RESUMEN En 2011, la Unión Europea lanzó la aproximación de Investigación e Innovación Responsables (RRI - Responsible Research and Innovation) para promover la investigación y innovación responsables en diversos sectores, como la salud, la industria y la educación. Aunque se ha aplicado en la educación, aún no se ha definido una metodología específica. Este artículo presenta los resultados de una revisión de la literatura que exploró la implementación de RRI a través de la metodología llamada Islote Interdisciplinario de la Racionalidad (IIR) de Gérard Fourez (1997), basada en datos de ocho bases de datos. Los hallazgos sugieren que la IIR puede respaldar una educación en ciencias que atienda las necesidades de la sociedad y motive a los estudiantes a involucrarse críticamente en la resolución de problemas relacionados con la ciencia y la tecnología. De esta manera, el desarrollo de la IIR parece ser coherente con los principios de la RRI.

ABSTRACT In 2011, the European Union introduced the Responsible Research and Innovation (RRI) approach to advance research and innovation by considering various social actors and promoting responsible engagement in addressing increasingly complex societal issues. This approach is being implemented in various sectors, including healthcare, industries, and education. Despite its application in education, there is no defined methodology. Therefore, this article presents the results of a literature review encompassing eight databases to explore the application of RRI through the Interdisciplinary Island of Rationality (IIR) methodology by Gérard Fourez (1997). The findings from these studies propose a science education that caters to the needs of society, encouraging students to critically engage in various sectors of society with the aim of finding solutions to science and technology-related issues. Thus, the development of IIR appears to support the application of RRI principles.

RESUMO A União Europeia lançou, em 2011, a abordagem da Pesquisa e Inovação Responsáveis (RRI - Responsible Research and Innovation) para desenvolver a pesquisa e inovação, considerando diferentes atores sociais, fomentando uma participação responsável em relação a problemas cada vez mais complexos da sociedade. Essa abordagem é desenvolvida por diversos segmentos, como saúde, indústria e educação. Embora seja aplicada na Educação, não há uma metodologia definida. Diante disso, esse artigo traz resultados de um levantamento na literatura, que englobou oito bases de dados para procurar relações na aplicação da RRI, por meio da metodologia da Ilha Interdisciplinar de Racionalidade (IIR) de Gérard Fourez (1997). Os resultados destas pesquisas propõem um ensino de Ciências que atenda as necessidades da comunidade, instigando os alunos a se envolverem de forma crítica, na sociedade, almejando soluções para questões relacionadas à ciência e à tecnologia. Dessa forma, o desenvolvimento da IIR mostra-se favorável para a aplicação de pressupostos da RRI.

The intention of this article is to underscore the significance of using digital technologies to tackle inequities in assessment at higher education institutions. It is imperative to be mindful about the barriers that students with disabilities encounter when assessed and identify the potential of technology to overcome these barriers. This becomes an obstacle for safeguarding equal opportunities to access and gain from digital technologies. Furthermore, a qualitative approach, with key informant interviews prevailing as data instruments were employed. With its rapid succession of innovations, Information and Communication Technology, provides opportunities and brings comfort to students to be involved in assessment. The concern to ensure equity and equality in assessment is evidenced in the findings. Several noteworthy findings such as social exclusion, impairment issues and assistive educational technology were deliberated on. This was in response to the research questions posed. It is therefore, proposed that digital technology for students with disabilities needs to be addressed by policymakers and researchers. Students with disabilities should have the same rights to participate in assessment as other students.

Abstract As a result of the SARS-CoV2 pandemic, the incorporation of new technologies for face-to-face and distance learning was even more necessary. Technology represents a way to offer cutting-edge education responding to the needs of the current context. The main objective of this investigation, as a case study, is to analyzes the acquisition of learning by students of different courses at the Universidad Iberoamericana Torreón, México in relation to face-to-face and distance education after the health crisis. The research had a quantitative approach with correlational scope. The sampling was probabilistic by conglomerates and was made up of fifth semester students from 15 courses of the university. The results show that after the pandemic, in particularly context, in the face-to-face modality, the students perceive a better planning by the teachers, which has a consequence a better use of time and the possibility of carrying out diverse activities to strengthen the understanding topics; using digital tools and group work techniques as support. On the other hand, distance classes are described as not very useful and interesting with an excessive academic load. Although the face-to-face learning experience continues to be better evaluated, it is considered important to implement strategies to increase the academic quality of distance classes, as it is a modality that will be used in all universities in the near future, using new technologies and instructional design as support, as well as training programs for teachers and students.

Resumen Como resultado de la pandemia por SARS-CoV2, la incorporación de nuevas tecnologías para la impartición de clases en modalidad presencial y a distancia se hizo aún más necesaria. La tecnología representa una manera de ofrecer educación de vanguardia respondiendo a necesidades del contexto actual. El objetivo de la investigación fue analizar, a través de un estudio de caso, la adquisición de aprendizajes por parte de estudiantes de diferentes licenciaturas de la Universidad Iberoamericana Torreón, en relación con la educación presencial y a distancia después de la crisis sanitaria. La investigación tuvo un enfoque cuantitativo con alcance correlacional. El muestreo se planteó probabilístico por conglomerados y estuvo conformado por estudiantes de quinto semestre en delante de 15 licenciaturas. Los resultados muestran que después de la pandemia, en el contexto particular, la modalidad presencial es percibida por el estudiantado como mejor en la planeación por parte de los docentes, lo que tiene como consecuencia un mejor aprovechamiento del tiempo y la posibilidad de realizar actividades diversas para fortalecer la comprensión de las temáticas; utilizando como apoyo herramientas digitales y técnicas de trabajo grupal. Por el contrario, las clases a distancia son descritas como poco útiles e interesantes y con una carga académica excesiva. Aunque la experiencia de aprendizaje presencial sigue siendo mejor ponderada, se considera importante implementar estrategias que incrementen la calidad académica en las clases a distancia, al ser una modalidad que será utilizada en todas las universidades en un futuro cercano, utilizando como apoyo las nuevas tecnologías y un diseño instruccional adecuado, así como programas de capacitación a docentes y alumnos.

Higher Education needs to be reimagined considering the exciting developments within virtual reality and artificial intelligence. As a new generation, Generation Alpha, better known as Gen Alpha,1 is preparing for higher education, and educators are challenged to create opportunities to meet their needs. In this study, we explore an existing paradigm, scenario planning, but within an unfamiliar context - the future of higher education. We pose the question: What are the possible future scenarios within higher education that will appeal to the Gen Alpha student and a millennial parent in a post-pandemic world? As a result, we present a scenario matrix with four learning and teaching models forecast to be successful in 2030 in higher education institutions. These four learning and teaching models are based on two axes: Social connect vs social disconnect in learning and teaching and a single career option or multiple career options as the end goal for the student. Respondents of this longitudinal study are millennial parents of Gen Alpha students. Results indicate that the three main themes that will influence the learning and teaching models of the future are learning spaces and places, glass learning, and techceptance. In line with the three themes, the three major findings were that (1) millennial parents are open to hybrid learning approaches, (2) learning on screens is important, but it should be regulated and based on set standards, and lastly (3) millennial parents are accepting technology (techceptance) as a supportive tool and learning place in higher education. Overall, there was a positive shift in perspectives on higher education regardless of the impact of the pandemic. The outcomes of the research will assist higher educational institutions to strategically align the learning and teaching offerings with the needs and resources of the future student, namely Gen Alpha.

A debate rages amongst educational technologists on keeping educational technology as a field of study, and non-educational technologists on defining educational technology as any usage of a technology in education. Since the emerging of the COVID-19, this debate has caused tension in higher education in terms of technology usage. This is because each of the two sides believes that its position in the debate represents an objective reality of quality educating. This tension has motivated this study to decolonise educational technology in a pragmatic curriculum based on scholarly publications published during or post the COVID-19 revolution. A pragmatic paradigm and the natural identity framework (NIF) were used to encase this study. A systematic review with text analysis and document review were applied in processing data from 15 purposively and conveniently sampled publications for this reported study. The findings indicate that most of the technology usage promoted a performance-based (field of study) and/or competence-based (solely technology usage) curriculum at the expense of the pragmatic or natural curriculum that promotes personal or natural identity. This suggests that higher education was only addressing professional needs in terms of "what" questions, and/or societal "how" questions. A pragmatic curriculum is driven by the importance of actions (educational technology as a field of study), beliefs behind the actions (pragmatic), and their outcomes (usage of a technology). This study therefore recommends the use of a pragmatic curriculum and awareness of natural forces/laws that promote natural actions, thus addressing personal needs through personal "who" questions, and natural needs through "why" questions.

This study delves into the dynamic interplay between GeoGebra, a prominent interactive digital tool, and science, technology, engineering, and mathematics (STEM) cognition, focusing on teachers. Anchored by the objective to unravel how GeoGebra influences conceptual understanding and visualisation, the research hypothesises that GeoGebra significantly influences cognitive outcomes in STEM cognition. Thus, aiming to assess the hypothesis that GeoGebra significantly influences cognitive outcomes, a Multi-Group Analysis (MGA) using Partial Least Squares-Structural Equation Modelling (PLS-SEM) was employed. Data was collected through a survey designed to capture the experiences and interactions of 71 teachers with GeoGebra. The significant direct pathways (Analogical Comparison Principle (ACP) and Error and Misconceptions Reflection Principle (EMR) and between Mathematical and Computational Algorithms (MCA) and Analogical Comparison Principle (ACP)) established empirical evidence to the theory that GeoGebra can facilitate conceptual understanding as well as cognitive development. Additionally, the indirect pathways with no significant effects such as Mathematical Cognition (MAS) to ACP to EMR was indicative of the fact that influence of GeoGebra operates more through direct interactions with the software as opposed to through mediated learning processes. The conclusion is that influence of GeoGebra is not uniform across all contexts, indicative of the fact that factors such as geographical location play a critical role in shaping the software's effectiveness in enhancing STEM education. In sum, while GeoGebra is a potent interactive digital tool for enhancing STEM cognition, the results call for tailored strategies in integrating digital tools like GeoGebra, by considering the specific needs of different learning context, particularly paying attention to the contrast between urban and rural educational settings.

Resumen Este estudio aborda como objetivo analizar el impacto de las Tecnologías de la Información y Comunicación (TIC) en la educación universitaria, y cómo estos favorecen la implementación de métodos de enseñanza más flexibles, personalizados e interactivos, adecuados para estudiantes contemporáneos. Mediante revisión bibliográfica, se examinaron estudios que abordan la reconfiguración del entorno educativo, enfatizando el papel evolutivo y crucial del docente en un contexto tecnológicamente avanzado. Se debate cómo los educadores se han ido adaptando para cumplir con las expectativas y necesidades de un cuerpo estudiantil tecnológicamente competente, además, se destaca el desafío continuo que enfrentan las instituciones educativas para mantenerse a la vanguardia con los avances tecnológicos, este desafío incluye no solo la actualización constante de sus recursos tecnológicos, sino también la revisión y actualización de sus enfoques pedagógicos para garantizar una oferta educativa que sea pertinente con las tendencias actuales. El trabajo concluye que la integración efectiva y reflexiva de las TIC en la educación superior es esencial para contrubuir a la calidad de la enseñanza y el aprendizaje, y preparar adecuadamente a los estudiantes para enfrentarse a un mundo cada vez más digitalizado y globalizado. Se sugiere que un enfoque proactivo en la adopción de las TIC puede ofrecer oportunidades para enriquecer la experiencia educativa y para equipar a los actores del proceso educativo con habilidades para prosperar en el futuro.

Resumen This study aims to analyze the impact of Information and Communication Technologies (ICT) in university education, and how these favor the implementation of more flexible, personalized and interactive teaching methods, suitable for contemporary students. Through a bibliographic review, studies that address the reconfiguration of the educational environment are examined, emphasizing the evolutionary and crucial role of the teacher in a technologically advanced context. It discusses how educators have been adapting to meet the expectations and needs of a technologically competent student body, in addition, it highlights the continuous challenge that educational institutions face to stay at the forefront with technological advances, this challenge includes not only the constant updating of its technological resources, but also the review and updating of its pedagogical approaches to guarantee an educational offer that is relevant to current trends. The work concludes that the effective and thoughtful integration of ICT in higher education is essential to build the quality of teaching and learning, and adequately prepare students to face an increasingly digitalized and globalized world. It is suggested that a proactive approach to the adoption of ICT can offer opportunities to enrich the educational experience and to equip actors in the educational process with skills to thrive in the future.

ABSTRACT The Regional University Centers of the University of Panama respond to the regional needs in terms of higher education, of the provinces where they were created, and do so in accordance with the Institutional Development Plan of the University of Panama (PDI) 2017-2021 and the Science, Technology and Innovation National Plan (PENCYT) 2019-2024, aware of the important changes required in terms of planning, organization, execution, and institutional evaluation, thus contributing to the fulfillment of its mission. In this sense, the objective of this work is to characterize the current situation of institutional management, seen from the management execution model at the Azuero Regional University Center. Mixed concurrent research was carried out in stages, articulating methods from the theoretical level (induction-deduction, analysis-synthesis), empirical (document analysis, survey, interview, focus group) and elements of descriptive and inferential statistics. It was found that the PDI approved for the execution of the University of Panama does not declare or contemplate management in all the university processes necessary for the development of the Centers, and there is a limited level of knowledge of the directors, professors and administrative public serves with leadership functions regarding university management, limiting the actions they carry out. The preliminary analysis determined weaknesses, threats, strengths and opportunities in management, evidencing insufficiencies that require a scientific approach, so that the institution develops efficient and effective institutional management to fulfill the university mission and thereby achieve new public policies in Panama.

RESUMEN Los Centros Regionales Universitarios de la Universidad de Panamá responden a las necesidades regionales en materia de educación superior, de las provincias donde fueron creadas, y lo hacen conforme al Plan de Desarrollo Institucional de la Universidad de Panamá (PDI) 2017-2021 y del Plan Nacional de Ciencia, Tecnología e Innovación (PENCYT) 2019-2024, conscientes de cambios importantes requeridos en materia de planificación, organización, ejecución y evaluación institucional, contribuyendo así, al cumplimiento de su misión. En este sentido, el objetivo del presente trabajo es caracterizar la situación actual que presenta la gestión institucional, visto desde el modelo de ejecución de la gestión en el Centro Regional Universitario de Azuero. Se realizó una investigación mixta concurrente por etapas, articulando métodos del nivel teórico (inducción-deducción, análisis-síntesis), empírico (análisis documental, encuesta, entrevista, grupo focal) y elementos de la estadística descriptiva e inferencial. Se pudo constatar que, en el PDI aprobado para la ejecución de la Universidad de Panamá no se declara ni se contempla la gestión en todos los procesos universitarios necesarios para el desarrollo de los Centros, y existe limitado nivel de conocimientos de los directivos, profesores y servidores públicos administrativos con funciones de jefatura acerca de la gestión universitaria, limitando las acciones que realizan. El análisis preliminar determinó debilidades, amenazas, fortalezas y oportunidades en la gestión, evidenciando insuficiencias que requieren de un abordaje científico, para que la institución desarrolle una gestión institucional eficiente y eficaz para el cumplimiento de la misión universitaria, y con ello lograr nuevas políticas públicas en Panamá.

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.

ABSTRACT Local development in Cuba has become a priority of strategic importance as part of the National Economic and Social Development Plan until 2030, as well as a central axis and articulator of the agendas of governments at the municipal and provincial level as an alternative to Promote the development of the territories based on the country's strategy, so that municipalities are strengthened as a fundamental entity. The objective of the article was aimed at socializing the results of the initial diagnosis based on the training for the management of local development projects of the staff and specialists of the municipal directorates of economy and planning of the Pinar del Río Province. The use of theoretical level methods such as: historical-logical, analytical-synthetic, inductive-deductive and empirical level methods such as: observation, interview, survey and document review allowed us to verify that the diagnosis of training needs. about the contents for the management of local development projects and their planning are insufficient, there are few spaces for scientific exchange that guarantee socialization, limited use of information technology and communications technologies in training, imbalance between theoretical and practical in training activities and poor motivation of staff and specialists.

RESUMEN El desarrollo local en Cuba ha pasado a constituir una prioridad de importancia estratégica como parte del Plan Nacional de Desarrollo Económico y Social hasta el año 2030, así como un eje central y articulador de las agendas de los gobiernos a nivel municipal y provincial como alternativa para impulsar el desarrollo de los territorios a partir de la estrategia del país, de modo que se fortalezcan los municipios como instancia fundamental. El objetivo del artículo se dirigió a socializar los resultados del diagnóstico inicial en función de la capacitación para la gestión de proyectos de desarrollo local de los cuadros y especialistas de las direcciones municipales de economía y planificación de la Provincia Pinar del Río. El empleo de métodos del nivel teórico tales como: histórico-lógico, analítico-sintético, inductivo-deductivo y del nivel empírico como: la observación, la entrevista, la encuesta y la revisión de documentos permitió constatar que el diagnóstico de las necesidades de capacitación acerca de los contenidos para la gestión de proyectos de desarrollo local y su planificación son insuficientes, existen pocos espacios de intercambio científico que garantice la socialización, limitado utilización de las tecnologías de la informática y las comunicaciones en la capacitación, desbalance entre los contenidos teóricos y prácticos en las actividades de capacitación y escasa motivación de los cuadros y especialistas.

RESUMO O desenvolvimento local em Cuba tornou-se uma prioridade de importância estratégica no âmbito do Plano Nacional de Desenvolvimento Económico e Social até 2030, bem como um eixo central e articulador das agendas dos governos a nível municipal e provincial como alternativa para promover o desenvolvimento dos territórios com base na estratégia do país, para que os municípios se fortaleçam como entidade fundamental. O objetivo do artigo foi socializar os resultados do diagnóstico inicial baseado na formação para a gestão de projetos de desenvolvimento local dos funcionários e especialistas das direções municipais de economia e planejamento da província de Pinar del Río. A utilização de métodos de nível teórico como: histórico-lógico, analítico-sintético, indutivo-dedutivo e de nível empírico como: observação, entrevista, levantamento e revisão documental permitiu-nos verificar que o diagnóstico das necessidades de formação sobre os conteúdos para o a gestão dos projectos de desenvolvimento local e o seu planeamento são insuficientes, há poucos espaços de intercâmbio científico que garantam a socialização, utilização limitada das tecnologias de informação e comunicação na formação, desequilíbrio entre conteúdos teóricos e práticos nas actividades de formação e fraca motivação dos funcionários e especialistas.

RESUMEN La investigación centró su estudio en la formación desde la alfabetización informacional, de competencias informacionales e investigativas en el profesional de las Ciencias Informáticas. El estudio destaca la importancia de desarrollar competencias informacionales integradas a las investigativas en los estudiantes de pregrado y posgrado en un mundo, cada vez más, basado en la tecnología y la información y desplegar acciones de investigación, desarrollo e innovación que contribuyan al desarrollo social. La experiencia surge a partir de insatisfacciones constatadas en las memorias escritas de diferentes trabajos de curso, diplomas, extraclases y tesinas, así como en las exposiciones de diferentes ejercicios de evaluación final. A tales efectos, se propone un conjunto de acciones para contribuir al desarrollo de competencias informacionales e investigativas que parten de un diagnóstico de necesidades, debilidades y fortalezas que revelan las particularidades de los estudiantes que cursan estudios en la modalidad semipresencial en el Centro de Estudio de Tecnologías y Sistemas. Como resultados se presentan, además, el diseño temático de los cursos aplicados como asignatura optativa en el pregrado y diplomado en la formación continua del profesional. La propuesta fue valorada mediante la consulta a especialistas con resultados positivos, e introducida en la práctica educativa donde se evidenciaron sus posibilidades de transformación.

ABSTRACT The research focused its study on the training from information literacy, informational and investigative skills in the Information Science professional. The study highlights the importance of developing informational skills integrated with research in undergraduate and graduate students in a world increasingly based on technology and information, and deploying research, development and innovation actions that contribute to social development. The experience arises from dissatisfactions verified in the written memories of different course work, diplomas, extraclasses and dissertations, as well as in the presentations of different final evaluation exercises. To this end, a set of actions is proposed to contribute to the development of informational and investigative competencies that start from a diagnosis of needs, weaknesses, and strengths that reveal the particularities of students who study in the blended modality at the Center for the Study of Technologies and Systems. As results are also presented, the thematic design of the courses applied as an optional subject in the undergraduate and graduate in the continuous training of the professional. The proposal was evaluated by consulting specialists with positive results, and introduced into educational practice where its possibilities for transformation were evident.

In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one's needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.

ABSTRACT Objective. Basic and translational research in pediatric cancer are essential to improve patient care. To critically assess the developments achieved in these areas in Latin America, we systematically reviewed information published between 2013 and 2023. Methods. Studies of basic and translational research performed by investigators in Latin America evaluating pediatric malignant solid and central nervous system tumors were retrieved from PubMed. Original articles published in English between 2013 and 2023 were included. Collaborations among Latin American authors or among Latin American authors working with researchers from other continents were also included. Studies were excluded if they focused only on adults or on basic research in tumor biology not specifically related to the tumor types analyzed in this review. Results. A total of 550 articles were retrieved, but after removal of duplicates, 514 articles were included in the analysis, the majority of which were authored by researchers affiliated with institutions in Argentina, Brazil and Mexico. These countries also had the highest number of collaborations on original articles published with authors from Europe and North America. Argentina had the highest number of collaborations on original publications, with coauthors from Brazil and Uruguay. The median impact factor of the 244 journals in which articles were published was 3.5. The most commonly studied tumors were osteosarcomas, neuroblastomas and medulloblastomas; the most commonly studied areas were molecular analysis, tumor cell biology and biomarkers. Conclusions. In Latin America, research in pediatric oncology is on the agenda, despite a notable disparity in publication rates and frequency of collaboration between countries. There is a need to strengthen scientific collaboration within Latin America and with countries from other continents to promote research and to develop novel treatment strategies that reflect the local needs of children in Latin America who have solid tumors and brain cancer.

RESUMO Objetivo. A pesquisa básica e translacional em câncer pediátrico é essencial para melhorar o atendimento dos pacientes. No intuito de realizar uma avaliação crítica dos avanços alcançados nessa área na América Latina, fez-se uma revisão sistemática de informações publicadas entre 2013 e 2023. Métodos. Pesquisas básicas e translacionais realizadas por pesquisadores da América Latina que avaliaram tumores sólidos malignos e tumores do sistema nervoso central em crianças foram obtidas da base de dados PubMed. Foram incluídos artigos originais publicados em inglês entre 2013 e 2023. Também foram incluídas colaborações entre autores latino-americanos ou entre autores latino-americanos que trabalham com pesquisadores de outros continentes. Estudos que tratavam apenas de adultos ou pesquisas básicas sobre biologia tumoral não especificamente relacionadas aos tipos de tumor analisados nesta revisão foram excluídos. Resultados. No total, a busca recuperou 550 artigos da base de dados. Após a remoção dos artigos duplicados, foram incluídos 514 artigos na análise, a maioria de autoria de pesquisadores de instituições da Argentina, do Brasil e do México. Esses países também tiveram o maior número de colaborações em artigos originais publicados com autores da Europa e da América do Norte. A Argentina teve o maior número de colaborações em publicações originais, com coautores do Brasil e do Uruguai. O fator de impacto mediano dos 244 periódicos nos quais os artigos foram publicados era de 3,5. Os tumores mais estudados foram osteossarcomas, neuroblastomas e meduloblastomas; as áreas mais estudadas foram análise molecular, biologia de células tumorais e biomarcadores. Conclusões. Na América Latina, a pesquisa em oncologia pediátrica está na ordem do dia, apesar de uma evidente disparidade nos índices de publicação e na frequência de colaboração entre os países. É necessário fortalecer a colaboração científica dentro da América Latina e com países de outros continentes a fim de promover a pesquisa e desenvolver novas estratégias de tratamento que reflitam as necessidades locais das crianças latino-americanas com tumores sólidos e câncer cerebral.

RESUMEN Objetivo. La investigación básica y aplicada en el campo de la oncología pediátrica es fundamental para mejorar la atención al paciente. Con el objetivo de realizar una evaluación crítica de los avances logrados en este campo en América Latina, hemos realizado una revisión sistemática de la información publicada entre el 2013 y el 2023. Metodología. Se recopilaron de PubMed los artículos de investigación básica y traslacional publicados por investigadores de América Latina en los que se evaluaron tumores malignos sólidos y del sistema nervioso central en la población infantil. Se incluyeron artículos originales publicados en inglés entre el 2013 y el 2023. También se incluyeron artículos fruto de la colaboración científica entre autores e investigadores de América Latina y otros continentes. Se excluyeron aquellos estudios que se centraron solo en personas adultas o en la investigación básica en biología tumoral no relacionada específicamente con los tipos de tumores analizados en esta revisión. Resultados. Se encontraron 550 artículos en total. Después de eliminar los artículos duplicados, se incluyeron 514 artículos en la revisión, la mayoría de los cuales fueron escritos por investigadores vinculados a centros de investigación de Argentina, Brasil y México. También procedieron de estos tres países la mayor parte de los artículos originales escritos en colaboración con autores de Europa y América del Norte. Argentina tuvo el mayor número de colaboraciones en publicaciones originales, con coautores de Brasil y Uruguay. La mediana del índice de impacto de las 244 revistas en las que se publicaron los artículos fue de 3,5. Los tumores más estudiados fueron osteosarcomas, neuroblastomas y meduloblastomas. Los temas más estudiados fueron el análisis molecular, la biología de las células tumorales y los biomarcadores. Conclusiones. La investigación en oncología pediátrica forma parte de la agenda de investigación de América Latina, si bien hay una disparidad notoria en las tasas de publicación y la frecuencia de la colaboración entre países. Es necesario fortalecer la colaboración científica dentro de América Latina y con los países de otros continentes para promover la investigación y desarrollar estrategias de tratamiento novedosas que respondan a las necesidades locales de los niños y niñas de América Latina que tienen tumores sólidos o cáncer del sistema nervioso central.

Abstract Phalaenopsis amabilis (L.) Blume commonly called Moth Orchid (Orchidaceae) is a natural orchid species designated as the National Flower of Indonesia for its beautiful flower shape and long-lasting flowering period. Basically, P. amabilis has a long vegetative phase that cause late flowering, about 2 to 3 years for flowering, hence a method to shorten vegetative period is desired. The latest technological approach that can be used to accelerate flowering of P. amabilis is the CRISPR/Cas9 genome editing method to inactivate the GAI (Gibberellic Acid Insensitive) gene as a mutant gene that can accelerate the regulation of FLOWERING TIME (FT) genes flowering biosynthesis pathway. The approach that needs to be taken is to silence the GAI gene with a knockout system which begins with identifying and characterizing the GAI target gene in the P. amabilis which will be used as a single guide RNA. CRISPR/Cas9 mediated knockout efficiency is highly dependent on the properties of the sgRNA used. SgRNA consists of a target sequence, determining its specificity performance. We executed phylogenetic clustering for the PaGAI protein with closely related orchid species such as Dendrobium capra, Dendrobium cultivars and Cymbidium sinensis. SWISS-Model as tool webserver for protein structure homology modeling. Results show that P. amabilis has a specific domain with the occurrence of point mutations in the two conservative domains. Therefore, a single guide RNA reconstruction needs to be implemented. L. L (L. Orchidaceae (Orchidaceae longlasting lasting Basically P desired CRISPRCas9 CRISPRCas CRISPR Cas9 Cas CRISPR/Cas Gibberellic Insensitive FT (FT pathway sequence performance capra sinensis SWISSModel SWISS Model modeling domains Therefore implemented (L

Resumo Phalaenopsis amabilis (L.) Blume, comumente chamada de orquídea mariposa (Orchidaceae), é uma espécie natural de orquídea designada como a flor nacional da Indonésia por seu belo formato de flor e período de floração duradouro. Basicamente, P. amabilis tem uma longa fase vegetativa que causa floração tardia, cerca de 2 a 3 anos para a floração, portanto, um método para encurtar o período vegetativo é desejado. A mais recente abordagem tecnológica que pode ser utilizada para acelerar a floração de P. amabilis é o método de edição do genoma CRISPR/Cas9 para inativar o GAI (Gibberellic Acid Insensitive) que pode ser usado como um gene mutante para acelerar a regulação da floração dos genes FLOWERING TIME (FT), via de biossíntese. Para isto, a melhor abordagem é silenciar o GAI gene com um sistema knockout que deve ser iniciado com a identificação e caracterização do gene alvo GAI no P. amabilis, e que, posteriormente, será utilizado como um único RNA guia. A eficiência de nocaute mediada por CRISPR/Cas9 é altamente dependente das propriedades do sgRNA usados. O SgRNA consiste em uma sequência alvo, determinando seu desempenho de especificidade. Executamos agrupamento filogenético para a proteína PaGAI com espécies de orquídeas intimamente relacionadas, como Dendrobium capra, Dendrobium cultivars e Cymbidium sinensis. SWISS-Model foi utilizado como ferramenta webserver para modelagem de homologia de estruturas de proteínas. Os resultados mostram que P. amabilis possui um domínio específico com ocorrência de mutações pontuais nos dois domínios conservativos. Portanto, uma única reconstrução de RNA guia precisa ser implementada. L. L (L. Blume Orchidaceae, Orchidaceae , (Orchidaceae) duradouro Basicamente P tardia portanto desejado CRISPRCas9 CRISPRCas CRISPR Cas9 Cas CRISPR/Cas Gibberellic Insensitive FT, FT (FT) biossíntese isto posteriormente usados especificidade relacionadas capra sinensis SWISSModel SWISS Model proteínas conservativos Portanto implementada (L (Orchidaceae (FT