Abstract Incorporating BIM in the education of professionals has become a demand and a topic of high importance for higher education. Several proposals for a curricular implementation of BIM exist. However, in most cases, they are specific to a single university or domain, do not consider academic policies or simplify practice by segmenting knowledge. This work proposes a protocol for the curricular implementation of BIM similar to the industry, considering aspects of process, technology, and policies aligned with the educational institution's mission and with existing competencies. Action research was the used method. Three actions were conducted: (1) proposition, (2) systematization and (3) application. The actions were executed in cycles incrementally, resulting in (1) guidelines, (2) supporting tools and (3) implementation plans. Two Brazilian universities participated in pilot studies of Project Construa Brasil. The pilot studies inspired a network of BIM cells that have synchronously applied curricular BIM implementation guidelines on a large scale. The guidelines proved to be generic and comprehensive, guiding the transformation with an empirical basis for the academics' decision-making. Leadership of a BIM specialist was confirmed as an essential factor of success. It is observed that even with a timid introduction of BIM competence in a limited scope of engineering solutions, the impact on the BIM maturity curriculum is significant. exist However cases domain knowledge industry process technology institutions institution s competencies method conducted 1 (1 proposition 2 (2 3 (3 application incrementally plans Brasil scale comprehensive academics decisionmaking. decisionmaking decision making. making decision-making success solutions significant (

Resumo Incorporar o BIM na formação de profissionais tornou-se uma demanda e um tema de grande importância para o ensino superior. Existem várias propostas de implementação curricular do BIM. No entanto, na maioria dos casos, são específicos de uma única universidade oudomínio, não contemplam políticas acadêmicas ou simplificam a prática segmentando o conhecimento. Este trabalho propõe um protocolo para a implementação curricular do BIM semelhante aoda indústria, considerando aspectos de processo, tecnologia e políticas alinhados com a missão da instituição de ensino e com as competências existentes. Pesquisa-ação foi o método utilizado. Três ações foram realizadas: (1) proposição, (2) sistematização e (3) aplicação. As ações foram realizadas em ciclos de forma incremental, resultando em (1) diretrizes, (2) ferramentas de apoio e (3) planos de implementação. Duas universidades brasileiras participaram de estudos-piloto do Projeto Construa Brasil. Os estudos-piloto inspiraram uma rede de células BIM que aplicaram as diretrizes curriculares de implementação BIM em larga escala. As diretrizes mostraram-se genéricas e abrangentes, orientando a transformação com base empírica para a tomada de decisão dos acadêmicos. A facilitação de um especialista BIM foi confirmada como fator essencial de sucesso. Observa-se que, mesmo com uma tímida introdução de competências BIM em um escopo limitado de soluções de engenharia, o impacto na maturidade BIM do currículo é significativo. tornouse tornou se superior entanto casos oudomínio conhecimento indústria processo existentes Pesquisaação Pesquisa ação utilizado 1 (1 proposição 2 (2 3 (3 aplicação incremental estudospiloto estudos piloto Brasil escala mostraramse mostraram abrangentes acadêmicos sucesso Observase Observa engenharia significativo (

Abstract Introduction: The master's degree program in nursing offered by the Universidad Autónoma de Sinaloa through the Culiacan School of Nursing contemplates that graduates should develop competencies and provide answers to problems related to nursing care. Objective: To describe experiences of graduates of the master's degree in nursing from the Culiacan School of Nursing. Methodology: Qualitative, descriptive, phenomenological, and interpretative study using the technique of in-depth interviews, supported by a semi-structured guide and with informed consent, applied to six graduates of the master's degree in nursing. The data were processed through thematic content analysis by De Souza Minayo in 3 stages: ordering and open coding, data classification, and horizontal and cross-sectional analysis, with which a category and two subcategories were obtained. The final analysis was carried out through an inflection from empirical to theoretical and vice versa. Results: In the experiences lived by the graduates, emotions experienced during the development of research competencies were identified; these emotions affected their cognitive process by living with stress, despair, fear, or depression, and these emotions led them to be competent in research, database search, use of software, and publishing skills. Conclusions: After their experiences in the master's degree program in nursing, the graduates showed that they had lived emotions that affected their mental health, facing physiological and emotional problems derived from the stress experienced. As for their research skills, they reported being able to search databases, perform critical analysis, and even publish a scientific article.

Abstrato Introdução: O programa de mestrado em enfermagem oferecido pela Universidade Autônoma de Sinaloa, por meio da Faculdade de Enfermagem de Culiacán, contempla que os graduados desenvolvam competências que respondam aos problemas relacionados ao cuidado de enfermagem. Objetivo: Descrever as experiências da egressa do mestrado em enfermagem da Faculdade de Enfermagem de Culiacán. Metodologia: Estudo qualitativo, descritivo, fenomenológico e interpretativo, técnica: entrevistas em profundidade, com apoio de roteiro semiestruturado, sob consentimento informado a seis egressos do programa de mestrado em enfermagem. Dados processados através da análise de conteúdo temática de Souza Minayo em 3 etapas: ordenação e codificação aberta, classificação dos dados, análise horizontal e transversal, obtenção de uma categoria e duas subcategorias, análise final através da inflexão do empírico para o teórico e vice-versa. Resultados: Nas experiências vividas pelos egressos foram identificadas emoções vivenciadas durante o desenvolvimento das competências de pesquisa, onde as emoções afetaram seu processo cognitivo ao conviver com estresse, desespero, medo ou depressão e nas competências de pesquisa os levaram a serem competentes, realizar banco de dados pesquisa, uso de software e capacidade de publicar. Conclusões: Os egressos evidenciaram após suas vivências no mestrado em enfermagem que vivenciaram emoções que afetaram sua saúde mental, ao enfrentarem problemas fisiológicos e emocionais derivados do estresse vivenciado, para o desenvolvimento de habilidades de pesquisa que relataram ser capazes de realizar uma busca em bases de dados, uma análise crítica, até a publicação de um artigo científico.

Resumen Introducción: El programa de maestría en enfermería que oferta la Universidad Autónoma de Sinaloa a través de la Facultad de Enfermería Culiacán, contempla que los egresados desarrollen competencias, que den respuesta a problemas relacionados con el cuidado enfermero. Objetivo: Describir las experiencias del egresado de la maestría en enfermería de la Facultad de Enfermería Culiacán. Metodología: Estudio cualitativo, descriptivo, fenomenológico e interpretativo, empleando la técnica de entrevistas a profundidad, con apoyo de guía semiestructurada, bajo consentimiento informado a seis egresados del programa de maestría en enfermería. Datos procesados a través de análisis de contenido tipo temático por de Souza Minayo en 3 etapas: ordenamiento y codificación abierta, clasificación de datos, análisis horizontal y transversal, obteniendo una categoría y dos subcategorías, análisis final a través de inflexión de empírico a teórico y viceversa. Resultados: En las experiencias vividas por los egresados se identificaron emociones vividas durante el desarrollo de competencias en investigación, donde las emociones afectaron su proceso cognitivo al vivir con estrés, desesperación, temor o depresión y en competencias en investigación los llevaron a ser competentes, al realizar búsqueda en bases de datos, uso de software, y habilidad para publicar. Conclusiones: Los egresados evidenciaron tras sus experiencias en la maestría en enfermería haber vivido emociones que afectaron su salud mental, al enfrentar problemas fisiológicos y emocionales derivados del estrés experimentado, al desarrollo de competencias en investigación refirieron ser capaces de realizar una búsqueda en bases de datos, un análisis crítico, hasta lograr publicar un artículo científico.

RESUMEN El estudio se orienta a la búsqueda de la mejora continua en la preparación de los estudiantes de Pedagogía de los Idiomas Nacionales y Extranjeros. Su objetivo es fundamentar la modificación curricular de las asignaturas de la etapa de admisión y su integración con las de los primeros semestres de la carrera como estrategia para el fortalecimiento de la proficiencia de los estudiantes en inglés. Como resultado se favorece una transición fluida desde la etapa de nivelación hacia las materias especializadas. La integración estratégica de habilidades lingüísticas, contenidos académicos y competencias profesionales es la base de esta propuesta.

ABSTRACT The study is oriented to the search for continuous improvement in the preparation of students of Pedagogy of National and Foreign Languages. Its objective is to support the curricular modification of the subjects of the admission stage and their integration with those of the first semesters of the career as a strategy to strengthen the students' proficiency in English. As a result, a smooth transition from the leveling stage to the specialized subjects is favored. The strategic integration of language skills, academic content and professional competencies is the basis of this proposal.

Resumen El objetivo de esta investigación cualitativa es identificar los factores que facilitan u obstaculizan la adquisición o el fortalecimiento de competencias culturales en la labor de los profesionales de atención primaria de salud en Chile. Con base en las entrevistas semiestructuradas realizadas a 32 profesionales que trabajan en una comuna de Santiago, se efectuó un análisis de contenido considerando cuatro dimensiones de las competencias culturales: conciencia, conocimiento, habilidades y motivación. Este análisis fue discutido en ocho conversatorios con profesionales de atención primaria, académicos/as e integrantes de colectivos migrantes; esto permitió reconocer los patrones en el trato y en la atención que avalan ciertas prácticas y valores. Se concluye que los factores analizados interpelan a los/as profesionales y constituyen un insumo para estimular los procesos de reflexión individual y de los equipos.

Abstract The objective of this qualitative research is to identify the factors that facilitate or hinder the acquisition or strengthening of cultural competencies in the work of primary health care professionals in Chile. Based on semi-structured interviews carried out with 32 professionals who work in a municipality of Santiago, a content analysis was performed, considering four dimensions of cultural competencies: awareness, knowledge, skills, and motivation. This analysis was discussed in eight conversation groups with primary care professionals, academics, and members of migrant groups. This made it possible to identify patterns in treatment and attention that support certain practices and values. It is concluded that the factors analyzed challenge the professionals and constitute an input to stimulate the individual and team reflection processes.

Abstract Introduction: Socio-emotional competencies in face-to-face communication are an essential tool for personal and social adjustment from an early age. Online communication has become equally important, especially in adolescence. It is known that its characteristics require specific skills, but there is a lack of studies that analyse the relationship that exists between generally acquired socio-emotional skills and those necessary for online communication. Hence, this research is focused on analysing how offline socio-emotional skills predict these online competencies in girls and boys in a differentiated way. Method: This study included 478 Secondary Education students between 10 and 14 years of age. This is a cross-sectional study that used Path Analysis differentiated by sex, with intentional and non-probabilistic sampling. To assess socio-emotional competencies, we used the ESCQ-21 instrument for generally assessed socio-emotional competencies and the e-COM questionnaire to quantify online socio-emotional competencies. Results: The explanatory model indicates that socio-emotional competencies are partially transferred to the online environment in both sexes, especially Perception and comprehension. Furthermore, it is suggested that E-self-control of impulsiveness and E-emotional autonomy require specific development in that environment. Conclusions: It seems reasonable to include online experiences that encourage development in online spaces. The repercussions for the educational field are analysed.

Resumen Introducción: Las competencias socioemocionales en la comunicación cara a cara son herramientas esenciales para el ajuste personal y social desde temprana edad. La comunicación en línea ha adquirido igual importancia, especialmente durante la adolescencia. Si bien se reconoce que sus características requieren habilidades específicas, hay escasez de estudios que analicen la relación existente entre las habilidades socioemocionales generalmente adquiridas y aquellas necesarias para la comunicación en línea. Por tanto, esta investigación tiene el objetivo de analizar cómo las habilidades socioemocionales fuera de línea predicen las competencias en línea entre chicas y chicos de manera diferenciada. Método: Este estudio incluyó a 478 estudiantes de educación secundaria con edades entre los 10 y 14 años. Este es un estudio transversal que utilizó el Path Analysis diferenciado por sexo, con muestreo intencional y no probabilístico. Para evaluar las competencias socioemocionales, se utilizó el instrumento ESCQ-21 para las competencias socioemocionales generales el cuestionario e-COM para cuantificar las competencias socioemocionales en línea. Resultados: El modelo explicativo indica que las competencias socioemocionales se transfieren parcialmente al entorno en línea en ambos sexos, especialmente la Percepción y comprensión emocional. Además, se sugiere que el E-autocontrol de la impulsividad y la E-autonomía emocional requieren un desarrollo específico en ese entorno. Conclusiones: Parece razonable incorporar y mejorar las experiencias en línea fomentando el desarrollo de competencias socioemocionales para este contexto. Se examinan las repercusiones para el ámbito educativo.

Inter- and transdisciplinary curricula can potentially develop an integrated understanding of an increasingly interconnected, complex world and develop students' agency, empathy, creativity and critical thinking skills. Within the South African qualification landscape, the Postgraduate Diploma (PGDip) is identified as a multi-or interdisciplinary qualification that allows working professionals 'to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation'. In this paper, four academics reflexively share their experiences of (re)developing and piloting transdisciplinary curricula for the PGDip in Sustainable Development (at Stellenbosch University) and the PGDip in Sustainability Learning (at Rhodes University). Reflections centre around the rationale, context and emergence of the two programmes, their structure and intended learning outcomes, and principles guiding the overall curriculum design. We highlight the appropriateness of transdisciplinary approaches to curricula focused on the sustainability field, and it distils three broad features of the two PGDip programmes that seem important - even necessary - for developing students' competencies as sustainability practitioners. These are ontological groundedness, epistemological openness and ethical attentiveness. SIGNIFICANCE: This paper provides a rationale for pursuing transdisciplinary curricula that are oriented to sustainability. It shares reflections from two postgraduate diploma curriculum design processes and provides summative insights into broad features of transdisciplinary curriculum design that may enhance sustainability transitions. These features may help to guide other university curriculum developers wanting to design similar programmes to support sustainability transitions.

Abstract Introduction: The COVID-19 pandemic has posed challenges to entities responsible for qualifying healthcare professionals worldwide, needing adaptation to offer distance learning courses in the face of implications such as social distancing. However, despite these courses, there are still gaps in understanding their effects. Objective: To analyse the feeling of professional managers on the effects of a distance learning course, implemented for the development of public health competencies during the COVID-19 pandemic. Methodology: Qualitative research based on data collected from the virtual course environment, which included responses to a question posed to manager-professionals one month after completion: "Which tasks do you routinely perform that have undergone any modification due to your participation in the course?" Data analysis used Descending Hierarchical Classification with the aid of the IRAMUTEQ® software, focusing on Simple Segments of Text (SST). SSTs were classified based on their respective vocabularies of higher frequency and words with significant association (p<0.001). Finally, the software produced a dendrogram illustrating the hierarchical class scheme. Results: 256 responses were processed with a utilization rate of 76.3% of SSTs, resulting in a dendrogram with four classes, revealing modifications in (1) Execution of daily work tasks; (2) Expansion of knowledge about work in the Unified Health System; (3) Coordination between areas for the development of actions in Public Health; (4) Support and guidance for health surveillance actions in collaboration with municipalities. Final Considerations: The use of IRAMUTEQ® software eased the processing and analysis of a large amount of qualitative data, yielding findings that showed significant changes in the professional practice of managers and, so, a positive impact on the development of public health competencies even during a pandemic.

Resumo Introdução: a pandemia COVID-19 trouxe desafios às instâncias responsáveis pela qualificação dos profissionais de saúde no mundo todo, que necessitaram se adaptar para oferta de cursos na modalidade à distância, frente às implicações impostas, como o distanciamento social. Entretanto, a despeito desses cursos, ainda persistem lacunas na produção de conhecimentos dos seus efeitos. Objetivo: analisar a percepção de profissionais-gestores sobre os efeitos de um curso na modalidade à distância, implementado para desenvolvimento de competências em saúde pública em tempos de pandemia COVID-19. Metodologia: pesquisa qualitativa realizada a partir de dados coletados do ambiente virtual do curso que, dentre outras informações, possuía respostas de uma pergunta realizada para os profissionais-gestores um mês após a sua conclusão: quais tarefas você executa habitualmente que sofreram algum tipo de modificação em consequência de sua participação no curso? A análise dos dados ocorreu por Classificação Hierárquica Descendente com auxílio do software IRAMUTEQ®, a partir de segmentos simples de texto (SST). Os SST foram classificados em função dos respectivos vocabulários de maior frequência e das palavras com associação significativa (p<0,001). Por fim, o software produziu um dendrograma com a ilustração do esquema hierárquico de classes. . Resultados: foram processadas 256 respostas com aproveitamento de 76,3% dos SST, que resultaram em um dendrograma de quatro classes, sendo possível constatar modificações na/o: (1) Execução de tarefas do cotidiano laboral; (2) Ampliação do conhecimento acerca do trabalho no Sistema Único de Saúde; (3) Articulação entre áreas para desenvolvimento das ações em Saúde Pública; (4) Apoio e orientações de ações de vigilância em saúde junto aos municípios. Considerações Finais: o uso do software IRAMUTEQ® facilitou o processamento e a análise de grande número de dados qualitativos. Destarte, foram obtidos achados que apontaram mudanças significativas na prática profissional dos gestores e, consequentemente, efeito positivo no desenvolvimento de competências.

ABSTRACT The study approaches the measurement of scientific literacy competencies in psychology students. Scientific literacy is a necessity in university education, enabling students to understand the role of sciences in everyday life and contribute to generating solutions to contemporary social challenges. Additionally, scientific literacy is key to disciplinary socialization, enhancing the ability to position oneself within an interdisciplinary framework in research in social and behavioral sciences. In this article, the results of the construction and validation process of a scale to measure scientific literacy competencies in psychology students at a private university in southern Chile are presented. A total of 111 first to fifth-year students participated. Psychometric analyses yielded four dimensions for the construct: self-efficacy in scientific skills, access to scientific knowledge, applicability of scientific knowledge, and scientific and ethical rigor. From the development of this instrument, the importance of encouraging students' active participation in extracurricular research activities is highlighted, along with articulating guidelines related to scientific rigor in academic training, as well as defining and sharing minimum scientific standards across subjects in different areas.

RESUMEN El estudio se aproxima a la medición de competencias de alfabetización científica en estudiantes de psicología. La alfabetización científica es una necesidad de la formación universitaria, que permite al estudiante comprender el rol de las ciencias en la cotidianidad y contribuir generando soluciones a los desafíos de la vida social contemporánea. A su vez, la alfabetización científica es clave para la socialización disciplinaria, potenciando la capacidad para posicionarse desde un marco de trabajo interdisciplinario en la investigación en ciencias sociales y del comportamiento. En este artículo, se presentan los resultados del proceso de construcción y validación de una escala para medir competencias de alfabetización científica en estudiantes de psicología en una universidad privada del sur de Chile. Participaron 111 estudiantes de primer a quinto año. Los análisis psicométricos arrojaron cuatro dimensiones para el constructo: autoeficacia en destrezas científicas, acceso al conocimiento científico, aplicabilidad del conocimiento científico y rigurosidad científica y ética. A partir del desarrollo de este instrumento, se destaca la importancia de incentivar la participación activa de estudiantes en actividades de investigación extracurriculares, articular lineamientos vinculados al rigor científico en la formación académica, así como definir y compartir estándares mínimos de exigencia científica entre asignaturas de distintas áreas.

RESUMEN En la contemporaneidad globalizada diversas problemáticas inciden y repercuten en la vida del hombre como ente social. De ahí que, las universidades proyecten procesos formativos conforme a los desafíos y demandas educativas de la Agenda 2030. Cuba, inmersa en trasformaciones de su modelo económico, político y social, redimensiona la preparación para el empleo en la Educación Superior, desde la formación continua, en función de lograr egresados dotados de conocimientos, habilidades, destrezas, valores y competencias socio-profesionales para insertarse en el mercado laboral. En ese contexto, el artículo presenta un modelo de gestión formativa en la preparación para el empleo en el Ingeniero Informático en la Universidad de Oriente, constructo articulador en la concreción de las competencias socio-profesionales. El constructo teórico-práctico que expresa el vínculo universidad-empresa, emerge de los resultados de la formación doctoral. En tal sentido, se asumen métodos que permiten relacionar los aspectos teóricos que sustentan el modelo propuesto en interrelación con las categorías, a partir del análisis-síntesis, la revisión documental de investigaciones que se asumen y comparten, los que avalan la propuesta en su significación, importancia, actualidad e impacto.

ABSTRACT In today's globalized world, various problems affect and have repercussions on the life of man as a social entity. Hence, universities project training processes in accordance with the educational challenges and demands of the 2030 Agenda. Cuba, immersed in transformations of its economic, political and social model, resizes preparation for employment in Higher Education, from continuous training, in order to achieve graduates equipped with knowledge, skills, values and socio-professional competencies to enter the labor market. In this context, the article presents a training management model in preparation for employment in the Computer Engineer at the University of Oriente, an articulating construct in the realization of socio-professional competencies. The theoretical-practical construct that expresses the university-company link emerges from the results of doctoral training. In this sense, methods are assumed that allow relating the theoretical aspects that support the proposed model in interrelation with the categories, based on the analysis-synthesis, the documentary review of research that is assumed and shared, which endorse the proposal in its significance, importance, topicality and impact.

RESUMEN La investigación formativa impulsa el desarrollo de habilidades y competencias que mejoran la calidad del proceso, fomentan la innovación, contribuyen a la formación integral y facilitan la conexión entre la teoría y la práctica. En ese sentido, el artículo revela la articulación entre las relaciones básicas de la investigación formativa y científica y los procesos de investigación del programa de Contaduría Pública de la Institución Universitaria Antonio José Camacho, en una propuesta interventiva desde las ciencias pedagógicas. Desde un enfoque mixto, los métodos utilizados incluyen la sistematización de información de documentos, artículos, revistas y trabajos investigativos relacionados con el objeto de estudio y en la recolección de datos se aplican encuestas a miembros de la comunidad educativa. Se analizan y tabulan los indicadores que permiten aproximarse al estado actual de los procesos investigativos en el programa. Como resultado las indagaciones teóricas realizadas se identifican los fundamentos y las relaciones que contribuyen a la mejora de la investigación en el programa, se caracteriza el estado actual, los lineamientos pedagógicos y curriculares, así como las finalidades educativas de estos procesos. El estudio posibilitó el diseño de una concepción teórico-metodológica que se distingue por el carácter: humanista, contextualizado, sistémico, flexible, participativo y colaborativo.

ABSTRACT Formative research promotes the development of skills and competencies that improve the quality of the process, encourage innovation, contribute to comprehensive training and facilitate the connection between theory and practice. In this sense, the article reveals the articulation between the basic relationships of formative and scientific research and the research processes of the Public Accounting program of the Antonio José Camacho University Institution, in an intervention proposal from the pedagogical sciences. From a mixed approach, the methods used include the systematization of information from documents, articles, magazines and research works related to the object of study and in data collection, surveys are applied to members of the educational community. The indicators that allow us to approximate the current state of the investigative processes in the program are analyzed and tabulated. As a result of the theoretical investigations carried out, the foundations and relationships that contribute to the improvement of research in the program are identified, the current state, the pedagogical and curricular guidelines, as well as the educational purposes of these processes are characterized. The study made possible the design of a theoretical-methodological conception that is distinguished by its character: humanistic, contextualized, systemic, flexible, participatory and collaborative.

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.

ABSTRACT The evolution towards Industry 4.0 starts from previous industrial revolutions and culminates in the convergence of advanced technologies today. Industry 4.0 uses technologies such as the internet of things, big data analysis, artificial intelligence, augmented reality, among others, to improve the efficiency and adaptability of companies; organizational productivity is focused on the modernization of processes with emerging technologies. In this context, the accounting profession is undergoing significant changes such as the automation of routine tasks allowing accountants to focus on strategic analysis. Technology impacts accounting by improving efficiency, accuracy, and data security. Accountants must acquire technological competencies, such as proficiency in accounting software and skills in data analytics, cybersecurity, and digital communication. In terms of accounting ethics, the importance of confidentiality, integrity and transparency in the digital age is highlighted. Accountants must maintain high ethical standards and adapt to technological evolution. The research concludes that the accounting profession has transformed into a more strategic role, demanding technological skills and ethics adapted to the digital era. The connection between education, industry and technology skills is essential to prepare accountants for today's challenges.

RESUMEN La evolución hacia la Industria 4.0 parte de las revoluciones industriales anteriores y culmina en la convergencia de tecnologías avanzadas en la actualidad. La Industria 4.0 emplea tecnologías como el internet de las cosas, el análisis de grandes volúmenes de datos (big data), la inteligencia artificial, la realidad aumentada, entre otras, para mejorar la eficiencia y la adaptabilidad de las empresas, la productividad organizacional se centra en la modernización de procesos con tecnologías emergentes.En este contexto, la profesión contable experimenta cambios significativos como son en la automatización de tareas rutinarias, permite a los contadores enfocarse en análisis estratégicos. La tecnología impacta la contabilidad al mejorar la eficiencia, la precisión y la seguridad de los datos. Los contadores deben adquirir competencias tecnológicas, como el dominio de software contable y habilidades en análisis de datos, ciberseguridad y comunicación digital.En cuanto a la ética contable, se destaca la importancia de la confidencialidad, integridad y transparencia en la era digital. Los contadores deben mantener altos estándares éticos y adaptarse a la evolución tecnológica. La investigación concluye que la profesión contable se ha transformado en un papel más estratégico, exigiendo habilidades tecnológicas y una ética adaptada a la era digital. La conexión entre la educación, la industria y las competencias tecnológicas es esencial para preparar a los contadores para los desafíos actuales.

RESUMEN Introducción: Los hoteles son instalaciones cuyo recurso fundamental constituye su capital humano, requieren sistemáticamente de inversiones sobre el conocimiento, el continuo perfeccionamiento de los hábitos de trabajo y conductas laborales seguras que permitan el mejoramiento del desempeño individual y colectivo, y con ello, la calidad de los servicios. En el Complejo Meliá Cayo Santa María se evalúa el desempeño de los cuadros utilizando indicadores generales, sin considerar las funciones y tareas específicas, lo cual no permite gestionar el desempeño individual en función del desempeño organizacional. Objetivo: Proponer un procedimiento para la evaluación del desempeño de los cuadros que contribuya a la gestión de la seguridad y salud en el trabajo en el Complejo Meliá Cayo Santa María Método: Fueron utilizados métodos al nivel empírico: el análisis documental de los planes de trabajo de los cuadros, los manuales de procedimientos, la planeación estratégica del hotel, las evaluaciones del desempeño y los calificadores de cargo, la entrevista a directivos y la observación directa del proceso de evaluación del desempeño. Resultados: Como principal aporte de la investigación, se desarrolló un procedimiento para la evaluación del desempeño de los cuadros que permite mejorar la gestión de la seguridad y salud en el complejo hotelero. Conclusión: La propuesta de evaluación del desempeño de los cuadros basada en las competencias y las conductas estratégicas asociadas como contribución al compromiso con la seguridad y salud, la mejora de la calidad de vida laboral del trabajador y al desempeño directivo efectivo.

ABSTRACT Introduction: Hotels, whose fundamental resource constitutes their human capital, systematically require investments in knowledge, the continuous improvement of work habits and safe work behaviors that allow the improvement of individual and collective performance, and with it, the quality of services. At the “Meliá Cayo Santa María Complex” the performance of staff is evaluated using general indicators, without considering specific functions and tasks, which does not allow individual performance to be managed based on organizational performance. Objective: Propose a procedure for evaluating the performance of staff that contributes to the management of occupational health and safety at the “Meliá Cayo Santa María Complex.” Methods: Empirical methods were used: documentary analysis of the work plans of the staff, procedure manuals, strategic planning of the hotel, performance evaluations and position qualifiers, interviews with managers and direct observation of the process performance evaluation. Results: As the main contribution of the research, a procedure was developed for evaluating the performance of staff that allows improving health and safety management in the hotel complex. Conclusions: The proposal for evaluating the performance of staff based on the competencies and associated strategic behaviors as a contribution to the commitment to safety and health, the improvement of the quality of the worker's work life and effective managerial performance.

Cognitive behavioural therapy (CBT) is a well-researched and evidence-based psychotherapy that is underutilised in Africa. CBT presents opportunities for occupational therapists to expand their practice, for example by promoting engagement in meaningful and purposeful activity (behavioural activation), engaging with a mental health care user's thoughts during and after participation in activity (cognitive restructuring), and grading exposure to traumatic activities (exposure therapy). However, it is also critical that occupational therapists using CBT techniques culturally adapt these for their practice context and engage in professional development activities to develop their competencies as CBT practitioners. This commentary highlights recent advances in CBT practice and calls for CBT and associated techniques to be made more accessible to mental health care users in Africa. IMPLICATIONS FOR PRACTICE • The relationship between participation and mental health is gaining prominence within the field of CBT. Occupational therapists should position themselves as experts in the therapeutic use of activity. • Occupational therapists using CBT techniques should culturally adapt their practice to meet the mental health needs of people living in Africa. • Occupational therapists using CBT techniques should follow internationally recognised pathways to CBT professional development, and register as Affiliated Members of the Cognitive Behavioural Therapy Association of South Africa

Resumen: Las técnicas de Gianni Rodari y Edward de Bono tienen gran importancia pues promueven el interés del estudiante en el proceso de producción de textos a través de la experimentación, que se logra al aplicar la metodología lúdica y el pensamiento creativo en las aulas. Por esta razón, la investigación tuvo como objetivo analizar las técnicas de Gianni Rodari y Edward De Bono como una estrategia de enseñanza para mejorar el proceso de escritura creativa en estudiantes de educación general básica en Ecuador. El escrito se elaboró empleando un enfoque deductivo, respaldado además por una investigación documental con enfoque cualitativo. No obstante, en cuanto a los resultados obtenidos, se evidenció a través del informe presentado por el Instituto Nacional de Evaluación Educativa en las pruebas Pisa que el promedio de Ecuador en lectura es de 409, lo que lo sitúa en nivel 2 que corresponde al nivel mínimo de competencias. Esto se debe al desconocimiento de técnicas y estrategias innovadoras en el ámbito escolar. Se concluyó que dichas técnicas estimulan la imaginación al tiempo que refuerza la confianza y autoestima del niño o niña, mejora la capacidad comunicativa y de escritura, y desarrolla el pensamiento crítico desde la expresión personal.

Abstract: The techniques of Gianni Rodari and Edward de Bono are of great importance, since they promote the student's interest in the process of text production through experimentation, which is achieved by applying the playful methodology and creative thinking in the classroom. Thus, the research aims to analyze the Techniques of Gianni Rodari and Edward De Bono as a teaching strategy to improve the creative writing process in students of general basic education in Ecuador. It can be indicated that the writing was elaborated using a deductive approach, supported by documentary research with a qualitative approach. However, as for the results obtained, it was evidenced through the report presented by INEVAL in the Pisa tests that Ecuador's average in reading is 409, which places it in level 2, the minimum level of competencies, this is due to the lack of knowledge of innovative techniques and strategies in the school environment. In summary, these techniques stimulate the imagination while reinforcing the child's confidence and self-esteem, improve communication and writing skills, and finally, develop critical thinking through personal expression.