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 social and political history of South Africa yielded massive transformation in the higher education landscape, including access to education and the merger of universities. Despite the many successes of transformation, it brought with it challenges such as increasing participation, student retention, throughput, and graduation rates; changes in government funding models; declining student subsidies and providing quality education with limited resources. The South African higher education sector is multi-faceted, and students have a wide range of higher education options. This study explored factors influencing decision-making of first-year students when selecting a university. Data was collected from first-year students and employees at a University of Technology. Through in-depth interviews and focus group discussions, the researchers analysed the complex factors that guide students' decision-making when selecting a university. The findings revealed that factors significantly influencing decision-making on university selection are, the reputation and quality of university programmes offered, response time and support provided by staff; location; and infrastructure and facilities. This research is significant in that it will assist higher education institutions, particularly marketing and communications departments to be more responsive to students' needs by shifting toward active engagement in its marketing and recruitment approaches to attract, retain, and satisfy students.

Abstract The tanning industry needs to implement changes and adopt innovative technologies to guarantee efficient management, focused on environmental, social and economic sustainability. The work was carried out in 2022, in order to propose improvements to the "Leather Art" project on the Isla de la Juventud, especially to treat the cattle skins generated in the "Abel Santamaría Cuadrado" Meat-Based Business Unit. Data collection was carried out through various sources, including the production technology area, interviews with mini-industry producers and the "Abel Santamaría" Meat-Based Business Unit, as well as through direct observations of technological processes. Among the problems identified are: difficulties in processing, obsolete equipment, insufficient capacity, limited transportation and lack of economic study. Among the highlighted results, the need to coordinate with livestock production units for the care and marking of animal skins is emphasized, thus guaranteeing the optimal use of all available hides. Fulfillment of the objective not only yielded concrete results, but was also involved in the promotion of leather processing through a mini-tannery industry, with the collaboration of local actors to strengthen the project. Specific actions were proposed that not only improved the efficiency and sustainability of the production process, but also guaranteed the availability of raw materials at the local level to consolidate the project as a reference for the use of skins generated by the meat industry.

Resumo A indústria de curtumes precisa implementar mudanças e adotar tecnologias inovadoras para garantir uma gestão eficiente, com foco na sustentabilidade ambiental, social e econômica. O trabalho foi desenvolvido no ano de 2022, com o objetivo de propor melhorias para o projeto "Arte do Couro" na Ilha da Juventude, especialmente para o tratamento de peles bovinas geradas na Unidade de Negócios de Base de Carne "Abel Santamaría Cuadrado". A coleta de dados foi realizada por meio de várias fontes, incluindo a área de tecnologia de produção, entrevistas com produtores da mini-indústria e da Unidade Empresarial de Base Cárnica "Abel Santamaría", bem como por meio de observações diretas dos processos tecnológicos. Entre os problemas identificados estavam: dificuldades de processamento, equipamentos obsoletos, capacidade insuficiente, transporte limitado e falta de estudos econômicos. Entre os resultados destacados estava a necessidade de coordenar com as unidades de produção de gado para assegurar que as peles dos animais sejam cuidadosamente marcadas, garantindo assim o uso ideal de todas as peles disponíveis. A realização do objetivo não só produziu resultados concretos, mas também envolveu a promoção do processamento de peles por meio de uma indústria de mini curtumes, com a colaboração de atores locais para fortalecer o projeto. Foram propostas ações específicas que não só melhoraram a eficiência e a sustentabilidade do processo de produção, mas também garantiram a disponibilidade de matéria-prima em nível local para consolidar o projeto como uma referência para o uso de peles geradas pela indústria de carnes.

Resumen La industria curtidora necesita implementar cambios y adoptar tecnologías innovadoras para garantizar una gestión eficiente, enfocada en la sostenibilidad ambiental, social y económica. El trabajo se desarrolló en el año 2022, con el fin de proponer mejoras al proyecto "Arte del Cuero" en la Isla de la Juventud, especialmente para tratar las pieles de ganado vacuno generadas en la Unidad Empresarial de Base Cárnico "Abel Santamaría Cuadrado". La recopilación de datos se realizó a través de diversas fuentes, incluyendo el área de tecnología de producción, entrevistas a los productores de la minindustria y a la Unidad Empresarial de Base Cárnico "Abel Santamaría", así como mediante observaciones directas de los procesos tecnológicos. Entre los problemas identificados se encuentran: dificultades en procesamiento, equipamiento obsoleto, capacidad insuficiente, transporte limitado y falta de estudio económico. Entre los resultados destacados, se enfatiza la necesidad de coordinar con las unidades productivas pecuarias para el cuidado en el marcaje de las pieles de los animales, lo que garantiza así la utilización óptima de todos los cueros disponibles. El cumplimiento del objetivo no solo arrojó resultados concretos, sino que también se implicó en la promoción del procesamiento de pieles mediante una minindustria de tenería, con la colaboración de actores locales para fortalecer el proyecto. Se propusieron acciones específicas que no solo mejoraron la eficiencia y sostenibilidad del proceso productivo, sino que también garantizaron la disponibilidad de materia prima a nivel local para consolidar así el proyecto como un referente para el aprovechamiento de las pieles generadas por la industria cárnica.

Resumen El panorama educativo actual exige que los docentes desarrollen competencias digitales articulando la tecnología con la pedagogía para satisfacer las necesidades de aprendizaje de los estudiantes. El presente estudio tuvo como objetivo realizar una revisión sistemática de las publicaciones sobre las competencias digitales de los docentes y el rendimiento académico en educación básica, fundamentado en una revisión sistemática de literatura. Se utilizaron los principales motores de búsqueda como: Scielo, Dialnet y Redalyc, para la elección de 20 publicaciones referentes a las palabras claves relacionadas con la competencia digital docente, rendimiento académico y educación básica. Notoriamente, los resultados mostraron una mayor producción científica en el año 2022 (45%), provenientes de la base de datos Dialnet (40%) y especialmente de Perú (60%). Se resalta las diferencias de competencia digital de algunos docentes latinos; desde bajas habilidades cognitivas hasta altas capacidades digitales y una adecuada aplicación de los recursos técnicos (Colombia y Venezuela).

Abstract The current educational landscape requires teachers to develop digital competencies by articulating technology with pedagogy to meet the learning needs of students. The objective of the learning needs of students. The objective of this study was to carry out a systematic review of the publications on teachers’ digital competencies and academic performance in basic education, based on a systematic literature review. The main search engines were used, such as: Scielo, Dialnet and Redalyc, to choose 20 publications referring to the keywords related to teaching digital competence, academic performance and basic education. Noticeably, the results showed greater scientific production in 2022 (45%), coming from the Dialnet database (40%) and especially from Peru (60%). The differences in digital competence of some Latino teachers are highlighted; from low cognitive skills to high digital capabilities and an adequate application of technical resources (Colombia and Venezuela).

Abstract The present work reveals the importance of adopting situated perspectives for the creative appropriation of technology aimed at social inclusion, especially in contexts of punitive confinement. This study aims to contribute to the construction of the «Creative Appropriation of Technologies-Articulation of Curricular Contents» model, understanding it as a theoretical-methodological tool. The development of this model was carried out based on a pilot test in a juvenile penal center in an Argentine province, which enabled an empirical and situated approach. This case study provides relevant information for spaces of punitive confinement where a process of coconstruction between formal and non-formal educational practices is required. The results enable the understanding of the needs and challenges in the integration of technology in the education of young people deprived of liberty and highlight the need to build innovative initiatives that include the inscription of these orientations in institutional projects.

Resumen El presente trabajo revela la importancia de la adopción de perspectivas situadas para la apropiación creativa de tecnología orientadas a la inclusión social, especialmente en contextos de encierro punitivo. Este estudio se propone aportar a la construcción del modelo «Apropiación Creativa Tecnologías-Articulación Contenidos Curriculares» entendiéndolo como una herramienta teórica-metodológica. La elaboración de esta se realizó a partir de una prueba piloto en un centro penal juvenil de una provincia Argentina, lo cual posibilitó una aproximación empírica y situada. Este estudio de caso aporta información relevante para los espacios de encierro punitivo donde requieren de un proceso de coconstrucción entre las prácticas educativas formales y no formales. Los resultados posibilitan la comprensión de las necesidades y desafíos en la integración de tecnología en la educación de jóvenes privados de libertad y destacan la necesidad de construir iniciativas innovadoras que comprendan la inscripción de estas orientaciones en los proyectos institucionales.

Resumo Este trabalho revela a importância da adoção de perspectivas situadas para a apropriação criativa de tecnologia, voltadas para a inclusão social, especialmente em contextos de confinamento punitivo. Este estudo visa contribuir para a construção do modelo «Apropriação Criativa de Tecnologias-Articulação de Conteúdos Curriculares», entendendo-o como uma ferramenta teórico-metodológica. O desenvolvimento desta ferramenta foi realizado a partir de um teste piloto em um centro penal juvenil de uma província Argentina, o que possibilitou uma abordagem empírica e situada. Este estudo de caso fornece informações relevantes para espaços de confinamento punitivo onde é necessário um processo de co-construção entre práticas educativas formais e não formais. Os resultados permitem compreender as necessidades e desafios na integração da tecnologia na educação de jovens privados de liberdade e salientam a necessidade de construir iniciativas inovadoras que incluam a inscrição dessas orientações nos projetos institucionais.

ABSTRACT The assembly of cayenne pepper (Capsicum frutescens L.) cannot be separated from the direction of qualitative character development. This is based on the role of qualitative characters in determining nutritional content and market segments. Therefore, the analysis of qualitative characters in the F4 multiple cross cayenne pepper population needs to be done in determining the direction of line development in the next generation. The purpose of this study was to identify the inheritance pattern of qualitative traits and genotype grouping from a population of F4 multiple cross lines. The research was conducted at the Experimental Field of Hasanuddin University, Makassar, Indonesia. The study was designed with the concept of observation on 90 F4 multiple cross chili lines and three parental cultivars (Dewata F1, Bara and Ungara). Observations focused on 10 qualitative characters. The analysis showed that there are two types of diversity in this population, namely centralized diversity and distributed diversity. Centralized diversity consists of leaf color, book color, leaf shape, canopy density, stem color, fruit shape, and fruit tip shape. In contrast, characters that have a diverse distribution are crown color, young and old chili fruit color. The distribution results show three main groups, namely the Dewata-Bara group (27 genotypes), the Ungara group (16 genotypes) and the rest are groups outside of these two groups. Based on the whole study, the results of this evaluation are recommended as a consideration for the selection of F5 lines in supporting the direction of releasing chili cultivars from multiple cross.

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.

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.

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.

Abstract The entrepreneurial mission in universities has led to a paradigm shift, previously thought of as "research at the university". Now, this research must necessarily be associated with its transfer to the environment, contributing to the development of the territory. This transfer can take place in different ways. This research is focused on analyzing university spin-offs, which are mostly included within the Technology Based Companies (TBC), whose differentiating feature of competitiveness is the intensive use of scientific and technical knowledge. The objective is to identify the phases or stages of university TBEs, management needs and management control systems for their better performance. The research is descriptive, with a qualitative methodology, addressing two cases of university spin-offs arising from an Argentinean public management entity. The results show that, in the University selected as a case study, the presence of different factors recognized by the literature as drivers of technology transfer is evident, while in the two spin-offs analyzed, the stages within the life cycle proposed for EBTs by reference authors and the management control systems used for their planning and control were identified. JEL: M410

Resumen La misión emprendedora en las Universidades ha provocado un cambio de paradigma, antes se pensaba en “la investigación en la universidad”. Ahora, esta investigación necesariamente debe estar asociada a su transferencia al medio contribuyendo al desarrollo del territorio. Esta transferencia puede discurrir de diferentes maneras. Esta investigación se centra en analizar a las spin-off universitarias, las que, en su mayoría, se incluyen dentro de las Empresas de Base Tecnológica (EBT), cuyo rasgo diferenciador de competitividad es el uso intensivo del conocimiento científico y técnico. El objetivo es identificar las fases o etapas de las EBT universitarias, las necesidades de gestión y los sistemas de control de gestión para su mejor desempeño. La investigación es descriptiva, con una metodología cualitativa, abordándose dos casos de spin-off universitarias surgidas de una Entidad argentina de gestión pública. Los resultados arrojan que, en la Universidad seleccionada como caso de estudio, se evidencia la presencia de distintos factores reconocidos por la literatura como impulsores de la transferencia tecnológica, en tanto que, en las dos spin-off analizadas se identificaron las etapas dentro del ciclo de vida propuestas para las EBT por autores de referencia y los sistemas de control de gestión utilizados para su planificación y control. JEL: M410

Résumé La mission entrepreneuriale dans les universités a entraîné un changement de paradigme, que l’on pensait auparavant comme « la recherche à l’université ». Or, ces recherches doivent nécessairement être associées à leur transfert dans l’environnement, contribuant ainsi au développement du territoire. Ce transfert peut avoir lieu de différentes manières. Cette recherche se concentre sur l’analyse des spin-offs universitaires, dont la plupart sont incluses dans les entreprises technologiques (ET), dont la différenciation de la compétitivité est l’utilisation intensive des connaissances scientifiques et techniques. L’objectif est d’identifier les phases ou les étapes des ET universitaires, les besoins de gestion et les systèmes de contrôle de gestion pour leur meilleure performance. La recherche est descriptive, avec une méthodologie qualitative, et aborde deux cas de spin-offs universitaires découlant d’une entité de gestion publique argentine. Les résultats montrent que, dans l’Université choisie comme étude de cas, la présence de différents facteurs reconnus par la littérature comme moteurs du transfert de technologie est mise en évidence, tandis que dans les deux spin-offs analysées, les étapes du cycle de vie proposées pour les ET par les auteurs de référence et les systèmes de contrôle de gestion utilisés pour leur planification et leur contrôle ont été identifiés. JEL: M410

Resumo A missão empreendedora nas universidades provocou uma mudança de paradigma, antes pensada como "pesquisa na universidade". Ora, esta investigação deve necessariamente estar associada à sua transferência para o ambiente, contribuindo para o desenvolvimento do território. Essa transferência pode ocorrer de diferentes formas. Esta pesquisa concentra-se na análise de spin-offs universitários, a maioria dos quais está incluída nas Empresas de Base Tecnológica (EBT), cuja característica diferenciadora da competitividade é o uso intensivo de conhecimento científico e técnico. O objetivo é identificar as fases ou estágios das EBTs universitárias, suas necessidades de gestão e sistemas de controle gerencial para seu melhor desempenho. A pesquisa é descritiva, com metodologia qualitativa, abordando dois casos de spin-offs universitários que surgiram de uma entidade de gestão pública argentina. Os resultados mostram que, na Universidade selecionada como estudo de caso, evidencia-se a presença de diferentes fatores reconhecidos pela literatura como direcionadores da transferência de tecnologia, enquanto nos dois spin-offs analisados, foram identificadas as etapas do ciclo de vida propostas para EBTs por autores de referência e os sistemas de controle gerencial utilizados para seu planejamento e controle. JEL: M410

Abstract The healthcare context is undergoing a significant transformation, facing a series of complex and unprecedented challenges. This transformation is triggered by accessibility constraints to healthcare services, increased expectations from patients and sing financial burdens. Rather than being seen as unsolvable obstacles, these challenges can be perceived as powerful stimuli, encouraging the search for innovative and creative solutions, especially in a context where new digital technologies applicable to healthcare are emerging. In the context of this article, which shares a transformative vision of healthcare provision, we describe a pilot program developed for the Heart Failure ambulatory of the Internal Medicine Department at the Braga Local Health Unit (ULS-Braga). This proposal encompasses not only treatment, but also proactive health promotion, based on an approach that incorporates cutting-edge digital technology. The overall aim is to significantly expand the scope of outpatient services and provide innovative home care, bringing it closer to the specific needs of (healthy and sick) individuals.

Resumo O contexto da prestação de cuidados de saúde está a sofrer uma transformação significativa, enfrentando uma série de desafios complexos e sem precedentes. Esta transformação relaciona-se com preocupações prementes relacionadas com a acessibilidade aos serviços de saúde, a adaptação às expectativas dos doentes em constante evolução e aos crescentes encargos financeiros. Em vez de serem vistos como obstáculos intransponíveis, esses desafios podem ser percebidos como estímulos poderosos, estimulando a procura de soluções inovadoras e criativas, sobretudo num contexto onde existem novas tecnologias digitais com aplicabilidade à prestação de cuidados de saúde. No contexto deste artigo, que partilha uma visão transformadora da prestação de cuidados de saúde, descreve-se a proposta piloto desenvolvida para a consulta de Insufi-ciência Cardíaca do serviço de Medicina Interna, na Unidade Local de Saúde de Braga (ULS-Braga). Esta proposta engloba não só o tratamento, mas também a promoção proativa da saúde, assente numa abordagem que incorpora tecnologia digital de ponta. O objetivo global é expandir significativamente o alcance dos serviços de ambulatório e prestar cuidados domiciliares inovadores, aproximando-os mais das necessidades específicas das pessoas (saudáveis e com doença).

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.

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.