resultados, hay cuatro áreas temáticas clave que destacan el impacto de la IA: (a) procesos de enseñanza; (b) pedagogía, currículo y formación docente; (c) gestión educativa, y (d) implicaciones éticas. Se concluyó que esta tecnología presenta un gran potencial para transformar la educación, por medio de herramientas innovadoras; mejorar la calidad del aprendizaje; optimizar la gestión educativa, y abordar desafíos como la personalización de la enseñanza y la evaluación del rendimiento. No obstante, su implementación debe ser planificada meticulosamente, y enmarcada en principios éticos sólidos y acompañada de un proceso de formación docente adecuado para garantizar el uso responsable y efectivo de esta tecnología en el ámbito educativo, por lo que se requiere de la colaboración permanente de docentes, profesionales e investigadores de la educación y responsables políticos para aprovechar las oportunidades que ofrece la IA y trabajar en conjunto para construir un futuro educativo más equitativo, inclusivo y de calidad.

Abstract Artificial intelligence (AI) has emerged as an innovative tool, with applications such as ChatGPT and Gemini, among others, that show great potential to transform education, adapting to existing digital platforms and revolutionizing teaching processes. This article aims to provide a complete and balanced view of the current landscape of AI in schools, for which a systematic review was carried out using the PRISMA methodology. This allowed finding 52 articles indexed in the Scopus database between 2019 and 2023, which addressed the topic of AI in schools. The results revealed four key thematic areas that highlight the impact of AI: 1) teaching processes; 2) pedagogy, curriculum, and teacher training; 3) educational management; and 4) ethical implications. It was concluded that this technology has great potential to transform education through innovative tools aimed at improving the quality of learning, optimizing educational management, and addressing challenges such as the personalization of teaching and performance assessment. However, its implementation must be meticulously planned, framed in solid ethical principles, and accompanied by an adequate teacher training process that ensures its responsible and effective use in the field of education. This is why the permanent collaboration of teachers, education professionals, researchers, and policy makers is required, in order to leverage the opportunities offered by AI and work together to build an educational future that is of higher quality and more equitable and inclusive.

Resumo A inteligência artificial (IA) surgiu como uma ferramenta inovadora, com programas como ChatGPT, Gemini, entre outros, com grande potencial para transformar a educação, adaptandose às plataformas digitais existentes e revolucionando os processos de ensino. Este artigo tem como objetivo fornecer uma visão completa e equilibrada do panorama atual da IA nas escolas, para o qual foi realizada uma revisão sistemática, utilizando a metodologia PRISMA, que permitiu encontrar 52 artigos indexados na base de dados Scopus durante o período de 2019 até 2023, que abordou o tema IA nas escolas. Os resultados revelaram quatro áreas temáticas principais que destacam o impacto da IA: 1) Processos de ensino; 2) Pedagogia, currículo e formação docente; 3) Gestão educacional; e 4) Implicações éticas. Concluiu-se que esta tecnologia tem grande potencial para transformar a educação, através de ferramentas inovadoras para melhorar a qualidade da aprendizagem, otimizar a gestão educacional e enfrentar desafios como a personalização do ensino e a avaliação de desempenho. No entanto, a sua implementação deve ser meticulosamente planejada e enquadrada em sólidos princípios éticos, bem como ser acompanhada de um processo de formação de professores adequado para garantir a utilização responsável e eficaz desta tecnologia no campo educativo, razão pela qual é necessária a colaboração permanente dos professores, profissionais, pesquisadores da educação e atores políticos para aproveitarem as oportunidades oferecidas pela IA e trabalharem em conjunto para construir um futuro educativo mais equitativo, inclusivo e de qualidade.

Abstract The objective was to investigate the good practices that must be followed to implement DevOps culture to accelerate the development of software applications in shorter periods and unify the story so they can work hand in hand. The research was under a qualitative approach and a review of references to provide information on the terms and development methodologies used. Finally, to put DevOps into practice, it is necessary to understand that, even if you have the best tools available, if you do not have the culture, you will not get better results since it is a combination of good practices to be able to function. In this sense, to collaborate with this culture change, the support of trained leaders is essential, who support and sponsor the new way of working, where all areas of the company can be integrated.