Resumen En el artículo se examina la relación entre la migración interna de NNA (niños, niñas y adolescentes) y la asistencia escolar en la entidad fronteriza de Baja California, México. Se combina el análisis de los microdatos del Censo de Población 2020 con la realización de entrevistas semiestructuradas a docentes que atendieron a este sector entre 2015 y 2022. Los NNA migrantes internos presentan desventajas en la asistencia escolar y las brechas aumentan si la migración es reciente y si los padres trabajan en la agricultura. Ser indígena es un factor protector de la asistencia escolar para los migrantes no recientes, pero de riesgo para los migrantes recientes; esto último coincide con las percepciones docentes. Estos señalan que existen barreras tanto socioeconómicas como del contexto educativo que limitan la inserción escolar de estos migrantes. El Estado tiene aún pendiente garantizar el derecho pleno a la educación de los migrantes internos.

Abstract The article examines the relationship between internal migration of children and adolescents and school enrollment in the border state of Baja California, Mexico. This research combines the analysis of the 2020 Population Census microdata and semi-structured interviews with teachers who served this sector between 2015 and 2022. Internal migrant children have disadvantages in school enrollment, and the gaps increase if the migration is recent, and if the parents work in agriculture. Being indigenous is a protective factor for school attendance among non-recent migrants, but a risk factor among recent migrants; the latter is consistent with teachers’ perceptions. Teachers point out that there are both socioeconomic and educational context barriers that limit the school integration of these migrants. The State still has to guarantee the full right to education for internal migrants.

Resumo: Os agentes conversacionais (CAs) percorreram um longo caminho desde a sua primeira aparição na década de 1960. Os avanços tecnológicos contínuos, como a informática estatística e os grandes modelos de linguagem, estão a alcançar uma interação cada vez mais natural e sem esforço entre os seres humanos. O presente estudo realizou uma revisão bibliométrica sobre a utilização de chatbots no contexto educativo, compilando documentos científicos da base de dados Scopus. Os resultados destacam as lacunas de conhecimento na investigação; da mesma forma, múltiplas direções são evidentes para investigações futuras baseadas na aprendizagem colaborativa (collaborative learning), agentes conversacionais encarnados (embodied conversa- tional agents), agentes conversacionais pedagógicos (pedagogical conversational agents), processamento de linguagem natural (natural language processing) e agentes racionais (rational agents). A investigação contribui para a teoria científica sobre chatbots e a sua incidência na educação ao estabelecer uma revisão bibliométrica do tema e mostrar implicações práticas ao destacar oportunidades de investigação e lacunas de conhecimento.

Resumen: Los agentes conversacionales (CAs) han recorrido un largo camino desde su primera aparición en la década de 1960. Avances tecnológicos continuos, como la informática estadística y los grandes modelos del lenguaje, vienen logrando una interacción cada vez más natural y sin esfuerzo entre humanos. El presente estudio realizó una revisión bibliométrica sobre el uso de los chatbots en el contexto educativo, recopilando los documentos científicos de la base de datos Scopus. Los resultados destacan los vacíos de conocimiento de la investigación; asimismo, se evidencian múltiples direcciones para futuras investigaciones basadas en aprendizaje colaborativo (collaborative learning), agentes conversacionales encarnados (embodied conversational agents), agentes conversacionales pedagógicos (pedagogical conversational agents), procesamiento del lenguaje natural (natural language processing) y agentes racionales (rational agents). La investigación contribuye a la teoría científica sobre los chatbots y su incidencia en la educación al establecer un repaso bibliométrico del tema y mostrar implicaciones prácticas al resaltar las oportunidades de investigación y vacíos de conocimiento.

Abstract: Conversational agents (CAs) have come a long way since their first appearance in the 1960s. Ongoing technological advances, such as statistical computing and large-scale language models, have made human-to-human interaction increasingly natural and effortless. The present study conducted a bibliometric re- view of the use of chatbots in educational contexts by collecting scientific papers from the Scopus database. The results highlight the gaps in research knowledge and suggest several directions that can be taken for future research based on collaborative learning, embodied conversational agents, pedagogical conversational agents, natural language processing, and rational agents. The research contributes to the scientific theory of chatbots and their impact on education by providing a bibliometric review of the topic and shows practical implications by highlighting research opportunities and knowledge gaps.

RESUMEN La integración de las tecnologías en la sala de clases es una situación problemática, que ha impedido al estudiantado incorporarse a la enseñanza digital. La reciente pandemia por el COVID 19 reveló brechas del capital cultural tecnológico familiar, cuestión relevante, porque la familia, es decir, padres y apoderados, son un factor en la integración de tecnología en la sala de clases de sus hijos en enseñanza básica. El objetivo general de esta investigación fue medir el grado de incidencia de la familia en la integración de tecnologías en las aulas. A través de una metodología cuantitativa, una técnica de encuesta, la aplicación de un cuestionario a padres de estudiantes de octavo año básico y el uso de un modelo de ecuaciones estructurales, se confirmó que, dentro del factor familiar, la disponibilidad de recursos es la variable de mayor incidencia en la integración digital en el aula, con un valor de regresión de 2.002; seguida del capital cultural tecnológico, con un valor de 1.443; y finalmente el uso y competencias tecnológicas, con un peso de 0.614.

ABSTRACT The integration of technologies in the classroom is a problematic situation, which has prevented students from incorporating digital learning. The recent COVID 19 pandemic revealed gaps in the family technological cultural capital, a relevant issue, because the family, i.e. parents and guardians, are a factor in the integration of technology in the classroom of their children in elementary school. The general objective of this doctoral research was to measure the degree of incidence of the family in the integration of technologies in the classroom. Through a quantitative methodology, the survey technique, the application of a questionnaire to parents of eighth grade students and the use of a structural equation model, it was confirmed that, within the family factor, the availability of resources is the variable with the greatest impact on digital integration in the classroom, with a regression value of 2.002; followed by the technological cultural capital, with a value of 1.443; and finally the use and technological skills, with a weight of 0.614.

Resumo: Esta revisão sistemática utiliza a metodologia PRISMA para abordar as estratégias educativas implementadas durante a pandemia da COVID-19, desde 2020 até ao primeiro semestre de 2023. O principal objetivo é analisar as estratégias educativas que surgiram em resposta à pandemia, considerando aspectos como impactos, obstáculos e oportunidades. No total, foram analisados 67 artigos científicos obtidos nas bases de dados Scopus e ERIC. Os resultados da revisão revelaram três categorias principais de análise. A primeira gira em torno de estratégias educativas de emergência, a segunda aborda barreiras e lacunas no aprendizado e a terceira desenvolve a questão da perda de aprendizagem causada pelo fechamento de escolas. A revisão reconhece o trabalho docente e os ganhos obtidos com as adaptações feitas durante a pandemia. No entanto, também foi encontrada uma relação negativa na saúde mental de docentes, famílias e alunos devido ao isolamento, assim como o agravamento das desigualdades. Além disso, foi evidenciada a falta de preparo da sociedade para enfrentar crises educacionais. Destaca-se a necessidade de pesquisas futuras voltadas para a compreensão da relação entre as estratégias implementadas, a perda de aprendizagem e os resultados acadêmicos

Resumen: Esta revisión sistemática emplea la metodología PRISMA para abordar las estrategias educativas implementadas durante la pandemia de COVID-19 desde 2020 hasta el primer semestre de 2023. El objetivo principal es analizar las estrategias educativas que surgen como respuesta a la pandemia, considerando aspectos como impactos, obstáculos y oportunidades. En total se analizaron 67 artículos científicos obtenidos de las bases de datos Scopus y ERIC. Los resultados de la revisión revelaron tres categorías principales de análisis. La primera gira en torno a las estrategias educativas de emergencia, la segunda aborda las barreras y brechas de aprendizaje, y la tercera desarrolla la pérdida de aprendizaje causada por el cierre de las escuelas. La revisión reconoce la labor docente y los logros obtenidos gracias a las adaptaciones realizadas durante la pandemia. Sin embargo, también se encontró una relación negativa en la salud mental de docentes, familias y estudiantes debido a los encierros, así como la profundización de desigualdades. Además, se evidenció la falta de preparación de la sociedad para afrontar crisis educativas. Se subraya la necesidad de investigaciones futuras enfocadas en comprender la relación entre las estrategias implementadas, la pérdida de aprendizaje y los resultados académicos

Abstract: This systematic review uses the PRISMA methodology to examine educational strategies implemented during the COVID-19 pandemic from 2020 to the first half of 2023. The primary objective is to analyze the strategies developed in response to the pandemic, focusing on their impacts, challenges, and opportunities. A total of 67 scientific articles from the Scopus and ERIC databases were reviewed. The findings reveal three main categories of analysis: the first focuses on emergency educational strategies, the second addresses learning barriers and gaps, and the third examines learning loss caused by school closures. This review acknowledges the efforts and achievements of educators who adapted during the pandemic, while also identifying negative effects on the mental health of teachers, families, and students due to lockdowns, as well as the deepening of educational inequalities. The review also highlights society’s lack of preparedness for managing educational crises. Future research is recommended to explore the relationship between implemented strategies, learning loss, and academic outcomes

ABSTRACT The objective was to analyze the social determinants of health in Angola. This is a documentary, exploratory and quantitative research, carried out with data from the 2015-2016 Multiple Indicators and Health Survey in Angola. The analyzed variables were: access to drinking water sources; appropriate sanitary facilities; access to electricity; educational level; access to jobs; child mortality rate; prenatal consultations; and vaccination coverage. It was observed that 45.2% of households do not have access to adequate water sources for drinking; 52.9% use inappropriate sanitation facilities, mainly in rural areas; 31% of men aged 15 to 49 were unemployed; 42% of households had access to electricity; 22% of women and 8% of men aged 15 to 49 have never attended school; the estimated infant mortality rate was 44 deaths for every 1000 live births; 44.1% of pregnant women with lower socioeconomic status did not undergo any prenatal consultation; 18.3% of children aged 12 to 23 months and 21% aged 24 to 35 months did not receive any vaccine. It is concluded that there are large gaps in access to social determinants of health, highlighting the need for government efforts in partnership with international organizations to improve the population’s health conditions.

RESUMO Objetivou-se analisar os fatores determinantes sociais da saúde em Angola. Trata-se de uma pesquisa documental, exploratória e quantitativa, realizada com dados do Inquérito de Indicadores Múltiplos e de Saúde 2015-2016 de Angola. Foram analisadas as variáveis: acesso a fontes de água para beber; instalações sanitárias apropriadas; acesso à eletricidade; nível educacional; acesso a empregos; taxa de mortalidade infantil; consultas pré-natais; e cobertura vacinal. Observou-se que 45,2% dos agregados familiares não têm acesso a fontes de água apropriada para beber; 52,9% utiliza instalações sanitárias não apropriadas, principalmente nas áreas rurais; 31% dos homens de 15 a 49 anos estavam desempregados; 42% dos agregados familiares possuíam acesso à eletricidade; 22% das mulheres e 8% dos homens de 15 a 49 anos nunca frequentaram a escola; a estimativa da taxa de mortalidade infantil foi de 44 mortes para cada 1000 nascidos-vivos; 44,1% das gestantes com menor nível socioeconômico não realizaram nenhuma consulta pré-natal; 18,3% das crianças de 12 a 23 meses e 21% de 24 a 35 meses não receberam nenhuma vacina. Conclui-se que existem grandes lacunas no acesso a determinantes sociais da saúde, evidenciando a necessidade de esforços governamentais em parceria com organismos internacionais para melhorar as condições de saúde da população.

The Portuguese Language (LP) is identified as one of the areas in which nursing students in Secondary Technical Professional Education (EPTNM) present difficulties, mainly in grammatical and spelling aspects. Therefore, the present study aims to analyze the knowledge of LP among EPTNM nursing students. This is a cross-sectional, descriptive and observational study, with a quantitative approach, carried out between March and September 2022 with 184 participants from two private educational institutions, located in the Northeast and Southeast Regions of Brazil. Furthermore, grammatical knowledge of the LP standard norm was assessed using the categories phonology, morphology, semantics and syntax, using an online questionnaire. The results showed that, regarding their approach to LP, 65.22% (n= 120) considered themselves to have an aptitude for the discipline. Less than half (42.39%; n= 78) attested that learning in PL was completely effective/sufficient in Basic Education and less than ¼ believed they had fully mastered basic knowledge (17.93%; n= 33). The average correct answers in the assessment of grammatical knowledge of the standard norm were 48.37% for phonology, 50.44% for morphology, 58.91% for syntax and 59.45% for semantics. The main weaknesses identified were: use of plural; accentuation; verbal tense identification; adequacy of whys; connotation/denotation recognition; use of crasis and verbal agreement. It is concluded, therefore, that although the participants claim to have a certain affinity for LP, the existence of gaps in knowledge of the discipline is noticeable, thus highlighting weaknesses in the training process of this professional category of nursing.

La Lengua Portuguesa (LP) es identificada como una de las áreas en las que los estudiantes de enfermería de la Educación Secundaria Técnico Profesional (EPTNM) presentan dificultades, principalmente en aspectos gramaticales y ortográficos. Por lo tanto, el presente estudio tiene como objetivo analizar el conocimiento sobre PL entre estudiantes de enfermería de la EPTNM. Se trata de un estudio transversal, descriptivo y observacional, con enfoque cuantitativo, realizado entre marzo y septiembre de 2022 con 184 participantes de dos instituciones educativas privadas, ubicadas en las regiones Nordeste y Sudeste de Brasil. Además, se evaluó el conocimiento gramatical de la norma estándar LP mediante las categorías fonología, morfología, semántica y sintaxis, mediante un cuestionario virtual. Los resultados mostraron que, en cuanto a su abordaje de la LP, el 65,22% (n= 120) consideraron tener aptitud para la disciplina. Menos de la mitad (42,39%; n= 78) afirmó que el aprendizaje en PL fue completamente efectivo/suficiente en Educación Básica y menos de ¼ creía que había dominado completamente los conocimientos básicos (17,93%; n= 33). El promedio de aciertos en la evaluación del conocimiento gramatical de la norma estándar fue del 48,37% en fonología, del 50,44% en morfología, del 58,91% en sintaxis y del 59,45% en semántica. Las principales debilidades identificadas fueron: uso del plural; acentuación; identificación del tiempo verbal; adecuación de los porqués; reconocimiento de connotación/denotación; Uso de crasis y acuerdo verbal. Se concluye, por lo tanto, que aunque los participantes afirman tener cierta afinidad por la LP, se nota la existencia de lagunas en el conocimiento de la disciplina, destacando debilidades en el proceso de formación de esta categoría profesional de enfermería.

A Língua Portuguesa (LP) é identificada como uma das áreas em que estudantes de enfermagem da Educação Profissional Técnica de Nível Médio (EPTNM) apresentam dificuldades, principalmente, em aspectos gramaticais e ortográficos. Por conseguinte, o presente estudo tem como objetivo analisar o conhecimento de LP entre estudantes da EPTNM em enfermagem. Trata-se de um estudo transversal, descritivo e observacional, com abordagem quantitativa, realizado entre março e setembro de 2022 com 184 participantes de duas instituições de ensino privadas, localizadas nas Regiões Nordeste e Sudeste do Brasil. Ademais, os conhecimentos gramaticais da norma-padrão da LP foram avaliados com base nas categorias fonologia, morfologia, semântica e sintaxe, por meio de questionário on-line. Os resultados evidenciaram que, quanto à aproximação com a LP, 65,22% (n= 120) consideraram possuir aptidão com a disciplina. Menos da metade (42,39%; n= 78) atestou que a aprendizagem em LP foi totalmente eficaz/suficiente na Educação Básica e menos de ¼ acreditou dominar totalmente os conhecimentos básicos (17,93%; n= 33). As médias de respostas corretas na avaliação dos conhecimentos gramaticais da norma-padrão foram de 48,37% para fonologia, 50,44% para morfologia, 58,91% para sintaxe e 59,45% para semântica. As principais fragilidades identificadas foram: uso de plural; acentuação; identificação de tempo verbal; adequação dos porquês; reconhecimento de conotação/denotação; uso da crase e a concordância verbal. Conclui-se, portanto, que embora os participantes afirmem ter certa afinidade pela LP, é perceptível a existência de lacunas nos conhecimentos da disciplina, evidenciando, assim, fragilidades no processo formativo desta categoria profissional da enfermagem.

A constructive learning experience for postgraduate students is important for higher educational institutions, particularly in emerging markets such as South Africa. The context of the student and supervisor relationship, operating in an intensive service delivery system, is also vitally important in this context, in order to secure a positive and successful learning outcome for the student. This study's aim is to evaluate postgraduate students' learning experience in an intensive higher educational service delivery system. It places the student at the center of a service design and relationship marketing approach, and highlights several areas of exploration. The study adopted a qualitative approach. Several online interviews were conducted with masters and doctoral students. The data was collected online and analysed using inductive content analysis. The main results indicate that, overall, the students' experience and emotions were positive, but that the lecturer, as internal stakeholder in the service system, should receive more support. The contributions of this study are in the practical implementation of an improved service design experience, and the elimination of possible service gaps, to secure customer loyalty and effective service delivery.

Resumo: A desigualdade e a injustiça social destruíram a confiança na natureza humana, criando lacunas vergonhosas que afetam aspectos socioculturais, econômicos, ambientais, espirituais e políticos que, sem dúvida, afetam os processos de aprendizagem. O objetivo deste artigo é explorar aspectos significativos da globalização, da desigualdade e da injustiça social e o seu impacto na educação e na educação de adultos. Inserido em um quadro qualitativo geral, este artigo adoptou uma metodologia exploratória que pretende proporcionar uma compreensão aprofundada do fenómeno. Este artigo oferece uma posição crítica e reflexiva com o intuito de aumentar a consciência significativamente na tentativa de impulsionar e gerar espaços de reflexão que ajudem na diminuição das injustiças e desigualdades sociais em nossas sociedades globalizadas dentro de uma lente educacional. Primeiro, a globalização é discutida. Obviamente, a globalização uniu o mundo em uma espiral de conhecimento, tecnologia e informação. Em seguida, a desigualdade na educação é analisada: escolas residenciais, a prevalência do racismo e a invisibilidade sistemática dos grupos minoritários. Além disso, também são consideradas a injustiça social e os movimentos na educação de adultos: o movimento Antigonish, o colégio fronteiriço e o movimento NÃO contra o CAFTA. Seria uma conclusão apressada assumir que a desigualdade e a injustiça social não tiveram um impacto significativo nas sociedades e nos ambientes de aprendizagem. Finalmente, as políticas neoliberais promoveram um darwinismo económico selvagem muito visível que privilegia a mercantilização, a privatização e uma pedagogia pública que se concentra em assuntos empreendedores

Resumen: La desigualdad y la injusticia social han destruido la confianza en la naturaleza humana creando brechas vergonzosas que afectan a aspectos socioculturales, económicos, medioambientales, espirituales y políticos que, sin duda, repercuten en los procesos de aprendizaje. El objetivo de este trabajo es explorar aspectos significativos de la globalización, la desigualdad y la injusticia social y su impacto en la educación y en la educación de adultos. Enmarcado en un marco cualitativo general, este trabajo ha adoptado una metodología exploratoria que pretende proporcionar una comprensión en profundidad del fenómeno. Este trabajo ofrece una posición crítica y reflexiva con el objetivo de crear un nivel de conciencia significativo en un intento de promover y generar espacios de reflexión que ayuden a la disminución de las injusticias y desigualdades sociales en nuestras sociedades globalizadas desde una perspectiva educativa. En primer lugar, se aborda la globalización. Obviamente, la globalización ha unido al mundo en una espiral de conocimiento, tecnología e información. A continuación, se explora la desigualdad en la educación: las escuelas residenciales, la prevalencia del racismo y la invisibilidad sistemática de los grupos minoritarios. Además, también se consideran la injusticia social y los movimientos en la educación de adultos: el movimiento Antigonish, el colegio fronterizo y el movimiento del no contra el Tratado de Libre Comercio de Centro América (TLC). Es una conclusión inevitable que la desigualdad y la injusticia social han tenido un tremendo impacto en las sociedades y también en los entornos de aprendizaje. Por último, las políticas neoliberales han promovido un darwinismo económico salvaje muy notorio que privilegia la mercantilización, la privatización y una pedagogía pública centrada en personas emprendedoras.

Abstract: Inequality and social injustice have destroyed confidence inhuman nature by creating shameful gaps that touch upon sociocultural, economic, environmental, spiritual, and political aspects that undoubtedly impact learning processes. The aim of this paper is to explore significant aspects of globalization, inequality and social injustice and their impact on education and adult education. Framed within a general qualitative framework, this paper has adopted an exploratory methodology that intends to provide an indepth understanding of the phenomenon. This paper offers a critical and reflexive position aiming at raising a significant level of awareness in an attempt to promote and generate reflection spaces that help in the diminution of social injustices and inequalities in our globalized societies within an educational lens. First, globalization is discussed. Obviously, globalization has brought the world together in a spiral of knowledge, technology, and information. Next, inequality in education is explored: residential schools, the prevalence of racism and the systematic invisibility of minority groups. Additionally, social injustice and movements in adult education are also considered: the Antigonish movement, the frontier college, and the no movement against Central America Free Trade Agreement (CAFTA). It is a foregone conclusion that inequality and social injustice have had a tremendous impact on societies and learning settings as well. Finally, neoliberal policies have promoted a very noticeable savage economic Darwinism that privileges commodification, privatization and a public pedagogy that focuses on entrepreneurial subjects.

RESUMEN Las prácticas actuales de la comunicación educativa se caracterizan por emplear mediaciones digitales, tanto en clases presenciales como en programas a distancia. Las constantes innovaciones tecnológicas interpelan los procesos y contenidos educomunicativos, por lo que es necesario renovar su análisis a partir de una perspectiva multidisciplinaria. El presente artículo lleva adelante una discusión documental crítica que parte del caso mexicano y busca identificar y conocer estos procesos, enfocándose en los ejes del cambio que la digitalización impone a la comunicación educativa actual. En tal sentido, la educación del presente, pospandémica, tiene características singulares: es digital, ubicua y transmediática, además de estar condicionada por una nueva dimensión espacio-temporal y la disponibilidad de un volumen ilimitado de información. En estas circunstancias, crear y evaluar conocimientos legitimados y verosímiles presenta una serie de desafíos que abarca las dinámicas tanto comunicativas como pedagógicas, las brechas de habilidades y la conectividad tecnológicas, como así también la revisión de las políticas públicas sobre la problemática. Sólo a partir de la identificación de estos retos y un abordaje analítico que escuche la voz de los protagonistas educativos (maestros, estudiantes e instituciones) será posible alimentar políticas que actúen en consecuencia, así como proponer novedosas estrategias metodológicas para la enseñanza, la investigación y la difusión del conocimiento científico.

ABSTRACT Current educational communication practices are characterised by the use of digital media, both in face-to-face classes and in distance programmes. The constant technological innovations challenge the educational-communicative processes and contents, which is why it is necessary to renew their analysis from a multidisciplinary perspective. This article carries out a critical documentary discussion based on the Mexican case and seeks to identify and understand these processes, focusing on the axes of change that digitalisation imposes on current educational communication. In this sense, the education of the present, post-pandemic, has unique characteristics: it is digital, ubiquitous and transmedia, as well as being conditioned by a new spatio-temporal dimension and the availability of an unlimited volume of information. In these circumstances, creating and evaluating legitimised and credible knowledge presents a series of challenges that encompasses both communicative and pedagogical dynamics, skills gaps and technological connectivity, as well as the revision of public policies on the issue. Only by identifying these challenges and an analytical approach that listens to the voice of the educational protagonists (teachers, students and institutions) will be possible to nurture policies that act accordingly, as well as to propose new methodological strategies for teaching, research and dissemination of knowledge.

RESUMO As práticas de comunicação educacional caracterizam-se pela utilização de mediações digitais, tanto nas aulas presenciais quanto nos programas a distância. As constantes inovações tecnológicas desafiam os processos e conteúdos educomunicativos, por isso é necessário renovar a sua análise numa perspectiva multidisciplinar. Este artigo realiza uma discussão documental crítica que parte do caso mexicano e busca identificar e compreender esses processos, enfocando os eixos de mudança que a digitalização impõe à comunicação educacional atual. Nesse sentido, a educação do presente, pós-pandemia, tem características únicas: é digital, ubíqua e transmídia, além de estar condicionada por uma nova dimensão espaço-temporal e pela disponibilidade de um volume ilimitado de informação. Nestas circunstâncias, criar e avaliar conhecimento legitimado e credível apresenta uma série de desafios que abrangem tanto a dinâmica comunicativa e pedagógica, as lacunas de competências e a conectividade tecnológica, como a revisão das políticas públicas sobre o problema. Somente identificando estes desafios e uma abordagem analítica que ouça a voz dos protagonistas educativos (professores, alunos e instituições) será possível alimentar políticas que atuem em conformidade, bem como propor novas estratégias metodológicas para o ensino, a investigação e a divulgação de conhecimento científico.

Abstract This article presents a literature review on sustainability in the field of education. The study method used was an exploratory literature review in the most internationally recognized databases, such as: scopus and the web of science. The sample inclusion criterion was to analyze theoretical and conceptual models that use constructs of environmental sustainability in the field of education and statistically tested by Structural Equation Modeling (SEM) in the last four/five years. This involved a narrative and critical review, in order to find research gaps and boundary variables that could help to grow scientific knowledge. The main findings of the literature report how a causal relationship is explained, and strengthened through exogenous variables (independent variables), either with direct effects, or indirect effects (mediation, or moderation).

Resumo Este artigo apresenta uma revisão bibliográfica sobre sustentabilidade no campo da educação. O método de estudo utilizado foi a revisão bibliográfica em nível exploratório nas bases de dados mais reconhecidas internacionalmente, como Scopus e Web of Science. O critério de inclusão da amostra foi que analisassem modelos teóricos e conceituais e utilizassem construtos de sustentabilidade ambiental na área de educação que foram testados estatisticamente por modelagem de equações estruturais (MEE), nos últimos quatro/cinco anos. Isto envolveu uma revisão narrativa e crítica a fim de encontrar lacunas de pesquisa e variáveis de fronteira que pudessem ajudar a aumentar o conhecimento científico. Os principais achados da literatura relatam como uma relação causal é explicada e fortalecida por meio de variáveis exógenas (variáveis independentes), sejam elas com efeitos diretos ou indiretos (mediação ou moderação).

Resumen Este artículo presenta una revisión bibliográfica sobre la sustentabilidad en en el ámbito de la educación. El método de estudio empleado fue la revisión bibliográfica a nivel exploratorio en las bases de datos de mayor reconocimiento internacional, como son Scopus y la Web of Science. El criterio de inclusión de la muestra fue que analizaran modelos teóricos y conceptuales y que usaran constructos de sostenibilidad medioambiental en el ámbito de la educación que fueran estadísticamente probados por la modelación de ecuaciones estructurales (SEM-por sus siglas en inglés), en los últimos cuatro/cinco años. Ello implicó una revisión narrativa y crítica a fin de encontrar brechas de investigación y variables de fronteras que pudieran ayudar a crecer en el conocimiento científico. Los principales hallazgos de la literatura reportan como una relación causal es explicada y se fortalece a través de las variables exógenas (variables independientes), ya sea con efectos directos o indirectos (mediación, o moderación).

It is human nature to see the world as imperfect, because people strive towards improving existing and designing new systems. The education system is one such system which is regarded as being a challenge in South Africa, since it affects the quality of education received by every young South African. The serious nature of dysfunctionality could be attributed to the lack of competent leadership in schools. Learners' education and examination results are being impaired by inadequate teaching, dysfunctional school management, inefficient procedures and poor resources, which foster low educational standards. Leadership practices make a significant contribution to the desired outcomes of a school. Department heads are responsible for educational leadership; however, as they rarely receive leadership training, it is impossible for them to acquire the knowledge and skills to prepare them for their task as educational leaders. There is a dire need for educational leaders who could run a school professionally. The principal and staff should be professional leaders and managers capable of establishing a culture of learning and effectiveness. The purpose of this study was to establish if department heads have the required knowledge and skills to prepare them for their leadership and management role in a secondary school, how they see their competence in this regard, to identify the gaps regarding their preparation as effective educational leaders, and to submit proposals for improving the preparation of department heads for their leadership role. The research methodology was based on quantitative research strategies whereby the research question could accordingly be answered by means of a once-off cross-sectional survey obtained from a random cluster sampling of secondary schools in a district with approximately 70 schools in the Free State province. Self-designed questionnaires, which had to be completed by all the department heads at the schools, were used. A total of 186 department heads participated in the investigation. Ethical approval to conduct the research was obtained from the North-West University. Descriptive statistics and exploratory factor analysis were used to identify latent variables. Cronbach's alpha coefficient was used to determine the reliability of the variables involved. Hierarchical linear models were used to determine relationships among variables. The results showed that the heads of department view training and development as important, but they also indicated that they did not receive management training before their appointment in their position. Finally, suggestions are provided for improving the preparation of department heads.

Alle bestaande stelsels, waaronder onderwysstelsels, verander voortdurend. Die onderwys-stelsel is een van die stelsels in Suid-Afrika wat as 'n uitdaging gesien word, omdat dit die gehalte van onderrig beïnvloed. Die ernstige aard van disfunksionaliteit kan toegeskryf word aan die gebrek aan bevoegde leierskap in skole. Leerders se opvoeding en eksamenuitslae word benadeel deur swak onderrig, disfunksionele skoolbestuur, ondoeltreffende prosedures en swak hulpbronne, wat lae onderwysstandaarde tot gevolg het. Leierskapspraktyke lewer 'n groot bydrae tot die gewenste uitkomste van 'n skool. Departementshoofde is verantwoordelik vir onderrigleierskap, maar aangesien hulle selde leierskapsopleiding ontvang, is dit vir hulle onmoontlik om kennis en vaardighede op te doen om hulle voor te berei vir hulle taak as onderrigleiers. Daar is 'n ernstige behoefte aan onderrigleiers wat 'n skool professioneel kan bestuur. Die skoolhoof en personeel moet professionele leiers en bestuurders wees, sodat 'n kultuur van leer en effektiwiteit geskep kan word. Die doel van hierdie ondersoek was om te bepaal of departementshoofde oor die nodige kennis en vaardighede beskik om die leierskap- en bestuursrol in 'n sekondêre skool te vervul, hoe departementshoofde hulle bevoegdheid in hierdie verband sien, wat die leemtes ten opsigte van die voorbereiding van departementshoofde vir hulle taak/rol as effektiewe onderrigleiers is, en om voorstelle ter verbetering van die voorbereiding van departementshoofde vir hul leierskapsrol te maak. Die navorsingsmetodologie is gebaseer op kwantitatiewe navorsingstrategieë waarvolgens die navorsingsvraag beantwoord kon word deur middel van 'n eenmalige dwarsdeursnitopname wat verkry is met behulp van ewekansige trossteekproefneming by sekondêre skole in 'n distrik in die Vrystaat. Daar is gebruik gemaak van selfontwerpte vraelyste wat deur al die departementshoofde van die betrokke skole voltooi moes word. 'n Totaal van 186 departements-hoofde het aan die ondersoek deelgeneem. Etiese goedkeuring om die studie te onderneem is van die Noordwes-Universiteit verkry. Beskrywende statistiek (frekwensies, persentasies, gemiddeldes en standaardafwykings) en eksploratiewe faktorontleding is gebruik om onderliggende latente veranderlikes te identifiseer. Cronbach se alfa-koëffisiënt is gebruik om die betroubaarheid van betrokke veranderlikes te bepaal. Hiërargiese lineêre modelle is gebruik om verbande met biografiese en demografiese veranderlikes te bepaal. In hierdie studie is bevind dat daar 'n duidelike verband tussen onderrig en leierskap is en dat die meeste van die departementshoofde kwaliteitonderrig belangrik ag en as 'n prioriteit in hul departemente sien. Die departementshoofde in hierdie studie is ook van mening dat die leiding van skoolbestuurspanne die kwaliteit van onderrig in die departement beïnvloed. Departementshoofde vir wie onderrig, leierskap en leerderprestasie belangrik is, heg ook hoë waarde aan opleiding en voorbereiding. In hierdie studie is ook bevind dat departementshoofde oor die algemeen nie bestuursopleiding ontvang het voor hul aanstelling in dié posisie nie. Sommige van die departementshoofde kon staatmaak op die kennis wat hulle opgedoen het tydens hul kollege- of universiteitsopleiding, wat hulle voorberei het vir hulle taak. 'n Klein aantal van die departementshoofde was oortuig dat hul voordiensopleiding nie van waarde was nie en dat hulle nie voorbereid was vir hul rol as beginnerdepartementshoofde nie.

Abstract This article examines, from a gender perspective, the potential impacts on the labor market of the semiconductor industry in Mexico induced by its relocation policy, given the global semiconductor supply crisis. It considers the current gender gaps in employment between women and men by economic sector, as well as the regional disparities between the demand for specialized labor in the manufacturing industry and the educational supply. To achieve this, the current trends in personnel employed in semiconductor-related economic sectors are contrasted with enrollment and graduation rates in specialized fields of study among women and men, as well as among different regions of the country. It is observed that, although the policy aims to improve the semiconductor industry, create jobs, and promote economic growth, it has the potential to reinforce gender and regional disparities. Therefore, the need to consider these inequalities in the design and evaluation of Mexico's industrial policy is emphasized.

Resumen Este artículo examina desde la perspectiva de género y el desarrollo regional los posibles impactos en el mercado laboral de la industria de semiconductores en México inducidos por la política de relocalización de la misma, dada la crisis global de suministro de semiconductores. Considera las actuales brechas educativas y laborales entre mujeres y hombres, así como las disparidades regionales entre la demanda de trabajo especializado en la industria manufacturera y la oferta educativa. Para ello, se contrastan las tendencias actuales en el personal empleado en los sectores económicos orientados a los semiconductores con la matrícula y titulación en campos de formación especializados entre mujeres y hombres, así como entre las regiones del país. Se observa que, aunque la política busca mejorar la industria de semiconductores, crear empleos y promover el crecimiento económico, tiene el potencial de reforzar las disparidades de género y entre regiones. Por lo tanto, se enfatiza la necesidad de considerar estas desigualdades en el diseño y evaluación de la política industrial de México.

ABSTRACT: Mathematics teaching is one of the fundamental pillars of early childhood education. Several studies have highlighted that adequate approach at early levels can positively influence future school performance and other cognitive domains. In Chile, mathematics education is an area of concern due to local evidence and observed gaps following the pandemic. In this context, educators and educational assistance professionals are challenged to provide equal teaching opportunities for all, including preschoolers with Developmental Language Disorder, who usually only receive support in language area. This review aims to update the literature on the math skills of students with Developmental Language Disorder and to establish their possible impact on the mathematics curriculum. The main findings include identifying barriers in counting and arithmetic tasks. Finally, the learning objectives that could require more attention for their approach were recorded, and studies were identified that highlighted the potential of visual and gestural representation as a way to favor the teaching-learning of these children. Thus, the approach to early mathematical skills can contribute to the inclusion and equalization of opportunities for these students.

RESUMEN: La enseñanza de las matemáticas es uno de los ejes fundamentales de la educación parvularia. Diversos estudios han destacado que un abordaje adecuado en niveles tempranos puede influir positivamente en el rendimiento escolar futuro y en otros dominios cognitivos. En Chile, la educación matemática representa un área de preocupación debido a los hallazgos locales y a las brechas observadas después de la pandemia. En este contexto, las educadoras y profesionales asistentes de la educación tienen el desafío de equiparar las oportunidades de enseñanza para todas y todos, incluyendo a los preescolares con Trastorno Específico del Lenguaje, quienes usualmente solo reciben apoyos en el área de lenguaje. Esta revisión tuvo como objetivo actualizar la literatura sobre las habilidades matemáticas de estudiantes con Trastorno Específico del Lenguaje y establecer su posible incidencia en el currículum matemático. Como principales resultados se hallaron obstáculos en tareas de conteo y aritmética. Por último, se registraron los objetivos de aprendizaje que podrían requerir mayor atención para su abordaje y se identificaron estudios que destacaban el potencial de la representación visual y gestual como forma de favorecer la enseñanza-aprendizaje de estos niños. Así, el abordaje de las habilidades matemáticas tempranas puede contribuir a la inclusión y equiparación de oportunidades para estos estudiantes.

RESUMEN A raíz del inicio de la pandemia del COVID-19 en el Paraguay, el Poder Ejecutivo tomó la decisión de no retornar a clases y el Ministerio de Educación y Ciencias (MEC) adoptó la modalidad de educación a distancia. Este estudio busca evaluar como la pandemia del COVID-19 influyó en los procesos educativos siguiendo las medidas de bioseguridad establecidas por el Ministerio de Salud Pública y Bienestar Social. Se utilizó la técnica de revisión documental, y lecturas sobre informes investigativos para constatar la realidad en tiempos de pandemia. Es relevante mencionar que el COVID-19 arrastró no solo una crisis sanitaria, sino también económica, alimentaria, tecnológica y educativa modificando la normalidad en la que vivíamos. Se concluye que el uso de estrategias de alcance y aprendizaje creativas para el buen desempeño de las funciones pedagógicas fue esencial para dar continuidad a la educación. Los resultados indican que el confinamiento afectó la relación entre docentes y estudiantes, generando un desequilibrio emocional, frustraciones, obstáculos y falta de comprensión coherente de contenidos. Se recomienda romper las brechas en el acceso a las Tecnologías de la Información y la Comunicación, para que las mismas no sean un impedimento a la hora de continuar el proceso educativo.

ABSTRACT As a result of the beginning of the COVID-19 pandemic in Paraguay, the Executive Branch made the decision not to return to classes and the Ministry of Education and Sciences (MEC) adopted the modality of distance education. This study seeks to evaluate how the COVID-19 pandemic influenced the educational processes following the biosecurity measures established by the Ministry of Public Health and Social Welfare. The documentary review technique was used, and a reading on research reports to verify the reality in times of pandemic. It’s concluded that the use of creative outreach and learning strategies for the good performance of pedagogical functions was essential to give continuity to education. In addition, COVID-19 dragged with it not only a health crisis, but also economic, food, technology, and education, modifying the normality in which we lived. The results indicate that the confinement affected the relationship between teachers and students generating an emotional imbalance, frustrations, obstacles and the lack of coherent understanding of the educational contents. It is recommended to break the gaps in access to Information and Communication Technologies, so that they are not an impediment when continuing the educational process.

Academic supervision is essential for developing students' careers and educational advancement. The systematic review approach was chosen for the methodology of this study. It has been observed in the literature that there are positive and negative experiences between supervisees and their supervisors. This led to the research gap in the study, which stated that supervisors and their supervisees are inadequately prepared for their roles. The study addressed these gaps through a systematic review of the article sub-topics. The conceptual model was adopted for this article, and it articulates how supervisors can exhibit their dispositional qualities. Additionally, this article recommends enhancing creative and innovative research to intensify a sense of autonomy and periodically updating research instructions on actualising the vision and mission statements of Higher Educational Institutions (HEIs). The study further recommends that training initiatives for supervisors should be encouraged in HEIs through academic research groups, among others.