Abstract:The diagnosis of community perception is a type of research that provides valuable information for problem-solving. The objective of this study was to evaluate the socioeconomic and environmental perception of the communities surrounding the Arenillas River BP Tahuín Dam on the conservation of natural resources and the ecosystem services offered by the forest. The research was descriptive, and the method used was a survey consisting of 9 dichotomous questions. The information was processed and tabulated in Microsoft Excel. Subsequently, the data were analyzed using the SPSS version 26 statistical program, which allowed the determination of the descriptive statistics of means, standard deviation, and error of deviation. The results revealed a significant influence in the perception response by the adult female gender with secondary education for the nine questions. Sixty-nine percent of respondents agreed with the social sphere, 60% with the economic sphere, and 55% with the environmental sphere. The structural reformulation of the forest conservation programs' activities is essential to advance toward a sustainable model in the Arenillas River BP Tahuin Dam.

Resumen:El diagnóstico de la percepción comunitaria es un tipo de investigación que permite ofrecer información útil para la solución de problemas. El objetivo de este estudio fue evaluar la percepción socioeconómica y ambiental de las comunidades aledañas al BP Río Arenillas Presa Tahuín sobre la conservación de los recursos naturales y los servicios ecosistémicos que ofrece el bosque. La investigación tuvo carácter descriptivo, el método empleado fue la encuesta constituida conformado por 9 preguntas de tipo dicotómicas. La información fue procesada y tabulada en el programa de Microsoft Excel. Posteriormente, los datos fueron analizados mediante el programa estadístico SPSS versión 26 que permitió la determinación de las estadísticas descriptivas de medias, desviación estándar y error de la desviación. Los resultados revelaron mayor influencia en la respuesta de percepción por parte del género femenino adulto con estudio secundario para las 9 preguntas. El 69% de encuestados estuvo de acuerdo con lo establecido en el ámbito social, el 60% el ámbito económico y el 55% en el ámbito ambiental. Se concluye importante la reformulación estructural de las actividades dentro de los programas de conservación de bosques, para de esta manera avanzar hacia un modelo sostenible en el BP Río Arenillas Presa Tahuin.

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

This study investigates the role of lecturer personality on student performance. Lecturer personality is considered to be an important factor in determining the quality of the teaching and learning experience for both students and lecturers. It is suggested that a lecturer's personality can have a major impact on the way students learn, as well as their overall learning experience. The focus of this article will be on a selected lecturer from a selected South African higher education institution (HEI). This study explores the effects of this lecturer's personality on their student's performance. It examines the factors that contribute to the student's success to becoming a junior lecturer, led by the lecturer's modelling of professionalism, enthusiasm, passion, accessibility and approachability, amongst other factors. To accelerate the conceptual debates of this article, qualitative research methodology is employed alongside the Social Cognitive Theory. Scholars note that there is a reciprocal effect between personal, environmental and behaviour factors that affect learning outcomes. This is the reason why this theory is employed in this research about the personality of this lecturer. Consequently, findings are that positive personality traits of a lecturer model good behaviour and encourage good performance towards students.

RESUMEN Este trabajo presenta una investigación acerca de la importancia del uso de Controversias SocioCientíficas (CSC) en la formación del profesorado a partir de una temática de interés actual que engloba la educación ambiental y alimentaria. Por ello, se plantea una secuencia didáctica (SD) sobre la problemática ambiental de arsénico (As) en agua y se platean dos CSC: 1) los límites legales de As en agua y 2) la contaminación del agua con As a partir de la urbanización en humedales. La SD fue aplicada a docentes de una capacitación de actualización sobre Ambiente, Desarrollo y Sociedad del último año de la escuela secundaria. El objetivo es conocer como el uso de CSC permite incorporar aspectos de naturaleza de la ciencia, desarrollar el pensamiento crítico, y trabajar temas motivacionales y de interés actuales. Los resultados obtenidos, mediante técnicas cualitativas y cuantitativas validadas, muestran un cambio en la concepción del profesorado sobre dichos ejes.

RESUMO Este trabalho apresenta uma investigação sobre a importância da utilização de Controvérsias Sociocientíficas (CSC) na formação de professores a partir de um tema de interesse atual que abrange a educação ambiental e alimentar. Por esse motivo, é proposta uma sequência didática (SD) sobre os problemas ambientais do arsénico (As) na água, colocando duas CSCs: 1) os limites legais do As na água e 2) a contaminação da água com As proveniente da urbanização em zonas húmidas. A SD foi aplicada a professores de uma formação contínua em Ambiente, Desenvolvimento e Sociedade do último ano do ensino secundário. O objetivo é saber como a utilização da CSC nos permite incorporar aspetos da natureza da ciência, desenvolver o pensamento crítico e trabalhar temas de interesse motivacionais e atuais. Os resultados obtidos, com recurso a técnicas qualitativas e quantitativas validadas, mostram uma mudança na conceção dos professores sobre estes temas.

ABSTRACT This paper presents an investigation about the importance of the use of Socio-Scientific Controversies (SSC) in teacher training based on a topic of current interest that encompasses environmental and food education. For this reason, a didactic sequence (DS) is proposed on the environmental problems of arsenic (As) in water and two SSIs are raised: 1) the legal limits of As in water and 2) the contamination of water with As as a result of the urbanization of wetlands. The DS was applied to teachers of a continuous training on Environment, Development and Society in the last year of secondary school. The objective is to know how the use of SSC allows us to incorporate aspects of the nature of science, develop critical thinking and work on motivational and current topics of interest. The results obtained, through validated qualitative and quantitative techniques, show a change in the teachers' conception of these issues.

BACKGROUND: Patient safety incidents (PSIs) cause harm to patients, including falls, accidental ingestion and physical assault. Despite their importance in healthcare, limited information exists on how South African speech-language therapists (SLTs) perceive them in the public and private sectors. This study applied the Donabedian model of patient safety and healthcare quality to SLTs' perspectives on PSIs. METHODS: Free attitude interviews with 10 South African SLTs explored the environment (where and who), processes (how and why) and outcomes (events and consequences) of PSIs. Interviews were transcribed and analysed thematically using a six-phase deductive and inductive approach within the Donabedian model. RESULTS: The Donabedian model's three components (structure, process, outcome) led to six sub-themes, highlighting its applicability to SLTs' perspectives on PSIs. It revealed how factors such as clinical environment, care delivery and patient outcomes influence SLTs' perceptions. CONCLUSION: Understanding SLTs' perspectives is essential for addressing environmental issues, developing training, institutional inductions and audits that prevent and manage PSIs, and improving service quality. CONTRIBUTION: This study emphasises engaging practitioners to understand factors affecting PSIs. It contributes to improving SLT training and practice in South Africa to enhance patient safety.

The quartz crystal microbalance (QCM) sensing platform detects a wide variety of gases, yet lacks a system designed specifically for carbon monoxide (CO) gas. Here, we utilized ceric dioxide (CeO2) nanorods as the sensing material and coated them onto the QCM surface to construct a novel QCM sensor. This sensor is capable of detecting CO concentrations as low as 500 ppb and exhibits satisfactory sensitivity, response speed, selectivity, repeatability, and long-term stability. The sensing mechanism and the influence of environmental humidity on this sensor were also explored. This work broadens the application scope of QCM sensing platform and provides an additional solution for detecting CO at room temperature.

RESUMO O turismo responsável exige ações igualmente responsáveis de operadores de turismo, governos, residentes e turistas. A teoria das cenas diz respeito aos esforços para a construção de belos ambientes naturais e culturais, oferecendo recursos adequados para as várias partes interessadas atuando nos quarteirões urbanos e permitindo que turistas e residentes desfrutem de qualidade de vida e de uma experiência ambiental restauradora profunda e de longo prazo. Ao mesmo tempo, o estudo também fornece aos gestores de quarteirões urbanos um recurso estratégico de desenvolvimento responsável e sustentável que considera de maneira abrangente os benefícios econômicos e sociais do desenvolvimento local. Este artigo examina uma amostra de 53 quarteirões culturais urbanos chineses, coleta comentários de turistas relacionados a esses espaços para classificá-los e organizá-los, extrai palavras-chave de materiais de avaliação de turistas e obtém tendências de demanda de mercado em diferentes dimensões da teoria das cenas. Em seguida, oferecemos sugestões de desenvolvimento para que esses quarteirões possam criar cenas que fortaleçam as áreas em termos de legitimidade, autenticidade e teatralidade da forma como delineado pela teoria das cenas.

ABSTRACT Responsible tourism requires responsible behavior on the part of tourism operators, governments, local residents, and tourists. Scene theory pertains to efforts to build beautiful natural and cultural environments, offering resources for stakeholders in urban blocks and enabling tourists and residents to have restorative environmental experiences that can improve their quality of life. Taking a sample of 53 urban cultural blocks in China, this study collected comments from tourists about the blocks for classification and organization, extracted keywords from tourist evaluation materials, and assessed market demand trends in different dimensions of scene theory. Based on the findings, we offer development suggestions that can help urban blocks create scenes that improve the areas in terms of legitimacy, authenticity, and theatricality. This scene theory-based approach can provide urban block managers with a responsible, sustainable strategic resource that fully considers the social and economic benefits of local development.

RESUMEN El turismo responsable requiere un comportamiento responsable por parte de los operadores turísticos, los gobiernos, los residentes locales y los turistas. La teoría de la escena se refiere a los esfuerzos por crear entornos naturales y culturales hermosos, ofrecer recursos a las partes interesadas en los bloques urbanos y permitir que turistas y residentes tengan experiencias ambientales restauradoras que puedan mejorar su calidad de vida. Tomando una muestra de 53 bloques culturales urbanos en China, este estudio recopiló comentarios de los turistas sobre los bloques para su clasificación y organización, extrajo palabras clave de los materiales de evaluación turística y evaluó las tendencias de la demanda del mercado en diferentes dimensiones de la teoría de la escena. Con base en los hallazgos, ofrecemos sugerencias de desarrollo que pueden ayudar a los bloques urbanos a crear escenas que mejoren las áreas en términos de legitimidad, autenticidad y teatralidad. Este enfoque basado en la teoría de la escena puede proporcionar a los administradores de los bloques urbanos un recurso estratégico responsable y sostenible que considere plenamente los beneficios sociales y económicos del desarrollo local.

Climate change has disrupted economies and continues to affect lives in several communities and countries. The United Nations Sustainable Development Goal 13.3 urges all nations to take urgent action to combat climate change. Therefore, education is crucial in promoting climate change action because it helps people reduce their impacts and empowers them to mitigate and adapt to climate change. Currently, literature on the barriers and opportunities in implementing climate change education in South African secondary schools is limited. This study is based on the teacher training conducted by Fundisa for Change using the Teaching Climate Change manual. Archer's (1995) morphogenesis theory was used to understand the barriers and opportunities in implementing climate change education in secondary schools in South Africa. Data were gathered through document analysis and semi-structured interviews with Fundisa for Change teacher participants and with Department of Basic Education officials in Gauteng Province, South Africa, and analysed using a thematic analysis approach. The study found the following opportunities in implementing climate change education: (I) climate change topics are included in the South African national geography curriculum in the Further Education and Training phase, (2) the participating teachers exhibited adequate knowledge of environmental sustainability education, and (3) common research tasks administered require learners to apply knowledge of climate change. However, schools are supplied with lesson plans, tests, and examinations that act as barriers to implementing climate change education, hindering teachers' agency.

ABSTRACT Purpose: to map and characterize the evidence available in scientific literature regarding the impact of individual, environmental and organizational factors on teaching vocal illness. Methods: a scoping review protocol following the guidelines of the Joanna Briggs Institute Reviewer’s Manual and the PRISMA ScR Checklist. The following question was elaborated: What evidence is available in the scientific literature regarding the impact of individual, environmental and organizational factors on teaching vocal illness? A search will be carried out in the databases LILACS (BVS), MEDLINE (PUBMED), Embase (Elsevier), Cochrane (Clinical Trials only), Speechbite, Scopus (Elsevier) and Web of Science. The search strategy will be developed for MEDLINE (PUBMED) and adapted for other databases. Studies carried out with teachers of any level of education, age group and gender, with complaints related to voice and which addressed the impact of teaching work on vocal illness will be included. The selection of studies will be carried out by two independent and blinded reviewers. The results will be presented through graphs, charts and tables. Final Considerations: the protocol can highlight gaps, understand the research methodologies used by the studies to be included, making it possible to carry out primary studies that allow for better evidence regarding the relationship between organization, work environment and teaching. Purpose individual Methods Reviewers Reviewer s Checklist elaborated BVS, BVS , (BVS) PUBMED, PUBMED Elsevier, Elsevier Clinical only, only only) Speechbite (Elsevier Science (PUBMED education gender included reviewers graphs tables Considerations gaps organization (BVS

RESUMO Objetivo: mapear e caracterizar as evidências disponíveis na literatura científica quanto ao impacto dos fatores individuais, ambientais e organizacionais no adoecimento vocal docente. Métodos: protocolo de revisão de escopo seguindo as diretrizes do Joanna Briggs Institute Reviewer’s Manual e do Checklist PRISMA ScR. Foi elaborada a seguinte pergunta: Quais as evidências disponíveis na literatura científica quanto ao impacto dos fatores individuais, ambientais e organizacionais no adoecimento vocal docente? Será realizada uma busca nas bases de dados LILACS (BVS), MEDLINE (PUBMED), Embase (Elsevier), Cochrane (apenas Ensaios Clínicos), Speechbite, Scopus (Elsevier) e Web of Science. A estratégia de busca será desenvolvida para a MEDLINE (PUBMED) e adaptada para as demais bases. Serão incluídos estudos realizados com professores de qualquer nível de ensino, faixa etária e gênero, com queixas relacionadas à voz e que abordem o impacto do trabalho docente no adoecimento vocal. A seleção dos estudos será realizada por duas revisoras independentes e cegadas. Os resultados serão apresentados por meio de gráficos, quadros ou tabelas. Considerações Finais: o protocolo pode evidenciar lacunas, compreender as metodologias de investigação utilizadas pelos estudos a serem incluídos, possibilitando a realização de estudos primários que permitam melhores evidências quanto à relação organização, ambiente de trabalho e docência. Objetivo individuais Métodos Reviewers Reviewer s ScR pergunta BVS, BVS , (BVS) PUBMED, PUBMED Elsevier, Elsevier apenas Clínicos, Clínicos Clínicos) Speechbite (Elsevier Science (PUBMED ensino gênero cegadas gráficos tabelas Finais lacunas organização docência (BVS

RESUMO: Novas ferramentas didáticas podem ampliar as alternativas pedagógicas para o ensino da anatomia comparada. O objetivo deste estudo foi avaliar o potencial do resíduo de isopor para a confecção de modelos didáticos viáveis para o ensino de anatomia comparada. A partir de um bloco primário, a escultura foi iniciada com uma faca ou cortador. Em seguida, as arestas foram removidas com lixa até se obter a forma anatómica final do órgão. A superfície da escultura era então coberta com papel embebido em uma solução aquosa de cola branca. Após a secagem, foi aplicada uma camada de resina, seguida de um polimento para uniformizar a superfície. Os modelos são acabados com tinta e selante à prova de água. Através dos protótipos didáticos, foi possível ampliar órgãos e estruturas naturalmente pequenos para dimensões maiores que favorecem o ensino prático. Isso facilita a abordagem didática de detalhes anatômicos indisponíveis em espécimes tradicionais. Além disso, seu uso minimiza os riscos à saúde humana pela exposição aos produtos tóxicos utilizados na conservação dos cadáveres e contribui para a preservação do meio ambiente. A eficácia dos modelos de resina injetada para o ensino da anatomia é já conhecida, o que torna a utilização de modelos anatómicos sintéticos uma metodologia válida, mas estes podem ter limitações em muitos países devido ao seu elevado custo e dificuldade de acesso. A nossa proposta oferece uma alternativa eficaz e de baixo custo para o ensino da anatomia comparada na prática. Quando combinados com outras técnicas, os resíduos de isopor revelaram-se viáveis para a fabricação de protótipos didáticos. RESUMO primário cortador órgão branca secagem água prático tradicionais disso ambiente conhecida válida acesso prática técnicas revelaramse revelaram

ABSTRACT: New teaching tools can expand the pedagogical alternatives for teaching comparative anatomy. This study evaluated the potential of Styrofoam waste for the manufacture of viable didactic models to teach comparative anatomy. From a primary block, the sculpting was started with a knife or cutter. After this, the edges were removed with sandpaper until the final anatomical shape of the organ was obtained. The surface of the sculpture was then covered with paper soaked in an aqueous solution of white glue. After drying, a layer of resin was applied, followed by polishing to even out the surface. The models are finished with paint and waterproof sealant. Through the teaching prototypes, it was possible to enlarge naturally small organs and structures to larger dimensions that favor practical teaching. This facilitates the didactic approach to anatomical details unavailable in traditional specimens. In addition, its use minimizes the risks to human health from exposure to the toxic products used to preserve cadavers and contributes to preserving the environment. The effectiveness of injected resin models for teaching anatomy is already known, which makes the use of synthetic anatomical models a valid methodology, but they may have limitations in many countries due to their high cost and difficulty of access. Our proposal offers an effective, low-cost alternative for teaching comparative anatomy in practice. When combined with other techniques, Styrofoam waste proved to be viable for the manufacture of teaching prototypes. ABSTRACT block cutter this obtained glue drying applied sealant prototypes specimens addition environment known methodology access effective lowcost low practice techniques

The process of strategic planning permits universities to determine their respective vision and mission. Once these have been established, it is imperative to evaluate the kind of resources at a university's disposal, and to conduct environmental analysis. Failure to plan could drive institutions into unchartered waters, which could be detrimental to their sustainability. Universities have embraced the idea of strategic management from business in order to gain a competitive advantage, and provide value to stakeholders. The purpose of this study was to investigate the way in which academic Heads of Departments (HoDs) engage in strategic planning. A qualitative research approach was employed to understand the role that these HoDs play while formulating a strategy in their respective departments. A case study research method was chosen to identify the participants, and data were collected through semi-structured, face-to-face interviews, as well as through document analysis. To ensure the credibility and dependability of the study, the same questions were posed to all of the participants. A thematic analysis technique was used to analyse the data. The results revealed that the university at which the research was conducted promoted a direct, or top-down approach in formulating their strategy. As such, the academic HoD's conformed to the university's strategy. Future research should focus on the effectiveness of a strategy that incorporates a bottom-up, as well as a top-down approach.

There is an interest in having the school history curriculum cover pressing and inter-related social issues: rising inequalities, even where there is a democracy, and the need to reduce poverty and confront climate change. These focus areas align with another interest among many history teachers: using statistics and data better to understand the past. Since around 1980 income inequalities have worsened after a couple of centuries of decline. This is a key reason why the Sustainable Development Goals of the United Nations prioritise greater equality. While measures of inequality warrant attention, quantitative and qualitative knowledge about the more normative concept of poverty is arguably easier for secondary school history students to grasp. Remarkable declines in poverty since the Industrial Revolution should be understood against the enormous environmental cost of industrialisation. Moreover, in terms of the increasingly used concept of "atmospheric colonisation", colonising countries have been inordinately large contributors to changes in the earth's atmosphere, changes that drive climate change and are likely to worsen poverty. Students need to understand these complexities, in part so they can form opinions around a fair sharing of the burdens of emissions reduction and adaptation to a changing climate. Such matters will become increasingly important when voters must choose between parties in national elections. There are clear implications for history curricula, which are only beginning to receive attention. While the article should be of interest to history teachers anywhere, specific content recommendations are made in terms of the South African secondary school curriculum.

Coal-fired power stations remain the main source of electricity generation in South Africa. The combustion of coal creates fly ash and slag, and increases emissions of particulate matter, which is composed of nano-sized materials. In this study we investigated nanoparticle emissions from coal-fired power stations. Soil samples were collected at 500 m and 1 km radii from Matla and Kriel power stations. The soil samples were examined using scanning electron microscopy (SEM), transmission electron microscopy (TEM) and X-ray fluorescence (XRF) spectrometry SEM images confirmed polydisperse particles in the form of semi-spherical, semi-oval, irregular-shaped and amorphous particles in dust and soil samples. The particle size range was 4-150 nm. Carbon sheet-metal oxide composites of As, Zn, Cu, Cr, Ni and V were observed. We found that coal-fired power stations are a potential source of nano-pollution, pointing to elevated human and environmental exposure around such sites. Currently there are no environmental limits for nanomaterials due to the lack of robust risk assessment; however, this study suggests that coal-fired power stations may be hotspots that could be used as priority cases to examine the environmental implications of nano-pollution. SIGNIFICANCE: Coal-fired power stations are a potential source of nano-pollution, pointing to elevated human and environmental exposure around such sites. Currently there are no environmental limits for nanomaterials due to the lack of robust risk assessment; however, our findings suggest that coal-fired power stations may be hotspots that could be used as priority cases to examine the environmental implications of nano-pollution.

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ABSTRACT University social responsibility is a set of actions that helps to promote the active participation of students in their university education, with ethical conduct to create a culture of social commitment based on values and academic quality. The main role of the university is to develop the functions of teaching, research and social responsibility; this allows creating a broader vision of the needs in the community, generating competent professionals and causing a positive impact (Palomino, Vázquez, Vicente, & Tomás, 2019). Objective: To identify the main authors of the subject from the systematic review of the literature, to point out the four axis that RSU has and the four university impacts. Materials and methods: This research is exploratory and documentary with a qualitative approach. The information sources used correspond to consultation pages, among which are: Google academic, and Lens.org. Likewise, inclusion and exclusion criteria were used to collect information and the results obtained were delimited after adding search conditions such as the year interval from 2017 to 2023. Another limitation is that they were only review articles and in any language. Results: The results obtained were 10 definitions of prominent authors which haves an impact on the fact that the University social responsibility has 8 dimensions among which are: Responsible Campus, Citizen Education, Social Knowledge Management, and Mutual Learning Communities for Development, Organizational, Educational, Cognitive and social. The four axis of the RSU are the basis of the organizations to be able to fulfill the mission that each university community pursues. Within the responsible campus, care is taken to ensure that environmental and sustainable care is met and students are taught to participate in it. , responsible citizen and professional training, deontology, which is the duty of people, this helps the university community to do things ethically and with good morals inside and outside universities, knowledge management is a of the main tasks of higher education institutions, social work, the reason for being of various organizations, thanks to which they can disseminate their knowledge and contribute to the development of community and group culture, and finally the need for The society of inclusion and communication between people occur within communities of mutual learning for development. The organizational impacts, within the RSU, impact people, management and sustainability. The educational impacts are related to the training of students (their ethics, their way of interpreting the world and the social role that corresponds to them) and involves all university processes (curriculum, central administration and knowledge management policies). Cognitive impacts are the dissemination of knowledge and social impacts are the relationship within and on the university campus, the treatment and participation of students; Students in the different branches offered. When reviewing and reading the different existing articles, it was observed that there is little information regarding the RSU, focusing on a chronology of the different authors from 2014 to date. Within the articles reviewed, it can be defined that RSU trains, teaches, supports, promotes, guides and organizes; involving the student community, teachers, administrative and managerial staff. The RSU transmits responsible knowledge, ethical principles and helps to train responsible citizen professionals. Conclusion: After studying the literary review, it can be mentioned that all the axis of the RSU must have the participation of the students and all the people who make up the university community in order to have a responsible university, both internally and externally, according to the different concepts that are mentioned of University Social Responsibility; In other words, it is a way to help the professional and civic training of all students, since this is part of what social responsibility seeks. It is mentioned that university students must get involved in real problems within their professional and civic training, since this helps to create links between learning and social responsibility and thus be able to promote human development, both ethically and morally, as that participation in the different projects that the same institution carries out in its activities will grow.Ramírez (2020),Quezada and Rodríguez (2019),Arauco and Apaza (2022),Évora (2017), agree that RSU is reflected in the existence of four axis for the socially responsible management of universities, so that the students are aware that everything that is done within the institution will be reflected outside of it. Complying with Social Responsibility in higher education is a transformation resource that promotes compliance with transparent practices and ethical conduct for sustainable development, generating social well-being on the university campus for the comprehensive and ideal training of its students. Currently, globalization leads to constant changes in organizations and forces them to be able to identify their challenges for the new trends that their environment requires. Therefore, globalization, competition, technology, social responsibility, knowledge and intangible assets demand serious modifications in their structures and strategies from companies.Niebles Nuñez et al. (2018)the universities have the important mission of equitably distributing knowledge and social information. That is why universities must assume the position of University Social Responsibility and analyze whether effective or null knowledge is being provided. The current era is characterized by its constant change, in social demands, in the role of traditional actors, in the situation at the regional and international level, in development approaches (Uribe et al., 2020). Addressing the issue of RSU requires articulating the various parts of the institution in an equitable and sustainable social promotion project, for the production and transmission of responsible knowledge and the training of equally responsible citizen professionals (Mosquera Tayupanta and Alba Granados, 2021; Peña y otros, 2017). There is a proposal for university social responsibility that provides a space for participation in the activities carried out and that are adapted to the new acquisition modalities for students, in addition to the fact that university social responsibility seeks not only to work on the axis of transformation within of the institution, but is also aimed at the entire society that is involved (Pedró, 2019). The university must promote the participation of its students in cultural, social, sports and environmental activities.

RESUMEN Este artículo presenta las principales características de las metodologías indígenas que vienen incursionado en las instituciones educativas occidentales. Estas metodologías, basadas en el conocimiento y las tradiciones de las comunidades indígenas, se están haciendo cada vez más populares por su enfoque holístico, respeto ambiental y participación comunitaria. El presente texto sugiere que las metodologías son útiles para abordar los problemas de las comunidades y sus contextos, ya que permiten la generación de conocimiento relevante, su participación en la toma de decisiones y el fomento del cambio social desde una perspectiva descolonizadora. Sin embargo, pese a su potencia, se encuentran desafíos como la falta de recursos, el escaso apoyo institucional y el limitado reconocimiento del conocimiento propio. A pesar de estos obstáculos, las metodologías indígenas poseen un potencial significativo para enriquecer la investigación científica y la educación intercultural.

ABSTRACT This article presents the main characteristics of indigenous methodologies that are entering Western educational institutions. These methodologies, based on the knowledge and traditions of Indigenous communities, are becoming increasingly popular and stand out for their holistic approach, environmental respect, and community participation. The findings suggest that these methodologies are a useful tool for addressing the problems of these communities, as they allow the generation of relevant knowledge, participation in decision-making, and the promotion of social change. However they face challenges such as a lack of resources, limited institutional support, and limited recognition of non-Western knowledge. Despite these obstacles, indigenous methodologies have a significant potential to enrich scientific research and intercultural education.

RESUMO Este artigo apresenta as principais características das metodologias indígenas que estão entrando nas instituições educacionais ocidentais. Essas metodologias, baseadas no conhecimento e nas tradições das comunidades indígenas, estão se tornando cada vez mais populares devido à sua abordagem holística, ao respeito ao meio ambiente e à participação da comunidade. Este texto sugere que as metodologias são úteis para abordar os problemas das comunidades e seus contextos, pois permitem a geração de conhecimento relevante, sua participação na tomada de decisões e a promoção de mudanças sociais a partir de uma perspectiva descolonizadora. Entretanto, apesar de seu potencial, elas enfrentam desafios como a falta de recursos, o apoio institucional limitado e o reconhecimento limitado de seu próprio conhecimento. Apesar desses obstáculos, as metodologias indígenas têm um potencial significativo para enriquecer a pesquisa científica e a educação intercultural.