Resumen: La ecoformación es entendida como una filosofía de vida que promueve la armonía en las relaciones de los individuos consigo mismos, los otros seres vivos (humanos y no humanos) y el planeta. Este estudio tuvo como objetivo general analizar la puesta en práctica de la ecoformación en la docencia universitaria, a partir de la experiencia de la Universidad Castro Carazo (de Costa Rica). Como objetivos específicos, se planteó identificar los cambios epistemológicos necesarios que acompañan la implementación de la ecoformación y recopilar estrategias pedagógicas utilizadas por el profesorado para ejercerla. El trabajo presenta herramientas para docentes y universidades que deseen emplear la ecoformación, con el fin de responder a una necesidad planetaria: actuar frente a la crisis humana y medioambiental. Metodológicamente, se tuvo un abordaje cualitativo, bajo un diseño de estudio de caso. Se combinaron entrevistas semiestructuradas y un cuestionario virtual anónimo; las personas participantes fueron docentes, personal administrativo y autoridades de la universidad (120 en total). Se contabilizan 85 prácticas pedagógicas. El análisis de resultados se realizó mediante ocho categorías, definidas a posteriori, con base en los hallazgos (para cada categoría, se indica entre paréntesis la cantidad de ejemplos mencionados): perspectiva diferente respecto al acto educativo (11), énfasis en el aprendizaje (9) y en las personas estudiantes (11), la conciencia planetaria como eje o temática para trabajos estudiantiles (19), la aplicación contextualizada de las carreras o profesiones en que se está formando al estudiantado (14), la evaluación auténtica de los aprendizajes (14), la incorporación de actividades lúdicas en los cursos (7) y el uso de herramientas tecnológicas (10). Para cada categoría se enlistaron los ejemplos brindados por las personas participantes. En conclusión, es necesario transformar la visión acerca del acto educativo y sus elementos para ser coherente con la ecoformación, incluyendo en ello la conciencia planetaria. Además, se considera que, si bien el contexto del estudio es la educación superior, los resultados pueden aplicarse en otros niveles y contextos educativos.

Resumo: A ecoformação é entendida como uma filosofia de vida que promove a harmonia nas relações dos indivíduos consigo mesmos, com os demais seres vivos (humanos e não humanos) e com o planeta. O objetivo geral deste estudo foi analisar a implementação da ecoformação no ensino universitário, a partir da experiência da Universidade Castro Carazo (na Costa Rica). Como objetivos específicos, propôs-se identificar as mudanças epistemológicas necessárias que acompanham a implementação da ecoformação e compilar estratégias pedagógicas utilizadas pelos professores para exercê-la. A obra apresenta ferramentas para professores e universidades que desejam utilizar a ecoformação, para responder a uma necessidade planetária: agir face à crise humana e ambiental. Metodologicamente, optou-se por uma abordagem qualitativa, sob desenho de estudo de caso. Foram combinadas entrevistas semiestruturadas e um questionário virtual anônimo; as pessoas participantes foram docentes, funcionários administrativos e autoridades da universidade (120 no total). São contabilizadas 85 práticas pedagógicas. A análise dos resultados foi realizada por meio de oito categorias, definidas a posteriori, com base nos achados (para cada categoria, o número de exemplos mencionados está indicado entre parênteses): perspectiva diferente a respeito do ato educativo (11), ênfase na aprendizagem (9 ) e nas pessoas estudantes (11), a consciência planetária como eixo ou tema do trabalho estudantil (19), a aplicação contextualizada das carreiras ou profissões em que os estudantes estão sendo formados (14), a avaliação autêntica da aprendizagem (14), a incorporação de atividades lúdicas nos cursos (7) e o uso de ferramentas tecnológicas (10). Para cada categoria foram listados os exemplos fornecidos pelas pessoas participantes. Concluindo, é necessário transformar a visão sobre o ato educativo e seus elementos para ser coerente com a ecoformação, incluindo a consciência planetária. Além disso, considera-se que, embora o contexto do estudo seja o ensino superior, os resultados podem ser aplicados a outros níveis e contextos educativos.

Abstract: Ecoformation is understood as a life philosophy that promotes harmony in individuals relationships with themselves, other living beings (human and nonhuman) and the planet. The general objective of this study, based on the experience of the University of Castro Carazo (Costa Rica), was to analyze the application of ecotraining in university teaching. The specific objectives were to identify the epistemological changes needed to implement Ecotraining and to compile the pedagogical strategies used by the faculty to implement it. The work presents tools for teachers and universities that want to use eco-training to respond to a planetary need: to act in the face of the crisis of the human being and the environment. Methodologically, a qualitative approach with a case study design was selected. A combination of semi-structured interviews and an anonymous virtual questionnaire was used, with the participation of a total of 120 people: teachers, administrators and university authorities. In total, 85 pedagogical practices were captured. The analysis of the results was carried out by means of eight categories defined a posteriori on the basis of the results (for each category, the number of examples mentioned is indicated in parenthesis): Different perspective on the educational act (11), emphasis on learning (9) and on the students as persons (11), planetary awareness as an axis or theme of the students’ work (19), contextualized application of the careers or professions for which the student body is being trained (14), authentic assessment of learning (14), inclusion of playful activities in the courses (7), and use of technological tools (10). For each category, the examples provided by the participants are listed. In conclusion, it is necessary to transform the vision of the educational act and its elements to be coherent with eco-training, including planetary awareness. Furthermore, although the context of study is higher education, it is considered that the results can be applied to other educational levels and contexts.

Resumen: La influencia de las tecnologías de la información en la educación superior ha facilitado el acceso a la información propiciando casos de ciberplagio. Por lo que este estudio tuvo como objetivo identificar las prácticas y causas del ciberplagio entre personas estudiantes universitarias, analizando diferencias según sexo, edad, tipo de universidad y área profesional de estudio. Se aplicó un cuestionario a 584 estudiantes de una provincia en el centro del Perú. Los resultados indican que las principales formas de ciberplagio incluyen la presentación de trabajos con fragmentos copiados de sitios web y recursos en línea, el uso inadecuado del parafraseo sin respetar la propiedad intelectual y la reproducción de información sin citar las fuentes. Las causas principales se atribuyen tanto a estudiantes (falta de tiempo y desconocimiento de normas de citación) como a docentes (exceso de tareas asignadas y falta de rigor en la evaluación). El análisis por variables muestra diferencias significativas en cuanto a la edad, siendo el estudiantado de 20-22 años quienes más frecuentemente incurren en ciberplagio. Estos hallazgos sugieren la necesidad de abordar las causas subyacentes del plagio académico e implementar medidas preventivas y correctivas en el ámbito universitario para fomentar la ética de la información y la integridad académica.

Resumo: A influência das tecnologias de informação na educação superior tem facilitado o acesso à informação, originando casos de ciberplágio. Portanto, este estudo teve como objetivo identificar as práticas e causas do ciberplágio entre pessoas estudantes universitárias, analisando diferenças segundo sexo, idade, tipo de universidade e área profissional de estudo. Um questionário foi aplicado a 584 estudantes de uma província do centro do Peru. Os resultados indicam que as principais formas de ciberplágio incluem a apresentação de trabalhos com fragmentos copiados de sites e recursos online, o uso inadequado de paráfrases sem respeitar a propriedade intelectual e a reprodução de informações sem citar as fontes. As principais causas são atribuídas tanto aos estudantes (falta de tempo e desconhecimento dos padrões de citação) quanto aos docentes (excesso de tarefas atribuídas e falta de rigor na avaliação). A análise por variáveis mostra diferenças significativas em termos de idade, sendo os estudantes dos 20 aos 22 anos os que mais frequentemente cometem ciberplágio. Estas descobertas sugerem a necessidade de abordar as causas subjacentes ao plágio académico e implementar medidas preventivas e corretivas no ambiente universitário para promover a ética da informação e a integridade académica.

Abstract: The influence of information technologies in higher education has facilitated access to information and has led to cases of cyberplagiarism. The purpose of this study was to identify the practices and causes of cyberplagiarism among university students, analysing the differences according to gender, age, type of university and field of study. A total of 584 students from a province in central Peru were asked to complete a questionnaire. The results show that the main forms of cyberplagiarism are submitting work with fragments copied from websites and online resources, the inappropriate use of paraphrasing without respecting intellectual property and the reproduction of information without citing sources. The main causes are attributed to both students (lack of time and lack of knowledge of citation rules) and teachers (excessive homework and lack of rigour in assessment). The analysis by variables shows significant differences in terms of age, with students aged between 20 and 22 being the most frequent victims of cyberplagiarism. These results suggest the need to address the root causes of academic plagiarism and to implement preventive and corrective measures at university level to promote information ethics and academic integrity.

Resumen: El artículo muestra cómo la metodología de la gamificación puede transformar las experiencias educativas de una disciplina académica con un fuerte componente práctico. La asignatura Tecnología aplicada al turismo es un curso de modalidad híbrida que forma parte del Diplomado de la carrera de Gestión de Turismo Sostenible, perteneciente a la Cátedra de Emprendedurismo Turístico de la Universidad Estatal a Distancia de Costa Rica (UNED). Se oferta desde el 2020, empleando el aprendizaje activo en combinación con la metodología de la gamificación, el rally educativo y las herramientas tecnológicas. El objetivo fue sistematizar la experiencia del uso de aplicaciones digitales y la metodología de gamificación, incluida la técnica del rally, para concebir estrategias de enseñanza innovadoras que potencien la participación y el aprendizaje activo del estudiantado en las giras presenciales. Se implementó un enfoque cualitativo del tipo descriptivo para el registro y recuperación de los datos de esta sistematización, además se emplea un formulario de Google Forms® dirigido al alumnado, el cual integra preguntas abiertas y cerradas. El cuerpo docente empleó una bitácora desarrollada en Microsoft Word®, en la que se establecieron criterios de registros de relevancia y representatividad, para mostrar la sistematización de la experiencia; se utiliza el enfoque de la Unesco. La principal conclusión es que el rally fomenta el trabajo en equipo y la participación activa, así como promovió el turismo local. Para futuras investigaciones se sugiere la búsqueda de otras estrategias didácticas que aporten guías innovadoras en el desarrollo de las giras presenciales.

Resumo: O artigo mostra como a metodologia de gamificação pode transformar as experiências educativas de uma disciplina acadêmica com um forte componente prático. A disciplina “Tecnologia aplicada ao turismo” é um curso de modalidade híbrida que faz parte do Diploma da carreira de Gestão de Turismo Sustentável, pertencente à Cátedra de Empreendedorismo Turístico da Universidade Estatal a Distância da Costa Rica (UNED). É oferecida desde 2020, empregando a aprendizagem ativa em combinação com a metodologia de gamificação, o rally educativo e as ferramentas tecnológicas. O objetivo foi sistematizar a experiência do uso de aplicativos digitais e a metodologia de gamificação, incluindo a técnica de rally, para conceber estratégias de ensino inovadoras que potencializem a participação e o aprendizado ativo dos estudantes nas visitas presenciais. Implementou-se uma abordagem qualitativa do tipo descritivo para o registro e recuperação dos dados dessa sistematização, além de ser utilizado um formulário do Google Forms® dirigido aos estudantes, que integra perguntas abertas e fechadas. O corpo docente utilizou um diário desenvolvido no Microsoft Word®, onde foram estabelecidos critérios de registro de relevância e representatividade, para mostrar a sistematização da experiência; utiliza-se o enfoque da Unesco. A principal conclusão é que o rally incentiva o trabalho em equipe e a participação ativa, além de promover o turismo local. Para futuras pesquisas, sugere-se a busca de outras estratégias didáticas que proporcionem orientações inovadoras para o desenvolvimento das visitas presenciais.

Abstract: The article shows how gamification methodology can transform educational experiences in an academic discipline with a strong practical component. The course “Technology Applied to Tourism” is a hybrid course that is part of the Diploma in Sustainable Tourism Management, offered by the Chair of Tourist Entrepreneurship at the Universidad Estatal a Distancia de Costa Rica (UNED). It has been offered since 2020, using active learning in combination with gamification methodology, educational rallies, and technological tools. The objective was to systematize the experience of using digital applications and gamification methodology, including the rally technique, to conceive innovative teaching strategies that enhance student participation and active learning during in-person tours. A qualitative descriptive approach was implemented for the recording and retrieval of data for this systematization. Additionally, a Google Forms® questionnaire directed at students was used, integrating both open and closed questions. The teaching staff utilized a log developed in Microsoft Word®, which established criteria for relevance and representativeness to showcase the systematization of the experience; the UNESCO approach was utilized. The main conclusion is that the rally promotes teamwork and active participation, as well as encourages local tourism. For future research, it is suggested to explore other didactic strategies that provide innovative guidelines for developing in-person tours.

Resumen: La sistematización presentada da cuenta de una instancia de evaluación aplicada entre dos cátedras de la carrera de Educación Parvularia de una universidad chilena. El objetivo fue evaluar la aplicación de una experiencia evaluativa alternativa basada en competencias en formato de conversatorio. Las características del grupo muestral fueron 32 estudiantes de la carrera de Educación Parvularia de una institución privada de Educación Superior de Santiago de Chile que cursaban simultáneamente las cátedras de Neuroeducación y Psicología del Desarrollo. Su elección fue una muestra por conveniencia no probabilística, ya que, dadas las condiciones, los investigadores tuvieron facilidad de acceso a los sujetos participantes. Un grupo de estudiantes debía exponer oralmente un tema vinculado a ambas cátedras y, posteriormente, realizar comentarios y preguntas frente a otro tema diferente presentado por otro grupo. La instancia se evaluó mediante un instrumento tipo rúbrica (a nivel de forma y contenido) con una exigencia del 70% en la escala chilena de calificaciones. Se encontró que las estudiantes tuvieron un 67% de logro del indicador de aprendizaje vinculados a elementos de forma y un 100% de logro de los indicadores de aprendizaje vinculados a elementos de contenido. Así, se propone la necesidad de generar más y mejores instancias de evaluación que sean diferentes a la evaluación escrita tradicional en la educación superior, fortaleciendo un currículum orientado a competencias y enfocado a un adecuado desempeño profesional y laboral.

Resumo: A sistematização apresentada dá conta de uma instância de avaliação aplicada entre dois departamentos de programa de Educação Infantil de uma universidade chilena. O objetivo foi avaliar a aplicação de uma experiência alternativa de avaliação baseada em competências em formato de conversação. As características do grupo amostra foram 32 alunos do programa de Educação Infantil de uma instituição de Ensino Superior privada de Santiago, Chile que cursavam simultaneamente os cursos de Neuroeducação e Psicologia do Desenvolvimento. A escolha foi por uma amostra não probabilística de conveniência, pois, dadas as condições, os pesquisadores tiveram fácil acesso aos sujeitos participantes. Um grupo de alunos deveria apresentar oralmente um tema vinculado às duas aulas e, posteriormente, fazer comentários e perguntas sobre um tema diferente apresentado por outro grupo. A instância foi avaliada por meio de um instrumento do tipo rubrica (em nível de forma e conteúdo) com exigência de 70% na escala chilena. Verificou-se que os alunos obtiveram 67% de aproveitamento do indicador de aprendizagem vinculado aos elementos do formulário e 100% de aproveitamento dos indicadores de aprendizagem vinculados aos elementos do conteúdo. Assim, propõe-se a necessidade de gerar mais e melhores instâncias de avaliação diferentes da tradicional avaliação escrita no ensino superior, fortalecendo um currículo orientado por competências e focado no adequado desempenho profissional e laboral.

Abstract: The presented systematization accounts for an evaluation instance applied between two departments of the Early Childhood Education program at a Chilean university. The objective was to assess the implementation of an alternative evaluative experience based on competencies in a discussion format. The characteristics of the sample group included 32 students from the Early Childhood Education program at a private higher education institution in Santiago, Chile, who were simultaneously taking the courses in Neuroeducation and Developmental Psychology. Their choice was a non-probability convenience sample, as the researchers had easy access to the participating subjects given the circumstances. One group of students was required to orally present a topic related to both courses and then make comments and ask questions about a different topic presented by another group. The instance was evaluated using a rubrictype instrument (regarding both form and content) with a requirement of 70% on the Chilean grading scale. It was found that the students achieved 67% of the learning indicator related to elements of form and 100% of the learning indicators related to elements of content. Thus, it is proposed that there is a need to generate more and better evaluation instances that differ from traditional written assessments in higher education, strengthening a curriculum oriented toward competencies and focused on adequate professional and labor performance.

Cultivating students' software design capabilities through effective training has always been a challenge in software education. This paper is aimed at addressing this issue by adopting a multi-scenario case study approach to examine the independent design processes of 23 undergraduate students on an online teaching system. The selected case scenario models include transaction flow diagrams (TFDs), activity diagrams, sequence diagrams, and entity-relationship (ER) diagrams. By analyzing students' behavioral performances and design outcomes, a series ofcommon phenomena are identified. These phenomena encompass common errors, such as overlooking key steps, struggling to distinguish similar data objects, and omitting critical entities or attributes. Common behaviors include offering various solutions, facing challenges in achieving specific design goals due to a lack ofprior experience, and experiencing difficulties meeting requirements using prescribed syntax. Common approaches to assist students include providing reference software, adopting teamwork for idea generation, and allowing iterative modifications to improve outcomes. Based on these common phenomena exhibited by students, several recommendations are provided for software educators to enhance the development of students' software design capabilities, which mainly include considering students' prior experience in assignments, providing design references for unfamiliar software, encouraging peer discussions and multiple iterations, and guiding students towards continuous improvement rather than disregarding unconventional outcomes. The common phenomena identified in this paper seamlessly integrate with software design education, reflecting its distinct characteristics. Those common phenomena will help researchers understand student needs and challenges. Additionally, the research design, which analyzes student behaviors based on their software design outcomes, provides a fresh perspective in the field. Furthermore, the conclusions drawn in this paper offer valuable insights for educators who aim to enhance classroom experiences in software design courses. OPEN LICENSE: CC BY-NC-ND

Abstract This article presents a pedagogical model mediated by Information and Communication Technologies (ICT), which integrates the ADDIE model and gamification to optimize educational research. The design is conceptualized using the metaphor of an airplane, where each part represents a crucial component of the teaching-learning process: the fuselage symbolizes the central structure of instructional design; the wings represent the didactic and gamification strategies that drive learning; engines are associated with the technological tools that provide the necessary boost; the cockpit embodies teaching management and coordination; and the body of the plane contains the educational activities carried out by the students. The methodology is structured in five key phases of the ADDIE model applied in a virtual learning environment. The results indicate that the combination of ADDIE and gamification, supported by ICT, significantly improves student motivation, engagement, and academic performance. In addition, this approach facilitates the personalization of learning and continuous progress monitoring. The conclusions highlight the effectiveness of the proposed model in modernizing education, offering an adaptable structure that responds to the demands of an increasingly digitized and demanding academic and professional environment.

Resumen Este artículo propuso un modelo pedagógico mediado por Tecnologías de la Información y la Comunicación (TIC) que integra el modelo ADDIE y la gamificación para optimizar la investigación educativa. La estructura del modelo se conceptualizó utilizando la metáfora de un avión, donde cada parte representa un componente esencial del proceso de enseñanza-aprendizaje: el fuselaje simboliza la estructura central del diseño instruccional; las alas representan las estrategias didácticas y de gamificación que potencian el aprendizaje; los motores se asocian con las herramientas tecnológicas que proporcionan el impulso necesario; la cabina del piloto encarna la gestión y coordinación docente; y el cuerpo del avión contiene las actividades educativas realizadas por los estudiantes. La metodología se estructuró en cinco fases clave del modelo ADDIE aplicadas en un entorno de aprendizaje virtual. Los resultados indicaron que la combinación de ADDIE y gamificación, apoyada por TIC, mejoró significativamente la motivación, el compromiso y el rendimiento académico de los estudiantes. Además, este enfoque facilitó la personalización del aprendizaje y la supervisión continua del progreso. Las conclusiones destacaron la efectividad del modelo propuesto para modernizar la educación, ofreciendo una estructura adaptable que responde a las demandas de un entorno académico y profesional cada vez más digitalizado.

Este artigo descreve aspectos metodológicos e caracteriza a participação no primeiro ano do estudo Impacto da Regulamentação do Ambiente Alimentar Escolar. O estudo visa monitorar a comercialização de alimentos nas cantinas e no entorno de escolas privadas de três cidades brasileiras com distintos contextos regulatórios, bem como investigar a percepção dos escolares sobre a cantina escolar. Trata-se de um estudo transversal repetido (2023/24 e 2025), com amostras independentes, em Recife (PE), Niterói (RJ) e Porto Alegre (RS). Para o Módulo Cantina, planejou-se uma amostragem de escolas privadas de ensino fundamental e médio, estratificada pelo porte escolar e com reposição inversa. Para o Módulo Ambulante, uma amostra de conveniência. E para o Módulo Aluno, uma amostra por conglomerados em três estágios. Os dois primeiros módulos replicam a metodologia do estudo Comercialização de Alimentos em Escolas Brasileiras – Caeb. A primeira coleta de dados ocorreu entre setembro de 2023 e maio de 2024. Participaram 202 escolas e 532 alunos. Apenas três vendedores ambulantes foram localizados. As taxas de participação escolar foram de 47,8% em Porto Alegre, 53,9% em Niterói e 69,9% em Recife. Houve resistência das escolas em receber a pesquisa, o que prolongou a coleta de dados e exigiu adaptações metodológicas. O artigo discute os desafios enfrentados no trabalho de campo e os ajustes metodológicos para o segundo ano de acompanhamento, trazendo recomendações para futuros estudos no ambiente escolar. Este projeto é fruto da colaboração entre academia e sociedade civil organizada, que demandou informações para apoiar ações de advocacy pela alimentação saudável na escola. As evidências geradas poderão subsidiar a formulação e o aprimoramento de políticas de proteção do ambiente alimentar escolar em outras cidades e níveis governamentais.

This article describes the methodological aspects and characterizes participation in the first year of the Impact of School Food Environment Regulation study. The study aims to monitor the commercialization of foods in canteens and the surrounding areas of private schools in three Brazilian cities with distinct regulatory contexts, as well as to investigate students' perceptions of the school canteen. It is a repeated cross-sectional study (2023/24 and 2025) with independent samples, conducted in Recife (PE), Niterói (RJ), and Porto Alegre (RS). For the Canteen Module, a stratified sampling of private elementary and high schools was planned, considering school size and using inverse replacement. The Street Vendor Module used a convenience sample, while the Student Module employed a three-stage cluster sampling. The first two modules replicate the methodology of the Commercialization of Food in Brazilian Schools (Caeb) study. The first data collection occurred between September 2023 and May 2024, involving 202 schools and 532 students. Only three street vendors were found. School participation rates were 47.8% in Porto Alegre, 53.9% in Niterói, and 69.9% in Recife. Schools' reluctance to participate in the study prolonged the data collection period and required methodological adaptations. This article discusses the challenges in fieldwork and the methodological adjustments planned for the second year of follow-up, offering recommendations for future studies in the school environment. This project results from a collaboration between academia and organized civil society, which sought information to support advocacy efforts for healthy eating in schools. The evidence generated may contribute to the development and improvement of policies aimed at protecting the school food environment in other cities and at different government levels.

Resumo A Educação atual está cada vez mais mediada por tecnologias digitais que implicam novos desafios que precisam ser abordados detalhadamente para transformá-los em oportunidades de avanço e evolução. Tal é o caso da inteligência artificial nos processos de avaliação da aprendizagem, o que nos obriga a repensar métodos, mecanismos e estratégias tradicionais para avaliar o sucesso da aprendizagem dos alunos, especialmente na Educação a Distância e online. Dada a complexidade do exposto, este ensaio analítico propõe uma análise dos desenvolvimentos da inteligência artificial que apoiam a chamada “avaliação 4.0”, com base na aplicação da lógica difusa, homeostase e na cibernética da auto-regulação. Tal aplicação forneceria suporte técnico e um quadro de entendimento geral para os processos de Avaliação, tanto para os professores quanto para os alunos, objetivando promover processos de avaliação mais alinhados com a natureza flexível e muitas vezes imprecisa e ambígua da aprendizagem e desempenho, associados à avaliação de habilidades no âmbito da quarta revolução industrial.

Abstract Today’s Education is increasingly mediated by digital technologies that imply new challenges that need to be addressed in detail to turn them into opportunities for advancement and evolution. Such is the case of the use of artificial intelligence in learning assessment processes, which is forcing us to rethink traditional methods, mechanisms, and strategies to assess student learning achievement, especially in distance and online Education. Given the complexity of the above, this analytical essay proposes a look at artificial intelligence developments that support the so-called “evaluation 4.0”, based on the application of fuzzy logic, homeostasis, and the cybernetics of self-regulation. Such an application would provide technical support and a general understanding framework for the evaluation processes for both teachers and students to promote evaluation processes more in line with the flexible and often imprecise and ambiguous nature of the learning and performance associated with the skills assessment in the framework of the fourth industrial revolution.

Resumen La educación actual está cada vez más mediada por tecnologías digitales que implican nuevos desafíos que necesitan ser abordados en detalle para convertirlos en oportunidades de avance y evolución. Tal es el caso del uso de inteligencia artificial en los procesos de evaluación del aprendizaje, lo que nos obliga a repensar métodos, mecanismos y estrategias tradicionales para evaluar el logro del aprendizaje de los estudiantes, especialmente en la educación a distancia y en línea. Dada la complejidad de lo anterior, este ensayo analítico ha propuesto un análisis de los desarrollos de inteligencia artificial que respaldan la llamada “evaluación 4.0”, basada en la aplicación de la lógica difusa, homeostasis y la cibernética de autorregulación. Tal aplicación proporcionaría soporte técnico y un marco de entendimiento general para los procesos de evaluación tanto para profesores como para estudiantes, para promover procesos de evaluación más acordes con la naturaleza flexible y a menudo imprecisa y ambigua del aprendizaje y el rendimiento asociados con la evaluación de habilidades en el marco de la cuarta revolución industrial.

SUMMARY: During the government of President Patricio Aylwin Azocar in Chile, the Dental Department of the Ministry of Health was created, directed by Dr. Olaya Fernández, allowing the creation of the Dentistry Career at the University of La Frontera in 1992. The study plan was based on the SPICES model and focused on teaching, service, and research, with an emphasis on prevention. Four curricular lines were defined: Public Health, Morphofunction, Semiology, diagnosis and treatment, and Man, culture and society. Professors Dr. Matamala, Dr. Henríquez and Dr. Thomas, have been essential in the training of students for 30 years, promoting academic excellence and an interest in anatomy. They tell us that over the years, student profile has not experienced significant changes in terms of academic excellence. However, challenges have been noted, such as poor preparation in secondary education and fewer students’ responsibilities. They also mention that impediments in training include reduced study hours in Morphological Sciences and the lack of appreciation of Neuroanatomy. Challenges include effective integration of basic sciences along with clinical sciences, comprehensive training in anatomy and availability of anatomical models. Infrastructure, cadaveric material, and audiovisual systems are essential for quality instruction in anatomy, and ongoing investment in these resources is required. In conclusion, these instructors have left an important mark on the training of dentists, and each year they face new challenges. Addressing these issues is crucial to maintaining the quality of dental education and preparing students for success in their future professional practice.

RESUMEN: Durante el gobierno del presidente Patricio Aylwin Azocar en Chile, se creó el Departamento Odontológico del Ministerio de Salud, dirigido por la Dra. Olaya Fernández, permitiendo la creación de la Carrera de Odontología en la Universidad de La Frontera en 1992. El plan de estudios se basó en el modelo SPICES y se centró en la docencia, servicio e investigación, con énfasis en la prevención. Se definieron cuatro líneas curriculares: Salud Pública, Morfofunción, Semiología, diagnóstico y tratamiento, y Hombre, cultura y sociedad. Los docentes de la línea de morfofunción, Dr. Matamala, Dr. Henríquez y Dr. Thomas, han sido esenciales en la formación de los estudiantes durante 30 años, fomentando la excelencia académica y el interés en la anatomía. Nos cuentan que a lo largo de los años, el perfil de los estudiantes no ha experimentado cambios significativos en términos de excelencia académica. Sin embargo, se han observado desafíos, como la preparación deficiente en la enseñanza media y el incumplimiento de las obligaciones estudiantiles. También mencionan que las amenazas en la formación incluyen la reducción de horas de estudio en Ciencias Morfológicas y la falta de reconocimiento de la Neuroanatomía. Los desafíos incluyen la integración efectiva de las ciencias básicas con la clínica, la formación completa en anatomía y la disponibilidad de modelos anatómicos. La infraestructura, el material cadavérico y los sistemas audiovisuales son esenciales para una docencia de calidad en anatomía, y se requiere una inversión continua en estos recursos. En conclusión, estos docentes han dejado una importante huella en la formación de odontólogos, y cada año van enfrentando nuevos desafíos. Abordar estos problemas es crucial para mantener la calidad de la formación odontológica y preparar a los estudiantes para el éxito en su futura práctica profesional.

This study investigates the role of lecturer personality on student performance. Lecturer personality is considered to be an important factor in determining the quality of the teaching and learning experience for both students and lecturers. It is suggested that a lecturer's personality can have a major impact on the way students learn, as well as their overall learning experience. The focus of this article will be on a selected lecturer from a selected South African higher education institution (HEI). This study explores the effects of this lecturer's personality on their student's performance. It examines the factors that contribute to the student's success to becoming a junior lecturer, led by the lecturer's modelling of professionalism, enthusiasm, passion, accessibility and approachability, amongst other factors. To accelerate the conceptual debates of this article, qualitative research methodology is employed alongside the Social Cognitive Theory. Scholars note that there is a reciprocal effect between personal, environmental and behaviour factors that affect learning outcomes. This is the reason why this theory is employed in this research about the personality of this lecturer. Consequently, findings are that positive personality traits of a lecturer model good behaviour and encourage good performance towards students.

The purpose of this paper is to explore student supervision in research at the University of Namibia and propose interventions that enhance effective postgraduate student research supervision using digital technology. The paper employed Barry Stierer's methods of critical reflection dictated by the three domains namely, criticality, reflexivity, and praxis. These methods are further used to support critical reflection of the context and make interpretations related to the use of technology to enhance student supervision in higher education institutions in general and at the University of Namibia in particular. This paper revealed that student supervision in research is not taken as a mean to enable pedagogic access. There is no institutional common procedures or model of postgraduate student research supervision leading to academics adopting the supervisory methods they have experienced when they were supervised. The paper contributed to theory, practice and policy that research supervision is taken as a common sense than a scientific approach. However, it recommended that postgraduate student research supervision can benefit from digital technology just like teaching and learning as well as assessment

Online education has been proven by several scholars as a convenient, flexible, and successful means of teaching and learning. Given the rate of student dropout in online learning, and the outbreak of the Covid-19 pandemic, this study explored the barriers to online students' learning support services. A qualitative research approach was applied, and a non-empirical methodological approach was adopted. In this case, literature sources were reviewed to identify the barriers to online learning support services. One hundred articles related to e-learning were downloaded from Google Scholar, 80 of the articles were deemed irrelevant and discarded, and 20 articles were analyzed and used for this study. During the analysis, multiple barriers to online learning were identified and documented, and related barriers were later grouped into themes. Findings depict that the barriers to online learning as being personal constraints, enabling conditions, social interactions, pedagogy, technology, and motivational issues. The study, therefore, recommends that institutions providing online teaching in South Africa, and in other parts of the world, should ensure that there is adequate communication between students and academics. The study further provides appropriate recommendations to alleviate online learning barriers identified by the study. These institutions must guide and offer comprehensive motivation to ensure each student will learn with utmost enthusiasm.

This article reports on the longitudinal effect of career construction counselling on a black female student experiencing career indecision. Purposive sampling was used to select an adolescent experiencing career indecision. An integrative, QUALITATIVE-quantitative methodology was employed as the research lens, and a longitudinal, seven-year, explanatory, single-participant study design was adopted. The Career Construction Interview (CCI), the Career Interest Profile (CIP), and the Maree Career Matrix (MCM) were used to elicit the participant's many micro-life stories and key life themes and to co-construct her future career-life story narrative. Adapted thematic data analysis incorporating the analytic style proposed by Savickas was carried out to analyse the data reflexively. In the short term, the participant's psychological self as a social actor was enhanced by confirming her career choice, and her psychological self as a motivated agent was promoted by bolstering her goal-setting capacity and sense of self. Longitudinally, her self-and career identity was clarified and her sense of hope rekindled (the self as an autobiographical author was strengthened). Future research should examine the short- and longer-term effects of the approach described here in diverse career counselling contexts. More information is needed on when drawing on the CCI as a standalone assessment intervention may suffice.

The COVID-19 pandemic necessitated swift changes to remote teaching and learning. This study explored the experiences of student support champions comprising teaching assistants, tutors, mentors, and retention officers) in providing affective and content support via remote modalities to first-year students. The study focused on insights gained during remote learning. This adaptation to change speaks to resilience thinking, 'being able to withstand or overcome adversity and unpleasant events and successfully adapt to change and uncertainty'. Learning to be resilient and adaptable to rise above challenges, is simultaneously transformative to create new ways of thinking to deal with current situations. This study resides within the interpretivist paradigm and draws on the subjective experiences and understandings of research participants within a university of technology. Surveys were conducted to garner insights and experiences and were analysed according to emergent themes of challenges, improvements, and future practices. Data revealed that despite the demands placed on student support champions, they managed to cope with their studies and acquired attributes, dispositions, and values beyond the formal curriculum. Thus the study shows that times of complexity present opportunities for resilience and transformation to changing circumstances.

In marketing, perception is reality. This scholarly discourse investigates the inherent bias manifested in the perceived disparity between qualifications conferred by private higher education institutions and public universities within the South African context. It is argued that Private Higher Education Institutions (PHEIs) are integral to the education system. Government funding for students who elect to study at a PHEI would be a strategic investment in the nation's future. The article begins with a summation of the higher education (HE) landscape in South Africa, highlighting the target student enrolment numbers set by the National Development Plan 2030 and the need for additional investment in the sector in its entirety. The article raises the question of what makes a qualification from one institution more valuable than a qualification from another registered within the same quality assurance and accreditation framework where students can articulate from private to public Institutions and vice versa. Furthermore, the article explores the constraints experienced by students eligible for financial assistance but excluded from eligibility by the National Student Financial Aid Scheme (NSFAS) when electing to study at a PHEI. The article emphasises the significance of addressing these biases and advocates for promoting the equitable treatment of PHEIs and public universities within the domestic HE landscape. The article highlights the need to improve access to HE and foster social justice in the South African HE system.