Resumo Este artigo propõe um indicador que descreve, para cada município brasileiro, o nível de aprendizagem de seus estudantes do ensino fundamental e as desigualdades de aprendizagem entre grupos de estudantes definidos por nível socioeconômico, raça e sexo. Esse indicador é necessário porque as desigualdades de aprendizagem são crescentes e, contudo, não são observadas pelo principal indicador educacional do país, o Índice de Desenvolvimento da Educação Básica (IDEB). O estudo inicialmente conceitualiza justiça em educação, situando-se no debate sobre teorias de justiça distributiva. Em seguida, apresenta os aspectos metodológicos do indicador e os resultados obtidos. A principal constatação é que as disciplinas e séries escolares nas quais se verificou o maior número de municípios aumentando o seu nível de aprendizagem são também aquelas em que se verificou forte aumento das desigualdades. descreve brasileiro socioeconômico sexo contudo país IDEB. IDEB . (IDEB) educação situandose situando distributiva seguida obtidos (IDEB

Résumé Cet article propose em indicateur qui décrit, pour chaque municipalité brésilienne, son niveau et ses inégalités d’apprentissage. Cet indicateur est nécessaire car les inégalités d’apprentissage augmentent et ne sont pourtant pas observées par l’indicateur éducatif principal du pays, l’Indice de Développement de l’Éducation de Base (IDEB). L’étude onstatelize initialement la justice em éducation et se situe dans le débat sur les théories de la justice distributive. Ensuite, on onstate les aspects méthodologiques de l’indicateur et les résultats obtenus. La principale constatation est que les matières et les séries scolaires où l’on a onstat le plus grand nombre de municipalités augmentant leur niveau d’apprentissage sont également celles où l’on a onstate une forte augmentation des inégalités. décrit brésilienne dapprentissage. dapprentissage d apprentissage. apprentissage lindicateur l pays lIndice Indice lÉducation Éducation IDEB. IDEB . (IDEB) Létude L étude distributive Ensuite obtenus lon (IDEB

Resumen Este artículo propone un indicador que describe, para cada municipio brasilero, el nivel y las desigualdades de aprendizaje y sus diferencias. Ese indicador es necesario porque las desigualdades de aprendizaje son crecientes y, no obstante, no son observadas por el principal indicador educativo del país, el Índice de Desarrollo de la Educación Básica (IDEB). El estudio inicialmente conceptualiza la justicia en educación, situándose en el debate sobre teorías de justicia distributiva. Después, presenta los aspectos metodológicos del indicador y los resultados obtenidos. La principal constatación es que las disciplinas y grados escolares en que se verificó un mayor número de municipios con aumento de su nivel de aprendizaje son también en los que se verificó un fuerte aumento de las desigualdades. describe brasilero diferencias obstante país IDEB. IDEB . (IDEB) educación distributiva Después obtenidos (IDEB

Abstract This article proposes an indicator that describes each Brazilian municipality’s learning level of its elementary school students, as well as learning inequalities among groups of students defined by socioeconomic status, race, and sex. This indicator is necessary because learning inequalities are growing and are not observed by the country’s main educational indicator, the Basic Education Development Index (IDEB). This study initially conceptualizes justice in education, positioning itself in the debate on theories of justice. Then, it presents the methodological aspects of the indicator and the results obtained. The main finding is that the subjects and school grades in which the highest number of municipalities increased their learning levels are also those in which there was a strong increase in inequalities. municipalitys municipality s status race sex countrys country IDEB. IDEB . (IDEB) education Then obtained (IDEB

RESUMO Vários estudos têm vinculado diferentes outcomes organizacionais como antecedentes às capacidades dinâmicas, sendo que se destacam o empreendedorismo, o dinamismo ambiental, os recursos, a gestão do conhecimento, a aprendizagem organizacional e o planejamento estratégico. O presente estudo tem por objetivo avaliar de forma completa, considerando todas as dimensões conceituais, como se relacionam o modelo das alavancas de controle estratégico e as capacidades dinâmicas, considerando o perfil dos empregados da ITAIPU Binacional. Os dados foram coletados por meio de um survey e as hipóteses avaliadas com o auxílio da modelagem de equações estruturais, empregando-se o método de estimação por mínimos quadrados parciais. Os resultados obtidos validaram a hipótese central de que as alavancas de controle influenciam positivamente a presença das capacidades dinâmicas, além de uma das hipóteses complementares de que o sistema interativo influencia positivamente a presença da capacidade de sentir as oportunidades. As alavancas de controle estratégico podem ser tratadas agora pelas organizações como possíveis fontes de capacidades dinâmicas. dinâmicas empreendedorismo ambiental recursos conhecimento completa conceituais Binacional estruturais empregandose empregando parciais oportunidades

ABSTRACT Several studies have thus far linked diverse organizational outcomes as antecedents to dynamic capabilities, with an emphasis on entrepreneurship, environmental dynamism, resources, knowledge management, organizational learning, and strategic planning. This study aims to fully assess how the model of strategic levers of control and dynamic capabilities framework are related, considering all conceptual dimensions and the profile of ITAIPU Binacional employees. The data was collected through a survey, and the hypotheses evaluated with the assistance of structural equation modelling, using the partial least squares estimation method. The findings validated the central hypothesis, that the levers of control do positively influence the presence of the dynamic capabilities, in addition to one other complementary hypothesis- that the interactive system also positively influences the ability to sense opportunities. The strategic levers of control can now be treated by organizations as possible sources of dynamic capabilities. entrepreneurship dynamism resources management learning planning related employees survey modelling method hypothesis opportunities

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

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

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

Resumen: Desde la década de 1960 en adelante una extensa serie de estudios ha puesto en duda la capacidad de la escuela para igualar los niveles de aprendizaje entre estudiantes de distinto origen social. Pese a la diversidad de programas y políticas que han buscado igualar las diferencias, distintas investigaciones en diversos contextos han encontrado una y otra vez que las diferencias no solo persisten, sino que se reproducen en la escuela. En este artículo se aborda el problema desde una óptica ligeramente diferente: su objetivo es identificar prácticas y actitudes de estudiantes y docentes asociadas a las diferencias de desempeño escolar entre estudiantes de menor nivel económico social en Brasil y Argentina. No se busca comprender los mecanismos que reproducen las diferencias entre estratos, sino aquellos que generan mayores logros relativos en los estudiantes con menos recursos. Se realizó para ello un análisis comparativo de los resultados de las pruebas PISA del 2018 mediante modelos estadísticos multivariados. Este análisis mostró que ciertos factores, como la empatía docente, la motivación y perseverancia estudiantil o las modalidades de estudio se asocian al desempeño. Pero también evidenció que la magnitud de la asociación varía con el contexto. Estos resultados aportan al diseño de políticas educativas que procuren incrementar el desempeño en estratos desfavorecidos, al indicar algunas condiciones que pueden favorecerlo, pero advirtiendo también sobre las dificultades de extrapolar resultados entre contextos de manera acrítica

Abstract: Since the 1960s, a vast array of studies has questioned the ability of schools to equalize learning levels among students from different social backgrounds. Despite various programs and policies aimed at reducing these disparities, research in diverse contexts has repeatedly found that not only do these differences persist, but they are also reproduced within the school system. This article approaches the issue from a slightly different perspective: its objective is to identify practices and attitudes of students and teachers that are associated with differences in school performance among students from lower socioeconomic backgrounds in Brazil and Argentina. The focus is not on understanding the mechanisms that perpetuate differences between social strata, but rather on identifying those that lead to higher relative achievements among students with fewer resources. A comparative analysis of the 2018 PISA test results was conducted using multivariate statistical models. This analysis revealed that certain factors, such as teacher empathy, student motivation and perseverance, and study methods, are associated with academic performance. However, it also showed that the strength of these associations varies depending on the context. These findings contribute to the design of educational policies aimed at improving performance in disadvantaged groups by highlighting conditions that may foster better outcomes, while also cautioning against uncritically extrapolating results across different contexts

Resumo: Desde a década de 1960, uma série de pesquisas tem questionado a capacidade das escolas para igualar os níveis de aprendizagem entre alunos de diferentes origens sociais. Apesar da diversidade de programas e políticas que buscaram equalizar as diferenças, pesquisas em diversos contextos constataram repetidamente que as diferenças não apenas persistem, mas são reproduzidas nas escolas. Este artigo aborda o problema de uma perspectiva um pouco diferente: seu objetivo é identificar práticas e atitudes de estudantes e docentes associadas a diferenças no desempenho escolar entre estudantes de condição social e econômica mais baixa no Brasil e na Argentina. O objetivo não é entender os mecanismos que reproduzem as diferenças entre os estratos, mas sim aqueles que geram maior desempenho relativo entre os estudantes com menos recursos. Para isso, foi realizada uma análise comparativa dos resultados do teste PISA de 2018 por meio de modelos estatísticos multivariados. Essa análise mostrou que determinados fatores, como a empatia docente, a motivação e perseverança estudantil ou as modalidades de estudo, estão associados ao desempenho. Mas também mostrou que a magnitude da associação varia de acordo com o contexto. Esses resultados contribuem para a elaboração de políticas educacionais que buscam aumentar o desempenho em estratos desfavorecidos, indicando algumas condições que podem favorecê-lo, mas também alertando sobre as dificuldades de extrapolar resultados entre contextos de forma acrítica

ABSTRACT Evaluation plays a crucial role in all educational stages, enabling the measurement of progress and challenges in learning while aligning with specific standards for each level and degree. However; historically this process has primarily focused on verifying learning outcomes according to predetermined goals, a perspective emphasized by various experts. The objective of the study was to assess teachers' perceptions of their evaluation practices and how they vary based on sociodemographic variables.This quantitative and descriptive study, employing a cross-sectional design, utilized the "Evaluation of Student Learning (E.A.E)" questionnaire to examine the evaluation practices of 102 teachers in the Biobío region, Chile. The main findings revealed that teachers prioritize transparency in evaluation objectives and demonstrate a more inclusive and reflective approach. A preference for written assessments and an understanding of the vital link between teaching and evaluation were evident. Nevertheless, concerns about the undue emphasis placed on grades also surfaced, highlighting potential biases in numerical results at the expense of the formative process.

RESUMO A avaliação desempenha um papel fundamental em todas as etapas da educação, pois permite a mensuração do progresso e dos desafios na aprendizagem, alinhados a padrões específicos para cada nível e série. Historicamente, porém, esse processo tem se concentrado principalmente na verificação dos resultados da aprendizagem de acordo com metas preestabelecidas, uma perspectiva destacada por vários especialistas. O objetivo do estudo foi avaliar as percepções dos professores sobre suas práticas de avaliação e como elas diferem de acordo com diversas variáveis sociodemográficas. Este estudo, de natureza quantitativa e descritiva com um desenho transversal, usou o questionário "Evaluation of Student Learning (E.A.E)" para analisar as práticas avaliativas de 102 professores da região de Biobío, no Chile. Os principais resultados revelaram que os professores valorizam a transparência nos propósitos avaliativos e mostram uma disposição para práticas mais inclusivas e reflexivas. Houve uma preferência pela avaliação escrita e uma conscientização sobre a importância da conexão entre ensino e avaliação. No entanto, também houve preocupação com a ênfase excessiva na classificação, apontando para uma possível tendência a resultados numéricos em detrimento

RESUMEN La evaluación desempeña un papel crucial en todas las etapas educativas al permitir la medición de avances y desafíos en el aprendizaje, alineándose con los estándares específicos para cada nivel y grado. No obstante, históricamente, este proceso se ha centrado principalmente en la verificación de los resultados de aprendizaje según metas preestablecidas, una perspectiva destacada por diversos expertos. El objetivo del estudio fue evaluar la percepción de los docentes sobre sus prácticas evaluativas y cómo estas difieren según diversas variables sociodemográficas. Este estudio, de naturaleza cuantitativa y descriptiva con un diseño transversal, empleó el cuestionario "Evaluación del Aprendizaje de los Estudiantes (E.A.E)" para analizar las prácticas evaluativas de 102 profesores en la región del Biobío, Chile. Los resultados principales revelaron que los docentes valoran la transparencia en los propósitos evaluativos y muestran una disposición hacia prácticas más inclusivas y reflexivas. Se observó una preferencia por la evaluación escrita y una conciencia de la importancia de la conexión entre la enseñanza y la evaluación. Sin embargo, también surgió una preocupación por la excesiva relevancia otorgada a las calificaciones, señalando posibles sesgos hacia los resultados numéricos en detrimento del proceso formativo.

Inter- and transdisciplinary curricula can potentially develop an integrated understanding of an increasingly interconnected, complex world and develop students' agency, empathy, creativity and critical thinking skills. Within the South African qualification landscape, the Postgraduate Diploma (PGDip) is identified as a multi-or interdisciplinary qualification that allows working professionals 'to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation'. In this paper, four academics reflexively share their experiences of (re)developing and piloting transdisciplinary curricula for the PGDip in Sustainable Development (at Stellenbosch University) and the PGDip in Sustainability Learning (at Rhodes University). Reflections centre around the rationale, context and emergence of the two programmes, their structure and intended learning outcomes, and principles guiding the overall curriculum design. We highlight the appropriateness of transdisciplinary approaches to curricula focused on the sustainability field, and it distils three broad features of the two PGDip programmes that seem important - even necessary - for developing students' competencies as sustainability practitioners. These are ontological groundedness, epistemological openness and ethical attentiveness. SIGNIFICANCE: This paper provides a rationale for pursuing transdisciplinary curricula that are oriented to sustainability. It shares reflections from two postgraduate diploma curriculum design processes and provides summative insights into broad features of transdisciplinary curriculum design that may enhance sustainability transitions. These features may help to guide other university curriculum developers wanting to design similar programmes to support sustainability transitions.

Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through meta-reflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings. SIGNIFICANCE: Through evaluative research, educators gained insight into how transformative sustainability education and transdisciplinarity play out in practice, and how theory-based evaluation can inform more transformative programme design. As higher education practitioners collaborating across continents and disciplines for systemic change, we noted that transformative concepts do not immediately translate into transformative practices, unless we critically and collectively reflect on practice and outcomes. Such (meta) reflection requires data and purposefully designed evaluation frameworks-in-use. This idea is not new, but its manifestation in practice was illuminative and could also be of scholarly interest to other curriculum and evaluation designers.

BACKGROUND: Community health workers' knowledge, skills and training seem to affect their contribution to 4th-year health sciences student teams who are following an interprofessional learning programme aimed at improving two South African rural communities' health outcomes related to diabetes OBJECTIVE: To develop a framework for community health workers to contribute to interprofessional learning teams METHODS: The framework development forms part of previous phases of a multi-method study. The theory of change logic model guided the development of the draft framework, informed by data from two ecogram sessions, five nominal group technique discussions and a scoping review. The final framework was validated by experts during a workshop using forward and backward mapping RESULTS: The framework addresses the need for community health workers to gain knowledge, skills and training related to diabetes to effectively contribute to interprofessional learning teams. The theory of change process identified community needs and assets, desired results, influential factors, evidence-based strategies and assumptions required to address the problem CONCLUSION: The framework focuses on a problem within specific interprofessional learning teams. Collaboration with stakeholders contributed to a rigorous research process, and the validation, refinement and future implementation of the framework. The framework eventually led to the development of an evidence-based training programme comprising knowledge, skills and training strategies related to diabetes. It is predicted that once community health workers have completed this training programme, they will be able to contribute effectively to the interprofessional learning teams

ABSTRACT Artificial intelligence is being widely used in various fields of medicine. The aim of this review is to describe the main applications, opportunities and challenges of AI in medicine by providing an overview of the current context. An overview of the literature was conducted, identifying the most up-to-date and relevant information on the topic. The electronic databases PubMed, Scopus and SciELO were consulted, from January 2019 to March 2024, in both English and Spanish. Systematic and non-systematic literature reviews, scoping reviews, original articles and book chapters were included. Duplicate articles, unclear scientific papers, those of low scientific rigour and grey literature were excluded. The implementation of artificial intelligence in medicine has brought remarkable benefits, ranging from the recording of medical information to the discovery of new drugs. It has generated a revolution in the traditional way of doing medicine. On the other hand, it has brought with it challenges in terms of accuracy, reliability, ethics, privacy, among others. It is crucial to maintain a patient-centred approach and ensure that these technologies are used to improve health outcomes and promote equity in access to care. Collaboration between healthcare professionals, researchers, regulators and technology developers will be critical to address these challenges and realise the full potential of artificial intelligence.

RESUMEN La inteligencia artificial se está usando ampliamente en diversos campos de la medicina. El objetivo de esta revisión es describir las principales aplicaciones, oportunidades y desafíos de la inteligencia artificial en medicina brindando una perspectiva del contexto actual. Se realizó una revisión narrativa de la literatura, identificando la información más actualizada y relevante sobre el tema. Se consultaron las bases de datos electrónicas PubMed, Scopus y SciELO, desde enero de 2019 a marzo de 2024, tanto en inglés como en español. Se incluyeron revisiones sistemáticas y no sistemáticas de la literatura, scoping reviews, artículos originales y capítulos de libros. Se excluyeron artículos duplicados, trabajos científicos poco claros, aquellos de bajo rigor científico y literatura gris. La implementación de la inteligencia artificial en medicina ha traído consigo notables beneficios, que van desde el registro de información médica hasta el descubrimiento de nuevos fármacos. Ha generado una revolución en la forma tradicional de hacer medicina. Por otro lado, ha traído consigo desafíos en materia de precisión, confiabilidad, ética, privacidad, entre otros. Es crucial mantener un enfoque centrado en el paciente y garantizar que estas tecnologías se utilicen para mejorar los resultados en salud y promover la equidad en el acceso a la atención médica. La colaboración entre profesionales de la salud, investigadores, entidades reguladoras y desarrolladores de tecnología será fundamental para enfrentar estos desafíos y aprovechar todo el potencial de la inteligencia artificial.

INTRODUCTION: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. METHODOLOGY: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe student's experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. RESULTS: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). Majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54)( which impacted their learning. More than half of the students use feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback is needed. CONCLUSION: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. IMPLICATIONS FOR PRACTICE • For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. • The provision of institutional and academic support can positively influence students' experiences of online learning. • Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. • Students' experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. • The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning.

Abstract: Maintaining a conducive classroom environment and achieving the desired outcomes in students are among the many challenges inherent to teaching practice. This study sought to update the perspectives of a group of educators on the design of an engaging, modern, and innovative teaching framework, with a focus on effective strategies and techniques for fostering sound academic practices and motivation. The research employed a mixed-method approach, combining qualitative and quantitative methods within a bibliographic, descriptive, and non-experimental framework. The study involved the participation of 25 teachers from an educational institution, who voluntarily completed a questionnaire via a Google Forms link. The questionnaire aimed to assess the degree of motivation, which was evaluated across the following dimensions: creativity, student-teacher relationships, resilience, and persistence. The results indicated that teachers perceive a positive correlation between knowledge, motivation, and effective teaching practices in achieving learning objectives. Additionally, the findings highlight the recognition of teachers' attitudes toward their teaching role and the ongoing improvement of their pedagogical approaches. Finally, a discussion is presented on the use of motivational strategies and the challenges present in the academic context that impede their implementation, emphasizing the importance of fostering greater student engagement.

Resumo: Manter um ambiente adequado em sala de aula e alcançar os resultados esperados nos alunos estão entre os muitos desafios da prática docente. O objetivo deste estudo foi atualizar a perspectiva de um grupo de professores quanto à concepção de um modelo de ensino envolvente, moderno e inovador, investigando estratégias e técnicas apropriadas para uma prática acadêmica eficaz e motivacional. O método utilizado foi o misto quali-quantitativo, com abordagem bibliográfica, descritiva e não experimental. A participação de 25 professores de uma instituição de ensino foi registrada, que voluntariamente responderam a um questionário por meio de um link do Google Forms. O questionário teve como finalidade avaliar o Grau de Motivação, composto pelas seguintes dimensões: criatividade, relacionamento com os alunos, resiliência e persistência. Os resultados indicaram que os professores percebem uma relação positiva entre conhecimento, motivação e boas práticas para alcançar os objetivos de aprendizagem. Além disso, houve reconhecimento da atitude dos professores em relação ao ensino e da melhoria contínua de seu papel docente. Por fim, gera-se uma discussão sobre a prática docente, revisando as estratégias motivacionais e os desafios presentes no contexto acadêmico que dificultam sua aplicação, destacando a importância de promover maior interesse por parte dos alunos.

Resumen: Tanto mantener un clima áulico adecuado, como lograr en los estudiantes los resultados esperados son algunos de los muchos desafíos que implica la práctica docente. El presente estudio tuvo como objetivo actualizar la visión de un grupo de docentes para el diseño de un esquema didáctico interesante, moderno e innovador; profundizando en estrategias y técnicas adecuadas para la buena práctica académica y la motivación. El método utilizado fue mixto cuali-cuantitativo con un enfoque bibliográfico, descriptivo no experimental. Se registró la participación de 25 docentes de una institución educativa quienes de manera voluntaria respondieron el cuestionario a través de un link de Google Forms. Dicho cuestionario estaba destinado a evaluar el Grado de Motivación, integrado por las siguientes dimensiones; creatividad, relación con los estudiantes, residencia y persistencia. Los resultados demostraron que la percepción de los docentes es que existe una relación positiva entre conocimientos, motivación y buena práctica para el logro de los objetivos de aprendizaje. Además, del reconocimiento de su actitud hacia la enseñanza y el mejoramiento del rol docente. Finalmente, se genera una discusión acerca de la práctica en la que se revisan estrategias motivacionales y la existencia de problemas en el contexto académico que obstaculizan la aplicación de las mismas evidenciando la importancia de generar mayor interés en los estudiantes.

Resumen Objetivo: Caracterizar una iniciativa comunitaria basada en los principios de Community Based Participatory Research y realizada con la población de una comunidad rural en México. Materiales y Métodos: Iniciativa comunitaria en la que se utilizó métodos mixtos. Se efectúo un diagnóstico de salud participativo y se priorizaron dos problemáticas: ambiental y escasez de alternativas para la niñez y adolescencia. Se formó una agrupación con la población, equipo de investigación y autoridades; la agrupación se dividió en dos grupos con la finalidad de abordar las dos problemáticas identificadas. Se efectuaron talleres y se gestionó financiamiento. Resultados: Los dos grupos obtuvieron financiamiento. Se formó una banda de música tradicional y este grupo, en conjunto con las familias de los niños, niñas y adolescentes integrantes de la banda de música, efectuaron una serie de actividades culturales en la comunidad que fortaleció individual y colectivamente a la población. El grupo de la temática ambiental se enfocó en los residuos sólidos urbanos, recibiendo capacitación con otras organizaciones comunitarias. Efectuaron una serie de talleres con la población para la separación, reciclaje, reducción de residuos y compostaje. Se colocó un centro de acopio en una escuela de la comunidad. Sus actividades se ampliaron y consiguieron recursos para colocar biodigestores y realizar limpieza del arroyo y barrancas de la comunidad. Conclusiones: Las acciones de salud pública se fortalecen cuando se basan en enfoques basados en la participación comunitaria, de tal manera que la población obtiene mejores resultados y los equipos de investigación adquieren más aprendizajes.

Abstract: Objectives: To characterize a community initiative based on the principles of Community Based Participatory Research carried out with the population of a rural community in Mexico. Methods: The community initiative employed mixed methods. A participatory health diagnosis was conducted, identifying two primary issues: environmental concerns and a lack of alternatives for children and adolescents. A collaborative group was established comprising community members, researchers, and local authorities. This group was subdivided into two teams to address each identified issue. Workshops were organized and financial support was secured. Results: Both groups successfully secured funding. One subgroup formed a traditional music band, which, along with the families of participating children and adolescents, organized a series of cultural activities that bolstered the community both individually and collectively. The other group focused on urban solid waste, receiving training from local community organizations. They conducted awareness workshops on waste separation, recycling, reduction, and composting within the community, and established a collection center at a local school. Their efforts expanded to include the installation of biodigesters and cleaning of the community's streams and ravines. Conclusions: Public health initiatives are enhanced when rooted in approaches like Community Based Participatory Research, yielding improved outcomes for the population and enhanced learning for research teams.

Abstract Motivation to learn addresses the potential to develop school behaviours that ensure high academic achievement and avoid dropout; its functionality involves the interaction between behaviour and the positive or negative consequences of this behaviour. The high frequency of situations with outcomes associated with punishment generatesrepresentations of low motivation, mood problems-depression and a tendency to develop externalising behaviours of bullying or impulsive behaviours, such as the risk of consuming psychoactive substances. The study seeks to describe each of the categories and define possible associations that affect the motivation to learn. The methodology used was quantitative, with a cross-sectional descriptive model and association analysis. The sample consisted of 200 adolescent students from three official institutions, who were assessed by way of the Motivational Evaluation for the Learning Process (EMPA) questionnaire; the Childhood Depression Inventory (CDI); the Bullying Exploration Questionnaire (CEBU); and the Alcohol, Tobacco and Substance Use Screening Test (ASSIST). The results identified 49 % of students with low motivation, 31 % with depression and 21.5 % with intimidation. For 40 % of the participants, their motivation is affected by mood and school bullying, but there was no association with the risk of drug use, although alcohol use was identified in 56.5 % of the cases, tobacco use in 6 % and cannabis use in 14 %.

Resumo A motivação para aprender aborda o potencial de desenvolver comportamentos escolares que garantem um alto desempenho acadêmico e evitam a evasão escolar; sua funcionalidade envolve a interação entre o comportamento e as consequências positivas ou negativas desse comportamento. A alta frequência de situações com resultados associados à punição gera representações de baixa motivação, problemas de humor ou depressão e uma tendência a desenvolver comportamentos externalizantes de bullying ou comportamentos impulsivos, como o risco de consumir substâncias psicoativas. Este estudo busca descrever cada uma das categorias e definir possíveis associações que afetam a motivação para aprender. A metodologia utilizada foi quantitativa, com um modelo descritivo transversal e análise de associação. A amostra consistiu em 200 alunos adolescentes de três instituições oficiais, que foram avaliados com o questionário de Avaliação Motivacional para o Processo de Aprendizagem, com o Inventário de Depressão Infantil, com o Questionário de Exploração de Bullying e com o Teste de Detecção de Cosumo de Álcool, Tabaco e Substâncias. Os resultados identificaram 49 % dos alunos com baixa motivação, 31 % com depressão e 21,5 % com bullying. Para 40 % dos participantes, sua motivação é afetada pelo humor e pelo bullying escolar, mas não houve associação com o risco de uso de drogas, embora o consumo de álcool tenha sido identificado em 56,5 % dos casos, o uso de tabaco em 6 % e o uso de maconha em 14 %.

Resumen La motivación para aprender aborda la potencialidad para desarrollar conductas escolares que garanticen el alto rendimiento académico y eviten la deserción; su funcionalidad implica la interacción entre la conducta y las consecuencias positivas o negativas de esta. La alta frecuencia de situaciones con resultados asociados al castigo genera representaciones de baja motivación, problemas de estado de ánimo- depresión y tendencia a desarrollar conductas externalizantes de intimidación o conductas impulsivas, como el riesgo de consumir sustancias psicoactivas. El estudio busca describir cada una de las categorías y definir posibles asociaciones que afectan a la motivación para aprender. La metodología utilizada fue cuantitativa, con un modelo descriptivo transversal y análisis de asociación. La muestra la conformaron 200 adolescentes estudiantes de tres instituciones oficiales, quienes fueron evaluados con el cuestionario de Evaluación Motivacional para el Proceso de Aprendizaje (EMPA); el Inventario de Depresión Infantil (CDI); el Cuestionario de Exploración de Bullying (CEBU); y la Prueba de Detección de Consumo de Alcohol, Tabaco y Sustancias (ASSIST, por su sigla en inglés). Los resultados permitieron identificar un 49 % de los estudiantes con motivación baja, un 31 % con depresión y un 21.5 % con intimidación. Para el 40 % de los participantes, su motivación está afectada por el estado de ánimo y la intimidación escolar, pero no hubo asociación con el riesgo de consumir drogas, a pesar de identificarse consumo de alcohol en el 56.5 % de los casos, de tabaco en el 6 % y de cannabis en el 14 %.

Abstract Formative assessment contributes to improving the educational process. It collects, interprets, and systematically uses information to verify and provide feedback on achieving learning objectives. Feedback is a fundamental component during formative assessment since, through it, it is possible to receive immediate and personalized information. This reveals, early on, progress in knowledge acquired, contributing to improving learning outcomes and thus to achieving skills. Currently, a number of solutions contribute to the assessment process. But these focus on specific fields of study, which fail to include elements of context by using sensory information from mobile devices to enrich and personalize feedback. This article presents a Conceptual Model of Formative Assessment in Mobile Learning Systems, which explicitly defines the priority components that ought to be considered to support context-based formative assessment processes. The development of a prototype Web Service, based on the proposed model and integrated into the Google Classroom LMS platform, allowed real-time context-based feedback, supporting very effectively the formative feedback process, evidencing a significant increase in student learning. It is important however to expand the study population to generalize the results.

Resumen La evaluación formativa contribuye en la mejora del proceso educativo, ya que recopila, interpreta y usa información de forma sistemática, con el fin de verificar y proveer retroalimentación sobre el logro de los objetivos de aprendizaje. La retroalimentación, es un componente fundamental durante la evaluación formativa, ya que, a través de ella, es posible recibir información inmediata y personalizada, que permite conocer de manera oportuna los avances en términos del conocimiento adquirido, contribuyendo a la mejora en los resultados de aprendizaje y por consiguiente aportando al logro de las competencias. En la actualidad, existen soluciones que contribuyen al proceso evaluativo, pero enfocadas en campos de estudio específico, las cuales no incluyen elementos del contexto con uso de información sensórica de los dispositivos móviles para enriquecer y personalizar la retroalimentación. Este artículo presenta un Modelo Conceptual de Evaluación Formativa en Sistemas de Aprendizaje Móvil, el cual, define de manera explícita los componentes conceptuales, que deben ser considerados para soportar procesos de evaluación formativa. Durante la investigación se desarrolló un prototipo de Servicio Web, basado en el modelo propuesto e integrado en la plataforma LMS Google Classroom que permitió brindar retroalimentación en tiempo real basada en contexto sensible. La aplicación práctica del modelo evidenció un incremento significativo en el nivel de aprendizaje de los estudiantes, sin embargo, es importante ampliar la población de estudio para generalizar los resultados.

Abstract This article aims to examine the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study suggests that FL fosters an active and engaging learning environment by encouraging students to take control of their learning process. While the teacher remains the primary facilitator, they guide students and provide continuous, hands-on assessment. Research shows that applying the FL model promotes student participation and interaction with the teacher, thus improving student engagement. The methodology section of this article describes the processes followed to collect data, starting with a bibliometric analysis to build the state of the art, followed by an experimental approach to evaluate the method. A Likert-scale survey was used to measure student perceptions and opinions, proving an effective data collection method. A quantitative approach was used to assess students’ perceptions of LF. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes. Consequently, the analysis suggests that FL is an innovative didactic approach that can improve student motivation and learning outcomes by designing and implementing innovative pedagogical strategies.

Resumen Este artículo pretende examinar la eficacia del Flipped Learning (FL) como metodología para enseñar asignaturas de inglés a alumnos de séptimo curso. El estudio sugiere que el FL fomenta un entorno de aprendizaje activo y atractivo al animar a los estudiantes a tomar el control de su proceso de aprendizaje. Mientras el profesor sigue siendo el principal facilitador, guía a los alumnos y les proporciona una evaluación continua y práctica. La investigación muestra que la aplicación del modelo FL promueve la participación de los estudiantes y la interacción con el profesor, mejorando así el compromiso de los estudiantes. La sección de metodología de este artículo describe los procesos seguidos para recopilar datos, comenzando con un análisis bibliométrico para construir el estado del arte, seguido de un enfoque experimental para evaluar el método. Se utilizó una encuesta de escala Likert para medir las percepciones y opiniones de los estudiantes, demostrando ser un método eficaz de recogida de datos. Se utilizó un enfoque cuantitativo para evaluar las percepciones de los estudiantes sobre la FL. Los resultados revelan que FL es una metodología eficaz que mejora el compromiso, la motivación y los resultados de aprendizaje de los estudiantes. En consecuencia, el análisis sugiere que FL es un enfoque didáctico innovador que puede mejorar la motivación de los estudiantes y los resultados del aprendizaje mediante el diseño y la aplicación de estrategias pedagógicas innovadoras.