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: 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

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.

Abstract: This research study aimed to measure the impact of a pedagogical strategy implemented in the postgraduate training of mathematics teachers to promote problem-based learning through the use of digital environments in general basic education (EGB). The strategy is based on the theoretical and practical deepening of the theory of didactic situations and the design of authentic problems. The methodology is quasi-experimental longitudinal correlational with teachers and students of EGB, based on pretest-posttest measurement of indicators. The results show significant improvements in the implementation of problem-based learning (PBL), in the design of authentic problems, in the use of digital environments, and on student performance. In conclusion, these findings support the relevance and effectiveness of the proposed pedagogical strategy to improve the teaching and learning process of mathematics in EGB and underline the importance of integrating innovative and technological strategies in teacher training.

Resumen: Esta investigación tiene como objetivo medir el impacto de una estrategia pedagógica implementada en la formación de postgrado de profesores de matemáticas para promover el aprendizaje basado en problemas mediante el uso de entornos digitales en la educación general básica (EGB). La estrategia se basa en la profundización teórica y práctica de la teoría de situaciones didácticas y el diseño de problemas auténticos. La metodología es cuasiexperimental longitudinal correlacional con docentes y estudiantes de EGB, a partir de la medición pretest-postest de indicadores. Los resultados muestran mejoras significativas en la implementación del aprendizaje basado en problemas (ABP), el diseño de problemas auténticos, el uso de entornos digitales y el desempeño de los estudiantes. Estos hallazgos respaldan la pertinencia y eficacia de la estrategia pedagógica propuesta para mejorar el proceso de enseñanza y aprendizaje de las matemáticas en la EGB y subrayan la importancia de integrar en la formación docente estrategias innovadoras y tecnológicas.

Abstract: The objective of this research study is to assess the difficulty level student face when writing research projects. The methodology is a quantitative with a prospective observational cross-sectional design. Both simple random probabilistic sampling and a questionnaire composed of 32 items are applied to survey 228 students: 82 from administration, 40 from accounting, 49 from law, and 57 from civil engineering. The results show that students have a medium level of difficulty when writing a research project. Law students (51.02%) experience the greatest difficulties when writing the problem statement, the theoretical framework, and the methodological design. In conclusion, it is suggested that universities include courses on research in their academic programs in each semester, as well as extracurricular activities such as training programs, academic writing workshops, and summer research courses.

Resumen: El objetivo de esta investigación es conocer el nivel de dificultad que enfrentan los estudiantes universitarios cuando redactan proyectos de investigación. La metodología es cuantitativa con diseño observacional prospectiva de corte transversal. Se aplica un muestreo probabilístico aleatorio simple y un cuestionario compuesto de 32 ítems. La muestra consiste de 228 estudiantes: 82 de administración, 40 de contabilidad, 49 de derecho y 57 de ingeniería civil. Los resultados muestran que los estudiantes tienen mediana dificultad en la redacción del proyecto de investigación. Los estudiantes de derecho (51.02%) muestran las mayores en la redacción del planteamiento del problema, en el marco teórico y en el diseño metodológico. En conclusión, se sugiere que las universidades incluyan asignaturas relacionadas a investigación en sus planes de estudio en cada uno de los semestres y que realicen actividades extracurriculares como programas de capacitación, talleres de escritura académica y cursos de verano en investigación.

BACKGROUND: The clinical learning environment (CLE) provides student nurses with practical experience and skill development. However, COVID-19 restrictions have raised concerns about their readiness for clinical practice. AIM: This study examined student nurses' readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa. SETTING: The study was conducted with student nurses from two selected nursing education institutions in two South African provinces. METHODS: A qualitative, explorative, and descriptive approach was used to gather perspectives from 3rd- and 4th-year student nurses. Two focus groups were conducted at each institution, achieving data saturation with 31 participants. The data was audio recorded with their consent. Using Braun and Clarke's framework, descriptive thematic analysis was employed. RESULTS: The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships. CONCLUSION: Participants emphasised the necessity for adaptation and innovation during the pandemic. Although intimidation and strained relationships impacted their confidence, these challenges also promoted personal growth and development. Student nurses demonstrated significant adaptability and openness to innovation, which enhanced their learning and readiness for clinical practice (RtCP) post-COVID-19. CONTRIBUTION: Despite facing intimidation and strained relationships, these experiences fostered both personal and professional growth, improving employability. The study underscores the critical role of adaptability and innovation in nursing education, particularly in the post-COVID-19 context. Mentorship and supportive environments can mitigate intimidation and strained relationships, thereby boosting confidence and autonomy, and resulting in more competent nursing professionals.

Tradicionalmente, cursos de Graduação em Odontologia apresentavam modelo tradicional de ensino, adepto ao paradigma biomédico e à formação de competências para atuação no setor privado. Por meio do Sistema Único de Saúde (SUS), estratégias foram propostas para favorecer mudanças no processo formativo, coerentes com as necessidades da população e do SUS. O artigo relata a experiência de um curso de Odontologia com a implementação do estágio curricular “Compreensão Social em Saúde” nos períodos iniciais do curso, desenvolvido em diferentes equipamentos sociais, transcendendo os espaços usuais das instituições de saúde como cenários de prática. A experiência dos discentes foi avaliada mediante relatórios descritivos e roda de conversa. As conclusões quanto ao impacto do estágio na formação dos estudantes apontam maior compreensão do contexto social, sensibilização às desigualdades sociais, empatia e conscientização sobre o papel do profissional de saúde na sociedade.

Tradicionalmente, los cursos de graduación en Odontología presentaban un modelo tradicional de enseñanza adepto al paradigma biomédico y la formación de competencias para la actuación en el sector privado. A partir del Sistema Brasileño de Salud (SUS) se propusieron estrategias para favorecer cambios en el proceso formativo, coherentes con las necesidades de la población y del SUS. El artículo relata la experiencia de un curso de Odontología con la implantación de la pasantía curricular “Comprensión Social en Salud” en los períodos iniciales del curso, desarrollado en diferentes equipos sociales, transcendiendo los espacios usuales de las instituciones de salud como escenario de práctica. La experiencia de los discentes se evaluó por medio de informe descriptivos y ruedas de conversación. Las conclusiones con relación al impacto de la pasantía en la formación de los estudiantes, señala una mayor comprensión del contexto social, sensibilización con relación a las desigualdades sociales, empatía y concienciación sobre el papel del profesional de salud en la sociedad.

Historically, dentistry degrees have adopted a traditional teaching approach underpinned by the biomedical paradigm and the development of competencies tailored to the private sector. With the creation of the Brazilian National Health System (SUS), strategies have been proposed to promote changes in the education and training process in keeping with the needs of the population and the SUS. This article describes the experience of a dentistry degree that includes the curricular internship “Social Understanding in Health” at the beginning of the course undertaken in different types of social facilities, transcending the usual health facility practice settings. Students’ experiences were assessed using descriptive reports and talking circles. The findings regarding the impact of the internship on student training and development reveal a greater understanding of the social context, sensitization to social inequalities, empathy and awareness regarding the role health professionals play in society.

Resumo Introdução: Pessoas com deficiência intelectual apresentam dificuldades na comunicação, linguagem, esquema corporal e funções executivas, devido às lacunas no seu desenvolvimento. Tais dificuldades trazem grandes impactos no processo de aprendizagem escolar, especialmente no período de alfabetização. Desse modo, o professor necessita de conhecimentos específicos e práticas inclusivas que possibilitem o progresso no desempenho escolar e contemplem habilidades preditoras para o sucesso na alfabetização. Objetivo: Desvelar a atuação prática de educadoras sobre a alfabetização fônica de escolares com deficiência intelectual. Método: Trata-se de uma pesquisa de caráter qualitativo, na qual participaram 17 educadoras de uma escola municipal pública da cidade de SalvadorBA. As participantes foram entrevistadas por meio de uma entrevista semiestruturada individual. Todas as entrevistas foram gravadas e transcritas na íntegra, sendo realizados registros em diário de campo. Resultados: A análise de conteúdo das falas das educadoras, possibilitou a identificação de três categorias temáticas: 1. Jornada de trabalho do professor; 2. Consciência fonológica para a alfabetização; 3. Atuação prática na alfabetização de escolares com deficiência intelectual. Considerações: As educadoras demonstraram ter experiência e conhecimento na alfabetização fônica de escolares com deficiência intelectual. Suas práticas são pautadas na estimulação de habilidades de consciência fonológica, de forma lúdica e diversificada. Nota-se a importância do investimento na formação continuada do professor, especialmente alinhando os saberes da saúde e educação para uma prática baseada em evidências.

Summary Introduction: People with intellectual disabilities have difficulties in communication, language, body scheme and executive functions, due to gaps in their development. Such difficulties bring great impacts on the school learning process, especially in the literacy period. Thus, the teacher needs specific knowledge and inclusive practices that enable progress in school performance and include predictive skills for success in literacy. Purpose: To reveal the practical work of educators on the phonic literacy of students with intellectual disabilities. Methods: This is a qualitative research, in which 17 educators from a public municipal school in the city of Salvador-BA-Brazil participated. The participants were interviewed through an individual semi-structured interview. All interviews were recorded and transcribed in full, with records being made in a field diary. Results: The content analysis of the educators’ statements enabled the identification of three thematic categories: 1. Teacher’s workday; 2. Phonological awareness for literacy; 3. Practical action in the literacy of students with intellectual disabilities. Considerations: The educators demonstrated to have experience and knowledge in the phonic literacy of students with intellectual disabilities. Its practices are based on the stimulation of phonological awareness skills, in a playful and diversified way. It is noted the importance of investing in continuing education for teachers, especially aligning knowledge of health and education for an evidence-based practice.

Resumen La Ley Federal Brasileña 12711/2012 amplió el acceso a la educación superior federal pública al reservar plazas para estudiantes que completan la escuela secundaria en escuelas públicas. La investigación tuvo como objetivo comprender cómo la condición de estudiante universitaria se configura subjetivamente para una estudiante de cupo en la Universidad de Brasilia, identificando las tensiones y desafíos experimentados en su trayectoria de vida. El estudio se basa en la Teoría de la Subjetividad y la Epistemología Cualitativa, en la perspectiva histórico-cultural. En términos metodológicos, se realizó un estudio de caso basado en los principios de la Metodología Constructivo-Interpretativa, organizado a través de dinámicas conversacionales e instrumentos inductores de la producción subjetiva. El análisis de la información mostró que en el transcurso de las experiencias de los estudiantes en el espacio socio-relacional universitario se generaron recursos subjetivos que favorecieron nuevos procesos de subjetivación, rompiendo con el sistema normativo hegemónico de no pertenecer a la universidad y posicionándose en la condición de sujeto, activo, participativo y ciudadano que aporta a la universidad. Se concluye que como los valores hegemónicos de la escuela, la universidad y la sociedad en general aún están marcados por actos discriminatorios contra los estudiantes en situación de vulnerabilidad socioeconómica, se recomienda a los directivos promover acciones que busquen la integración social y académica y desarrollo.

Resumo A Lei Federal Brasileira 12711/2012 ampliou o acesso ao ensino superior federal público assegurando vagas para os estudantes concluintes do ensino médio em escolas públicas. A pesquisa teve por objetivo compreender como a condição de estudante universitário está configurada subjetivamente para uma estudante cotista da Universidade de Brasília, identificando os tensionamentos e os desafios vividos na sua trajetória de vida. O estudo baseia-se na Teoria da Subjetividade e na Epistemologia Qualitativa, na perspectiva histórico-cultural. Em termos metodológicos, realizou-se o estudo de caso baseado nos princípios da Metodologia Construtivo-Interpretativa, organizado por meio de dinâmicas conversacionais e instrumentos indutores da produção subjetiva. A análise das informações evidenciou que, no curso das experiências da estudante no espaço sociorrelacional universitário e em outros contextos, foram gerados recursos subjetivos favorecedores de novos processos de subjetivação rompendo com o sistema normativo hegemônico de não pertencimento à universidade e se posicionando na condição de sujeito, ativa, participativa e cidadã. Conclui-se que, como os valores hegemônicos da universidade e sociedade em geral ainda são marcados por atos discriminatórios contra os estudantes em situação de vulnerabilidade socioeconômica, recomenda-se aos gestores a promoção de ações que busquem a integração social e acadêmica, possibilitando o desenvolvimento dos estudantes.

Abstract The Brazilian Federal Law 12711/2012 expanded access to public federal higher education by reserving places for students who graduated from high school in public schools. The research aimed to understand how the university student condition is subjectively configured for a quota student at the University of Brasília, identifying the tensions and challenges experienced in her life trajectory. The study is based on the Theory of Subjectivity and Qualitative Epistemology, from a historical-cultural perspective. In methodological terms, a case study was carried out based on the principles of the Constructive-Interpretative Methodology, organized through conversational dynamics and inductive instruments of subjective production. The analysis of the information showed that, in the course of the student's experiences in the university socio-relational space and in other contexts, subjective resources were generated that favored new processes of subjectivation, breaking with the hegemonic normative system of not belonging to the university and positioning themselves in the condition of subject, active, participative and citizen. It is concluded that as the hegemonic values of the school, university and society in general are still marked by discriminatory acts against students in a situation of socioeconomic vulnerability, it is recommended that managers promote actions that seek social and academic integration, enabling student development.

Teaching experience - in face-to-face, online, and blended educational contexts - provides student teachers with the opportunity to participate in low, mid, and high-resourced schools, in preparation for their integration into the South African educational system. Often, while at low-resource schools, student teachers report feeling ineffectual, frustrated, despondent, and overwhelmed, leading to criticism of the programme, requests to transfer to high-resource alternatives, and threats to disengage from teaching experience. Drawing on Klein's concept of projective identification, and Bion's idea of container-contained, we understand such communications as expressions of overwhelming anxiety, highlighting an urgent need for intervention. To address this need, group debrief was incorporated into teaching experience, in an attempt to enable anxiety to be tolerated, worked through, and understood, rather than evacuated defensively via projective identification. Pre- and post-debrief questionnaires were employed to track containment facilitated with fifty (50) final (4th) year student teachers. Though some resistance was expected and noted, the outcomes were largely positive, with most students reporting improved emotional states, reduced anxiety, and feelings of empowerment.

Promoting student success is a key objective for higher education institutions in South Africa, and the post-pandemic era presents the sector with a novel opportunity to take advantage of improved online learning infrastructure and skills. As institutions face critical decisions regarding teaching modalities, it is imperative to establish and enhance evidence on the extent to which blended learning can - or cannot - facilitate student success in a post-pandemic setting. This article examines student perceptions of and academic performance in a large first-year accounting class which recently implemented a blended learning model that involved a flipped classroom approach and video lessons filmed with a lightboard. Using a combination of qualitative and quantitative analyses, we find that students perceive the blended model as advantageous to their learning experience and perceive video lessons filmed with a lightboard to be especially valuable. These positive sentiments are reflected in improved performance across the entire grade distribution. Using regression analysis that allows us to account for observable differences in the characteristics of those taught in person and those taught via the blended model, we find a statistically significant 7 per cent improvement in students' final grades. We find an even stronger association between the blended model and improved performance for students who have experienced gaps and disparities in education and life experiences. Ultimately, this study, conducted at a contact university in South Africa, makes a strong case for the benefits of blended learning, and reveals one way to structure the learning activities in a large class to take full advantage of these benefits.

RESUMEN Objetivo: Comprender la emergencia del Consumo Problemático de Sustancias Psicoactivas (CP-SPA) de jóvenes estudiantes de un contexto universitario, como resultante de la interacción significativa entre los sistemas de regulación socioeducativa, sanitaria y normativa de la institución en estudio. Materiales y método: Estudio cualitativo de caso, desarrollado en una institución universitaria de carácter privado. Se realizó con soporte en la teoría bioecológica de Bronfenbrenner (2011), a través de inserción ecológica intervención (Koller et al., 2016). Participaron estudiantes, docentes y administrativos. Se realizaron cuatro entrevistas y seis grupos focales. Muestreo teórico hasta saturación de categorías. Codificación y categorización utilizando Atlas-Ti, a través de método comparativo constante en la recogida, codificación abierta, axial y selectiva de datos y análisis sistemático (Strauss y Corbin, 2002). Resultados: El CP-SPA en este contexto tiene lugar a través de una trilogía de procesos proximales de interinfluencia: 1. De influencia para la ingesta de múltiples SPA, 2. Enfocados en consumo problemático y 3. De transgresión de normas institucionales, que operan como gatilla-dores de la experiencia dentro y fuera de la universidad. Estos procesos, en la dinámica de la comunicación, configuran sistemas sociales de biorregulación: socioeducativa: indirecta (autorregulación), sanitaria: paliativa (ruta de atención) y normativa: punitiva (reglamento estudiantil), que intentan regular el CP-SPA. La regulación es posible gracias a la interacción de factores de riesgo/protección próximos y distantes, que pueden impulsar directa e indirectamente el CP-SPA. Conclusiones: Los sistemas de biorregulación actúan como garantes y dan forma a las simbolizaciones de la vida emocional, social e institucional del estudiante con CP-SPA, con exito en los procesos proximales persona-persona (microsistema), pero con poca efectividad en el mesosistema. Se propone a las instituciones universitarias generar las condiciones de posibilidad para una estructura regulatoria del CP-SPA que promueva un desarrollo favorable del estudiante, coherente con sus expectativas de formación profesional.

ABSTRACT Objective: To understand the emergence of Problematic Substance Use (FSV) among young students in a university context because of significant interaction between the socio-educational, health, and regulatory systems of the institution under study. Materials and method: A qualitative case study conducted at a private university, utilizing Bronfenbrenner's bioecological theory (2011) with ecological intervention (Koller et al., 2016). Participants included students, teachers, and administrative staff. Four interviews and six focus groups were conducted. Theoretical sampling was carried out until category saturation. Coding and categorization were done using Atlas-Ti, employing constant comparative method in data collection, open, axial, and selective coding, and systematic analysis (Strauss and Corbin, 2002). Results: FSU in this context occurs through a trilogy of proximal processes of interinfluence: 1. Influence for the intake of multiple substances, 2. Focused on problematic use, and 3. Transgression of institutional norms, acting as triggers for the experience within and outside the university. These processes, in communication dynamics, shape social systems of bioregulation: socio-educational (indirect self-regulation), health-related (palliative care route), and regulatory (punitive student regulations), attempting to regulate FSU. Regulation is possible through the interaction of proximal and distal risk/protection factors, which can directly and indirectly drive FSU. Conclusions: Bio-regulation systems act as guarantors and shape symbolizations of the emotional, social, and institutional life of students with FSU, succeeding in proximal person-to-person processes (microsystem) but with little effectiveness in the mesosystem. It is proposed that universities create conditions for a regulatory structure of FSU that promotes favorable student development consistent with their professional training expectations.

Abstract The use of information and communication technologies (ICTs) has become widespread in today's society, covering various fields such as industry and communication. In the field of education, ICTs also play a fundamental role, since various multimedia tools and applications are used, such as videos, audio files, educational programs and didactic applications for pedagogical purposes. In this context, the use of Kahoot stands out as a teaching experience in Higher General Basic Education (EGB), specifically in formative assessment. The main objective of this research was to determine the impact of the application of Kahoot as a didactic strategy to assess knowledge in Natural Sciences. The research question was: Does the application of Kahoot have an impact on the learning of Natural Sciences? The methodology used in this study was quantitative, quasi-experimental, cross-sectional and descriptive. Two learning scenarios were considered: a traditional classroom (control group) and another in which the Kahoot evaluation tool was used (experimental group). The technique used to collect data was a survey applied to students through Google Forms. Among the main findings of this study, it is highlighted that the application of Kahoot as a didactic strategy for assessment significantly influences the levels of student participation in the learning of Natural Sciences.

Resumen El uso de las tecnologías de la información y comunicación (TIC) se ha extendido ampliamente en la sociedad actual, abarcando diversos campos como la industria y la comunicación. En el ámbito educativo, las TIC también desempeñan un papel fundamental, ya que se utilizan diversas herramientas y aplicaciones multimedia, como videos, archivos de audio, programas educativos y aplicaciones didácticas con fines pedagógicos. En este contexto, se destaca el uso de Kahoot como una experiencia docente en la Educación General Básica Superior (EGB), específicamente en la evaluación formativa. El objetivo principal de esta investigación fue determinar el impacto de la aplicación de Kahoot como estrategia didáctica para evaluar los conocimientos en Ciencias Naturales. La pregunta de investigación planteada fue ¿la aplicación de Kahoot tiene incidencia en el aprendizaje de las Ciencias Naturales? La metodología utilizada en este estudio fue de enfoque cuantitativo, cuasi experimental, transversal y descriptiva. Se consideraron dos escenarios de aprendizaje: una clase tradicional (grupo control) y otra en la que se empleó la herramienta de evaluación de Kahoot (grupo experimental). La técnica utilizada para recolectar los datos fue una encuesta aplicada a los estudiantes a través de los formularios de Google Forms. Entre los principales hallazgos de este estudio, se destaca que la aplicación de Kahoot como estrategia didáctica para la evaluación influye de manera significativa en los niveles de participación de los estudiantes en el aprendizaje de las Ciencias Naturales.