Abstract Introduction: The COVID-19 pandemic has had an important impact on the training of nursing professionals, affecting the mental health of students due to the experiences they have faced. Objective: Assess the level of academic stress in nursing students and its relationship to anxiety, depression, insomnia, post-traumatic stress disorder, and experiences during the COVID-19 pandemic. Methodology: Correlational study with 1009 nursing students who agreed to participate. A virtual survey was applied, collecting sociodemographic and COVID-19 Pandemic experiences data, in addition to questionnaires on anxiety, depression, insomnia, and post-traumatic and academic stress, with prior authorization from the research and ethics committee. Statistical analysis such as Square Chi, Spearman's Rho and logistic regression model were used. Results: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusions: Mental health problems were related to academic stress levels in nursing students during the COVID-19 pandemic. The nursing professional must design educational and training strategies to reduce the levels of these problems, applicable from educational training to the workplace.

Abstrato Introdução: A Pandemia do COVID-19 teve um impacto significativo na formação dos profissionais de enfermagem, afetando a saúde mental dos estudantes devido às vivências por eles enfrentadas. Objetivo: Avaliar o nível de estresse acadêmico em estudantes de enfermagem e sua relação com ansiedade, depressão, insônia, transtorno de estresse pós-traumático e experiências durante a pandemia de COVID-19. Metodologia: Estudo correlacional com 1009 graduandos de enfermagem que concordaram em participar. Foi aplicada uma pesquisa virtual, coletando dados sociodemográficos e experiências da Pandemia da COVID-19, além de questionários sobre ansiedade, depressão, insônia e estresse pós-traumático e acadêmico, com autorização prévia do comitê de ética e pesquisa. Foram utilizadas análises estatísticas como Qui-cuadrado, Rho de Spearman e modelo de regressão logística. Resultados: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusões: Problemas de saúde mental foram relacionados aos níveis de estresse acadêmico em estudantes de enfermagem durante a pandemia de COVID-19. O profissional de enfermagem deve traçar estratégias educacionais e de treinamento para reduzir os níveis desses problemas, aplicáveis desde a formação educacional até o ambiente de trabalho.

Resumen Introducción: La pandemia por COVID-19 ha generado un impacto importante en la formación de profesionales de enfermería, afectando la salud mental en estudiantes debido a las experiencias enfrentadas. Objetivo: Evaluar el nivel de estrés académico en estudiantes de enfermería y su relación con la ansiedad, depresión, insomnio, estrés postraumático y experiencias durante la pandemia de COVID-19. Metodología: Estudio correlacional con 1009 estudiantes matriculados de licenciatura en enfermería que aceptaron participar. Se aplicó encuesta virtual, recolectando datos sociodemográficos y de experiencias durante la pandemia de COVID-19, además de los cuestionarios sobre ansiedad, depresión, insomnio, estrés postraumático y académico, con previa autorización del comité de investigación y ética. El análisis se realizó con Ji cuadrada, Rho de Spearman, y el modelo de regresión logística. Resultados: El 68.1 % presentaron ansiedad, el 64.3 % depresión, el 56.3 % insomnio y el 85.7 % estrés académico. El estrés académico mostró asociación estadística con sexo, periodo académico, diagnóstico en familiar y contacto con persona sospechosa/confirmada de COVID-19. Presentar estrés académico es 3.9 veces mayor con ansiedad moderada, 10.6 veces mayor con depresión moderada, 12.7 veces mayor con insomnio clínico moderado, 1.8 veces mayor con familiar diagnosticado con la enfermedad y 2.6 veces mayor con contacto de casos sospechosos/confirmados de COVID-19. Conclusión: Problemas de salud mental mostraron relación estadística con estrés académico en estudiantes de enfermería durante la pandemia por COVID-19. El profesional de enfermería debe diseñar estrategias educativas y de capacitación para disminuir los niveles de estos problemas, aplicables desde la formación hasta lo laboral.

Abstract This study aims to analyze the relationship between mismatch and educational performance differentiated by gender. The data for the analysis comes from the National Survey of Occupation and Employment 2022. The results were estimated using frequency statistics, the Mincer earnings equation, and the quantile regression model. The main findings highlight that educational mismatch affects 50% of workers with higher education, performance is better in jobs adjusted with education, and the wage gap persists both within the educational level and in jobs adjusted with their educational background.

Resumen Este estudio tiene como objetivo analizar la relación entre el desajuste y el rendimiento educativo diferenciado por género. Los datos para el análisis proceden de la Encuesta Nacional de Ocupación y Empleo 2022. Los resultados se estimaron con estadísticas de frecuencia, la ecuación de ingresos de Mincer y el modelo de regresión cuántilica. De los principales resultados se destaca que el desajuste educativo afecta al 50% de los trabajadores con educación superior, el rendimiento es mejor en empleos ajustados a la formación y la brecha salarial persiste tanto dentro del nivel de estudios como en los trabajos ajustados a su formación educativa.

Abstract: The purpose of this research lies in evaluating the current state of higher university education about bioethics studies in the faculties of health sciences in the Peruvian territory. The methodological design adopts a descriptive level with a mixed approach that is divided into two stages: The first consists of a qualitative theoretical-analytical-rational analysis, followed by a subsequent empirical analysis with a quantitative, descriptive, and cross-sectional approach. The main discoveries refer to the existence of nineteen licensed public universities in Peru that offer the Human Medicine degree. However, it was found that the Bioethics course is only available in nine of these institutions. In summary, it can be affirmed that in the educational programs of careers related to health sciences, attempts are made to address ethical principles from different perspectives, for example, through courses on general ethics or deontology. However, this strategy is not considered adequate. In addition, it is imperative to promote an educational policy within the faculties of health sciences that mandates the mandatory inclusion of a bioethics course in the curricula of health sciences programs.

Resumen: El propósito de esta investigación es evaluar el estado actual de la educación universitaria superior en relación con los estudios de Bioética en las facultades de ciencias de la salud en el territorio peruano. El diseño metodológico adopta un nivel descriptivo con enfoque mixto dividido en dos etapas: la primera consistió en un análisis teórico analítico-racional cualitativo, seguido de un análisis empírico posterior con enfoque cuantitativo, descriptivo y transversal. Los principales descubrimientos se refieren a la existencia de diecinueve universidades públicas licenciadas en el Perú que ofrecen la carrera de Medicina Humana. Sin embargo, se constató que el curso de Bioética sólo está disponible en nueve de estas instituciones. En resumen, se puede afirmar que en los programas educativos de las carreras relacionadas con ciencias de la salud se intenta abordar los principios éticos desde perspectivas distintas, por ejemplo, a través de cursos de ética general o deontología. No obstante, esta estrategia no es considerada adecuada, por lo que es imperativo promover una política educativa dentro de las facultades de ciencias de la salud que ordene la inclusión obligatoria de un curso de Bioética en los planes de estudio de los programas de ciencias de la salud.

Resumo: O propósito dessa investigação é avaliar o estado atual da educação universitária superior em relação aos estudos de bioética nas faculdades de ciências da saúde no Peru. O desenho metodológico adotou um nível descritivo com enfoque misto que se dividiu em duas etapas: a primeira consistiu em uma análise teórica analítico-racional qualitativa, seguida de uma análise empírica posterior com enfoque quantitativo, descritivo e transversal. Os principais achados se referem à existência de dezenove universidades públicas licenciadas no Perú que oferecem a carreira de Medicina Humana. Sem dúvida, constatou-se que o curso de Bioética só se encontra disponível em nove destas instituições. Em resumo, pode-se afirmar que nos programas educativos das carreiras relacionadas com ciências da saúde tenta-se abordar os princípios éticos a partir de diferentes perspectivas, por exemplo, através de cursos de ética geral ou deontologia. Apesar disso, essa estratégia não é considerada adequada. Além disso, é imperativo promover uma política educativa dentro das faculdades de ciências da saúde que determine a inclusão obrigatória de um curso de bioética nos planos de estudo dos programas de ciências da saúde.

Abstract: Prehospital emergency healthcare employees are frequently faced with ethical problems. Moral intelligence, which is seen as a rising value in the field of health, is very important for prehospital emergency health employees to choose the best and right action ethically. This study aims to evaluate the moral intelligence of prehospital emergency healthcare employees and to determine whether moral intelligence parameters differ according to various socio-demographic characteristics. This study was conducted with 261 emergency medical personnel working in the ambulance service between November 2021 and February 2022. Participants showed high sensitivity to equality, empathy, moral intelligence, justice, tolerance, self-control, and kindness in the delivery of healthcare services. There were no significant differences between the groups in the scale dimensions in terms of gender, educational level, working hours, working systems, income level and having children. Single/widowed/divorced/separated participants had significantly higher levels of empathy (p=0.004), justice (p=0.039) and self-control (p=0.009) than married participants. The self-control levels of paramedics were found to be higher than those of health officers/nurses/midwives/others (p=0.015). The high sensitivity of employees towards moral intelligence parameters can play an effective role in solving both ethical issues and problems related to other moral intelligence parameters in the field of prehospital healthcare.

Resumen: Los empleados de sanidad prehospitalaria de urgencias se enfrentan con frecuencia a problemas éticos. La inteligencia moral, considerada un valor en alza en el ámbito de la salud, es muy importante para que los empleados sanitarios de urgencias prehospitalarias elijan, éticamente, la mejor y más correcta acción. Este estudio pretende evaluar la inteligencia moral de los empleados sanitarios de emergencias prehospitalarias y determinar si sus parámetros difieren en función de diversas características sociodemográficas. El estudio se realizó entre noviembre de 2021 y febrero de 2022, en conjunto con 261 miembros del personal médico de urgencias que trabajaban en el servicio de ambulancias. Los participantes mostraron una alta sensibilidad hacia la igualdad, la empatía, la inteligencia moral, la justicia, la tolerancia, el autocontrol y la amabilidad en la prestación de servicios sanitarios. No se encontraron diferencias significativas entre los grupos en las dimensiones de la escala en términos de género, nivel educativo, horas de trabajo, sistemas de trabajo, nivel de ingresos y tener hijos. Los participantes solteros/viudos/divorciados/separados tenían niveles significativamente más altos de empatía (p=0,004), justicia (p=0,039) y autocontrol (p=0,009) que los participantes casados. Se determinó que los niveles de autocontrol de los paramédicos eran superiores a los de los funcionarios sanitarios/enfermeros/parteras/otros (p=0,015). La elevada sensibilidad de los empleados hacia los parámetros de inteligencia moral desempeña un papel eficaz en la resolución tanto de cuestiones éticas como de problemas relacionados con otras referencias de inteligencia moral en el ámbito de la asistencia sanitaria prehospitalaria.

Resumo: Funcionários de cuidados à saúde de emergência pré-hospitalar são frequentemente confrontados com problemas éticos. Inteligência moral, que é vista como um valor crescente no campo da saúde, é muito importante para funcionários de cuidados à saúde de emergência pré-hospitalar escolherem a melhor e mais correta ação ética. Esse estudo objetiva avaliar a inteligência moral de funcionários de cuidados à saúde de emergência pré-hospitalar e determinar se parâmetros de inteligência moral diferem de acordo com várias características sócio-demográficas. Esse estudo foi realizado com 261 funcionários de emergência médica trabalhando no serviço de ambulâncias entre novembro de 2021 e fevereiro de 2022. Os participantes mostraram alta sensibilidade a igualdade, empatia, inteligência moral, justiça, tolerância, auto-controle e gentileza no fornecimento de serviços de cuidados à saúde. Não houve diferenças significativas entre os grupos nas dimensões das escalas em termos de gênero, nível educacional, horas de trabalho, sistemas de trabalho, nível de receita e ter filhos. Participantes solteiros/viúvos/divorciados/separados tiveram níveis significativamente mais altos de empatia (p=0.004), justiça (p=0.039) e auto-controle (p=0.009) que participantes casados. Os níveis de auto-controle de paramédicos foram mais altos que aqueles de agentes de saúde/enfermeiras/parteiras/outros (p=0.015). A alta sensibilidade de funcionários em relação aos parâmetros de inteligência moral pode desempenhar um papel eficaz na resolução tanto de questões éticas como de problemas relacionados com outros parâmetros de inteligência moral no domínio dos cuidados à saúde pré-hospitalares.

Instructional leadership practices in terms of defining the school mission, managing instructional programmes, and developing a positive school learning climate are significantly and positively associated with teachers' effectiveness. Such practices have also been found to be critical in promoting teacher learning and development both at school and higher education levels. The key question posed in this study was what mathematics teachers' perceptions of their principal's management of the instructional programme of their schools were. The Principal Instructional Management Rating Scale was used as a lens for evaluating teacher perceptions in the study. The study was conducted in two Quintiles 1-3 schools in the town of Kariega, Eastern Cape, South Africa where two secondary school and three primary school teachers participated. The lower socioeconomic status of the two schools under scrutiny seemed to have played a role in the teachers' perceptions of the principals' role as instructional leader. Although the principals conducted and facilitated several professional development sessions with the mathematics teachers, the principal and his assistants were not always familiar with the mathematics pedagogical content knowledge that was required to evaluate lessons at the required level. Factors such as learner discipline, lack of parental support, and socioeconomic problems surrounding the school had an impact on the principals' ability to exercise instructional leadership in their schools.

ABSTRACT Globalization and increasing demands on specialists determined the need to learn a foreign language in the modern world. Consequently, higher education institutions (HEIs) need to improve the educational programme for the preparation of future specialists for professional activities. The aim of this research was to determine the effectiveness of the use of modern digital technologies during the study of a foreign language by medical students and to identify the students’ personal attitude during the experiment. The research employed the methods of expert evaluation, pre- and post-testing (Common European Framework of Reference for Languages (CEFR)), a survey with the inclusion of a technology perception model. Cronbach’s alpha was used to check the reliability of the used questionnaires. Cohen’s kappa coefficient and Pearson’s chi-squared test were used for statistical processing of the results. The study found that students of the experimental group (EG) who studied using different digital technologies showed significant success in improving foreign language skills after the final test than students of the control group (CG). It is also worth noting that EG students were more motivated to use digital technologies after the experiment.The novelty of this study is that the study of English by medical students was carried out using digital technologies that were chosen according to the age, profession and foreign language proficiency level of the experimental sample of students. Prospects for further research may be to determine the effectiveness of artificial intelligence during foreign language learning by medical students.

RESUMEN La globalización y las crecientes exigencias a los especialistas determinaron la necesidad de aprender una lengua extranjera en el mundo moderno. En consecuencia, las instituciones de educación superior (IES) necesitan mejorar el programa educativo para la preparación de futuros especialistas para actividades profesionales. El objetivo de esta investigación fue determinar la efectividad del uso de tecnologías digitales modernas durante el estudio de una lengua extranjera por parte de estudiantes de medicina e identificar la actitud personal de los estudiantes durante el experimento. La investigación empleó los métodos de evaluación de expertos, pruebas previas y posteriores (Marco Común Europeo de Referencia para las Lenguas (MCER)), una encuesta con la inclusión de un modelo de percepción tecnológica. Se utilizó el alfa de Cronbach para comprobar la fiabilidad de los cuestionarios utilizados. Para el procesamiento estadístico de los resultados se utilizó el coeficiente kappa de Cohen y la prueba chi-cuadrado de Pearson. El estudio encontró que los estudiantes del grupo experimental (EG) que estudiaron utilizando diferentes tecnologías digitales mostraron un éxito significativo en mejorar sus habilidades en lenguas extranjeras después de la prueba final que los estudiantes del grupo de control (CG). También vale la pena señalar que los estudiantes de GE estaban más motivados para utilizar tecnologías digitales después del experimento. La novedad de este estudio es que el estudio del inglés por parte de estudiantes de medicina se realizó mediante tecnologías digitales que fueron elegidas según la edad, profesión y nivel de dominio de lengua extranjera de la muestra experimental de estudiantes. Las perspectivas para futuras investigaciones pueden ser determinar la efectividad de la inteligencia artificial durante el aprendizaje de lenguas extranjeras por parte de estudiantes de medicina.

ABSTRACT Introduction: Although the cause of childhood obesity is multifactorial, it is known that breastfeeding (BF) could be a protective element. Objective: To determine the association of obesity in children with the duration of BF, parental educational levels and types of employment and family formation in a group of children from Encarnación, Paraguay. Methodology: This was a longitudinal, retrospective and descriptive study with an analytical component carried out in 200 children of both sexes. Nutritional status was evaluated at 2, 4 and 6 years, duration of BF. Families were grouped according to parental education levels and types of employment (Group A: up to 6th grade of Elementary Education [EE] and informal economy work; Group B: up to 12th grade of EE and public/commercial employment; Group C: tertiary education and managerial employment positions or business ownership. A value of p <0.05 was considered significant. Results: 50% (n=100) were men, 96.5% (n=193) from urban areas, 70% (n=140) came from nuclear families, 73% (n=146) were families from group B. BF duration was ≤4 months 5.5% (n=11), up to 6 months 9% (n=18), 7 to 11 months 20.5% (n=41), continued BF (≥1 year) 63 .5%(n=127). 14.5%, 18% and 18.5% were obese at 2, 4 and 6 years respectively. There was greater obesity at 4 years with BF <6 months (42.9% vs 16.1% Chi2 p=0.02), but not at 2 or 6 years. No significant association of obesity with parental employment or educational level or with the presence of a partner (Chi2 p≥0.05). Conclusion: Breastfeeding duration of less than 6 months is associated with a higher frequency of obesity at 4 years of age.

RESUMEN Introducción: Aunque la causa de la obesidad infantil es multifactorial, se sabe que la lactancia materna (LM) podría ser un elemento protector. Objetivo: Determinar la asociación de obesidad en los niños con la duración de la LM, escolaridad y tipo de empleo de padres y conformación familiar en un grupo de niños de Encarnación-Paraguay. Metodología: estudio longitudinal, retrospectivo y descriptivo con componente analítico realizado con 200 niños de ambos sexos. Se evaluó estado nutricional a los 2, 4 y 6 años, duración de LM, agrupación familiar según nivel de escolaridad y tipo de empleo (Grupo A: hasta 6° grado de la Educación Escolar Básica (EEB) y trabajo informa; 2)Grupo B: hasta 3° de EEB y empleados públicos/comerciales; 3)Grupo C: educación terciaria y cargos jerárquicos o dueños de corporaciones.Se consideró valor de p<0,05 como significativo. Resultados: 50%(n=100) fueron varones, 96,5%(n=193) del área urbana, 70%(n=140) con familia nuclear, 73%(n=146) fueron familias del grupo B. Tuvo LM ≤4 meses el 5,5%(n=11), hasta 6 meses 9%(n=18), 7 a 11 meses el 20,5%(n=41), LM continuada (≥1 año) el 63,5%(n=127). Presentaron obesidad el 14,5%, 18% y 18,5% a los 2, 4 y 6 años respectivamente. Hubo mayor obesidad a los 4 años con LM <6 meses (42,9% vs 16,1% Chi2 p=0,02), no así a los 2 o 6 años. Sin asociación significativa de obesidad con tipo de empleo y escolaridad de los padres o con presencia de pareja (Chi2 p≥0,05). Conclusión: La duración de lactancia materna menor a 6 meses se asocia con mayor frecuencia de obesidad a los 4 años.

The outbreak of the Covid-19 pandemic and subsequent lock-down restrictions forced higher education institutions to move towards a fully online mode of delivery. The study explored the teaching and learning experiences of both students and lecturers within such a digitally transformed higher education space. Concerns have however been raised about this sudden move towards the fourth industrial revolution due to the levels of readiness of higher education institutions. A qualitative research approach was followed, and I purposeful selected ten masters' course work students and two lecturers. One-on-one interviews and a focus group discussion were utilised for data generation. The Saldana's thematic method was employed to analyse data. The findings of my research point to both positive and negative experiences of students and lecturers, following the shift to online teaching and learning. Negative experiences highlight the need for support systems to be put in place in a digitally transformed educational milieu.

The research discussed in this article explores the experiences of special needs educators teaching the Curriculum and Assessment Policy Statement (CAPS) to diverse learners in a Cape Town special school. This study delves into how six teachers positioned themselves within the school's discourses and culture, employing an interpretive approach and drawing on theoretical frameworks such as Lefebvre's theory of spatial production, Bourdieu's concept of habitus, and Nespor's ideas related to bodies in space. The results highlighted the impact of the school's institutional culture, influenced by class, race, and age, on the teachers' personal and professional socialisation experiences. The research for this article focused on the real-life encounters of special needs educators handling diverse students in a Cape Town school, while implementing the CAPS curriculum. The study investigated how six teachers positioned themselves in relation to the prevailing discourses and culture of the school by taking an interpretivist approach and drawing on Lefebvre's theory of the creation of space, Bourdieu's (1977) idea of habitus, and Nespor's (1997) theory regarding bodies in space. The results showed that the institutional culture of the school, which was moulded by concerns of class, colour, and age, had a substantial impact on the socialisation processes of the teachers on a personal and professional level. These teachers were able to reposition themselves in relation to the institutional culture and to establish their professional identities based on their individualised ways of acting and living in the school. The study's conclusions have consequences for teacher education and policy development, highlighting the necessity of viewing these instructors as a result of the uneven South African educational system rather than as a homogenous group.

Abstract In this article, we present a case study whose objective was to analyze the regional management of state higher education institutions by conducting a theoretical review of innovation systems approaches. We carried out a qualitative interpretive study and qualitative data analysis, with a case study design. The information collection techniques used were diverse: documentary analysis and interviews. The results indicate that regional management in state higher education institutions has evolved since their inception, following the governance guidelines established by the educational institutions for their development and regional innovation systems. However, the results show regional challenges in terms of financial sustainability, branch management, academic offerings, inter-university articulation, and governance. At the regional level, there are a series of actors in Costa Rica who participate in the dynamics of regional governance, among them are state universities playing a fundamental role as promoters of social, economic, and environmental development in localities. We face significant challenges in the realm of territorial planning and governance, which include coordination between multiple levels of planning and diverse actors, as well as the alignment of various territorial development strategies. These intricately related elements require meticulous management to ensure cohesive and sustainable regional development. Academic interest in regional innovation systems has been on the rise, particularly concerning the generation and diffusion of knowledge. Within this field, the concepts of proximity and concentration become especially relevant, enhancing regional approaches. Formulating effective policies to drive regional innovation is crucial not only to understand the innovation and learning capacity of companies but also the performance of the sectoral innovation system.

Resumen En el presente artículo presentamos un estudio de caso cuyo objetivo fue analizar la gestión regional de las instituciones de educación superior estatal realizando una revisión teórica de los enfoques de sistemas de innovación. Realizamos un estudio cualitativo de corte interpretativo y cualitativo de análisis de datos, con un diseño de estudio de caso. Las técnicas de recolección de información fueron diversas: análisis documental y entrevistas. Los resultados indican que la gestión regional en las instituciones de educación superior estatal ha evolucionado desde su creación, siguiendo la pauta de la gobernanza establecida por las casas de enseñanza para su desarrollo y los sistemas de innovación regional, sin embargo, los resultados muestran desafíos regionales en materia de: sostenibilidad financiera, gestión de sedes, oferta académica, articulación interuniversitaria y gobernanza. A nivel regional existen una serie de actores en Costa Rica que participan de la dinámica de gobernanza regional, dentro de estas están las universidades estatales desempeñando un papel fundamental como promotor del desarrollo social, económico y ambiental de las localidades. Nos enfrentamos a desafíos significativos en la esfera de la planificación y gobernanza territorial, que incluyen la coordinación entre múltiples niveles de planificación y diversos actores y la alineación de variadas estrategias de desarrollo territorial. Estos elementos, intrincadamente relacionados, requieren una gestión meticulosa para asegurar un desarrollo cohesivo y sostenible de las regiones. El interés académico en los sistemas regionales de innovación ha ido en ascenso, particularmente en lo que respecta a la generación y difusión del conocimiento. Dentro de este campo, los conceptos de proximidad y concentración adquieren especial relevancia, potenciando los enfoques regionales. Para formular políticas efectivas que impulsen la innovación regional es crucial comprender no solo la capacidad de innovación y aprendizaje de las empresas, sino también el rendimiento del sistema sectorial de innovación.

Resumo No presente artigo, apresentamos um estudo de caso cujo objetivo foi analisar a gestão regional das instituições de ensino superior estatais realizando uma revisão teórica dos enfoques de sistemas de inovação. Realizamos um estudo qualitativo de corte interpretativo e análise de dados qualitativa, com um design de estudo de caso. As técnicas de coleta de informações foram diversas: análise documental e entrevistas. Os resultados indicam que a gestão regional nas instituições de ensino superior estatais evoluiu desde a sua criação, seguindo as diretrizes de governança estabelecidas pelas instituições educacionais para seu desenvolvimento e os sistemas de inovação regional. No entanto, os resultados mostram desafios regionais em termos de: sustentabilidade financeira, gestão de campi, oferta acadêmica, articulação interuniversitária e governança. A nível regional, existem uma série de atores na Costa Rica que participam da dinâmica de governança regional, entre eles as universidades estatais desempenhando um papel fundamental como promotoras do desenvolvimento social, econômico e ambiental das localidades. Enfrentamos desafios significativos na esfera do planejamento e governança territorial, que incluem a coordenação entre múltiplos níveis de planejamento e diversos atores, bem como a alinhamento de diversas estratégias de desenvolvimento territorial. Esses elementos, intrinsecamente relacionados, requerem uma gestão cuidadosa para garantir um desenvolvimento coeso e sustentável das regiões. O interesse acadêmico nos sistemas regionais de inovação tem aumentado, especialmente no que diz respeito à geração e difusão do conhecimento. Dentro deste campo, os conceitos de proximidade e concentração adquirem especial relevância, fortalecendo as abordagens regionais. Para formular políticas eficazes que impulsionem a inovação regional, é crucial compreender não apenas a capacidade de inovação e aprendizado das empresas, mas também o desempenho do sistema setorial de inovação.

Resumen: Las competencias digitales, en la actualidad, han ganado relevancia dentro del plano educativo, siendo esenciales para la formación de estudiantes universitarios y su posterior desempeño profesional. El objetivo de esta revisión fue triple. En primer lugar, se describió el nivel de dominio de las competencias digital de los estudiantes y docentes universitarios. En segundo lugar, se describió la percepción de los estudiantes y docentes universitarios sobre las competencias digitales. En tercer lugar, se presentaron los retos y oportunidades de las competencias digitales en el contexto universitario. Para ello, se realizó una revisión de literatura en bases de datos, estableciendo un límite temporal de cinco años (2018-2023). Los resultados demostraron que el dominio de docentes y estudiantes universitarios fue alto, estableciendo una relación con la especialidad y el dominio de las tecnologías. En cuanto a la percepción, tanto docentes como estudiantes mostraron actitudes positivas a las competencias digitales. Finalmente, la principal ventaja hallada en esta revisión fue el uso de tecnologías por parte de los estudiantes universitarios, mientras que el principal reto fue la negativa por parte de los docentes para abandonar la educación tradicional.

Abstract: Digital competencies have nowadays gained relevance in the educational field, being essential for the training of university students and their subsequent professional performance. The objective of this review is threefold. First, it describes the level of mastery of digital competencies of university students and teachers. Secondly, it describes the perception of university students and teachers on digital competencies. Third, to present the challenges and opportunities of digital competencies in the university context. For this purpose, a literature review was conducted in databases, establishing a time limit of five years (2018-2023). The results show that the mastery of university teachers and students was high, establishing a relationship with the specialty and mastery of technologies. In terms of perception, both teachers and students showed positive attitudes to digital competencies. Finally, the main advantage found in this review was the use of technologies by university students, while the main challenge was the teachers' refusal to abandon traditional education.

ABSTRACT The research entitled Approach by competencies - Perspectives for the implementation of the credit system in Higher Education in Paraguay, aims to analyze the situation of the approach by competencies and its relationship with the perspective for the implementation of the credit system in Paraguay. Methodologically it had a mixed, analytical approach; The population was made up of teachers from the National University of Itapúa, from the Faculty of Humanities, Social Sciences and Guaraní Culture. Totaling 50 teachers and the sample 45 teachers. Among the most notable results, it was determined that 59% of teachers stated that a competency-based curriculum allows for more active learning; and the same percentage stated that it helps students solve life problems; Another important fact to highlight is that 78% of teachers take into account the three dimensions: cognitive, procedural and attitudinal. Regarding the linking of the credit system with the competency-based approach, it has been consulted, according to his perception as a university professional, when transferring the current curriculum to the Higher Education Credit System (SCES) whether it will improve educational quality at this level; The response was quite varied, with 37% stating that they somewhat agreed, while 30% strongly agreed and 22% neither agreed nor disagreed. In conclusion, from the teaching perspective, the competency-based approach is related to the implementation of the credit system in Paraguay.

Resumen La investigación titulada Enfoque por competencias - Perspectivas para la implementación del sistema de créditos en la Educación Superior en el Paraguay, tiene por objetivo analizar la situación del enfoque por competencias y su relación con la perspectiva para la implementación del sistema de créditos en Paraguay. Metodológicamente tuvo un enfoque mixto, de tipo analítica; la población estuvo compuesta por docentes de la Universidad Nacional de Itapúa, de la Facultad de Humanidades, Ciencias Sociales y Cultura Guaraní. Totalizando 50 docentes y la muestra 45 docentes. Entre los resultados más resaltantes se ha determinado que, el 59 % de los docentes manifestaron que un currículo basado en competencias permite un aprendizaje más activo; y un mismo porcentaje manifestó que sirve a los estudiantes para solucionar problemáticas de la vida; otro dato importante a resaltar es que el 78 % de los docentes tiene en cuenta las tres dimensiones: cognitiva, procedimental y actitudinal. Respecto a la vinculación del sistema de créditos con el enfoque por competencias se ha consultado, según su percepción como profesional universitario, al pasar el currículo actual al Sistema de Créditos en la Educación Superior (SCES) si va mejorar la calidad educativa en este nivel; la respuesta fue bastante variada, siendo que el 37% manifestó estar algo de acuerdo, mientras que el 30 % estar muy de acuerdo y el 22% ni de acuerdo ni en desacuerdo. En conclusión, desde la perspectiva docente el enfoque por competencias guarda relación con la implementación del sistema de créditos en Paraguay.

ABSTRACT Afro-Ecuadorian dance is a bond of connection with ancestors and identity, and provides an education in movement that facilitates, in turn, the development of educational values around the treatment of the body; this favors motivation towards the practice of continued physical activity. The objective of the research lies in proposing Afro-Ecuadorian dance as a methodological alternative for the inclusion of students with hyperactivity and is contextualized in the tenth grade, with a total of 35 students, and a sample of a student with attention deficit hyperactivity disorder, from the Higher Basic School “José Otilio Ramírez Reina” Educational Unit, province of Esmeraldas in Ecuador. The study was based on a quantitative-qualitative approach and the dialectical-materialist method; methods from the theoretical level such as historical-logical and analysis-synthesis and from the empirical level, documentary analysis, observation and survey, were used to interpret the derivations obtained in each stage that went from the exploratory, descriptive level, until reaching an explanation of the phenomenon investigated. The results reveal the insufficient recognition of Afro-Ecuadorian dance for the inclusion of students with this disorder, as well as the limited scientific production related to the topic. From the study carried out, it was concluded that Afro-Ecuadorian dance constitutes an expeditious route for better knowledge, enjoyment and preservation of identity in these students.

RESUMO Reconhece-se que a dança afro-equatoriana é um vínculo de ligação com os ancestrais e a identidade, e proporciona uma educação em movimento que facilita, por sua vez, o desenvolvimento de valores educativos em torno do tratamento do corpo; Isso favorece a motivação para a prática de atividade física continuada. O objetivo da pesquisa consiste em propor a dança afro-equatoriana como alternativa metodológica para a inclusão de alunos com hiperatividade e está contextualizada no décimo ano, com um total de 35 alunos, e uma amostra de um aluno com transtorno de déficit de atenção e hiperatividade, da Escola Básica Superior da Unidade Educacional “José Otilio Ramírez Reina”, província de Esmeraldas no Equador. O estudo baseou-se na abordagem quanti-qualitativa e no método dialético-materialista; Métodos do nível teórico como histórico-lógico e análise-síntese e do nível empírico, análise documental, observação e levantamento, foram utilizados para interpretar as derivações obtidas em cada etapa que passou do nível exploratório, descritivo, até chegar a uma explicação do fenômeno investigado. Os resultados revelam o insuficiente reconhecimento da dança afro-equatoriana para a inclusão de alunos com esse transtorno, bem como a limitada produção científica relacionada ao tema. Do estudo realizado concluiu-se que a dança afro-equatoriana constitui um caminho expedito para um melhor conhecimento, diversão e preservação da identidade destes alunos.

RESUMEN Se reconoce que la danza afroecuatoriana es un lazo de conexión con los ancestros y la identidad, y aporta una educación del movimiento que facilita, a su vez, el desarrollo de valores educativos en torno al tratamiento del cuerpo; ello favorece la motivación hacia la práctica de la actividad física continuada. El objetivo de la investigación radica en proponer la danza afroecuatoriana como una alternativa metodológica para la inclusión de estudiantes con hiperactividad y se contextualiza en décimo año, con un total de 35 estudiantes, y una muestra de un estudiante con trastorno por déficit de atención e hiperactividad, de la Básica Superior de la Unidad Educativa “José Otilio Ramírez Reina”, provincia de Esmeraldas en Ecuador. El estudio, se sustentó en un enfoque cuantitativo-cualitativo y el método dialectico-materialista; se emplearon métodos del nivel teórico como el histórico-lógico y el análisis-síntesis y del nivel empírico el análisis documental, la observación y la encuesta, para interpretar las derivaciones obtenidas en cada etapa que transitó desde el nivel exploratorio, descriptivo, hasta llegar a una explicación del fenómeno investigado. Los resultados revelan el insuficiente reconocimiento de la danza afroecuatoriana para la inclusión de estudiantes con este trastorno, así como la escasa producción científica relacionada con la temática. Del estudio realizado se concluyó que la danza afroecuatoriana constituye una vía expedita para un mejor conocimiento, disfrute y preservación de la identidad, en estos estudiantes.

Abstract Educating in contexts of vulnerability and social impact, as is the case in Mexico, has led to seeking other ways to approach students in order to improve interpersonal relationships in the classroom. The pedagogy of alterity recognizes the individuality of the students and seeks to address their needs from an ethical and anthropological perspective. The teaching qualities highlighted by this proposal, as categories, are responsibility, protection, hope, testimony and compassion towards the other (the student). In this qualitative research designed as a biographical case study, 11 teachers who work in the Mexican educational system at the elementary level were interviewed, with the aim of identifying elements of the Pedagogy of alterity in their teaching practice. The interviews were analyzed by hand using the content analysis technique. The results showed the presence in the discourse of all the categories of the Pedagogy of alterity, with responsibility, acceptance and hope standing out at a higher level of importance. Likewise, intentions and actions focused on strengthening the relationship between teachers and students in their social, personal and academic context were reflected in the units of analysis. It is concluded that the practice of the Pedagogy of alterity could be an alternative that positively impacts the reduction of relational problems in the classroom.

Resumen En el caso de México, educar en contextos de vulnerabilidad y afectaciones sociales ha llevado a buscar otras formas de aproximarse al estudiantado para mejorar las relaciones interpersonales en el aula. Así, la Pedagogía de la alteridad, en el ejercicio de la docencia, reconoce la individualidad del estudiantado y busca atender sus necesidades desde una perspectiva ética y antropológica. Las cualidades docentes que destaca esta propuesta, como categorías son la responsabilidad, la acogida, la esperanza, el testimonio y la compasión hacia el estudiantado. En esta investigación de corte cualitativo, diseñada como un estudio de caso biográfico, se entrevistó a 11 miembros del profesorado, quienes trabajan en el sistema educativo mexicano en el nivel de educación básica, con el objetivo de identificar elementos de la Pedagogía de la alteridad en su práctica docente. Las entrevistas se analizaron a partir de la técnica de análisis de contenido. Los resultados arrojaron la presencia de todas las categorías de la Pedagogía de la alteridad en el discurso, especialmente sobresalieron la responsabilidad, la acogida y la esperanza. De igual manera, en las unidades de análisis, se vieron reflejadas intenciones y acciones enfocadas en el fortalecimiento de la relación entre el personal docente y el estudiantado en su contexto social, personal y académico. Se concluyó que la práctica de la Pedagogía de la alteridad puede considerarse como una alternativa que impacte positivamente en la disminución de problemáticas relacionales en el aula.

Abstract Higher education is a key human right to individuals' and societies' development. Latin America and the Caribbean have higher dropout rates than other regions. This article presents an exhaustive review of the evidence on student dropout and permanence in Latin American and Caribbean universities between 1992-2022. A mixed systematic review was carried out following the guidelines of the PRISMA protocol. 217 studies were identified that met the defined criteria. In consideration of the complex nature of the phenomenon, an ecological approach was adopted by grouping the evidence into 67 variables and four levels: subject, institution, educational system and macrosocial context. Most studies focus on the subject level, followed by the institutional level. Research linked to abandonment predominates (76%) compared to those focused on permanence (24%). Studies with quantitative methodology (76%) prevailed over qualitative (10%) and mixed (14%). 25% of the works had an explanatory scope, where descriptive and correlational studies predominate. Which shows the need to increase the complexity of methodological designs. The findings provided an updated evidence map on dropout and permanence in Latin American and Caribbean higher education. Contributions also promote the development of future research, meaningful guidelines for the construction of early warning systems aimed at the prevention of dropout, and keys for the design of institutions that favor student permanence at the university level.

Resumen La educación superior es un derecho humano clave para el desarrollo de las personas y las sociedades. América Latina y el Caribe presentan tasas de abandono superiores a otras regiones. Este artículo muestra una revisión exhaustiva de la evidencia sobre abandono y permanencia de estudiantes en universidades latinoamericanas y caribeñas entre 1992 y 2022. Se desarrolló una revisión sistemática mixta que siguió las directrices del protocolo PRISMA. Se identificaron 217 estudios que cumplieron con los criterios definidos. En consideración con la naturaleza compleja del fenómeno, se adoptó un enfoque ecológico mediante la agrupación de la evidencia en 67 variables y cuatro niveles: sujeto, institución, sistema educativo y contexto macrosocial. La mayoría de los estudios se enfocan en el nivel sujeto, seguido del nivel institucional. Predominan investigaciones vinculadas al abandono (76 %) respecto a aquellas enfocadas en la permanencia (24 %). Prevalecieron estudios con metodología cuantitativa (76 %) sobre los cualitativos (10 %) y mixtos (14 %). Un 25 % de los trabajos tuvieron un alcance explicativo, donde predominan estudios de tipo descriptivo y correlacional, lo cual evidencia la necesidad de incrementar la complejidad de los diseños metodológicos. Los hallazgos brindan un mapa de evidencia actualizado sobre el abandono y la permanencia en la educación superior para la región. Asimismo, se presentan aportes para contribuir al desarrollo de futuras investigaciones, lineamientos útiles para la construcción de sistemas de alerta temprana orientados a la prevención del abandono y claves para el diseño de intervenciones institucionales que favorezcan la permanencia estudiantil a nivel universitario.