Resumen: La investigación determinó el efecto de la mediación de un videojuego educativo en el fortalecimiento de la resolución de problemas de matemáticas. El método cuantitativo con alcance descriptivo fue aplicado. La muestra fue no probabilística con 20 estudiantes de la Institución Educativa San Jorge, en la vereda Las Damas, Municipio de Purificación, Departamento de Tolima. Las variables estudiadas fueron: desempeño en resolución de problemas, mecánicas y percepción del videojuego. La encuesta inicial reflejó que un 90% no poseían habilidades matemáticas básicas y tenían una percepción negativa del área. Entonces, fue diseñada una estrategia educativa con un videojuego denominado Corredor Matemático de Pensamiento Variacional (Comapeva), en tercera persona con Unity 3D, Adobe Ilustrator y Autodesk 3d. Fue protagonizado por Comaco: joven aventurero que superó retos matemáticos. El guion narrativo combinó elementos del constructivismo, Aprendizaje Basado en Retos (ABR) y modelo instruccional ADDIE (Análisis, Diseño, Desarrollo, Implementación y Evaluación). La herramienta fue implementada con el apoyo de los docentes. Con el videojuego el 100% de los estudiantes resolvieron retos con diversas estrategias. Disminuyó un 21% el tiempo de desarrollo de los problemas, y un 33% las solicitudes de apoyo del docente. La concentración, atención, memoria, agilidad mental, interpretación y análisis fueron fortalecidas. El videojuego facilitó la construcción de conocimientos en matemáticas de forma sustancial. En consecuencia, fue innovador, motivador y permitió la trasformación de prácticas educativas según las necesidades de aprendizaje.

Abstract: The research considers the effect of the mediation of an educational video game in strengthening mathematics problem solving. The quantitative method with a descriptive scope was applied. The sample was non-probabilistic with 20 students from the San Jorge Educational Institution, in Las Damas village, Municipality of Purificación, Department of Tolima. The variables studied were problem-solving performance, game mechanics, and videogame perception. The initial survey showed that 90% of the students did not have basic mathematical skills and had a negative perception of the subject area. Therefore, an educational strategy was then designed using a video game called the Variational Thinking Mathematical Corridor (Comapeva). The game was developed in third person using Unity 3D, Adobe Illustrator, and Autodesk 3d. It starred Comaco: a young adventurer who overcame mathematical challenges. The narrative script combined elements of constructivism, Challenge-Based Learning (CBL) and instructional model ADDIE (Analysis, Design, Development, Implementation and Evaluation). The tool was implemented with the support of the teachers. With the video game, 100% of the students were able to solve challenges using various strategies. Problem development time decreased by 21%, and teacher support requests decreased by 33%. Concentration, attention, memory, mental agility, interpretation, and analysis skills were all strengthened. The video game facilitated the construction of knowledge in mathematics in a substantial way. Consequently, the video game was found to be innovative and motivating, and it allowed for the transformation of educational practices according to the students' learning needs.

Abstract This action research study focused on determining the contribution of digital reading through the Edpuzzle platform to improve reading comprehension in 21 fifth-grade students from a municipal elementary school in Chile. It was carried out over seven sessions during which reading comprehension activities in Edpuzzle were used to identify specific information. Data were collected through statistics provided by Edpuzzle, a Likert scale, and two focus groups. Although the results did not reveal significant progress in the evaluated skill, most participants expressed a positive perception of their performance during the interventions. Therefore, these findings may be relevant for those seeking to use online platforms like Edpuzzle to improve students' reading comprehension, as despite the lack of evident improvements, participants enjoyed the activities and experienced a sense of achievement.

Resumen Este estudio de investigación acción se centró en determinar la contribución de la lectura digital a través de la plataforma Edpuzzle para mejorar la comprensión lectora en 21 estudiantes de quinto año de una escuela básica municipal en Chile. Se llevó a cabo durante siete sesiones en las cuales se utilizaron actividades de comprensión lectora en Edpuzzle para identificar información específica. Los datos se recopilaron a través de las estadísticas proporcionadas por Edpuzzle, una escala Likert y dos grupos focales. Aunque los resultados no revelaron un avance significativo en la habilidad evaluada, la mayoría de los participantes expresaron una percepción positiva sobre su desempeño durante las intervenciones. Por lo cual, estos hallazgos pueden ser relevantes para quienes buscan utilizar plataformas en línea como Edpuzzle para mejorar la comprensión lectora de los estudiantes, ya que, a pesar de la falta de mejoras evidentes, los participantes disfrutaron de las actividades y experimentaron una sensación de logro.

ABSTRACT The improvement of the professional training process is a current need in all university courses, which includes Physical Culture; from this context, the eminently pedagogical nature of this professional profile is declared in the Study Plan, so it is necessary to prepare students in professional pedagogical skills, starting from the management process. To delve deeper into the topic, a research was carried out with the aim of developing strategic actions for the management of professional pedagogical skills in second-year students of the Bachelor's degree in Physical Culture, at the University of Physical Culture and Sports Sciences. "Manuel Fajardo." In the development of the study there were used scientific methods of the theoretical level such as analytical-synthetic and inductive-deductive methods; of the empirical level, observation, interview, surveys, documentary analysis, expert judgment and user judgment and of the statistician-mathematician, empirical frequency distributions. The results of the diagnosis made it possible to detect insufficiencies in the management process with respect to the development of professional pedagogical skills, so strategic actions were developed that were theoretically validated by the experts, who classified them as very appropriate and this same category was assigned by users to denote the feasibility of its implementation. After the application of the strategic actions, higher levels of development of professional pedagogical skills were evident in the sample studied.

RESUMO A melhoria do processo de formação profissional é uma necessidade atual em todos os cursos universitários, o que inclui Cultura Física; A partir deste contexto, a natureza eminentemente pedagógica deste perfil profissional é declarada no Plano de Estudos, pelo que é necessário preparar os alunos em competências pedagógicas profissionais, a partir do processo de gestão. Para aprofundar o tema, foi realizada uma investigação com o objetivo de desenvolver ações estratégicas para a gestão das competências pedagógicas profissionais em alunos do segundo ano do curso de Licenciatura em Cultura Física, da Universidade de Cultura Física e Ciências do Desporto”. Manoel Fajardo." No desenvolvimento do estudo foram utilizados métodos científicos de nível teórico, como analítico-sintético e indutivo-dedutivo; no nível empírico, observação, entrevista, levantamentos, análise documental, avaliação de especialistas e avaliação de usuários; do estatístico-matemático, distribuições de frequência empíricas. Os resultados do diagnóstico permitiram detectar insuficiências no processo de gestão no que diz respeito ao desenvolvimento de competências pedagógicas profissionais, pelo que foram desenvolvidas ações estratégicas que foram validadas teoricamente pelos especialistas, que as classificaram como muito adequadas e esta mesma categoria foi atribuída pelos usuários para denotar a viabilidade de sua implementação. Após a aplicação das ações estratégicas, ficaram evidentes níveis mais elevados de desenvolvimento de competências pedagógicas profissionais na amostra estudada.

RESUMEN El perfeccionamiento del proceso de formación de profesionales es una necesidad actual en todas las carreras universitarias, en la que se incluye la Cultura Física; desde este contexto, se declara en el Plan de estudio el carácter eminentemente pedagógico de este perfil profesional, por lo que es necesario preparar a los estudiantes en habilidades profesionales pedagógicas, a partir del proceso de gestión. Para ahondar en la temática, se realizó una investigación con el objetivo de elaborar acciones estratégicas para la gestión de habilidades profesionales pedagógicas en estudiantes de segundo año de la carrera Licenciatura en Cultura Física, en la Universidad de Ciencias de la Cultura Física y el Deporte “Manuel Fajardo”. En el desarrollo del estudio, se emplearon métodos científicos del nivel teórico como el analítico-sintético e inductivo-deductivo; del nivel empírico, la observación, entrevista, encuestas, análisis documental, criterio de expertos y criterio de usuarios; del estadístico-matemático, distribuciones empíricas de frecuencias. Los resultados del diagnóstico permitieron detectar insuficiencias en el proceso de gestión con respecto al desarrollo de las habilidades profesionales pedagógicas, por lo que se elaboraron acciones estratégicas que fueron validadas teóricamente por los expertos, quienes las calificaron de muy adecuadas y esta misma categoría fue asignada por los usuarios para denotar la factibilidad de su implementación. Luego de la aplicación de las acciones estratégicas, se evidenciaron niveles superiores de desarrollo de las habilidades profesionales pedagógicas en la muestra estudiada.

Abstract This article presents a research aimed at developing a voice assistant application for higher education students with the purpose of enhancing their language skills in the English language for job interviews. A study was carried out using a Survey-type instrument with a sample of 63 students from the Faculty of Political and Social Sciences of the Autonomous University of Queretaro. The results indicate that English language is a very important skill for the students to compete in the work market, and directly impacts the opportunities and salary they could obtain as professionals. Additionally, the results show that students do not feel confident about their English speaking abilities for professional purposes and using it for a job interview. Therefore, a strategy was designed to develop English language skills through a voice assistant application that provides students with autonomous and constant, ubiquitous, and timeless practice. After presenting the prototype of the application, as a result, students and faculty members believe that the application could be useful, innovative, and represents a tool that can be used inside and outside the classroom to practice conversation for a job interview.

Resumo Este artigo apresenta pesquisa que tem como objetivo desenvolver um aplicativo de assistente de voz para estudantes do ensino superior como objetivo de aprimorar suas habilidades linguísticas na língua inglesa para entrevistas de emprego. Para tanto, foi realizado um estudo aplicando um instrumento do tipo pesquisa em uma amostra de 63 estudantes da Faculdade de Ciências Políticas e Sociais da Universidade Autônoma de Querétaro. Os resultados indicam que para os estudantes ter a língua inglesa como habilidade para competir no mercado de trabalho é muito importante e impacta diretamente nas oportunidades e no salário que poderiam obter como profissionais. Da mesma forma, os alunos não se sentem confiantes em seu nível de habilidade para falar a língua inglesa para fins profissionais e utilizála para uma entrevista de emprego. Por este motivo, foi desenhada uma estratégia para desenvolver competências na língua inglesa através de uma aplicação de assistente de voz que proporciona aos alunos uma prática autónoma e constante, omnipresente e intemporal. Após apresentar o protótipo do aplicativo, como resultado, os alunos e professores da faculdade acreditam que o aplicativo pode ser útil, inovador e representa uma ferramenta que pode ser utilizada dentro e fora da sala de aula para praticar conversação para um trabalho de entrevista.

Resumen Este artículo presenta una investigación que tiene como objetivo desarrollar una aplicación de asistente de voz para estudiantes de educación superior con el fin de potencializar sus habilidades lingüísticas en el idioma inglés para entrevistas laborales. Para ello, se realizó un estudio aplicando un instrumento tipo encuesta en una muestra de 63 estudiantes de la Facultad de Ciencias Políticas y Sociales de la Universidad Autónoma de Querétaro. Los resultados indican que para los estudiantes contar con el idioma inglés como habilidad para competir en el campo laboral es muy importante e impacta directamente en las oportunidades y el salario que podrían obtener como profesionistas. Asimismo, los alumnos no se sienten seguros de su nivel de habilidad para hablar en el idioma inglés con fines profesionales y utilizarlo para una entrevista laboral. Por eso, se diseñó una estrategia para desarrollar las habilidades de la lengua inglesa a través de una aplicación para asistente de voz que provee a los estudiantes una práctica autónoma y constante, ubicua y atemporal. Luego de presentar el prototipo de la aplicación, como resultado, los estudiantes y docentes de la facultad opinan que la aplicación puede ser útil, innovadora y representa una herramienta que se puede utilizar dentro y fuera del salón de clase para practicar la conversación para una entrevista laboral.

Abstract University-level writing is a skill in which other basic cognitive, discursive and linguistic skills are involved. Often students’ first year higher education students have difficulties writing in their chosen discipline, which may affect their academic performance. The aim of this quantitative cross-sectional and correlational study is to evaluate the relationships between three predictor variables supported by previous research (academic vocabulary, academic language, and reading comprehension) and academic writing. Sixty-one first-year college students were assessed on the predictor variables and academic writing during the Covid-19 pandemic. The results show that students have a relatively high mastery of academic vocabulary, a medium one of academic language skills, a low one of reading comprehension, and a very low one of academic writing. In the subsample that completed all assessments (n=42), significant moderate and strong correlations were identified between variables and academic writing, except for academic vocabulary. Results suggest that academic language skills, particularly connectors, and reading comprehension could be ideal candidates for intervention efforts that help strengthen the academic writing process of new college students.

Resumo Escrever na universidade é uma habilidade na qual intervêm outras habilidades cognitivas, discursivas e linguísticas básicas. Porém, identificou-se que, frequentemente, os alunos ingressantes no ensino superior apresentam dificuldades de escrita dentro de sua disciplina, o que pode afetar seu desempenho acadêmico. Portanto, o objetivo deste estudo foi avaliar as relações existentes entre três variáveis preditoras apoiadas em pesquisas anteriores (vocabulário acadêmico, linguagem acadêmica e compreensão de leitura) com a escrita acadêmica. Para isso, o método de pesquisa utilizado foi quantitativo, transversal e correlacional. Três grupos de estudantes universitários do primeiro ano (n = 61) foram avaliados quanto às variáveis preditoras e à escrita acadêmica durante a pandemia de Covid-19. Os resultados mostraram que os alunos tinham proficiência relativamente alta em vocabulário acadêmico, média em habilidades linguísticas acadêmicas, baixa compreensão de leitura e muito baixa em redação acadêmica. Na subamostra que completou todos os testes (n = 42), foram identificadas correlações significativas moderadas a fortes entre as variáveis testadas e a escrita acadêmica, exceto o vocabulário acadêmico. Estas descobertas sugerem que as competências linguísticas académicas, especialmente o uso adequado de conectores, e a compreensão da leitura, podem ser candidatos ideais para esforços de intervenção para ajudar a fortalecer o processo de escrita académica dos novos estudantes universitários.

Resumen La escritura en la universidad es una habilidad en la que intervienen otras destrezas básicas de corte cognitivo, discursivo y lingüístico. Sin embargo, se ha identificado que, con frecuencia, los alumnos de nuevo ingreso a la educación superior presentan dificultades para escribir dentro de su disciplina, lo cual puede afectar su desempeño académico. Por eso, el objetivo de este estudio fue evaluar las relaciones que existen entre tres variables predictoras sustentadas en investigaciones previas (vocabulario académico, lenguaje académico y comprensión lectora) con la escritura académica. Para ello, el método de investigación empleado fue de corte cuantitativo transversal y correlacional. Tres grupos de estudiantes universitarios de primer año (n = 61) fueron evaluados en las variables predictoras y la escritura académica durante la pandemia del covid-19. Los resultados mostraron que los estudiantes presentaban un dominio relativamente alto en vocabulario académico, medio en habilidades del lenguaje académico, bajo en comprensión lectora, y muy bajo en escritura académica. En la submuestra que completó todas las pruebas (n = 42), se identificaron correlaciones significativas de moderadas a fuertes entre las variables evaluadas y la escritura académica, excepto para el vocabulario académico. Estos hallazgos sugieren que las habilidades del lenguaje académico, especialmente el uso adecuado de los conectores, y la comprensión lectora, pudieran ser candidatos ideales para los esfuerzos de intervención que ayuden a fortalecer el proceso de escritura académica de los estudiantes de nuevo ingreso a la universidad.

RESUMEN El propósito de la investigación fue mejorar la enseñanza de ecuaciones lineales con dos incógnitas a través de una estrategia didáctica apoyada en Moodle. Se empleó un enfoque cuantitativo, de tipo correlacional e investigativo, con alcance aplicado y la combinación de métodos teóricos, empíricos y estadísticos-matemáticos. El diagnóstico reveló dificultades en la comprensión de los conceptos matemáticos asociados a las ecuaciones lineales con dos incógnitas. Los resultados muestran una estrategia didáctica con apoyo en la plataforma Moodle basado en las teorías constructivistas, que facilita la comprensión de conceptos abstractos, promueve la participación activa, la aplicación práctica y la construcción de significado en los estudiantes. La propuesta implementada consistió en actividades colaborativas, recursos multimedia y evaluaciones en Moodle. Los resultados sobre la efectividad de la propuesta demuestran aceptación por el empleo de multimedia, presentaciones, adecuarse al ritmo de aprendizaje y nivel de habilidad de los estudiantes, los ejercicios ayudaron a mejorar la comprensión. Sin embargo, en las evaluaciones se apreció mejoría y también reservas.La aplicación del Índices NPSa docentes implicados en la evaluación del trabajo determinódiferencia de 80 unidades porcentuales, superior a las 50 exigidas y demuestra que es aceptada y se recomienda por los docentes.

ABSTRACT The purpose of the research was to improve the teaching of linear equations with two unknowns through a teaching strategy supported by Moodle. A quantitative, correlational and investigative approach was used, with applied scope and the combination of theoretical, empirical and statistical-mathematical methods. The diagnosis revealed difficulties in understanding the mathematical concepts associated with linear equations with two unknowns. The results show a teaching strategy supported by the Moodle platform based on constructivist theories, which facilitates the understanding of abstract concepts, promotes active participation, practical application and the construction of meaning in students. The implemented proposal consisted of collaborative activities, multimedia resources and evaluations in Moodle. The results on the effectiveness of the proposal demonstrate acceptance for the use of multimedia, presentations, adapting to the learning pace and skill level of the students, the exercises helped to improve understanding. However, in the evaluations, improvement and also reservations were noted. The application of the NPS Index to teachers involved in the experience determined a difference of 80 percentage units, higher than the 50 required and shows that it is accepted and recommended by the teachers.

Abstract Objective To investigate the epidemiology of injury types among jiu-jitsu practitioners, as well as the incidence regarding different skill and experience levels, through the question: "What are the characteristics and prevalence of musculoskeletal injuries in Jiu-Jitsu practitioners?". Methods Since the beginning of the study, in August 2020, we conducted a search on the MEDLINE, LILACS, and SciELO electronic databases. We included cross-sectional studies published between 2018 and 2023 on the epidemiology of the types of injuries among jiu-jitsu practitioners that compared their incidence regarding different levels of ability and experience. Two independent researchers performed the data extraction and assessed the risk of bias. Results Seven studies were included. The common outcomes involved 2,847 jiu-jitsu practitioners. A high prevalence in the knee joint and chest and rib areas was reported. Considering the difference in experience level among the practitioners, we could observe that most of the individuals included were beginners. Among the age groups observed, male practitioners older than 30 years of age were the ones who presented the highest rate of musculoskeletal injury, especially during training sessions. Conclusion There is a high prevalence of musculoskeletal injuries among jiu-jitsu practitioners. The most affected anatomical segments are the knee joint, the chest, and the rib region, followed by the shoulder joint. The related factors change according to certain variables, being more common during training in male individuals over 30 years of age and beginners in the sport. jiujitsu jiu jitsu question What JiuJitsu Jiu Jitsu . practitioners?" study 2020 MEDLINE LILACS databases crosssectional cross sectional 201 202 bias 2847 2 847 2,84 reported observed 3 sessions region variables sport practitioners? 20 284 84 2,8 28 8 2,

Resumo Objetivo Investigar a epidemiologia dos tipos de lesões entre praticantes de jiu-jitsu e sua incidência em diferentes níveis de habilidade e experiência por meio da questão: "Quais as características e a prevalência das lesões musculoesqueléticas em praticantes de jiu-jitsu?" Métodos Desde o início do estudo, em agosto de 2020, foram pesquisados os bancos de dados MEDLINE, LILACS e SciELO. Foram incluídos estudos transversais, publicados entre 2018 e 2023, que investigaram a epidemiologia dos tipos de lesões ocorridas entre praticantes de jiu-jitsu e compararam sua incidência em diferentes níveis de habilidade e experiência. Para tanto, dois pesquisadores independentes realizaram a extração dos dados e avaliaram o risco de viés. Resultados Sete estudos foram incluídos. Os resultados comuns envolveram 2.847 praticantes de jiu-jitsu. Houve uma alta prevalência de lesão na articulação do joelho e nas áreas do tórax e das costelas. Considerando a diferença de nível de experiência entre os praticantes, pôde-se observar que a maioria dos indivíduos incluídos eram iniciantes. Entre as faixas etárias observadas, homens acima de 30 anos de idade foram os que mais apresentaram lesões musculoesqueléticas, principalmente durante os treinos. Conclusão Houve uma alta prevalência de lesões musculoesqueléticas entre os praticantes de jiu-jitsu. Os segmentos anatômicos mais acometidos foram a articulação do joelho, o tórax e a região das costelas, seguidos da articulação do ombro. Os fatores relacionados mudaram de acordo com algumas variáveis, sendo mais comuns durante o treinamento em indivíduos do sexo masculino com mais de 30 anos e iniciantes na modalidade. jiujitsu jiu jitsu questão Quais jiu-jitsu? estudo 2020 MEDLINE SciELO transversais 201 2023 tanto viés 2847 2 847 2.84 jiujitsu. jitsu. costelas pôdese pôde se observadas 3 treinos ombro variáveis modalidade 202 20 284 84 2.8 28 8 2.

Abstract Written production is one of the most concerning issues regarding the skill development of the student population at all levels. However, research on related topics, both in student writing samples and in other samples of written and spoken language, remains limited and has little or no impact on the didactics and assessment of this skill in teaching practice. Therefore, it is relevant to review the studies currently conducted in the country, based on the publications of this century, to answer the question of how academic writing has continued to be approached in Costa Rica and determine if there are any changes with respect to the situation of the previous century. At the same time, this systematic review of academic sources enables an analysis of their approaches, objectives, proposals, and conclusions. The 21st century represents a paradigm shift, as Carlos Sanchez takes up the proposals of Rodino, Ross, and Vincenzi, who were the only authors offering a nontraditional vision in the last century. Since then, the contribution of most of the new researchers has followed the direction of these pioneers, which augurs a promising future for academic production and, hopefully, for the teaching of writing in Costa Rica. These studies indicate a pressing need to change how this subject is taught in this country.

Resumen La expresión escrita es uno de los temas más preocupantes en relación con el desarrollo de habilidades de la población estudiantil de todos los niveles. A pesar de ello, la investigación sobre temas afines, tanto entre muestras de escritura de estudiantes como en otras muestras de lengua escrita y oral, es escasa, y tiene un impacto mínimo o nulo en la didáctica y la evaluación de esta habilidad en la práctica docente. De ahí que resulte pertinente revisar los estudios llevados a cabo en el país, a partir de las publicaciones realizadas en el presente siglo, con el fin de resolver la pregunta de cómo se ha seguido abordando el tema de la escritura académica en Costa Rica y determinar si existen cambios con respecto a la situación del siglo anterior. A la vez, esta revisión sistemática de las fuentes académicas permite hacer un análisis en cuanto a sus enfoques, objetivos, propuestas y conclusiones. El siglo XXI representa un giro de paradigma, con Carlos Sánchez, quien retoma las propuestas de Rodino, Ross y Vincenzi, únicos autores que mostraron una visión no tradicional en el siglo anterior. A partir de entonces, el aporte de la mayoría de los nuevos investigadores sigue la línea de estos pioneros, lo cual augura un futuro promisorio para la producción académica y, ojalá, de la didáctica de la escritura en Costa Rica. Los estudios realizados demuestran que es urgente un cambio en la enseñanza de este tema en nuestro país.

With the research discussed here I aimed to examine the effect of the COVID-19 pandemic on primary school mathematics teaching processes and specifically the teaching process of 1st-grade geometric shapes. A holistic multiple case study design was used in this qualitative research. The participants were primary school teachers who have taught both processes and geometric shapes in 1st grade primary school and were selected using purposive sampling. Semi-structured interviews based on an interview form developed by me was used as data collection instrument. In this form, questions about the 4 skills in the programme related to geometry were included. Lesson content, materials, and content related to the method of expression related to each skill were examined comparatively during and before the COVID-19 pandemic. Semi-structured interviews during which the questions on the form were asked, were conducted with participating teachers. The content analysis technique was used to analyse the obtained data. The results of the analysis show that the transition to online education during the COVID-19 pandemic had serious consequences. Positive and negative effects were found in both primary school mathematics teaching process and the teaching process of geometric shapes in the 1st grade.

ABSTRACT The objective of this article is to analyze the pressing challenges surrounding the contemporary labor training of schoolchildren. Central to this analysis is the recognition of the profound impact of technology on shaping the workforce's competencies. Then, it justifies the imperative need for cultivating personal, general professional competencies among schoolchildren, emphasizing the pivotal role such competencies play in navigating the complexities of the modern job market. To accomplish this the transformative role of educators in preparing students for modern work habits is of special relevance. We highlight that educators in addition to facilitating the learning process should be provocatory, so the benefits of open-ended questions as a pedagogical tool emerge for serving not only as knowledge transfer but also as critical thinking, problem-solving, and adaptability catalysts towards ever-evolving workforce demands. Considering the above, this research clarifies practical measures formal schooling must prioritize in an increasingly vocational skill-driven economy like Azerbaijan, where people require lifelong learning over one-time preparation.

RESUMEN El objetivo de este artículo es analizar los desafíos apremiantes que rodean la formación laboral contemporánea de los escolares. Un elemento central de este análisis es el reconocimiento del profundo impacto de la tecnología en la configuración de las competencias de la fuerza laboral. Entonces, se justifica la necesidad imperativa de cultivar competencias profesionales personales y generales entre los escolares, enfatizando el papel fundamental que desempeñan dichas competencias en la navegación por las complejidades del mercado laboral moderno. Para lograr esto, el papel transformador de los educadores al preparar a los estudiantes para los hábitos de trabajo modernos es de especial relevancia. Resaltamos que los educadores además de facilitar el proceso de aprendizaje deben ser provocadores, por lo que emergen los beneficios de las preguntas abiertas como herramienta pedagógica por servir no sólo como transferencia de conocimiento sino también como catalizadores del pensamiento crítico, la resolución de problemas y la adaptabilidad hacia un futuro cada vez más exitoso. demandas laborales en evolución. Teniendo en cuenta lo anterior, esta investigación aclara las medidas prácticas que la escolarización formal debe priorizar en una economía cada vez más impulsada por las habilidades vocacionales como la de Azerbaiyán, donde las personas requieren un aprendizaje permanente en lugar de una preparación única.

ABSTRACT Attention to the self-exercise skill of physical exercise constitutes a point of reference for the fulfillment of the strategic objectives set by Cuban universities, particularly in the Physical Education discipline of Study Plan E, as a content of the curriculum that favors the student's protagonism in his/her own learning process, constitutes a necessity in the face of the changes that are taking place in the Cuban Higher Education system, given fundamentally by conditions that arose from physical isolation caused by COVID 19, coupled with the lack of skills to perform physical activity and to guarantee inclusive, equitable and quality education. The objective of this work is to develop a didactic strategy for the training of the self-exercise skill of physical exercise; qualitative and quantitative methods are used in the research. It begins with the diagnosis, using different methods and techniques, such as surveys and interviews. In addition, tests are applied to evaluate the physical condition and insufficiencies presented by Physical Education students of the Veterinary Medicine career at the Agrarian University of Havana. The systematization and the theoretical and methodological foundations analyzed allowed the design of a didactic strategy, which has four stages, each of them with its objective and system of actions, which are offered as a result for the formation of the self-exercise skill of the physical exercise in the students studied. The evidence of the learning acquired by the students, the assessment of specialists indicates an improvement in physical fitness levels, the proposed actions respond to the purpose for which the strategy was conceived.

RESUMEN La atención a la habilidad auto ejercitación del ejercicio físico constituye punto de referencia para el cumplimiento de los objetivos estratégicos planteados por las universidades cubanas, particularmente en la disciplina Educación Física del Plan de estudios E, como un contenido del currículo que favorece el protagonismo del estudiante en su propio proceso de aprendizaje, constituye una necesidad antes los cambios que se operan en el sistema de Educación Superior Cubano, dado fundamentalmente por condiciones que surgieron de aislamiento físico provocado por la COVID 19, unido a la falta de habilidades para realizar actividad física y por garantizar una educación inclusiva, equitativa y de calidad. El objetivo de este trabajo consiste en elaborar una estrategia didáctica para la formación de la habilidad auto ejercitación del ejercicio físico; en la investigación se emplean métodos cualitativos y cuantitativos. Se inicia con el diagnóstico, utilizándose diferentes métodos y técnicas, como la encuesta, la entrevista. Además, se aplica los test para evaluar la condición física y de las insuficiencias que presenta los estudiantes de Educación Física de la carrera de Medicina Veterinaria de la Universidad Agraria de La Habana. La sistematización y los fundamentos teóricos y metodológicos analizados permitieron diseñar una estrategia didáctica, la cual cuenta de cuatro etapas, cada una de ellas con su objetivo y sistema de acciones, las cuales se ofrecen como resultado para la formación de la habilidad auto ejercitación del ejercicio físico en los estudiantes objetos de estudio. La evidencia de los aprendizajes adquiridos por los estudiantes, la valoración de especialistas indica una mejora de los niveles de condición física, las acciones propuestas responden al propósito para el cual fue concebida la estrategia.

RESUMO A atenção à habilidade de autoexercício do exercício físico constitui um ponto de referência para o cumprimento dos objetivos estratégicos traçados pelas universidades cubanas, particularmente na disciplina de Educação Física do Currículo E, como conteúdo do currículo que favorece o protagonismo do aluno. o seu próprio processo de aprendizagem, constitui uma necessidade face às mudanças que estão a ocorrer no sistema de ensino superior cubano, dadas fundamentalmente pelas condições que surgiram do isolamento físico causado pela COVID 19, juntamente com a falta de competências para a realização de actividade física e garantir uma educação inclusiva, equitativa e de qualidade. O objetivo deste trabalho é desenvolver uma estratégia didática para o treinamento da habilidade de autoexercício do exercício físico; Métodos qualitativos e quantitativos são utilizados na pesquisa. Começa com o diagnóstico, utilizando diferentes métodos e técnicas, como inquéritos e entrevistas. Além disso, são aplicados testes para avaliar a condição física e as insuficiências apresentadas pelos estudantes de Educação Física da carreira de Medicina Veterinária da Universidade Agrária de Havana. A sistematização e os fundamentos teóricos e metodológicos analisados permitiram o desenho de uma estratégia didática, que conta com quatro etapas, cada uma delas com seu objetivo e sistema de ações, que são oferecidas como resultado para a formação da habilidade de autoexercício do exercício físico nos alunos estudados. A evidência das aprendizagens adquiridas pelos alunos, a avaliação dos especialistas indica uma melhoria nos níveis de aptidão física, as ações propostas respondem ao propósito para o qual a estratégia foi concebida.

This research explores the employability of Technical and Vocational Education and Training (TVET) college graduates in the Fourth Industrial Revolution (4IR) era in South Africa. It examines the role of TVET lecturers in providing skills that are relevant to the contemporary period. The study uses qualitative research inspired by the interpretivist approach, and a purposive sampling strategy to get the perspectives of TVET lecturers and employers. It was observed that TVET lecturers play a minimal role in the development of the curriculum due to a rigid top-down approach from the Ministry of Higher Education. Companies are forming partnerships with TVET colleges by offering places for in-service training, practicals and internships. The study reveals that South African businesses have adopted 4IR-related technologies, requiring a skilled TVET force that is ready for these transformations. The findings highlight the need for regular curriculum transformation and the importance of TVET education in producing artisans, technologists and technicians that are vital for the South African economy on an ongoing basis.

The current business climate has been described as being volatile, uncertain, complex, and ambiguous (VUCA). This new world paradigm requires new skill sets. Professional bodies are responding to changes created by this new-world paradigm that university graduates will enter with revised competency frameworks that focus on business, digital, relational, and decision-making acumen (SAICA 2021b) and include both professional (i.e., non-technical) and technical skills. Historically, accounting departments that trained chartered accountants focused on developing technical competencies in students and did not have a tradition of research. Accounting departments are investigating various teaching initiatives or tools to help develop nontechnical skills in response to the changing work environment and to comply with the updated Competency Framework. Research projects, where students must formulate and investigate an unstructured question and present their findings, are used globally as a tool to develop professional competencies; however, there is limited application of research projects in the training of aspirant chartered accountants in South Africa. The 2020 cohort of postgraduate accounting students at a South African university provided a unique opportunity to investigate students' perceptions of professional skills competency development through a group research project as very few had prior experience in conducting research. This study documents students' perceptions of the use of the research project as a learning tool to develop specific professional competencies not traditionally taught and assessed. Although students found the research challenging, they believed that it supported the professional competency development required of future graduates that was not previously addressed appropriately.

The Fourth Industrial Revolution necessitates relevant initiatives to stay abreast. Higher education plays a pivotal role in providing nuanced opportunities for the future workforce and enabling students to address real-world problems in a complex world. Despite new developments, it is not clear how the Fourth Industrial Revolution will influence the educational sector. We followed a systematic review approach with the aim of providing a comprehensive view on crucial strategies and skills for the Fourth Industrial Revolution. We applied the processes of Evidence for Policy and Practice Information and Co-ordinating Centre as a guideline for conducting the systematic review and retrieved relevant articles published from 2017 to 2021. The results highlight that critical thinking is the most emphasised skill and student-centred teaching-learning strategies are essential for the Fourth Industrial Revolution and future demands. Implications for self-directed learning were also outlined.

RESUMEN Objetivo: Este artículo centra como propósito fundamental esclarecer la relación entre el desarrollo cognitivo y la actitud de los estudiantes universitarios ante el aborto. El desarrollo cognitivo es la implementación de habilidades de procesamiento de información que nos permiten adaptarnos al medio, su nivel define nuestra inteligencia. El rendimiento académico ha sido asociado a esta última, cuando en realidad lo que mide es el nivel de integración de un sujeto a un sistema educativo. Este sistema educativo puede ser defectuoso o, peor aún, puede estar idiologizado. Por su parte, el aborto es una materia ideologizada que ha sido justificada desde perspectivas reduccionistas y simplistas que están presentes cada vez más en los sistemas educativos. Métodos: La investigación es de tipo cuantitativo, transversal y con alcance correlacional y cuasi-experimental. El rendimiento académico se midió a partir del resultado de la nota de grado del bachillerato y la calificación universitaria promedio en la carrera universitaria. La medición del razonamiento abstracto fue realizada por medio del Test de Analogías Figurales (TAF) digitalizado (Blum, Galibert, Abal, Lozzia, y Attorresi, 2011). Para medir la actitud hacia el aborto, se utilizó la herramienta de Cucalón y Marcial (2017). Resultados: Se pudo establecer una relación significativa entre el rendimiento académico (como índice del nivel de integración al sistema educativo) y la actitud positiva hacia el aborto. El razonamiento abstracto, habilidad más representativa del desarrollo cognitivo humano, resultó ser la más débil de las calculadas. Conclusión: Se requiere una reflexión tanto sobre la calidad de nuestro sistema educativo como sobre su efecto ideologizante. La actitud hacia el aborto no correlaciona con el desarrollo cognitivo sino con la capacidad de adaptarse de un sujeto a un sistema educativo defectuoso. Por tanto, se concluye que la capacidad de ideologizarse es producto de la acción de este mismo sistema, lo cual representa una infinidad de nuevas reflexiones acerca de hacia dónde van nuestras sociedades y qué papel está desempeñando precisamente la Educación Superior institucionalizada en esta deriva.

ABSTRACT Objective: This paper aims at understanding the correlation of cognitive development and university students’ attitude toward abortion. Cognitive development is the implementation of information processing skills that allow us to adapt to the environment as an indicator of the individual intelligence. Academic achievement has been associated to intelligence rather than to the subject’s integrative ability to the local educative system. This system might be imperfect or ideologized. Though there are biases against abortion, it is commonly justified in educative systems from a reductionist perspective. Methods: The researcher follows a quantitative, transversal, correlational and cuasi-experimental approach. Final grades at senior high school and average grading at the university were used to assess academic achievement; abstract reasoning assessment was completed using Blum, Galibert, Abal, Lozzia, and Attorresi’s (2001) tool; whereas Cucalón and Marcial (2017) was used to explore students’ attitude towards abortion. Results: The findings show there is a significant relationship between academic performance at the university (as an index of the level of integration to the educational system) and the positive attitude towards abortion. Abstract reasoning, the most representative skill of human cognitive development, results the variable of lowest ranks. Conclusión: Educational authorities should reconsider the quality of the educational system and its ideologizing effect. The attitudes towards abortion do no correlates to cognitive development but to the individual capacity to adapt to the imperfect educative system. The author reaches at the conclusions that idelologizing capacity is a product of the own educative system, and calls the attention on the need of rethinking the targets of our society and higher education in the country.