This article investigates the transformative impact of the digital revolution on South African higher education institutions through a Systematic Literature Review. Thus, EBSCOHost, Emerald, Google Scholar, SAGE Journals, ScienceDirect, Springer Link, Elsevier, and Taylor & Francis were used to retrieve and analyse information from scholarly publications such as book chapters, reports, peer-reviewed journal articles, and other publications (n = 17) in South Africa between 2019 and 2023. The research questions of the study aided the discovery of significant themes to explore the transformative impact of the digital revolution on South African higher education institutions. The study found that challenges to embracing digital education in South African higher education institutions include resistance to change, marginalisation of certain socioeconomic groups, poor infrastructure, lack of funding, inadequate Fourth Industrial Revolution tools for instruction, and lack of Fourth Industrial Revolution skills training and development. In contrast, the opportunities include increased student enrolment, Massive Open Online Courses, use of technology to end social exclusion, research and development, and curriculum redesign. The study put forward recommendations that key stakeholders of higher education institutions can use to improve the curriculum in the digital revolution. Prospects for future research were suggested. The study concluded that while various challenges exist for the digital revolution in South African higher education institutions, opportunities can be explored.

The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.

ORIENTATION: A lack of employability attributes is often suggested as one of the main reasons for the existing new graduate supply-demand gap. RESEARCH PURPOSE: The study aimed to empirically explore managerial expectations of new graduate employability attributes and what managers are prepared to do to enable new graduates in this regard. MOTIVATION FOR THE STUDY: Not being able to find qualified candidates hampers productivity. In addition, it also limits new graduates' prospects of finding sustainable employment. RESEARCH APPROACH/DESIGN AND METHOD: This study is based on responses of 17 respondents from the North West, Gauteng and Northern Free State provinces of South Africa. Responses were obtained through a qualitative online survey. The researchers analysed the data using qualitative content analysis. MAIN FINDINGS: Six main attributes were extracted from the data: Being self-determined (making choices and managing their own lives); harnessing knowledge and learning (using and developing knowledge and skills); having a positive attitude (solving problems and dealing with challenges and setbacks); believing in oneself (having humility and self-confidence); having good relationships with others (being sensitive towards the organisational culture and relating well to others) and managerial capacity building (managers' coaching and mentor roles that are critical to enable new graduates. PRACTICAL/MANAGERIAL IMPLICATIONS: Understanding managerial expectations should guide industry, higher education institutions and government in developing evidence-based interventions focussing on the relevant aspects of new graduate employability attributes. CONTRIBUTION/VALUE-ADD: The findings of this study provides an empirically grounded description of six broad new graduate attributes that managers value.

In the wake of the COVID-J9 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this 'new normal' was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skils, academic dishonesty, and poor atendance, among other things. Because online learning wil remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusive pedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning.

ABSTRACT The present research aims to design an strategy of environment education, from an organizational approach that learns, with the purpose of fortify the environmental management and achieve a greater range and level of sustainability in the capacitation processes, in a fishing company in Pinar del Río city. Its work from a descriptive approach, with a diverse sample, that includes company directives, community leaders, ships patterns, fisherman and experts academics in environment education. A Participative Ecosystems Socio Environmental Diagnosis was applied which its results are processed through the Vester´s Matrix, that throws as main impact problems: the lack of implementation actions for the mitigation and adaptability to climate change, the favorable environmental practices aren’t socialized, the innovation management in function of environmental dimension and the capacitation, is still insufficient. With these inputs the strategy was designed, which reflects the relationships dynamics that are given in the system, conceived the feedback, the evaluation and systematization of the results as essentials moments of it and is focused in the implicated subject’s perspectives ass leading actors of it.

RESUMEN La presente investigación tiene como objetivo diseñar una estrategia de educación ambiental, desde un enfoque de organización que aprende, con el propósito de fortalecer la gestión ambiental y lograr un mayor alcance y nivel de sostenibilidad en los procesos de capacitación, en una empresa pesquera de la provincia Pinar del Río. Se trabaja desde un enfoque descriptivo, con una muestra diversa, que incluye a directivos de la empresa, líderes comunitarios, patrones de barco, pescadores y académicos expertos en educación ambiental. Se aplicó un Diagnóstico Socio Ambiental Costero Participativo cuyos resultados se procesan a través de la Matriz de Vester, que arroja como problemáticas de mayor impacto: la no materialización de acciones para la mitigación y adaptabilidad al cambio climático, no se socializan las buenas prácticas ambientales, la gestión de la innovación en función de la dimensión ambiental y la capacitación, aún es insuficiente. Con estos insumos se diseñó la estrategia, la cual refleja la dinámica de las relaciones que se dan en el sistema, concibe la retroalimentación, la evaluación y la sistematización de los resultados como momentos esenciales de la misma y se centra en la perspectiva de cambio de los sujetos implicados como actores protagónicos del mismo.

ORIENTATION: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs. RESEARCH PURPOSE: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings. MOTIVATION FOR THE STUDY: The capability approach offers a framework to study employees' capabilities. No studies have been found regarding Namibian special education teachers' capabilities and functionings. RESEARCH APPROACH/DESIGN AND METHOD: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered. Main Findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs. PRACTICAL/MANAGERIAL IMPLICATIONS: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities. CONTRIBUTION/VALUE-ADD: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings.

This article focuses on the attempts to construct the fourth industrial revolution (4IR) in South Africa, and some of its educational implications. Using Foucault's (1972) notion of enunciative modalities, and drawing empirically on statements made by the World Economic Forum, the South African government, and some South African universities, the article shows that it is people in governments, the economy, and academia who are positioned as the authorities of delimitation who define what the 4IR is, and who bring it into visibility. The article then shows that, inevitability, STEM matter, instrumentalism, and benevolence are the coordinates around which the 4IR is being articulated. In discussing these coordinates, some of the educational implications of such articulations are explored. These include the technicist way in which education is viewed, the lack of adequate recognition of the inequalities in the educational system, and the problems with customised curricula that 4IR assumes, and which erode the possibilities of developing deep learning.

Abstract Education strategies in Colombia are generated in the scenarios of everyday life in which the citizen interacts with the economy, politics, and culture of the country. The objective of the research focused on analyzing the incidence of the training of architects and designers at Faculty of Integrated Arts of Saint Bonaventure University in relation to citizenship competencies. The methodological approach is developed from a mixed perspective, as it builds and uses qualitative data derived from interviews with students and teachers of the workshops, contrasted with official information on the results of the Saber Pro tests and the evaluations of internships. The analysis showed that there is an isolation in the development of project exercises from the realities of the economic, political, and social contexts in the disciplinary training, due to the lack of thematic links between the subjects within the programs. Therefore, it is concluded that the faculty should create strategies, which promote the training of professionals to work in interdisciplinary teams, which interact directly with the community.

Resumen Las estrategias de educación en Colombia se generan en los escenarios de la vida cotidiana en los que el ciudadano interactúa con la economía, la política y la cultura del país. El objetivo de la investigación se centro en analizar las incidencias de la formación de arquitectos y diseñadores en la facultad de artes integradas de la Universidad de San Buenaventura, frente a las competencias ciudadanas. El enfoque metodológico se desarrolla desde una perspectiva mixta, en tanto construye y usa datos cualitativos derivados de entrevistas a los estudiantes y docentes de los talleres, contrastados con la información oficial sobre los resultados de las pruebas saber pro y las evaluaciones de las prácticas profesionales. El análisis evidenció que existe un aislamiento en el desarrollo de los ejercicios proyectuales de las realidades del contexto económico, político y social en la formación disciplinar, por la falta de enlaces temáticos entre las asignaturas al interior de los programas. Por esto, se llega a la conclusión que la facultad debe crear estrategias que promuevan la formación de profesionales para el trabajo en equipos interdisciplinarios que interactúen de forma directa con la comunidad.

The rapid spread of the COVID-19 pandemic in 2020 has caused a crisis in education, with the digital divide becoming ever more prevalent in a society which is as unequal and fractured as South Africa. While ex-Model C and private schools made the transition onto online learning with comparative ease at the beginning of the first lockdown, the majority of students and teachers in South Africa were, and continue to be, faced with a lack of internet access and resources to allow for the continuation of teaching and learning. While headlines celebrated a '21st century revolution in education' - essentially undermining the professionalism of teachers and calling into question the value of face-to-face interaction - the oft-neglected global majority continued to be marginalised. This is not to denigrate the innovative methods which teachers in both underprivileged and privileged settings have adopted in the face of the crisis, which range from compressing videos and sending notes via Whatsapp to spending hours on screen teaching synchronous lessons, but rather to highlight the challenges which deserve greater focus in the contemporary socioeconomic milieu. For a subject such as History, this is an opportune moment not only to draw parallels to events such as the Spanish Flu (which too demanded the wearing of protective masks), but also to highlight issues of social justice which are emerging on both a local and global scale.

Abstract This paper analyzes the need for coordination between the different dimensions of public policy that constitute industrial policy to overcome a poverty trap. Specifically, the work focuses on innovation, science and technology, education and labor policies. The results of the model are compared to a brief historical overview of the application of industrial policy in Mexico, where the lack of coordination is highlighted. The Mexican case is characterized as an industrialization without incentives for the qualification of labor.

Resumen El presente trabajo analiza la necesidad de coordinación entre las diferentes dimensiones de política pública que conforman la política industrial para superar una trampa de pobreza. En específico el trabajo se enfoca en políticas de innovación, ciencia y tecnología, educación y políticas laborales. Se comparan los resultados del modelo con un breve recorrido histórico de la aplicación de política industrial en México, donde se destaca la falta de coordinación, y se caracteriza el caso mexicano de industrialización sin incentivos para la cualificación del trabajo.

ORIENTATION: The study reported here explores the preconceived notion of women's missing agency - characterised by a lack of confidence - as an explanation for their continued underrepresentation at senior leadership levels in higher education institutions (HEIs) in South Africa. RESEARCH PURPOSE: The study investigated gender differences in self-perception accuracy, defined as self-other agreement. The concept of confidence in this article refers to a high degree of self-perception accuracy defined as self-other rating agreement. Motivation for the study: One of the reasons for the underrepresentation of women in senior leadership levels frequently cited in the literature is the relationship between self-confidence and effective leadership. This phenomenon has however not yet been researched in the context of South African HEIs. RESEARCH APPROACH/DESIGN AND METHOD: A quantitative, cross-sectional study of gender differences in self-perception accuracy using data collected from a 360-degree assessment intervention amongst the total population (N = 112) of academic managers in a HEI in South Africa was conducted. The realised sample consisted of 74 managers with an average of 9.5 raters per participant. MAIN FINDINGS: The results revealed that significant gender differences with regard to self-perception accuracy emerged. This was in spite of the fact that male and female leaders were perceived to be equally effective by their raters. PRACTICAL/MANAGERIAL IMPLICATIONS: The implications of women leaders' inaccurate self-perceptions on their career progression and the design of leadership development programmes aimed at improving gender disparity are discussed. Contribution/value-add: This study contributes to scientific knowledge regarding the factors that contribute to the slow advancement of women to senior leadership positions in HEIs.

ORIENTATION: Positive organisational functioning is a paradox. Both positive and negative tendencies could enable positive functioning. While an overemphasis on either the positive or the negative aspect is dysfunctional, positive factors must be given extra emphasis for positivity to occur because negativity usually dominates RESEARCH PURPOSE: This study aimed to investigate how positive organisational practices relate to job demands and resources, person-environment fit and well-being MOTIVATION FOR THE STUDY: Work in organisations and experiences thereof are not always positive. However, focussing on positive practices even when the context and experiences thereof are negative might facilitate positive functioning of individuals and their institutions. RESEARCH APPROACH/DESIGN AND METHOD: A cross-sectional survey design was used with a convenience sample of 339 academic employees from three higher education institutions in South Africa. The Positive Practices Questionnaire, the Job Demands-Resources Scale, two perceived person-environment fit scales and the Flourishing-at-Work Scale - Short Form were administered. MAIN FINDINGS: Results from latent profile analyses provided evidence of four latent profiles. Analysis showed that a perceived lack of positive practices in institutions was associated with perceptions of overload, lack of role clarity, poor supervisor and co-worker relationships, lack of person-environment fit, and reduced emotional, psychological and social well-being. PRACTICAL/MANAGERIAL IMPLICATIONS: Interventions should be employed by leaders to address positive practices in higher education institutions. CONTRIBUTION/VALUE-ADD: This study contributes to scientific knowledge regarding the relations between positive organisational practices and experiences of job demands and resources, person-environment fit and well-being of academics.

ORIENTATION: The Global Competitiveness Index Report 2017 - 2018, which ranks the quality of 124 countries' education system, positioned South Africa 114th. Challenges with the quality of basic education offered in many public schools across South Africa are attributed to the lack of employee engagement amongst teachers. RESEARCH PURPOSE: The aim of this study was, firstly, to identify the most salient antecedents of variance in employee engagement amongst teachers and, secondly, to explore the relational dynamics that exist amongst these antecedents. MOTIVATION FOR THE STUDY: The study was motivated by the intention to inform human resource practices and interventions that can be adopted to facilitate optimal teacher engagement and subsequently performance. RESEARCH APPROACH/DESIGN AND METHOD: A modified version of the interactive qualitative analysis (IQA) methodology was adopted to generate and collect primary qualitative data, but the data analysis was performed in accordance with the prescribed methodology. Initial (n = 37) and follow-up (n = 28) individual interviews were conducted amongst teachers from 12 mainstream public schools in the Cape Winelands education district. MAIN FINDINGS: Teacher-level, school-level, community-level and societal-level determinants were identified that explain variance in employee engagement amongst teachers. PRACTICAL/MANAGERIAL IMPLICATIONS: Human resource practices and interventions that may nurture employee engagement amongst teachers are recommended. CONTRIBUTION/VALUE-ADD: This study identified the most salient antecedents of variance in employee engagement amongst teachers in the Cape Winelands District and the findings allow for a number of recommendations regarding interventions to facilitate teacher engagement and ultimately performance.

This paper is predicated on the demonstrable belief, that no former society has ever been as nihilistic (denying value or meaningfulness, especially as shown in the way one lives) as the global society of the present, and that the latter therefore faces the enormous challenge, to employ the available means - including the arts and education - to articulate the possibility of a meaningful existence. As point of departure Friedrich Nietzsche's characterisation of two types of nihilism - namely "passive" and "active" nihilism - is briefly noted as two divergent ways to respond to the realisation that value is radically absent, being merely the result of historically established conventions. For example, valued institutions, such as education, religion and science lack inherent justification; they are mere conventions. Nietzsche's "passive" nihilism consists in recognising the axiological abyss of radical nihilism, and shrinks from it, finding refuge in the anaesthetising belief that nothing has changed, and affirming the value of conventions in a reactionary manner. "Active" nihilism, by contrast, while similarly witnessing the chasm of non-meaning, represents a "dancing" on the abyss in the sense of the creation of new values (which can be shared in a community). While recognising the value of Nietzsche's distinction between these varieties of nihilism as countervailing responses to the realisation that value rests on convention alone, they are replaced by "reactionary" nihilism and "resourceful" nihilism respectively, because of the fact that ostensibly "passive" adherence to convention still requires some kind of (reactionary) axiological behaviour, and because no "active" nihilism is capable of creating values ex nihilo; instead, it can at best be resourceful in revitalising intrinsic values, such as love, friendship, nature, communication, and so on, although this is never unproblematical, given cultural and individual differences. The thoroughgoing argument of this paper is that today one is witnessing an alarming increase in "reactionary nihilism", insofar as consumer capitalism encourages and cultivates such a reactionary affirmation of conventional economic practices, instead of the "resourceful nihilism" of constructing new, shareable values in a time that sorely needs them. As an instance of the collapse of values, the work of Erich Fromm in the 1940s on the "loss of the self" in the context of what he called "automaton conformity" is briefly examined, before turning to Bernard Stiegler's penetrating examination of contemporary society in terms of what he - following Marx's diagnosis of worker "proletarianisation" in the 19th century - terms the "proletarianisation" of contemporary consumers. According to Stiegler the latter process marks the loss, on the part of consumers, of their savoir-faire (know-how) as well as their savoir vivre (knowledge of how to live creatively), and he attributes this to the way that consumer capitalism employs mnemo-technical devices such as smartphones, not only to market products, but more fundamentally, to impose "pre-formatted templates" for living on them. Moreover, Stiegler shows, the social and cognitive sciences are complicit in this process through market research, specifically concerning so-called "neuro-marketing". The implications of these developments for the growth of reactionary nihilism are clear, given the economically conventional behaviour inculcated in consumers under these circumstances, and they are reinforced when one scrutinises Stiegler's interpretation of Donald Winnicott's psychoanalytical notion of "transitional objects" and the role they play in the development of infants. "Transitional phenomena" (including objects) such as toys and the songs children sing to themselves when they go to sleep have the function, Winnicott argued, of establishing an "intermediate space" between the mother and the infant, and which Stiegler interprets ontologically as an "immeasurable" space of "consistence" (as opposed to existence), within which the child can find protection, and through which the mother is constituted as mother, and the child as her child. Importantly, this space, inaugurated by transitional objects, is "pharmacological" because such objects constitute a pharmakon (poison and cure), which implies that the transitional object - for example a teddy bear - can either function as a "cure", or as a "poison", depending on whether it functions, with the mother's help, "transitionally", or whether the child becomes over-dependent on it. The point is that the first transitional object, as well as the intermediate space inaugurated by it, is generative of value (as well as of all subsequent transitional phenomena in a person's life), which explains why Winnicott and Stiegler attribute to it a foundational role in the emergence of the arts, which similarly function as transitional spaces and endless sources of value - as Immanuel Kant clearly realised in the 18th century when he wrote about the "aesthetic ideas" embodied in artworks as never-ending sources of meaning and value. It follows from Stiegler's understanding of Winnicott, and the fact that he links transitional objects to the origin of all the functions of "the life of the mind or spirit in all its forms, and thus of adult life as such" (Stiegler 2013: location 208-220), that mnemotechnical devices such as smartphones count among the transitional objects people use today, which are subject to the laws of the pharmakon - that is, are potentially "cure" and "poison". In light of evidence from sources such as Kate Pickert indications are that, today, they are predominantly a "poison", given the excessive dependence of users on these technical devices. Finally, the far-reaching work of Laurent de Sutter (2018) on "narcocapitalism" is consulted to cast further light on the theme of reactionary nihilism today. De Sutter's findings are nothing less than disconcerting: he establishes an undeniable connection between the industrial (and illicit) distribution of narcotics (and their use) such as cocaine, the large-scale use of antidepressants like Prozac, the inseparability of financial capitalism and the cocaine trade, as well as the fact that the subject, today, is one that has been so thoroughly anaesthetised - at all conceivable levels - that he or she is largely incapable of desire and enjoyment. This state of affairs, where humans are increasingly devoid of desire, constitutes an enormous challenge to society, given that an awareness of value(s) presupposes the capacity to desire. Unless society were to find ways - such as through the arts and education - to re-invigorate people's capacity to desire, and hence make value judgements, "reactionary nihilism" of the worst kind (in the light of the pharmaceutical subversion of desire) will be the rule, rather than the exception. It is up to people to use the arts and education as sources for the revitalisation of intrinsic values through instances of "resourceful nihilism".

Die uitgangspunt van hierdie artikel is dat geen vorige samelewing in die geskiedenis vergelykenderwys al ooit so nihilisties soos die huidige was nie - waar "nihilisme" die radikale ontkenning van alle intrinsieke waarde beteken. Gevolglik word die samelewing met die enorme uitdaging gekonfronteer om middele, soos onder meer kuns en opvoeding, te vind en te benut om die moontlikheid van 'n sinvolle bestaan oortuigend te artikuleer. Daar word aandag geskenk aan twee soorte nihilisme - reaksionêr en vindingryk - gevolg deur 'n blik op die werk van Erich Fromm oor die verlies aan die "self", asook die werk van Bernard Stiegler, om wat reeds vasgestel is, verder te nuanseer in terme van sy benutting van Donald Winnicott se psigoanalitiese ondersoek na die funksie van "oorgangsvoorwerpe". Stiegler toon aan dat Winnicott se insigte 'n mens in staat stel om die huidige obsessie met mnemo-tegniese apparate soos slimfone te evalueer betreffende hulle dubbelsinnige pharmakon-rol as "oorgangsvoorwerpe" - hulle kan naamlik enersyds as "gif", maar andersyds as "geneesmiddel" funksioneer. Daar word verder na die onlangse werk van Gil Germain oor tegnologie en "begeerte", sowel as Laurent de Sutter se begrip "narkokapitalisme" verwys, waarvolgens daar 'n grootliks onsigbare, maar wydverspreide verband tussen die globale dwelmhandel (veral in kokaïen), die gebruik van antidepressante en verbruikerskapitalisme bestaan. De Sutter se verreikende navorsing bring aan die lig dat 'n grootliks "verdoofde" samelewing nie in staat is om waarde-oordele uit te voer nie; vandaar die haas-volledige houvas van reaksionêre nihilisme op die huidige samelewing, wat met vindingryke nihilisme die hoof gebied moet word.

Resumen Introducción: La población que vive en grandes urbes cuenta con elementos culturales que difícilmente están incorporados en las intervenciones de educación para la salud. Objetivo: Identificar los elementos clave en el diseño de estrategias culturalmente competentes para mejorar las sesiones de educación en salud, práctica de actividad física y alimentación. Metodología: Estudio cualitativo, exploratorio y descriptivo realizado en la Ciudad de México. Se utilizó la técnica de grupos focales. El guion temático incluyó: a) causas de la enfermedad, prevención y tratamiento; b) elementos para prevenir la enfermedad: dieta y actividad física; c) motivaciones para participar en una intervención que prevenga las Enfermedades Crónicas no Transmisibles desde su contexto cultural; y d) barreras y facilitadores. Las entrevistas fueron grabadas, transcritas y analizadas de acuerdo con la teoría fundamentada. Resultados: Los resultados muestran que uno de los impedimentos de mayor peso es la falta de tiempo para acudir a sesiones de educación en salud, la práctica de actividad física, la preparación y consumo de alimentos saludables. Dentro de los grupos, obesidad y sobrepeso no se perciben como un factor importante para el desarrollo de Enfermedades crónicas no trasmisibles. Se propone incorporar elementos tanatológicos y logoterapéuticos en las intervenciones con el fin de dar sentido de vida a la salud. Conclusión: Se proponen estrategias que transiten de la promoción de la salud hacia el desarrollo humano, que integren elementos de manejo efectivo del tiempo, inteligencia emocional, aumento de la autoestima y estrategias familiares de colaboración.

Abstract Introduction: The population in the large cities has cultural elements that are hardly incorporated in health education interventions. Objective: To identify the key elements for designing culturally competent strategies necessary to improve health education sessions, physical activity and food intake for people at risk of chronic non-communicable diseases (NCD). Methodology: A qualitative, exploratory and descriptive study was performed in Mexico City. Focal group technique was used. Thematic script included topics such as: a) causes of the disease, its prevention and treatment; B) elements for disease prevention: diet and physical activity; C) motivations to participate in an intervention that prevents NCD in their own cultural context; and d) Elements that do not work in an intervention to prevent NCD. The interviews were recorded, transcribed and analyzed under the fundamental theory approach. Results: Data showed that one of the most important impediments is the lack of time to attend health education sessions, physical activity and healthy foods preparation and consumption. Within the groups, obesity and weight were not perceived as an important factor for the development of NCD. We proposed to incorporate thanatological and logotherapeutic elements in the interventions in order to give live meaning to people´s health. Conclusion: Strategies are proposed to move from health promotion to human development, integrating elements of effective management of time, emotional intelligence, increased self-esteem and family strategies of collaboration.