Resumen: La ingeniería civil industrial es una profesión con una fuerte base científica. En Chile, se ha comenzado a innovar los planes de estudios con un currículum basado en competencias con resultados de aprendizaje. Esto ha llevado a que los cuerpos académicos también deban ajustar sus metodologías y estrategias de enseñanza con el propósito de mejorar la formación profesional. Ante esto, la sistematización pedagógica se basó en una metodología de análisis de casos con estrategias de gamificación, el objetivo fue determinar el efecto del análisis de casos, con estrategias de gamificación como enfoque didáctico para la enseñanza de conceptos de innovación, competitividad, emprendimiento y creatividad. Participaron 32 estudiantes pertenecientes a la sección B del curso Gestión de la Innovación. Se planteó una secuencia didáctica de ocho sesiones, con diversos casos representativos de la temática. Para el análisis de los desempeños se construyó y validó una rúbrica analítica y se utilizó la escala de experiencia de aprendizaje (CEQ), adaptada por Marchant, Fauré y Abricot (2016) para el contexto chileno. Dentro de los hallazgos se evidencia que el estudiantado logra satisfactoriamente los desempeños esperados para la actividad curricular al presentar dificultades en elementos genéricos de la formación. Con respecto a la experiencia formativa y las dimensiones evaluadas, el alumnado considera que la experiencia formativa contó con una docencia de calidad, las metas y objetivos propuestos fueron claros, alcanzables y los instrumentos de evaluación son apropiados. En conclusión, proponer una secuencia didáctica con una metodología activa mejora el desempeño académico y la motivación.

Resumo: A engenharia civil industrial é uma profissão com forte base científica. No Chile, os planos de estudo começaram a ser inovados com um currículo baseado em competências com resultados de aprendizagem. Isto levou a que os órgãos académicos também tivessem de ajustar as suas metodologias e estratégias de ensino com o objetivo de melhorar a formação profissional. Diante disso, a sistematização pedagógica baseou-se em uma metodologia de análise de casos com estratégias de gamificação, o objetivo foi determinar o efeito da análise de casos, com estratégias de gamificação como enfoque didático para o ensino de conceitos de inovação, competitividade, empreendedorismo e criatividade. Participaram 32 alunos pertencentes à secção B do curso de Gestão da Inovação. Foi proposta uma sequência didática de oito sessões, com diversos casos representativos da temática. Para a análise dos desempenhos, foi construída e validada uma rubrica analítica e utilizada a escala de experiência de aprendizagem (CEQ), adaptada por Marchant, Fauré e Abricot (2016) para o contexto chileno. Dentro dos achados, fica evidente que o estudantado alcança satisfatoriamente os desempenhos esperados para a atividade curricular ao apresentarem dificuldades em elementos genéricos da formação. A respeito da experiência formativa e das dimensões avaliadas, os alunos consideram que a experiência formativa incluiu uma docência de qualidade, as metas e objetivos propostos foram claros, alcançáveis e os instrumentos de avaliação são adequados. Concluindo, propor uma sequência didática com metodologia ativa melhora o desempenho acadêmico e a motivação.

Abstract: Industrial civil engineering is a profession with a very solid scientific base. In Chile, it has begun to innovate the educational curricula with a curriculum based on competencies and learning outcomes. This has led academic institutions to adapt their methodologies and teaching strategies to improve professional training. In this context, the pedagogical systematization was based on a case analysis methodology with gamification strategies. The objective was to determine the effect of case analysis with gamification strategies as a didactic approach for teaching the concepts of innovation, competitiveness, entrepreneurship and creativity. Thirty-two students from Section B of the Innovation Management course participated. A didactic sequence of eight sessions was proposed, with a number of cases that were representative of the subject matter. To analyze the results, an analytical rubric was designed and validated, using the Course Experience Questionnaire (CEQ) adapted to the Chilean context by Marchant, Fauré and Abricot (2016). The results show, among other things, that students achieve the expected achievements for the curricular activity in a satisfactory manner when they encounter difficulties in the generic elements of the education. Regarding the formative experience and the dimensions evaluated, the students consider that the formative experience included quality teaching, that the proposed objectives were clear and achievable, and that the evaluation instruments were appropriate. In conclusion, the proposal of a didactic sequence with an active methodology improves academic performance and motivation.

Resumen: La sistematización presentada da cuenta de una instancia de evaluación aplicada entre dos cátedras de la carrera de Educación Parvularia de una universidad chilena. El objetivo fue evaluar la aplicación de una experiencia evaluativa alternativa basada en competencias en formato de conversatorio. Las características del grupo muestral fueron 32 estudiantes de la carrera de Educación Parvularia de una institución privada de Educación Superior de Santiago de Chile que cursaban simultáneamente las cátedras de Neuroeducación y Psicología del Desarrollo. Su elección fue una muestra por conveniencia no probabilística, ya que, dadas las condiciones, los investigadores tuvieron facilidad de acceso a los sujetos participantes. Un grupo de estudiantes debía exponer oralmente un tema vinculado a ambas cátedras y, posteriormente, realizar comentarios y preguntas frente a otro tema diferente presentado por otro grupo. La instancia se evaluó mediante un instrumento tipo rúbrica (a nivel de forma y contenido) con una exigencia del 70% en la escala chilena de calificaciones. Se encontró que las estudiantes tuvieron un 67% de logro del indicador de aprendizaje vinculados a elementos de forma y un 100% de logro de los indicadores de aprendizaje vinculados a elementos de contenido. Así, se propone la necesidad de generar más y mejores instancias de evaluación que sean diferentes a la evaluación escrita tradicional en la educación superior, fortaleciendo un currículum orientado a competencias y enfocado a un adecuado desempeño profesional y laboral.

Resumo: A sistematização apresentada dá conta de uma instância de avaliação aplicada entre dois departamentos de programa de Educação Infantil de uma universidade chilena. O objetivo foi avaliar a aplicação de uma experiência alternativa de avaliação baseada em competências em formato de conversação. As características do grupo amostra foram 32 alunos do programa de Educação Infantil de uma instituição de Ensino Superior privada de Santiago, Chile que cursavam simultaneamente os cursos de Neuroeducação e Psicologia do Desenvolvimento. A escolha foi por uma amostra não probabilística de conveniência, pois, dadas as condições, os pesquisadores tiveram fácil acesso aos sujeitos participantes. Um grupo de alunos deveria apresentar oralmente um tema vinculado às duas aulas e, posteriormente, fazer comentários e perguntas sobre um tema diferente apresentado por outro grupo. A instância foi avaliada por meio de um instrumento do tipo rubrica (em nível de forma e conteúdo) com exigência de 70% na escala chilena. Verificou-se que os alunos obtiveram 67% de aproveitamento do indicador de aprendizagem vinculado aos elementos do formulário e 100% de aproveitamento dos indicadores de aprendizagem vinculados aos elementos do conteúdo. Assim, propõe-se a necessidade de gerar mais e melhores instâncias de avaliação diferentes da tradicional avaliação escrita no ensino superior, fortalecendo um currículo orientado por competências e focado no adequado desempenho profissional e laboral.

Abstract: The presented systematization accounts for an evaluation instance applied between two departments of the Early Childhood Education program at a Chilean university. The objective was to assess the implementation of an alternative evaluative experience based on competencies in a discussion format. The characteristics of the sample group included 32 students from the Early Childhood Education program at a private higher education institution in Santiago, Chile, who were simultaneously taking the courses in Neuroeducation and Developmental Psychology. Their choice was a non-probability convenience sample, as the researchers had easy access to the participating subjects given the circumstances. One group of students was required to orally present a topic related to both courses and then make comments and ask questions about a different topic presented by another group. The instance was evaluated using a rubrictype instrument (regarding both form and content) with a requirement of 70% on the Chilean grading scale. It was found that the students achieved 67% of the learning indicator related to elements of form and 100% of the learning indicators related to elements of content. Thus, it is proposed that there is a need to generate more and better evaluation instances that differ from traditional written assessments in higher education, strengthening a curriculum oriented toward competencies and focused on adequate professional and labor performance.

Abstract This study investigates secondary education and curricular justice amidst counter-educational reforms aligned with neoliberal ideals in Brazil, highlighting the imperatives of teacher resistance against political implications at macro and micro levels. Focusing on two critical incidents situated at the Federal Institute of Ceará (IFCE) and the Federal Institute of Rio Grande do Sul (IFRS). The research employs self-study methodology and the critical incident analysis technique to examine intersections between educational policy and Physical Education within the federal education system. The qualitative approach, grounded in the epistemology of praxis, involved eight Physical Education teachers in reflexive and dialogical processes. These educators shared (inter)subjective and (self-)critical experiences regarding the relationship between secondary education and curricular justice, revealing a pedagogical practice that challenges the prevailing technical rationality. The study underscores how collaborative movements foster active political vigilance, shaping conscious and engaged bodies capable of transforming an often oppressive educational system. Through the exchange of experiences, the teacher-researchers developed strategies to navigate the contradictions of the educational system, building a transformative praxis that values diversity and curricular justice. This articulation between life and teaching work emerges as a space for resistance and pedagogical innovation, reaffirming Physical Education as a critical and socially committed field.

Resumen Este estudio investiga la educación secundaria y la justicia curricular en tiempos de contrarreformas educativas alineadas con los ideales neoliberales en Brasil, destacando los imperativos de la lucha docente frente a las implicaciones políticas a niveles macro y micro. Centrándose en dos incidentes críticos, ubicados en el Instituto Federal de Ceará (IFCE) y en el Instituto Federal de Rio Grande do Sul (IFRS), la investigación utiliza la metodología de autoestudio y la técnica de análisis de incidentes críticos para examinar las intersecciones entre educación política y Educación Física en la red educativa federal. El enfoque cualitativo, basado en la epistemología de la praxis, involucró a ocho docentes de Educación Física en procesos reflexivos y dialógicos. Estos educadores compartieron experiencias (inter)subjetivas y (auto)críticas sobre la relación entre educación secundaria y justicia curricular, revelando una práctica pedagógica que desafía la racionalidad técnica predominante. El estudio destaca cómo los movimientos colaborativos promueven la vigilancia política activa, formando cuerpos conscientes comprometidos en la transformación de un sistema educativo a menudo opresivo. A través del intercambio de experiencias, docentes-investigadores desarrollaron estrategias para enfrentar las contradicciones del sistema educativo, construyendo una praxis transformadora que valora la diversidad y la justicia curricular. Esta articulación entre vida y quehacer docente emerge como un espacio de resistencia e innovación pedagógica, reafirmando la Educación Física como un campo crítico y socialmente comprometido.

Abstract The general objective of this research was to identify and analyze the most relevant and recent studies that address educational management and soft skills in a technological higher institute (TGI). Methodologically it was approached from the principles of the PRISMA declaration. The following inclusion criteria were applied for the selection of documents: a) original and review scientific articles, b) published in the period 2013 to 2023, c) disseminated in Spanish or English, d) with open access; and those of exclusion: a) opinion articles, blogs, editorials and theses, b) outside the established range, c) in a language other than English or Spanish and d) studies with restricted access. The results of the search and application of the inclusion and exclusion criteria allowed to recognize 30 works that were analyzed from a quantitative perspective. It is concluded that educational management and soft skills play a fundamental role in the integral development of students of a TGI, evidencing the relevance of promoting the formation of socio-emotional competencies and transversal skills together with technical knowledge, since this contributes to prepare students to face the challenges of the working world and promote their professional success.

Resumen La presente investigación tuvo como objetivo general identificar los estudios más relevantes y recientes que aborden la gestión educativa y habilidades blandas en un instituto superior tecnológico (IST). Metodológicamente se abordó desde los principios de la declaración PRISMA. Para la selección de documentos se aplicaron los siguientes criterios de inclusión: a) artículos científicos originales y de revisión, b) publicados en el período 2013 al 2023, c) divulgados en idioma español o inglés, d) con acceso abierto; y los de exclusión: a) artículos de opinión, blogs, editoriales y tesis, b) fuera del rango establecido, c) en idioma diferente al inglés o español y d) estudios con acceso restringido. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. Se concluyó que la gestión educativa y las habilidades blandas desempeñan un papel fundamental en el desarrollo integral de los estudiantes de un IST, evidenciando la relevancia de promover la formación de competencias socioemocionales y habilidades transversales en conjunto con los conocimientos técnicos, ya que esto contribuye a preparar a los estudiantes para enfrentar los retos del mundo laboral y fomentar su éxito profesional.

Abstract The present study focused on the organization of a nuclear curriculum and its relationship with the development of investigative skills. Its main objective was to analyze existing experiences on the implementation of nuclear curricula with the purpose of proposing a strategy to enhance research competencies in teachers and researchers in Ecuador. To this end, a systematic review of the literature was carried out following the principles of the PRISMA declaration. The search was carried out in Google Scholar, selecting 34 articles that address the conception of the nuclear curriculum, its relationship with medical training and science teaching, as well as approaches for the development and evaluation of research competencies. The results highlighted the importance of implementing a core curriculum with research competencies as a crucial tool to guarantee essential skills and promote research in the educational field. Key practices such as interdisciplinary collaboration, early orientation toward research projects, and the use of technologies to enhance research teaching were identified. Finally, it is concluded that the effective implementation of a nuclear curriculum with investigative competencies requires appropriate pedagogical strategies that promote research as an integral part of the training process.

Resumen El presente estudio se centró en la organización de un currículum nuclear y su relación con el desarrollo de competencias investigativas. Su objetivo principal fue analizar las experiencias existentes sobre la implementación de currículos nucleares con el propósito de proponer una estrategia para potenciar las competencias investigativas en docentes e investigadores en Ecuador. Para ello, se realizó una revisión sistemática de la literatura siguiendo los principios de la declaración PRISMA. La búsqueda se llevó a cabo en Google Académico, seleccionando 34 artículos que abordan la concepción del currículum nuclear, su relación con la formación médica y la enseñanza de las ciencias, así como enfoques para el desarrollo y evaluación de competencias investigativas. Los resultados destacaron la importancia de implementar un currículum nuclear con competencias investigativas como una herramienta crucial para garantizar habilidades esenciales y fomentar la investigación en el ámbito educativo. Se identificaron prácticas clave como la colaboración interdisciplinaria, la orientación temprana hacia proyectos de investigación y el uso de tecnologías para mejorar la enseñanza en investigación. Finalmente, se concluye que la implementación efectiva de un currículum nuclear con competencias investigativas requiere estrategias pedagógicas adecuadas que promuevan la investigación como parte integral del proceso formativo.

ABSTRACT: The dentistry career of the Universidad de La Frontera since its inception, has stood out for its emphasis on public health and prevention, experiencing several adjustments in its curriculum and identifying as main axes in the training in Dentistry: the Mention in Prevention and the Updating of National Standards in higher education. On the other hand, from the year 2023 to date, the career is in the fourth process of self-evaluation, awaiting the visit of peer evaluators and also in a process of Curricular Redesign from 2021 to the present, which is in advanced stages; both processes are aligned with the Educational Model of the UFRO. In relation to the various high impact methodologies, the career has implemented some of these in its various curricular lines, such as inverted classroom, problem-based learning, learning plus service and simulation, integrating theory and practice in the learning processes of the students of the career. In short, the importance of continually updating teaching methods and content in order to remain at the forefront of dental education is emphasized.

RESUMEN: La carrera de Odontología de la Universidad de La Frontera desde su inicio, ha destacado por su énfasis en la salud pública y la prevención, experimentando diversos ajustes en su Plan de Estudios e identificándose como ejes principales en la formación en Odontología: la Mención en Prevención y la Actualización de los Estándares nacionales en educación superior. Por otro lado, desde el año 2023 a la fecha, la carrera se encuentra en el cuarto proceso de autoevaluación, a la espera de la visita de los pares evaluadores y, además, en un proceso de Rediseño Curricular desde el año 2021 a la actualidad, el que se encuentra en etapas avanzadas; ambos procesos están alineados con el Modelo Educativo de la UFRO. En relación a las diversas metodologías de alto impacto, la carrera ha implementado algunas de estas en sus diversas líneas curriculares, tales como, aula invertida, aprendizaje basado en problemas, aprendizaje más servicio y simulación, integrando la teoría y práctica en los procesos de aprendizaje del estudiantado de la carrera. En definitiva, se destaca la importancia de actualizar continuamente los métodos y contenidos de enseñanza para mantenerse a la vanguardia en la formación odontológica.

Inclusive curriculum transformation is crucial in Higher Education (HE). Decolonisation is considered a necessary intervention that offers opportunities to reimagine curricula, broaden access, and foster inclusivity. However, the full potential of decolonisation remains untapped due to contradictory perceptions and the absence of substantive decolonial theory. This scoping review explored how the decolonisation of Health Sciences curricula can be used as a vehicle for transformation in HE. A systematic search of online academic databases was conducted and included 31 relevant articles. Deductive and inductive coding was used to analyse the data, through which 14 decolonial actions were identified and presented as an action framework. By identifying and organising the main concepts used in the literature and proposing an action framework to decolonise curricula within the field of Health Sciences, this study contributes to the ongoing discourse of how decolonisation can be used to bring about transformation in HE. CONTRIBUTION: Findings contribute to the development of decolonial theory and highlight the benefits of decolonising Health Sciences curricula. This scoping review sets the stage for further research to build on this action framework, develop practical guidelines to guide curriculum change and evaluate and measure decolonisation efforts

Recently there has been increased research interest in the decolonisation of the curriculum in higher education. Indigenous knowledge (IK) is the key aspect through which the curriculum in higher education can be decolonised to ensure its relevance to indigenous students and expose non-indigenous students to alternative forms of knowledge. This phenomenological study explored the decolonisation of the Environmental Education (EE) module in the Bachelor of Education Honours through integrating IK at the University of South Africa (Unisa) through interpretive paradigm and sociocultural theory. The study engaged document analysis and participant observation. Data was analysed and relevant themes were formed. The findings revealed that the University's Strategic Plan drives decolonisation of the curriculum; the integration of IK was more evident in Tutorial Letter (TL) 102 of the EE module; there was minimal evidence of the integration of IK in TL105; IK was almost absent in TLs101, 104 and 103; and IK was only minimally introduced later in TL101 through the glossary of translated terms into African languages. The study contributes to attempts to decolonise the curriculum in higher education.

Universities face the challenges of substantial reforms such as new managerialism, corporatism, neoliberalism, McDonaldisation, entrepreneurialism, massification, decolonisation, and many other approaches, philosophies, and practices that influence the original idea of the university. In competitive environments, new managerialism in the public sector can be a means of achieving more efficient, flexible, and adaptable management, thus, the permeation and manifestation of new managerialism in public higher education engender business practices and private-sector ideas. Furthermore, these transformations include globalisation and internationalisation, mass participation and vocational credentialing; business-like administration and internal product and performance regimes; quasi-market competition between institutions; and the part marketisation of teaching and research and services. These managerialist ideas, embedded in a neo-liberal conception of globalisation, have specific implications for higher education in the sense that they have the potential to limit contribution to future public administration research and graduate products to serve as public servants. Compounding the situation is academic capitalism, academic entrepreneurs, entrepreneurial academics and the commodification and commoditisation of a public good (education). Furthermore, even research universities seem to be giving way to entrepreneurial universities and are associated with the emergence of corporate universities. The university's entrepreneurial behaviour is seen in professors' perspectives on the university's role in knowledge dissemination -innovation agents being entrepreneurial academics and academic entrepreneurs - the former resembles innovative university members, while the latter resembles a typical start-up entrepreneur. This "Stalinist plan or new managerialism or new functionalism" and entrepreneurialism represents a healthy capitalist enterprise and propel thinking about whether or not universities pursue epistemologies, ontological scholarship, research and curriculum to improve public administration. This conceptual paper identifies complexities in propelling universities to a higher fitness landscape in producing public administration research and graduates. This is because a public university now fends for itself as it influences distinctive segments of the economy and militates against origins of public administration.

Values education is value formation through education that is conveyed through educational goals usually set by curricular documents. Consistent with this, the National Curriculum Statement (NCS) Grades R-12, comprising the Curriculum Assessment and Policy Statement (CAPS), which is the currently used policy statement in South African schools, is underscored by a curriculum philosophy that urges teachers to "equip learners with values" during classroom teaching of all approved subjects. Hence, this study explored preservice teachers' understanding of how learners can be developed and equipped with constitutional values when teaching Life Sciences topics. A perception-value (P-V) theoretical framework was adapted to underpin the qualitative study. Data were initially derived from the NCS Grades R-12, comprising the CAPS for Life Sciences. Also, through a case study methodology, data were collected from responses to a values-education-driven assignment given to 70 pre-services teachers as participants. Both data sets were analysed and interpreted using analytical approaches involving content and thematic analyses (Bowen 2009). Results show participants' understanding regarding (i) identification of constitutional values incorporated in Life Sciences topics, either in correspondence with the content/concepts therein, or not; (ii) teaching strategies they can use to nurture the values identified in learners through classroom teaching of Life Sciences. Ultimately, this study created awareness of how teacher-educators could depict pre-service teachers' understanding of the curriculum (NCS) philosophy of equipping learners with values. This may enhance teacher-educators' understanding on how to teach pre-service teachers about using the teaching of Life Sciences concepts to foster values education.

The COVID-19 pandemic necessitated swift changes to remote teaching and learning. This study explored the experiences of student support champions comprising teaching assistants, tutors, mentors, and retention officers) in providing affective and content support via remote modalities to first-year students. The study focused on insights gained during remote learning. This adaptation to change speaks to resilience thinking, 'being able to withstand or overcome adversity and unpleasant events and successfully adapt to change and uncertainty'. Learning to be resilient and adaptable to rise above challenges, is simultaneously transformative to create new ways of thinking to deal with current situations. This study resides within the interpretivist paradigm and draws on the subjective experiences and understandings of research participants within a university of technology. Surveys were conducted to garner insights and experiences and were analysed according to emergent themes of challenges, improvements, and future practices. Data revealed that despite the demands placed on student support champions, they managed to cope with their studies and acquired attributes, dispositions, and values beyond the formal curriculum. Thus the study shows that times of complexity present opportunities for resilience and transformation to changing circumstances.

BACKGROUND: Human dignity is a fundamental constitutional right essential to occupational therapy (OT) education and practice, aligning with the graduate attributes of Ubuntu, human rights and ethics. However, little is known about its integration into OT education at universities OBJECTIVE: To explore how OT students perceive human dignity in OT education METHODS: A qualitative exploratory descriptive study was conducted with 30 purposively selected OT students from first to fourth year. The study involved four focus group discussions (FGDs), which were audiotaped, transcribed and thematically analysed through an iterative and credible process RESULTS: Participants seemed to grapple with understanding human dignity but knew it was part of human rights and OT. Two major themes were identified: students' perceptions of human dignity and the notion of human dignity as a central concept left on the side CONCLUSION: The findings are relevant for curriculum transformation and integration of human dignity into OT education. They can be used to equip undergraduate OT students with the knowledge and skills needed to enhance their understanding of human dignity, human rights and advocacy for clients in cases of rights violations. Participants noted that while human dignity was an omitted concept in the classroom, clinical supervisors provided significant learning opportunities for them to learn about human rights. Students' willingness to expand their knowledge of human dignity enabled them to apply and integrate existing policies and legislative frameworks such as the Bill of Rights and the Batho Pele principles into their learning

Antecedentes: La educación en bioética es esencial para desarrollar competencias éticas en profesionales de la salud. Sin embargo, existe evidencia limitada sobre su implementación en programas de ciencias de la salud, particularmente en países en desarrollo. Objetivo: Evaluar la integración de la educación en bioética en programas de ciencias de la salud mediante el examen de los niveles de formación docente y la implementación curricular en una universidad privada de Paraguay. Métodos: Este estudio transversal analizó registros académicos de 105 docentes (tasa de respuesta del 34.7 %) y planes de estudio de siete programas de pregrado en ciencias de la salud durante 2020–2021. La recolección de datos incluyó demografía docente, formación en bioética, contenido curricular, metodologías de enseñanza y estrategias de evaluación. El análisis cuantitativo empleó estadística descriptiva y pruebas de chi-cuadrado, mientras que el análisis cualitativo examinó documentos curriculares. Resultados: Solo el 2 % de los docentes tenía calificaciones formales en bioética, mientras que el 24 % reportó formación no formal. El programa de Enfermería mostró tasas significativamente más altas de docentes con formación en bioética (71 %) en comparación con otros programas (0–22 %, P=0.03). Todos los programas, excepto Psicología, incluyeron principios éticos en sus declaraciones de misión, pero la implementación se limitó a cursos únicos obligatorios (34–85 horas) con métodos de enseñanza tradicionales basados en clases magistrales. Se encontraron variaciones significativas en el momento de la educación en bioética entre programas, desde el segundo hasta el décimo semestre. Conclusiones: Los hallazgos revelan brechas sustanciales entre las aspiraciones institucionales y la implementación real de la educación en bioética, caracterizada por una limitada formación docente y una integración curricular fragmentada. Los resultados sugieren la necesidad de mejorar el desarrollo docente, revisar el plan de estudios e implementar estrategias de enseñanza innovadoras para fortalecer la educación en bioética en los programas de ciencias de la salud.

Background: Bioethics education is essential for developing ethical competencies in healthcare professionals. However, limited evidence exists regarding its implementation in health sciences programs, particularly in developing countries. Objective: To assess the integration of bioethics education in health sciences programs by examining faculty training levels and curricular implementation at a private university in Paraguay. Methods: This cross-sectional study analyzed academic records from 105 faculty members (34.7% response rate) and curricula from seven undergraduate health sciences programs during 2020-2021. Data collection included faculty demographics, bioethics training, curricular content, teaching methodologies, and assessment strategies. Quantitative analysis employed descriptive statistics and chi-square tests, while qualitative analysis examined curricular documents. Results: Only 2% of faculty held formal bioethics qualifications, while 24% reported non-formal training. The Nursing program showed significantly higher rates of faculty with bioethics training (71%) compared to other programs (0-22%, P=0.03). All programs, except Psychology, included ethical principles in their mission statements, but implementation was limited to single mandatory courses (34–85 hours) with traditional lecture-based teaching methods. Significant variations were found in the timing of bioethics education across programs, ranging from second to tenth semester. Conclusions: Findings reveal substantial gaps between institutional aspirations and actual implementation of bioethics education, characterized by limited faculty training and fragmented curricular integration. Results suggest the need for enhanced faculty development, curriculum revision, and innovative teaching strategies to strengthen bioethics education in health sciences programs.

In this article we report on the initial professional discourse on teaching natural science (NS) in the Foundation Phase among a sample of novice teachers in the Western Cape province of South Africa. The sample comprised 7 novice teachers (NTs) with 3 or fewer years of teaching experience. We investigated the NTs preparedness to teach NS, exploring their interpretation of the foundation phase (FP) life skills (LS) curriculum and assessment policy statement (CAPS). We identified and examined gaps in the NTs' understanding and knowledge of teaching NS to formulate an intervention programme (IP), and an 8-week IP integrating theoretical and practical elements was subsequently developed. The data collection instruments included a questionnaire, semi-structured interviews and classroom observations. Inductive and deductive analysis were employed in coding the data, defining common trends and categorising these into themes. The findings highlight the teachers' lack of content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK) for NS teaching. The study underscores the need for effective approaches to teaching NS, such as a pedagogy of inquiry with specific strategies to foreground learner agency. Instruction in these approaches should be incorporated into teacher training curricula at higher education institutions (HEIs), which is recommended as a topic for future research.

An empirical study in five denominations in the United States provided a snapshot of current conceptions and practices of confirmation. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: Using a mixed-methods approach, this study yielded important comparative results among Presbyterians, Methodists, Episcopalians, Lutherans, and African Methodist Episcopalians, highlighting denominational distinctives. The quantitative findings indicated priorities in both content areas and instructional practices, while the qualitative results suggested elements for constructive approaches to confirmation in the near future.