ABSTRACT The general objective of the study is to determine the perception of students at a private university in Asunción regarding the security measures implemented in a specific case of a shooting threat, 2023. The approach of the study is quantitative, with a cross-sectional, non-experimental design. and descriptive scope. The population considered for the study was made up of 8089 students, determining a sample of 385 people. The response rate was 99.7% (384). The inclusion criteria considered were being active and enrolled in the in-person modality, taking in-person classes at the headquarters, and agreeing to complete the survey. The survey was used as data collection through a 12-question questionnaire designed with Google Forms. The most relevant results were: 41.9% strongly agree that their belongings are searched upon entry to the institution and 39.3% strongly agree with the security mechanisms implemented by the university. Other opinions on security measures to prevent and respond to a shooting threat are: use of manual metal detectors, increased presence of security guards, proposing to the administration to address mental health in the curriculum, enabling a stop button panic, emergency drills and X-rays for bags and backpacks. It is concluded that the student body is satisfied with the two dimensions analyzed: institutional security in the face of danger and identification, satisfaction and feeling of security on the part of the student.

RESUMEN El objetivo general del estudio es determinar la percepción de los estudiantes de una universidad privada en Asunción frente a las medidas de seguridad implementadas en un caso específico de amenaza de tiroteo en el año 2023. El enfoque del estudio es cuantitativo, de diseño no experimental de corte transversal y alcance descriptivo. La población considerada para el estudio estuvo conformada por 8089 estudiantes, determinándose una muestra de 385 personas. La tasa de respuesta fue de 99,7% (384). Los criterios de inclusión considerados fueron estar activo e inscripto en la modalidad presencial, tomar clases presenciales en la sede central y estar de acuerdo en completar la encuesta. Se utilizó la encuesta como recolección de datos mediante un cuestionario diseñado con Google Forms de 12 preguntas. Los resultados más relevantes fueron: 41,9% se encuentra muy de acuerdo que sus pertenencias sean revisadas al ingreso a la institución y 39,3% muy conforme con los mecanismos de seguridad implementados por la universidad. Otras opiniones sobre las medidas de seguridad para prevenir y responder a una amenaza de tiroteo son: uso de detectores de metales manuales, mayor presencia de guardias de seguridad, proponer a la administración el abordaje de la salud mental en la malla curricular, habilitar botón de pánico, simulacros de emergencia y rayos-X para los bolsos y mochilas. Se concluye que el estudiantado se encuentra satisfecho ante las dos dimensiones analizadas: seguridad institucional ante el peligro e identificación, satisfacción y sensación de seguridad por parte del estudiante.

Summary This article presents the results of an investigation on the factors that influence late student lag at the School of Midwifery of the School of Medicine of the University of the Republic of Uruguay. The methodological strategy involved a mixed research approach, being the study design cross-sectional and the data collection techniques a telephone survey and in-depth interviews. This study was conducted in the period 2018 to 2020, in the framework of the so-called Research Projects for the Improvement of the Quality of University Education. Regarding the results, it is highlighted that almost half of the population in a situation of late lag identifies that the main reason was institutional in nature, mostly associated with the lack of training in scientific methodology in the current curriculum, the difficulties due to the rigidity of the approved courses required to move forward and the high face-to-face hourly load required by the career. This study is considered of great institutional relevance, since the factors identified have led to the design and implementation of a set of strategies to support curricular advancement and graduation, adjusted to the needs perceived by its protagonists.

Resumen En este artículo se presentan los resultados de una investigación sobre los factores que inciden en el rezago estudiantil tardío en la Escuela de Parteras de la Facultad de Medicina de la Universidad de la República de Uruguay. La estrategia metodológica involucró un enfoque mixto de investigación; el diseño del estudio fue de corte transversal y las técnicas de recolección de los datos, una encuesta telefónica y entrevistas en profundidad. Este estudio fue realizado en el período 2018-2020, en el marco de los Proyectos de Investigación para la Mejora de la Calidad de la Enseñanza Universitaria. Respecto a los resultados, se destaca que casi la mitad de la población en situación de rezago tardío identifica que el principal motivo fue de carácter institucional, mayoritariamente asociado a la carencia de formación en metodología científica en el plan de estudios vigente, las dificultades derivadas de la rigidez del sistema de previaturas y la elevada carga horaria presencial que exige la carrera. Se entiende que este estudio ha sido de gran relevancia institucional, debido a que los factores identificados han dado lugar al diseño e implementación de un conjunto de estrategias de apoyo al avance curricular y al egreso, ajustadas a las necesidades percibidas por sus protagonistas.

Resumo Este artigo apresenta os resultados de um estudo de investigação sobre os fatores que influenciam o abandono escolar tardio na Escola de Obstetrícia da Faculdade de Medicina da Universidade da República do Uruguai. A estratégia metodológica envolveu uma abordagem mista de pesquisa, com o desenho do estudo sendo transversal e as técnicas de coleta de dados sendo uma pesquisa por telefone e entrevistas em profundidade. Este estudo foi realizado no período de 2018 a 2020, no âmbito dos Projetos de Investigação para a Melhoria da Qualidade do Ensino Universitário. Relativamente aos resultados, destaca-se que quase metade da população em situação de atraso identificou que o principal motivo foi de natureza institucional, maioritariamente associado à falta de formação em metodologia científica no currículo atual, às dificuldades decorrentes da rigidez do sistema de pré-submissão e ao elevado número de horas-aula exigido pela carreira. Considera-se que este estudo é de grande relevância institucional, uma vez que os fatores identificados conduziram à conceção e implementação de um conjunto de estratégias de apoio à progressão curricular e à conclusão do curso, ajustadas às necessidades sentidas pelos intervenientes.

BACKGROUND. The COVID-19 pandemic highlighted the weakness of relying on in-person tuition in higher education. Massive open online courses (MOOCs) have been a successful addition to higher education. In this study, educators had to replace a planned elective in the medical curriculum with an online option during the pandemic. The roles of the competency framework of the Health Professions Council of South Africa (HPCSA) (Leader and Manager, Health Advocate, Professional, Communicator, Collaborator, Scholar, and Healthcare Practitioner) were used to guide its development. This elective emphasised the non-clinical roles of medical practitioners and was offered in 2020 and 2021. OBJECTIVES. To describe the choices of third-year medical students and time spent participating in a modified online elective in 2020 and 2021. METHODS. A descriptive cross-sectional study design was used, involving the participation of 629 medical students. Data were collected and analysed from three primary sources: registration data from LinkedIn Learning, data from the Foundation for Professional Development, and self-reported estimates by students of the average time spent on selected courses. Data included identification of the associated competency acquired. Data analysis was conducted using Python, version 3.10.11. RESULTS. The course choices of 629 students were analysed. In 2020 there were 300 participants and in 2021 there were 329. All the students had one compulsory inclusion in the elective (Management and Leadership Short Course for Undergraduate Healthcare Students). Students in both years reported spending the most average time on courses related to clinical knowledge (Healthcare Practitioner), followed by financial literacy and management (Professional), diversity management (Collaborator), and priority actions to identify and/or respond to (Health Advocate). The most popular courses related to the Leader and Manager role were around decision-making in human resources, problem-solving, and managing healthcare teams. Based on the top 10 LinkedIn Learning course selections of both cohorts, there appeared to be a preference for courses that were consistent with the role of medical professionals in practice. The most popular LinkedIn Learning course was The Six Morning Habits of High Performers. CONCLUSION. Students gravitated toward courses aligned with their role as professional doctors within the HPCSA competency framework. More studies are needed to understand how medical students develop the six non-clinical roles in the HPCSA framework and the effectiveness of MOOCs in a medical curriculum.

The political and social environments in which learners with disabilities live often cause more limitation on the individual abilities of these learners than the disability itself (Capri et al., 2018:2). Likewise, mathematical thinking for learners who are severely mentally disabled is often limited to concretisation or memorisation, which tends to undermine mathematical number sense. This study was undertaken against the background of a lack of methodological guidelines for the teaching of mathematics in the new adapted curriculum for learners who are severely intellectually disabled. Context-rich mathematics tasks for the development of mathematical thinking in learners who are severely intellectually disabled were used during the study. A qualitative research approach was followed in which empirical data were generated through three action research cycles. Data were collected through in-depth discussions, field notes, a literature review and learner work. Vygotsky's (1978:6) sociocultural theory was used as a theoretical framework because it highlights the importance of social interactions and mediated learning. The Reality, Abstraction, Mathematics and Reflection (RAMR) framework of Cooper and Carter (2016:177) is used as a didactic framework for a practical approach to mathematics education in the study. According to the data from in-depth discussions with five educators, learners with intellectual disability are perceived to have limited number sense knowledge. These educators also indicated that their choice of learning tasks only included number facts, arithmetic fluency, memorisation, and teaching with concrete apparatus. Data from the in-depth discussions with two mathematics subject advisors working in special education pointed out educators'limited didactical knowledge for teaching mathematics to learners who are severely intellectually disabled. Based on these data, a teaching intervention was designed and implemented for six months. The purpose was to investigate the effect on participation and learning of changing the researcher's practice to focus on mathematical reasoning in context rich tasks. The lived experiences of the ten learners who were involved in the teaching intervention were included as a background to mathematics problems to design context-rich tasks. The guidelines from the research entail that real-life contexts in which mathematical problem types are embedded are conducive to learning experiences that are rich in discussion for learners who are severely intellectually disabled. Such an approach has the potential to make mathematics more meaningful to learners who are severely intellectually disabled, improve their mastery of contexts, and develop critical thinking. Findings from the action research process can be adapted to similar mathematics teaching practices.

Die politiese en sosiale omgewings waarin leerders met gestremdhede leef, veroorsaak dikwels meer beperking van die individuele vermoëns van dié leerders as die gestremdheid self (Capri et al., 2018:2). Eweneens word wiskundige denke vir leerders wat verstandelik erg gestremd is dikwels tot konkretisering en memorisering beperk, wat neig om begrip te ondermyn. Hierdie studie is onderneem teen die agtergrond van 'n tekort aan metodologiese riglyne vir die onderrig van wiskunde in die nuwe aangepaste kurrikulum vir leerders wat verstandelik erg gestremd is. Konteksryke wiskundetake ter ontwikkeling van wiskundige denke by leerders wat verstandelik erg gestremd is, is tydens die studie gebruik. 'n Kwalitatiewe navorsingsbenadering is gevolg waarin empiriese data gegenereer is deur middel van drie aksienavorsingsiklusse. Data is deur semi-gestruktureerde fokusgroep-onderhoude, veldnotas, 'n literatuuroorsig en leerderwerk ingesamel. Die literatuuroorsig is onderneem om 'n onderrig- en teoretiese raamwerk vir die studie te skep. Vygotsky (1978:6) se sosiokulturele teorie is as teoretiese raamwerk gebruik omdat dit die belangrikheid van sosiale interaksies en bemiddelde leer uitlig. Die Realiteit, Abstraksie, Wiskunde en Refleksie (RAWR)-onderrigraamwerk van Cooper en Carter (2016:177) word as didaktiese raamwerk vir 'n praktiese aanslag tot wiskundeonderrig in die studie aangewend. Volgens die data van die fokusgroeponderhoud met vyf opvoeders, beskik leerders met intellektuele gestremdheid oor beperkte getalbegripkennis. Dié opvoeders het ook aangedui dat hul keuse van leertake slegs getalfeite, rekenvlotheid, memorisering en onderrig met konkrete apparaat insluit. Data uit die fokusgroeponderhoud met twee wiskundespesialiste wat in spesiale onderwys werksaam is, het opvoeders in die navorsingskool se beperkte didaktiese kennis vir wiskundeonderrig aan leerders wat verstandelik erg gestremd is, uitgewys. Gebaseer op hierdie data is 'n onderrigingreep ontwerp en vir ses maande geïmplementeer. Die tien leerders wat by die onderrigingreep betrek is, se geleefde ervaringe is as agtergrond by wiskundeprobleme ingesluit om konteksryke take te ontwerp. Die riglyne wat uit die navorsing spruit, het tot gevolg dat lewensegte kontekste waarin wiskundige probleemtipes ingebed is, nuttig gebruik kan word in gespreksryke leerervarings vir leerders wat verstandelik erg gestremd is. Só 'n benadering het die potensiaal om wiskunde vir leerders wat verstandelik erg gestremd is meer betekenisvol te maak, hulle beheersing van kontekste te verbeter, en kritiese denke te ontwikkel. Bevindinge uit die aksienavorsingsproses kan aangepas word vir soortgelyke wiskundeonderrigpraktyke.

Resumo: Embora existam pesquisas consideráveis que reconhecem a necessidade de promover a aprendizagem linguística e sociocultural entre os jovens estudantes de língua inglesa (ELLs) em comunidades rurais, um número menor de pesquisas explora as vantagens do design centrado no ser humano (HCD) para atingir este objetivo. Este estudo deriva de um projeto de pesquisa mais amplo sobre o desenvolvimento de uma plataforma de aprendizagem online (FUNREAD), coprojetada com professores de língua inglesa (ELTs), para promover a aprendizagem linguística e sociocultural entre ELLs da sexta série em comunidades rurais na Costa Rica. Este estudo usa uma lente HCD para analisar dados vindos de entrevistas em grupo a partir das percepções e sugestões dos principais consultores curriculares de inglês em nível nacional sobre como melhorar o aprendizado de idiomas, a equidade e a representação para ELLs rurais na Costa Rica. As principais conclusões incluem (1) a necessidade de combinar os materiais de ensino e as tecnologias disponíveis com as características demográficas dos ELL rurais, (2) particularmente onde a ruralidade desempenha um papel importante na forma como o ensino, o desenvolvimento de materiais e as decisões curriculares são feitos. O estudo conclui que a educação para a justiça social, com ênfase na equidade, representação e translinguagem para apoiar a aquisição do inglês, é crucial para o desenvolvimento de materiais de ensino eficazes para ELLs rurais na Costa Rica. Diretrizes baseadas em evidências derivadas do HCD são fornecidas para auxiliar no processo de desenvolvimento.

Resumen: Mientras que un número considerable de investigaciones reconocen la necesidad de promover el aprendizaje lingüístico y sociocultural entre los jóvenes estudiantes de inglés (ELL) en las comunidades rurales, menos investigaciones han explorado las ventajas del diseño centrado en el ser humano (HCD) para lograr este objetivo. Este estudio se deriva de un proyecto de investigación de diseño más amplio para desarrollar una plataforma de aprendizaje en línea (FUNREAD), codiseñada con profesores de inglés (ELT), para promover el aprendizaje lingüístico y sociocultural entre los ELL de sexto grado en las comunidades rurales de Costa Rica. Este estudio utiliza una lente de HCD para analizar los datos de entrevistas grupales de dos asesores clave del currículo de inglés a nivel nacional y sus ideas y sugerencias para mejorar el aprendizaje de idiomas, la equidad y la representación de los estudiantes ELL rurales en Costa Rica. Los hallazgos clave incluyen (1) la necesidad de adaptar los materiales didácticos y las tecnologías disponibles a las características demográficas de los estudiantes ELL rurales, (2) especialmente cuando la ruralidad juega un papel importante en cómo se toman las decisiones sobre la enseñanza, el desarrollo de materiales y el currículo. El estudio concluye que la educación para la justicia social, con énfasis en la equidad, la representación y el translenguaje para apoyar la adquisición del inglés, es crucial para el desarrollo de materiales didácticos eficaces para los estudiantes ELL rurales en Costa Rica. Se proporcionan directrices basadas en la evidencia derivadas del HCD para ayudar en el proceso de desarrollo.

Abstract: While considerable research recognizes the need to promote linguistic and sociocultural learning among youth English language learners (ELLs) in rural communities, less research has explored the advantages of human-centered design (HCD) in achieving this goal. This study branches from a larger design research project to develop an online learning platform (FUNREAD), co-designed with English language teachers (ELTs), to promote linguistic and sociocultural learning among sixth grade ELLs in rural communities in Costa Rica. This study uses an HCD lens to analyze group interview data from two key national-level English curriculum advisers’ insights and suggestions for improving language learning, equity, and representation for rural ELLs in Costa Rica. Key findings include (1) the need to adapt teaching materials and available technologies to demographic characteristics of rural ELLs, (2) especially when rurality plays a major role in how teaching, materials development, and curricular decisions are made. The study concludes that social justice education, with an emphasis on equity, representation, and translanguaging to support English language acquisition, is crucial to the development of effective teaching materials for rural ELLs in Costa Rica. Evidence-based guidelines derived from HCD are provided to assist in the development process.

BACKGROUND. The 2030 Agenda for Sustainable Development is a blueprint for world peace and prosperity. The 17 Sustainable Development Goals (SDGs) in the agenda are to be met by the governments of both developed and developing countries. Interprofessional education (IPE) may be regarded as a mechanism for achieving SDG 3. OBJECTIVES. To investigate how students perceive an interprofessional first-year curriculum that contributes to the accomplishment of SDG 3. METHODS. The study design was focused on consensus-building strategies. The students' perceptions of the IPE part of the first-year module were measured on a 4-point Likert scale. RESULTS. Students agreed that the content in the interprofessional module is suitable to promote teamwork skills and learning. There was no consensus regarding their understanding of the role of their own profession in an interprofessional team. Participants agreed that IPE helps students learn, encourages teamwork, and is good for both patients and themselves as future healthcare workers. CONCLUSION. IPE in health professions education has many benefits and can be seen as a vehicle to reach SDG 3, which aims to improve the health and wellbeing of all people at all ages.

Abstract The main objective of this research was to determine the presence of collaborative learning on Facebook in the Ethics Workshop course at the Instituto Tecnológico de Estudios Superiores de Los Cabos (ITES Los Cabos), Cabo San Lucas extension. The methodological design was a qualitative case study design to data collection data through participant observation and interviews. The results were collected and analyzed under the following dimensions: social, participatory, interactive, cognitive, and metacognitive. A didactic model had to be designed for the following elements curriculum, syllabus, students, Web 2.0 tools, Facebook, Facebook group, and facilitator as mediator converged, Henri´s model, which allowed to identify the existence of collaborative learning. The analysis of each activity showed the presence of social and participatory dimensions since students participated in all learning activities; interactive by interacting with each other; cognitive and metacognitive by giving their opinion and reflecting on different topics according to their experience during the course through the social network it was possible to promote collaboration. Based on the analysis, the conclusion was that collaborative learning was favored if used with previously mentioned tools.

Resumo O objetivo desta pesquisa foi determinar a presença de aprendizagem colaborativa ao usar o Facebook na disciplina Oficina de Ética no Instituto Tecnológico de Estudos Superiores de Los Cabos (ITES Los Cabos), extensão Cabo San Lucas. O desenho metodológico foi estabelecido como um estudo de caso qualitativo. A coleta de dados foi realizada por meio de observação participante e entrevistas. As participações foram analisadas sob as seguintes dimensões: social, participativa, interativa, cognitiva e metacognitiva. Foi criado um modelo didático no qual convergiram elementos como currículo, plano de estudos, alunos, ferramentas Web 2.0, Facebook, grupo do Facebook, facilitador como mediador e modelo Henri, o que possibilitou identificar a existência de aprendizagem colaborativa. A análise de cada atividade evidenciou a presença das seguintes dimensões: social e participativa, uma vez que os alunos participaram de todas as atividades de aprendizagem; interativos ao interagir uns com os outros; cognitivo e metacognitivo ao opinar e refletir sobre os diferentes temas escolhidos e de acordo com a sua experiência. Concluiu-se que a aprendizagem colaborativa foi favorecida pela utilização das ferramentas já descritas.

Resumen El objetivo de esta investigación fue determinar la presencia del aprendizaje colaborativo al utilizar Facebook en la asignatura Taller de Ética en el Instituto Tecnológico de Estudios Superiores de Los Cabos (ITES Los Cabos), extensión Cabo San Lucas. El diseño metodológico se estableció de corte cualitativo para estudio de caso. La recolección de datos se llevó a cabo mediante la observación participante y entrevista. Las participaciones fueron analizadas bajo las siguientes dimensiones: social, participativa, interactiva, cognitiva y metacognitiva. Se creó un modelo didáctico en el que convergieron elementos tales como currículo, plan de estudios, estudiantes, herramientas de la Web 2.0, Facebook, grupo de Facebook, facilitador como mediador y modelo de Henri, lo que permitió identificar la existencia del aprendizaje colaborativo. El análisis de cada actividad mostró la presencia de las siguientes dimensiones: social y participativa, ya que los estudiantes participaron en todas las actividades de aprendizaje; interactiva al interactuar entre ellos; cognitiva y metacognitiva al opinar y reflexionar sobre los distintos temas elegidos y según su experiencia. Se concluyó que el aprendizaje colaborativo fue favorecido por el uso de las herramientas ya descritas.

The COVID-19 pandemic revealed the central role of academic staff development for e-learning in higher education institutions globally. Most universities in developing countries such as Zimbabwe did not emphasise this, resulting in poor implementation of e-learning as a mode of delivery. While e-learning has since been introduced in most universities in the developing context, technology is mainly used as a substitute for traditional learning approaches, rather than as an innovative mode of curriculum delivery. Using a case study approach and semi-structured interviews, this study sought to explore the trajectory of nine e-learning actors at an African university to determine the role and effectiveness of contextualised academic staff development interventions in e-learning adoption. The findings of the study show that the establishment of academic staff development and the provision of transformative learning-focused training and learning design interventions led to lecturers' acquisition of e-learning knowledge and skills, including a change in their attitude towards e-learning. To be effective, therefore, academic staff development in developing contexts should provide transformative learning-focused, context-based, continuous training that emphasises relationships with lecturers to ensure sustainable and effective e-learning adoption.

ABSTRACT Attention to students with learning difficulties who study English requires a foreign language teacher prepared with necessary resources and support. The aim of this study was to evaluate the effect of the application of a subject program in the curriculum of the Bachelor of Education in Foreign Languages, English, in the undergraduate training process of these teachers for the attention of primary pupils with Learning Difficulties who study English. A mixed, experimental type of design was used, from the emerging dialectical-materialist paradigm. The subject program of 22 class hours was taught in face-to-face mode. A non-probabilistic intentional sample was used, made up of 31 pupils to whom the program was applied, 8 teachers and 7 directives. The data was collected through pre-test and post-test interviews and surveys, processed through the methodological triangulation. The application of the t-Student test showed statistically significant differences in the sample after applying the program (Zp=18.0545 e" Z=2.457), which demonstrated its effectiveness. The findings reveal the adequate undergraduate training provided to the English teacher is related to the increase of knowledge, skills and positive attitudes towards the attention of these pupils. It is concluded that the design of future subject programs for the undergraduate training of these professionals should promote the use of the academic, labor and research components for these purposes.

RESUMO O atendimento a alunos com dificuldades de aprendizagem que estudam inglês requer um professor de língua estrangeira com conhecimento dos recursos e suportes necessários. O objetivo deste estudo é avaliar o efeito da aplicação de um programa de disciplina no currículo do Curso de Bacharelado em Línguas Estrangeiras, Inglês, no processo de formação inicial desses professores para atender alunos do ensino fundamental com dificuldades. quem estuda ingles Foi utilizada uma investigação de abordagem mista, de tipo experimental, baseada no emergente paradigma dialético-materialista. O programa de curso de 22 horas foi ministrado de forma presencial. Foi utilizada uma amostra intencional não probabilística, composta por 31 alunos aos quais o programa foi aplicado, 8 professores e 7 administradores. Os dados foram coletados por meio de entrevistas e levantamentos pré-teste e pós-teste, tratados por triangulação metodológica de fontes. A aplicação do teste t-Student apresentou diferenças estatisticamente significativas na amostra após a aplicação do programa (Zp=18,0545 e" Z=2,457), o que demonstrou sua eficácia. Os achados revelam que uma formação adequada em nível superior oferecida aos professores de inglês está relacionada a um maior conhecimento, habilidades e atitudes positivas em relação ao atendimento desses alunos. Conclui-se que o desenho de futuros programas de disciplinas para a formação desses profissionais deve promover o uso de componentes acadêmicos, trabalhistas e de pesquisa para esses fins.

RESUMEN La atención a educandos con dificultades en el aprendizaje que estudian inglés, exige de un profesor de lengua extranjera entendido en recursos y apoyos necesarios. El objetivo del estudio fue evaluar el efecto de la aplicación de un programa de asignatura en el currículo propio de la carrera Licenciatura en Educación Lenguas Extranjeras, Inglés, en el proceso de formación de pregrado de estos profesores para la atención a educandos primarios con dificultades en el aprendizaje que estudian inglés. Se empleó una investigación de enfoque mixto, de tipo experimental, a partir del paradigma emergente dialéctico-materialista. El programa de asignatura de 22 horas clases se impartió en modalidad presencial. Se utilizó una muestra intencional no probabilística, integrada por 31 estudiantes a los que se les aplicó el programa, 8 profesores y 7 directivos. Los datos se recopilaron mediante entrevistas y encuestas pre-test y post-test, procesadas mediante la triangulación metodológica de fuentes. La aplicación de la prueba t-Student arrojó diferencias estadísticamente significativas en la muestra después de aplicado el programa (Zp=18,0545 e" Z=2.457), lo cual demostró su efectividad. Los hallazgos revelan que la adecuada formación de pregrado proveída al profesor de inglés tiene relación con el aumento de conocimientos, habilidades y actitudes positivas hacia la atención a estos educandos. Se concluye que el diseño de programas de asignaturas futuras para el pregrado de estos profesionales debe potenciar el aprovechamiento de los componentes académico, laboral e investigativo con estos fines.

Las insuficiencias detectadas en el proceso de enseñanza-aprendizaje de Interpretación Consecutiva en la carrera Lengua Inglesa en la Universidad de Holguín dieron inicio a un estudio cualitativo que buscaba perfeccionar dicho proceso. Este artículo presenta el programa analítico que proponen los autores para dicha asignatura, como solución a la problemática planteada, así como el proceso que se siguió para su concepción como resultados fundamentales de la investigación. Su objetivo es diseñar un programa analítico coherente con las habilidades y los rasgos distintivos de la modalidad de interpretación a la que tributa, y que servirá de sustento para el resto de las modalidades que se estudian. Esto resalta la importancia de una preparación más detallada de la misma. Para su elaboración, los autores siguieron el modelo de investigación-acción de Stringer: observaron clases y exámenes y entrevistaron a un muestreo deliberado de 10 estudiantes y cinco profesores como métodos empíricos. El análisis y síntesis, la inducción-deducción y el tránsito de lo abstracto a lo concreto fueron los métodos teóricos que permitieron la apreciación crítica de la información obtenida y las generalizaciones necesarias para llegar a las evaluaciones brindadas. El programa analítico propuesto muestra coherencia y actualización en cuanto a objetivos, contenido y orientaciones metodológicas.

The detection of insufficiencies in the teaching-learning process of Consecutive Interpretation in the English Language Major in the University of Holguin served as the starting point of a qualitative study to improve said process. This article presents the analytical program proposed by the authors for this subject as solution to the problematic situation, and the process followed to conceive it, which are the main results of the research. Its objective is to design an analytical program coherent with the skills and characteristics of the interpretation modality in question. This will serve as foundation for the rest of the modalities it contributes to and thus highlights the relevance of an upgraded preparation. For its elaboration, the authors followed Stringer’s Model of Action Research (2007): observed lessons and exams and interviewed a convenience sample of 10 students and five faculty members as empirical methods. The theoretical methods applied were analysis-synthesis, induction-deduction, transit from the abstract to the concrete. They allowed the critical appraisal of the collected data and the needed generalizations to arrive at the assessments provided. The proposed analytical program is coherent and updated in terms of aims, contents and pedagogy.

As insuficiências detectadas no processo de ensino-aprendizagem de Interpretação Consecutiva no curso de Língua Inglesa da Universidade de Holguín deram início a um estudo qualitativo que buscou aperfeiçoar esse processo. Este artigo apresenta o programa analítico proposto pelos autores para este tema, como solução para o problema levantado, bem como o processo que foi seguido para sua concepção como resultados fundamentais da pesquisa. O seu objetivo é desenhar um programa analítico consistente com as competências e características distintivas da modalidade de interpretação a que se aplica, e que servirá de suporte para as restantes modalidades estudadas. Isto destaca a importância de uma preparação mais detalhada. Para prepará-lo, os autores seguiram o modelo de pesquisa-ação de Stringer: observaram aulas e exames e entrevistaram uma amostra deliberada de 10 alunos e cinco professores como métodos empíricos. A análise e síntese, a indução-dedução e a passagem do abstrato ao concreto foram os métodos teóricos que permitiram a apreciação crítica das informações obtidas e as generalizações necessárias para chegar às avaliações fornecidas. O programa analítico proposto apresenta coerência e atualização em termos de objetivos, conteúdo e orientações metodológicas.

Abstract This essay aims to systematize the characteristics of the process developed between 2017 - 2023 to build political advocacy towards a reform in Costa Rican technical vocational education and training (TVET), in the framework of the projects called: Link between education and the labor market: under what conditions can technical vocational education and training improve the economic income of the young population? and Thematic Observatory of Technical Vocational Education and Training (OBEFOTEP), from collaborative action research, as a conceptual and methodological approach. In this specific case, collaborative action research has been used as a strategy for accompanying the personnel responsible for making decisions and carrying out curricular and political changes in TVET in Costa Rica, as a mechanism for joint construction, critical comprehensive reflection and continuous improvement based on research evidence. It is based on the experience shared with the Department of Technical Education and Entrepreneurial Skills of the Ministry of Public Education (DETCE - MEP) and the curriculum design and evaluation teams of the National Learning Institute (INA) to carry out actions aimed at curricular transformation and the creation of synergies for joint work under the framework of the National System of Technical Vocational Education and Training (SINEFOTEP). Collaborative action research not only allows the appropriation of research processes by all participating social actors, but also the possibility of generating research evidence that allows for feedback and key information regarding the reforms, since the greatest contribution of this strategy is the trust and credibility shared in the process, which is fundamental for decision making.

Resumen Este ensayo tiene como objetivo presentar las características del proceso de acompañamiento a instituciones vinculadas con la educación y formación técnica profesional (EFTP) desarrollado entre el 2017-2023 para construir incidencia política hacia una reforma de la EFTP costarricense, en el marco de los proyectos denominados: Vínculo entre educación y el mercado laboral: ¿bajo cuáles condiciones puede la educación y formación técnica profesional mejorar el ingreso económico de la población joven? y Observatorio Temático de la Educación y Formación Técnica Profesional (OBEFOTEP), desde la investigación acción colaborativa, como enfoque conceptual y metodológico. En el caso específico se ha utilizado la investigación acción colaborativa como la estrategia de apoyo y seguimiento al personal responsable de tomar decisiones y de realizar los cambios tanto curriculares como políticos en la EFTP en Costa Rica, como un mecanismo de construcción conjunta, reflexión comprensiva crítica y de mejora continua basada en evidencia producto de la investigación. Se retoma en la experiencia compartida con el Departamento de Educación Técnica y Capacidades Emprendedoras del Ministerio de Educación Pública (DETCE - MEP) y los equipos de diseño curricular y evaluación del Instituto Nacional de Aprendizaje (INA) para realizar acciones con miras a la transformación curricular y creación de sinergias para el trabajo en conjunto bajo el marco del Sistema Nacional de Educación y Formación Técnica Profesional (SINEFOTEP). La investigación acción colaborativa, no solo permite la apropiación de procesos investigativos de todos los actores sociales participantes, sino también la posibilidad de generar evidencias de investigación que permitan realimentar las reformas y contar con información clave respecto a estas, ya que la mayor contribución de esta estrategia es la confianza y la credibilidad compartida en el proceso, pues es fundamental para la toma de decisiones.

This work on STEAM and education for sustainable development was undertaken across a series of collaborative case studies as formative research on the inclusion of Indigenous technologies and knowledge practices in teacher education. We noted that, despite the current academic imperative to decolonise southern African education, one seldom finds the inclusion of Indigenous technologies and Indigenous heritage practices in the contemporary classroom. Teachers we worked with were highly interested in their Indigenous knowledge heritage. Yet, they reported that they, and the young teachers they work with, simply do not have the heritage knowledge capital to include Indigenous knowledge systems in their teaching. Other challenges they face are the time it takes to engage community knowledge holders, and to find knowledge relating to school subject disciplines. The teachers observed that students prioritise modernity over Indigenous heritage and technologies, often undervaluing the latter as a forgotten past. Three exploratory cases delved into teacher education's response to challenges through co-engaged work, and this paper synthesises the emerging evidence-aiming to refine pedagogical tools for integrating Indigenous knowledge into STEAM education. A cultural-historical approach was used to frame the study and to derive insights and inferences in co-engaged lesson design research with teachers.

ABSTRACT Attention to the self-exercise skill of physical exercise constitutes a point of reference for the fulfillment of the strategic objectives set by Cuban universities, particularly in the Physical Education discipline of Study Plan E, as a content of the curriculum that favors the student's protagonism in his/her own learning process, constitutes a necessity in the face of the changes that are taking place in the Cuban Higher Education system, given fundamentally by conditions that arose from physical isolation caused by COVID 19, coupled with the lack of skills to perform physical activity and to guarantee inclusive, equitable and quality education. The objective of this work is to develop a didactic strategy for the training of the self-exercise skill of physical exercise; qualitative and quantitative methods are used in the research. It begins with the diagnosis, using different methods and techniques, such as surveys and interviews. In addition, tests are applied to evaluate the physical condition and insufficiencies presented by Physical Education students of the Veterinary Medicine career at the Agrarian University of Havana. The systematization and the theoretical and methodological foundations analyzed allowed the design of a didactic strategy, which has four stages, each of them with its objective and system of actions, which are offered as a result for the formation of the self-exercise skill of the physical exercise in the students studied. The evidence of the learning acquired by the students, the assessment of specialists indicates an improvement in physical fitness levels, the proposed actions respond to the purpose for which the strategy was conceived.

RESUMEN La atención a la habilidad auto ejercitación del ejercicio físico constituye punto de referencia para el cumplimiento de los objetivos estratégicos planteados por las universidades cubanas, particularmente en la disciplina Educación Física del Plan de estudios E, como un contenido del currículo que favorece el protagonismo del estudiante en su propio proceso de aprendizaje, constituye una necesidad antes los cambios que se operan en el sistema de Educación Superior Cubano, dado fundamentalmente por condiciones que surgieron de aislamiento físico provocado por la COVID 19, unido a la falta de habilidades para realizar actividad física y por garantizar una educación inclusiva, equitativa y de calidad. El objetivo de este trabajo consiste en elaborar una estrategia didáctica para la formación de la habilidad auto ejercitación del ejercicio físico; en la investigación se emplean métodos cualitativos y cuantitativos. Se inicia con el diagnóstico, utilizándose diferentes métodos y técnicas, como la encuesta, la entrevista. Además, se aplica los test para evaluar la condición física y de las insuficiencias que presenta los estudiantes de Educación Física de la carrera de Medicina Veterinaria de la Universidad Agraria de La Habana. La sistematización y los fundamentos teóricos y metodológicos analizados permitieron diseñar una estrategia didáctica, la cual cuenta de cuatro etapas, cada una de ellas con su objetivo y sistema de acciones, las cuales se ofrecen como resultado para la formación de la habilidad auto ejercitación del ejercicio físico en los estudiantes objetos de estudio. La evidencia de los aprendizajes adquiridos por los estudiantes, la valoración de especialistas indica una mejora de los niveles de condición física, las acciones propuestas responden al propósito para el cual fue concebida la estrategia.

RESUMO A atenção à habilidade de autoexercício do exercício físico constitui um ponto de referência para o cumprimento dos objetivos estratégicos traçados pelas universidades cubanas, particularmente na disciplina de Educação Física do Currículo E, como conteúdo do currículo que favorece o protagonismo do aluno. o seu próprio processo de aprendizagem, constitui uma necessidade face às mudanças que estão a ocorrer no sistema de ensino superior cubano, dadas fundamentalmente pelas condições que surgiram do isolamento físico causado pela COVID 19, juntamente com a falta de competências para a realização de actividade física e garantir uma educação inclusiva, equitativa e de qualidade. O objetivo deste trabalho é desenvolver uma estratégia didática para o treinamento da habilidade de autoexercício do exercício físico; Métodos qualitativos e quantitativos são utilizados na pesquisa. Começa com o diagnóstico, utilizando diferentes métodos e técnicas, como inquéritos e entrevistas. Além disso, são aplicados testes para avaliar a condição física e as insuficiências apresentadas pelos estudantes de Educação Física da carreira de Medicina Veterinária da Universidade Agrária de Havana. A sistematização e os fundamentos teóricos e metodológicos analisados permitiram o desenho de uma estratégia didática, que conta com quatro etapas, cada uma delas com seu objetivo e sistema de ações, que são oferecidas como resultado para a formação da habilidade de autoexercício do exercício físico nos alunos estudados. A evidência das aprendizagens adquiridas pelos alunos, a avaliação dos especialistas indica uma melhoria nos níveis de aptidão física, as ações propostas respondem ao propósito para o qual a estratégia foi concebida.

RESUMEN La contaminación ambiental plantea desafíos significativos que requieren abordarse mediante la educación ambiental y por ende en las estrategias educativas. La educación ambiental empodera a las personas para adoptar comportamientos sostenibles. Las estrategias educativas, como programas ambientales y enfoques innovadores, promueven la educación ambiental y forman ciudadanos comprometidos con el medio ambiente, integrar esta educación en el currículo y la sociedad genera conciencia colectiva y promueve la protección del entorno natural. El presente artículo es una revisión exhaustiva y estructurada de los estudios más actuales relacionados con diversas técnicas y metodologías educativas enfocadas en aumentar la conciencia ambiental en entornos escolares; se busca analizar las diferentes estrategias educativas para mejorar la conciencia ambiental en las escuelas. El diseño de la investigación es cualitativo, de tipo teórico sistemático. La técnica empleada es el análisis documental. Se revisó diversas bases de datos científicas tales como MyLOFT, google publicación en revistas científicas desde el año 2019 indexadas en Scopus, Scielo, Web of Science, Scopus, ProQuest, y Google Scholar, también se usa la metodología PRISMA. Los resultados obtenidos del análisis de diversas investigaciones brindan datos favorables y significativos que respaldan de manera contundente la existencia de una relación positiva entre la alfabetización ambiental y la conciencia ambiental en los estudiantes y miembros de una comunidad educativa. Estos resultados se atribuyen a la implementación de estrategias, modelos y propuestas que han contribuido a mejorar la conciencia ambiental en el entorno escolar.

ABSTRACT Environmental pollution presents significant challenges that need to be addressed through environmental education and, therefore, in educational strategies. Environmental education empowers individuals to adopt sustainable behaviors. Educational strategies, such as environmental programs and innovative approaches, promote environmental education and cultivate environmentally engaged citizens. Integrating this education into the curriculum and society generates collective awareness and promotes the protection of the natural environment. This article is a comprehensive and structured review of the most recent studies related to various educational techniques and methodologies focused on increasing environmental awareness in school settings. The research design is qualitative and of a systematic theoretical nature. The documentary analysis technique was employed. Various scientific databases, such as MyLOFT, Google Scholar, Scopus, SciELO, Web of Science, and ProQuest, were reviewed for scientific publications from 2019 onwards. The PRISMA methodology was also used. The results obtained from the analysis of various research studies provide strong and significant data that firmly support the existence of a positive relationship between environmental literacy and environmental awareness among students and members of an educational community. These results are attributed to the implementation of strategies, models, and proposals that have contributed to improving environmental awareness in the school environment.

Learning design at tertiary level is a challenging and complex task with many aspects to take into consideration (Bennett, Lockyer, Agostinho 2018; Bower and Vlachopoulos 2018, 975; Bates, 2019). Learning design is identified as a core aspect of a tertiary educator's role, but often, little guidance is given to educators on this topic. Changes in the higher education landscape also bring about questions about ideal learning design. With changing times that require institutions to introduce other models like blended and online learning, more pedagogical guidance might be necessary to advise lecturers on best practices in terms of module design (Kebritchi, Lipschuetz, and Santiague 2017). To aid learning design thinking and to make the pedagogic structure of the design apparent, Laurillard and Ljubojevic (2011) and others have suggested the use of a learning design tool or aid. A learning design tool is a means which can provide analytical support for lecturers to evaluate their own practices (Bower et al. 2011). This study looks at the creation of a customised learning design tool (CLDT) and discusses whether it can serve as an Electronic Performance Support System, which is a tool that can guide and assist users in their roles in the workplace. This case study canvassed the experiences and opinions of faculty members in Military Education on the use of this CLDT. The tool is designed to capture and depict various features of a module's design. This study made use of design-based research which is a methodology requiring a phased approach and aims to influence practice. Inputs from the participants revealed the perceived value and benefits along with the necessary amendments needed for the tool.