ABSTRACT Introduction: the postgraduate educational climate (CE) in the hospital environment can determine the way in which resident physicians (MRs) adapt to their new stage, during which professional burnout syndrome (PAS) is highly likely to occur at some point. Objective: to determine the relationship between the educational climate and professional burnout in physicians in the medical residency programs of the National Hospital 2023-2024. Methodology: cross-sectional observational study of a sample of MR convenience of both sexes from all medical specialties of the National Hospital between November 2023 and January 2024, MR with external rotation and/or vacations were excluded. Sample calculation; 136 MR. An online form from Google was sent to the MR email requesting voluntary participation. The SAP was measured with the standard Maslach Burnout Inventory (MBI) method with subscales; emotional exhaustion (EA), depersonalization (DESP), personal fulfillment (PR), with PAS with high scores of AE, DESP and low RP. The EC was assessed with the measure of the hospital postgraduate educational environment (PHEEM) with subscales; perception of role autonomy (PAR), perception of teaching (PE), perception of social support (PSS), the higher the score, the better the EC. Demographic and academic variables, MBI and PHEEM scores were collected, and the SAP was considered dependent, as the main result was the predictive relationship of the PHEEM on the SAP. Data were compared with χ², t-test or Mann-Whitney U, ANOVA and linear regression (p-significant value =<0.05). Results: of 233 participants, the mean age was 28.75 (±2.20), 63.94 % (149) women, the general prevalence of PAS; 70.38 % (164/233), PAS in men 75 % (63/84) and women 67.78 % (101/149) p=0.0014, the first 2 years with the highest frequency of PAS; 65 (85.52 %), 59 (86.76 %) respectively p=0.0009, 63 (90 %) p=0.0071 surgical specialties. The subscales of the MBI, the AE; 79.82 % (186) with an average of 35.39 (± 11.61) points. The CE of MRs with SAP; 107.9 (19.6) dots and without PAS; 136.3 (12.1) dots 95 % CI 18.1-25.0 p= 0.0001. The PHEEM predicted the AE with R2=0.619, B= -0.18 (±0.009) p=0.001, and the DESP; R2= 0.385, B= -0.001(0.004) p=0.009, PSS being a significant predictor with inverse correlation in both. Conclusion: there is an inverse relationship between the educational climate and burnout syndrome in the population studied, with a high prevalence of burnout in male residents of surgical specialties, with the social support of the hospital educational environment being a significant predictor for the development of burnout syndrome.

RESUMEN Introducción: el clima educacional (CE) de posgrado en el ambiente hospitalario puede determinar la manera en como los médicos residentes (MR) se adaptan a su nueva etapa, durante el cual el sindrome agotamiento profesional (SAP) es altamente probable de producirse en algún momento. Objetivo: determinar la relación entre el clima educacional y el agotamiento profesional en médicos de los programas de residencias médicas del Hospital Nacional 2023-2024. Metodología: estudio observacional transversal de una muestra por conveniencia de MR de ambos sexos de todas las especialidades médicas del Hospital Nacional entre noviembre 2023 y enero 2024, se excluyeron MR con rotación externa y/o vacaciones. Calculo muestral; 136 MR. Se envío un formulario en línea de Google al correo electrónico del MR solicitando la participación voluntaria. El SAP fue medido con el método estándar Maslach Burnout Inventory (MBI) con subescalas; agotamiento emocional (AE), despersonalización (DESP), realización personal (RP), existiendo SAP con puntuaciones altas de AE, DESP y bajas de RP. El CE fue valorado con la medida del entorno educativo de posgrado hospitalario (PHEEM) con subescalas; percepción autonomía de roles (PAR), percepción enseñanza (PE), percepción soporte social (PSS), a mayor puntaje mejor CE. Se recopiló variables demográficos, académicos, puntajes del MBI y PHEEM, el SAP fue considerado dependiente, como resultado principal la relación predictiva del PHEEM sobre el SAP. Se compararon datos con χ², prueba t o U de Mann-Whitney, ANOVA y regresión lineal (p-valor significativo =<0,05). Resultados: de 233 participantes, la edad media fue de 28,75 (± 2,20), el 63,94 % (149) mujeres, la prevalencia general del SAP; 70,38 % (164/233), SAP en hombres 75 % (63/84) y mujeres 67,78 % (101/149) p=0,0014, los 2 primeros años con mayor frecuencia de SAP; 65 (85,52 %), 59 (86,76 %) repectivamente p=0,0009, de especialidades quirúrgicas 63 (90 %) p=0,0071. Las subescalas del MBI el AE;79,82 % (186) con un promedio de 35,39 (± 11,61) puntos. El PHEEM de los MR con SAP; 107,9(( 19,6) puntos y sin SAP; 136,3(( 12,1) puntos IC 95 % 18,1-25,0 p= 0,0001. El PHEEM predijo el AE con R2=0,619, PPS; B= -0,18 (±0,009) p=0,001, y la DESP; R2= 0,385, PPS; B= -0,001 (±0,004) p=0,009 siendo PSS predictor significativo con correlación inversa en ambas. Conclusión: existe relación inversa entre el clima educativo y el sindrome de agotamiento profesional en la población estudiada, con alta prevalencia de este en residentes hombres de especialidades quirúrgicas, siendo el soporte social del ambiente educativo hospitalario un predictor significativo para el desarrollo del sindrome de agotamiento profesional.

RESUMEN Se fundamenta la importancia que tiene el desarrollo de un pensamiento científico en la evolución de los métodos de investigación histórica con los métodos didácticos en el proceso de enseñanza aprendizaje de la Historia de Cuba. Utilizando los métodos de investigación científica histórico lógico, análisis-síntesis y el inductivo deductivo. El trabajo tiene como objetivo elaborar de una concepción didáctica para el desarrollo del pensamiento científico sustentada en la relación dialéctica entre los métodos de la investigación científica y los métodos de enseñanza aprendizaje de la Historia de Cuba.

ABSTRACT The importance of the development of the scientific thinking in the evolution of historical research methods with didactic methods in the teaching-learning process of Cuban history is based on the importance of the development of scientific thinking in the evolution of historical research methods with didactic methods in the teaching-learning process of Cuban history, using the historical-logical, historical-logical, analysis-synthesis and inductive-deductive methods of scientific research. The objective of the work is to elaborate a didactic conception for the development of scientific thinking based on the dialectic relationship between the methods of scientific research and the methods of teaching and learning of Cuban History.

RESUMEN Las cuatro misiones de la Universidad hacen que esta tenga un papel importante en el desarrollo económico y social a través de la formación del capital humano. Entre las misiones, se encuentran la enseñanza y la investigación. La enseñanza debe llevarse a cabo por medio de la investigación para generar las bases del conocimiento y el desarrollo de este. Además, debe generar el uso del conocimiento, su preservación y difusión mediante la interacción con usuarios. Por eso, se indagó en: 1) la formación de los estudiantes universitarios de Encarnación con relación a la CTI; 2) el índice de universidades de Encarnación que realizan transferencia de conocimiento; 3) la relación entre las MIPYMES y las universidades de Encarnación. Metodológicamente, se trabajó con la metodología cuantitativa-método descriptivo. Se aplicó una encuesta a directivos de 4 universidades privadas de la ciudad. Los resultados dan cuenta de la falta de capital humano calificado en I+D+i dentro de las universidades estudiadas, hecho que dificulta la implementación de las oficinas de transferencia de conocimiento (OTRI) pues la formación relacionada a la investigación e innovación se ven limitadas al no desarrollarse en todos los años de cursada, siendo esto, a nivel de grado y posgrado, además de la escasa actividad de vinculación con el medio. Estos hallazgos resaltan la limitada capacidad para generar nuevos conocimientos contextualizados a la realidad local y a su posterior aplicación eficiente.

ABSTRACT The four missions of the University give it an important role in economic and social development through the formation of human capital. Among the missions are teaching and research. Teaching must be carried out through research to generate the bases of knowledge and its development. It must also generate the use of knowledge, its preservation and dissemination through interaction with users. Therefore, we investigated: 1) the training of university students in Encarnación in relation to STI; 2) the index of universities in Encarnación that carry out knowledge transfer; 3) the relationship between MSMEs and universities in Encarnación. Methodologically, we worked with the quantitative methodology - descriptive method. A sur- vey was applied to managers of 4 private universities in the city. The results show the lack of qualified human capital in R+D+i within the universities studied, a fact that hinders the implementation of knowledge transfer offices (OTRI), since training related to research and innovation is limited because it is not developed in all the years of study, both at the undergraduate and graduate levels, in addition to the limited activity of linking with the environment. These findings highlight the limited capacity to generate new knowledge contextualized to the local reality and its subsequent efficient application.

Resumo: Com o desenvolvimento desta investigação foram realizadas duas aulas com atividades experimentais, adotando um enfoque de aplicações físicas para abranger o estudo de integrais triplas e integrais de linha no contexto educativo. Estas aulas foram concebidas com o objetivo de explorar como a aplicação de conceitos físicos pode enriquecer e facilitar a compreensão de tópicos matemáticos avançados. A investigação proposta faz parte de um estudo quantitativo de laboratório, que foi mensurado por meio de testes de pré e pós-teste, permitindo avaliar o ganho conceitual pelo método de Hake, bem como testes de hipóteses e análise de parâmetros estatísticos. Além das avaliações quantitativas, foi utilizado um diferencial semântico para mensurar aspectos relacionados à atitude dos participantes em relação à aprendizagem de integrais triplas e de linha. Esses instrumentos de medição proporcionaram uma visão abrangente do impacto das atividades experimentais no processo de aprendizagem dos estudantes. Os resultados obtidos revelaram que as aplicações físicas experimentais podem ser uma estratégia pedagógica eficaz para ensinar e aprender conceitos avançados de cálculo, como integrais triplas e de linha. Além disso, ficou evidente seu potencial para promover uma aprendizagem mais significativa e duradoura para o estudante, ao proporcionar uma compreensão mais profunda e uma maior conexão com o mundo real dos fenômenos físicos. Estas descobertas sugerem a importância da integração de atividades experimentais no processo de ensino de matemática, especialmente em áreas que requerem um enfoque mais abstrato e teórico.

Resumen: Con el desarrollo de esta investigación, se llevaron a cabo dos talleres con actividades experimentales, adoptando un enfoque desde las aplicaciones físicas para abarcar el estudio de las integrales triples e integrales de línea en el contexto educativo. Estos talleres se diseñaron con el objetivo de explorar cómo la aplicación de conceptos físicos puede enriquecer y facilitar la comprensión de temas matemáticos avanzados. La investigación propuesta se enmarca en un estudio cuantitativo de laboratorio, que se medió a través de unas pruebas pretest y postest, permitiendo evaluar la ganancia conceptual utilizando el método de Hake, así como realizar pruebas de hipótesis y análisis de parámetros estadísticos. Además de las evaluaciones cuantitativas, se empleó un diferencial semántico para medir aspectos relacionados con la actitud de los participantes hacia el aprendizaje de las integrales triples y de línea. Estos instrumentos de medición proporcionaron una visión integral del impacto de las actividades experimentales en el proceso de aprendizaje de los estudiantes. Los resultados obtenidos revelaron que las aplicaciones físicas experimentales pueden ser una estrategia pedagógica efectiva para enseñar y aprender conceptos avanzados de cálculo, como las integrales triples y de línea. Además, se evidenció su potencial para promover un aprendizaje más significativo y duradero para el estudiante, al proporcionar una comprensión más profunda y una mayor conexión con el mundo real de los fenómenos físicos. Estos hallazgos sugieren la importancia de integrar actividades experimentales en el pro- ceso de enseñanza de las matemáticas, especialmente en áreas que requieren un enfoque más abstracto y teórico.

Abstract: For this research, there were two workshops with experimental activities carried out with an approach from physical applications to cover the study of triple integrals and line integrals in an educational context. These workshops were designed to explore how the application of physical concepts can enrich and facilitate the understanding of advanced mathematical topics. The proposed research is framed as a quantitative laboratory study measured by pre- and post-tests to assess conceptual gain using Hake’s method, hypothesis testing, and statistical parameter analysis. In addition to the quantitative assessments, a semantic differential was used to measure aspects related to participants’ attitudes toward triple and line integral learning. These measurement tools provided a comprehensive view of the impact of the experimental activities on the students’ learning process. The results showed that experimental physics applications can be an effective pedagogical strategy for teaching and learning advanced calculus concepts such as triple and line integrals. In addition, their potential to promote more meaningful and lasting student learning by providing a deeper understanding and greater connection to the real world of physical phenomena was demonstrated. These findings suggest the importance of integrating experimental activities into the mathematics classroom, especially in areas that require a more abstract and theoretical approach.

Resumen (Objetivo) En este articulo se describe el proceso de elaboración de una Guia de valoración de la idoneidad didáctica de un proceso de estudio del concepto de diferencial de una función. El objetivo que se persigue es proponer un instrumento que promueva, oriente y apoye el análisis y la reflexión del profesorado en torno a los procesos de enseñanza y aprendizaje del concepto de diferencial. (Metodologia) El metodo de investigación empleado es el análisis de contenido y toma como punto de partida la revision sistematica de los conocimientos didactico-matematicos en investigaciones claves. El análisis esta orientado por las dimensiones o facetas que intervienen en un proceso educativo: epistémica, cognitiva, afectiva, instruccional y ecologica cuyos componentes y criterios se fundamentan en noción de idoneidad didáctica propuesta por el enfoque ontosemiotico del conocimiento y la instrucción matemáticos (EOS). (Resultados) La construccion de la Guia de valoración de la idoneidad didáctica introduce una metodologia para la reconstruccion del significado de referencia para el estudio de la diferencial en sus diversas facetas. Ademas, esta guía representa una herramienta potente para el profesor en el momento del diseño, implementación y valoración de procesos de estudio teniendo en cuenta los diversos significados de la diferencial, sus conexiones, sus potenciales conflictos semióticos y sus relaciones con otros conceptos. (Conclusiones) En línea con el marco teorico de referencia, se concluye que su uso idoneo permitiria al profesor tomar decisiones didácticas argumentadas sobre la propia gestión del proceso didactico teniendo en cuenta el contexto educativo.

Resumo (Objetivo) Este artigo descreve o processo de elaboração de um guia para avaliar a adequação didatica de um processo a fim de estudar o conceito de diferencial de uma função. O objetivo buscado e propor um instrumento que promova, oriente e apoie a analise e a reflexão dos professores sobre os processos de ensino e aprendizagem do conceito de diferencial. (Metodologia) O metodo de pesquisa utilizado e a analise de conteúdo e tem como ponto de partida a revisão sistematica do conhecimento didatico-matematico em pesquisas-chave. A analise esta norteada pelas dimensões ou facetas que intervêm em um processo educacional: epistêmica, cognitiva, afetiva, instrucional e ecologica cujos componentes e criterios se baseiam na noção de adequação didatica proposta pela abordagem ontosemiotica do conhecimento e da instrução matematica (EOS). (Resultados) A construção do Guia de avaliação da adequação didatica introduz uma metodologia para a reconstrução do significado de referência para o estudo da diferencial em suas varias facetas. Alem disso, esse guia representa uma ferramenta poderosa para o professor ao projetar, implementar e avaliar processos de estudo, levando em conta os diferentes significados da diferencial, suas conexões, seus possiveis conflitos semioticos e suas relações com outros conceitos. (Conclusões) De acordo com o marco teorico de referência, conclui-se que seu uso ideal permitiria que o professor tomasse decisões didaticas fundamentadas sobre a propria gestão do processo didatico, considerando o contexto educacional.

Abstract (Objective) This article describes the process of preparing a Guide for the Assessment of Didactic Suitability of a process for studying the concept of the differential of a function. The objective of this exercise was to propose an instrument to promote, guide and support teachers’ analysis of, and reflection on, teaching and learning processes of the differential concept. (Methodology) The research method used was content analysis, and its starting point was a systematic review of didactic-mathematical knowledge in key research. The analysis was guided by the dimensions or facets that characterize an educational process - epistemic, cognitive, affective, instructional and ecological - whose components and criteria are based on the notion of didactic suitability proposed in the Onto-semiotic Approach to Mathematical Knowledge and Instruction (OSA). (Results) The construction of the Didactic Suitability Assessment Guide introduced a methodology for the reconstruction of the reference meaning for the study of various facets of the differential. In addition, this guide represents a powerful tool for teachers at the time of designing, implementing. and evaluating study processes, taking into account the various meanings of the differential, its connections, its potential semiotic conflicts and its relationships with other concepts. (Conclusions) In line with the theoretical reference framework, it is concluded that its ideal use would allow teachers to make informed decisions about management of the didactic process, taking into account its educational context.

Resumen (Objetivo) Aunque el uso de vídeos de aula no es un tópico novedoso en la formación inicial del profesorado de educación matemática infantil, todavía hay preguntas de investigación sin resolver asociadas, sobre todo, a criterios para seleccionar y analizar vídeos desde un enfoque didáctico y disciplinar. Desde esta perspectiva, la finalidad del artículo es diseñar y validar una rúbrica que sirva para este doble propósito. (Metodología) A partir de un paradigma de investigación cualitativo, se ha seguido un proceso 4x3, es decir, un método secuenciado en cuatro fases con tres pasos en cada una de ellas: 1) revisión, 2) creación, 3) contraste y evaluación, y 4) mejora. (Resultados) La versión definitiva de la rúbrica, denominada R4, consta de 28 ítems organizados en cuatro dimensiones: 1) rol docente, sobre la función que tiene cada docente en el aula; 2) respuesta del alumnado infantil en la tarea, sobre su actuación; 3) relaciones matemáticas, sobre el tipo de matemática; 4) recursos, sobre la gestión y uso de recursos-materiales humanos. Para cada dimensión se considera diversas subdimensiones, en total 16. (Conclusiones) Se concluye que la rúbrica R4 aborda aspectos fundamentales (rol docente, respuesta del alumnado infantil, relaciones matemáticas y recursos) en la labor docente de una maestra o maestro de educación infantil, lo cual permite analizar la práctica docente de un modo holístico y fundamentado.

Resumo (Objetivo) Embora o uso de vídeos em sala de aula não seja um tópico novo na formação inicial de professores de matemática da educação infantil, ainda há questões de pesquisa não resolvidas associadas, sobretudo, aos critérios de seleção e análise de vídeos a partir de uma abordagem didática e disciplinar. A partir dessa perspectiva, o objetivo do artigo é projetar e validar uma rubrica que atenda a essa dupla finalidade. (Metodologia) Com base em um paradigma de pesquisa qualitativa, foi seguido um processo 4x3, ou seja, um método sequenciado em quatro fases com três etapas em cada uma delas: 1) revisão, 2) criação, 3) contraste e avaliação, e 4) aprimoramento. (Resultados) A versão final da rubrica, denominada R4, consiste em 28 itens organizados em quatro dimensões: 1) papel do professor, sobre a função que cada professor tem na sala de aula; 2) resposta dos alunos à tarefa, sobre seu desempenho; 3) relações matemáticas, sobre o tipo de matemática; 4) recursos, sobre o gerenciamento e o uso de recursos humanosmateriais. Para cada dimensão são consideradas diversas subdimensões, totalizando 16. (Conclusões) Conclui-se que a rubrica R4 aborda os principais aspectos (função do professor, resposta dos alunos da educação infantil, recursos e relações matemáticas) no trabalho de ensino de um professor da educação infantil, o que permite uma análise holística e informada da prática de ensino.

Abstract (Objective) Although the use of classroom videos is not a new topic in the initial training of early childhood mathematics education teachers, there are still unresolved research questions associated, above all, with criteria for selecting and analyzing these videos from both a didactic and disciplinary approach. From this perspective, the purpose of this article is to design and validate a rubric that serves this dual purpose. (Methodology) Based on a qualitative research paradigm, a 4x3 process has been followed, that is, a method sequenced in four phases with three steps in each one of them: 1) Review; 2) Creation; 3) Contrast and Evaluation; and 4) Improvement. (Results) The final version of the rubric, called R4, consists of 28 items organized in four dimensions: 1) Teaching role, on the role of the teacher in the classroom; 2) Response of children in the task to his/her performance; 3) Mathematical relations, on the type of mathematics; 4) and Resources, on the management and use of human resources and materials. For each dimension, several subdimensions are considered, 16 in total. (Conclusions) It is concluded that the R4 rubric addresses fundamental aspects (Teaching role, Childrens’ response, Mathematical relations and Resources) in the teaching work of an early childhood education teacher, which allows analyzing the teaching practice in a holistic and justified way.

ABSTRACT This paper presents how the teaching and learning of ethics have been implemented in the context of a course entitled Professional Ethics for Translators and Interpreters, offered to students of the Translation Program at the Federal University of Uberlândia (UFU), located in Minas Gerais State, in Brazil. Through the pedagogical technique referred to as the case method, which enables reflection and possible ways of solving ethical problems, the ethical education of translators can be improved. Although it resembles the case study method used in qualitative research in Social Sciences, especially in terms of case selection and adherence to theories, the case method presented here is intended for didactic purposes. Interpreters UFU, UFU , (UFU) State Brazil problems improved Sciences theories purposes (UFU

RESUMO Este artigo apresenta como o ensino e a aprendizagem da ética foram implementados no contexto de uma disciplina intitulada Ética Profissional para Tradutores e Intérpretes, oferecida aos alunos do Curso de Tradução da Universidade Federal de Uberlândia (UFU), localizada no Estado de Minas Gerais, no Brasil. Por meio da técnica pedagógica denominada método de caso, que permite a reflexão e possíveis maneiras de resolver problemas éticos, a formação ética dos tradutores pode ser aprimorada. Embora se assemelhe ao método de estudo de caso usado na pesquisa qualitativa em Ciências Sociais, especialmente em termos de seleção de casos e aderência a teorias, o método de caso aqui apresentado destina-se a fins didáticos. Intérpretes UFU, UFU , (UFU) Gerais Brasil éticos aprimorada Sociais teorias destinase destina didáticos (UFU

Resumen Introducción: Este estudio examina el impacto de la confianza organizacional en el bienestar de los docentes en la enseñanza virtual durante la pandemia de COVID-19 en Uruguay (N = 351; 270 mujeres, 81 hombres) utilizando para la comprensión el modelo de demandas-recursos laborales. Método: Esta se llevó a cabo mediante un modelo de ecuaciones estructurales. Resultados: Los resultados muestran que la confianza en líderes y colegas influye de manera positiva en los recursos personales percibidos y el engagement de los docentes. La confianza en los líderes se relaciona positivamente con los recursos organizacionales. El engagement se vincula de manera negativa con los problemas del sueño, mientras que las altas exigencias laborales se asocian con más tecnoestrés, afectando, además, los problemas de sueño de los docentes Conclusiones: Se destaca la importancia de la confianza organizacional en tiempos de cambio, subraya su papel en promover estados psicológicos positivos y facilitar el uso de recursos para mejorar el bienestar docente. La influencia de la confianza sobre el bienestar no es directa, sino que está mediada por una serie de variables.

Abstract Introduction: This study examines the impact of organisational trust on teachers’ well-being during virtual teaching throughout the COVID-19 pandemic in Uruguay (N = 351; 270 women, 81 men) using the Job Demands-Resources model for understanding. Method: This study was conducted by means of a Structural Equation Model. Results: The results show that trust in leaders and colleagues positively influences perceived personal resources and teachers’ engagement. Trust in leaders is positively related to organisational resources. Engagement is negatively linked to sleep problems, while high job demands are associated with more technostress, affecting teachers’ sleep problems. Conclusions: The importance of organisational trust in times of change is highlighted, emphasising its role in promoting positive psychological states and facilitating the use of resources to improve teachers’ well-being. The influence of trust on well-being is not direct but mediated by a series of variables.

The utilisation of online platform Blackboard Learn for Teaching and Learning (T & L) has become an essential and obligatory component of Higher Education Institutions (HEIs). This study research aims to examine the difficulties and potential of its implementation at a Historically Disadvantaged Institution (HDI) like University of Limpopo (UL), with a focus on the Bachelor of Arts (BA) programme in Criminology and Psychology (Crim & Psych) as guided by University of Limpopo Faculty of Humanities Multimodal Teaching and Learning Plan (UL FHMTLP). This qualitative study employed an empirical research design, selecting Twelve (12) permanent Academics/Lecturers from the Department of Criminology and Criminal Justice at UL for interview purposes. The verbatim responses from the interviews were analysed to identify the key themes and sub-themes of the study using the inductive Thematic Content Analysis (TCA) method. This study revealed that there is a lack of utilisation of Blackboard Learn at UL, as well as ineffective adaptation of current strategies and UL FHMTLP implementations. Many Lecturers still depend on contact T & L and the use of Blackboard Learn to connect the operations of this programme is currently unsuccessful. Recommendations consist of regular training and refreshment courses on the application of this technology, such as the Learning Management System (LMS) provided by the Information and Communications Technology [ICT]-electronic-(e)-Learning Unit. This could potentially facilitate collaborations between Natural Sciences (Technology - Blackboard Learn) and Human Sciences (Crim & Psych) to generate new knowledge, while also clearly providing the advantages of technology utilisation for T & L at UL. This kind of innovation could accommodate "economical, educational, technical, and social transformations" to address the mentioned challenges and opportunities, while making contributions to the field of professorship, with a focus on the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023, utilising Blackboard Learn for T & L in a HDI to outline the existing challenges and possibilities.

El objetivo de este estudio es analizar las aportaciones que la Secuencia Didáctica sobre alimentación saludable puede hacer a la alfabetización científica y tecnológica de los alumnos de los primeros cursos de primaria. El método consiste en un enfoque cualitativo basado en la investigación de intervención pedagógica. Se elaboró y aplicó una Secuencia Didáctica titulada Alfabetización y alimentación saludable. La investigación tuvo lugar en una clase de 2º grado del sistema escolar público municipal, en una ciudad situada en la región de Campos Gerais, en Paraná. Los resultados mostraron que la Secuencia Didáctica con el tema de la alimentación saludable promueve y posibilita la alfabetización científica y tecnológica, destacando la construcción del conocimiento. Se considera que las actividades dentro de los módulos propuestos en la Secuencia Didáctica contribuyeron al avance gradual de los conocimientos de cada alumno participante con relación al inicio de la educación científica en la Enseñanza de las Ciencias y al proceso de alfabetización.

O presente estudo objetiva apresentar uma análise das contribuições que a Sequência Didática com a temática alimentação saudável pode proporcionar para a alfabetização científica e tecnológica aos alunos dos anos iniciais do Ensino Fundamental. O método consiste em uma abordagem qualitativa, cujo encaminhamento está baseado na pesquisa de intervenção pedagógica. Foi desenvolvida e aplicada uma Sequência Didática intitulada Alfabetização e Alimentação Saudável. A pesquisa aconteceu em uma turma de 2º ano na rede pública municipal, em uma cidade localizada na região dos Campos Gerais no Paraná. Os resultados apontaram que a Sequência Didática com a temática alimentação saudável promove e possibilita a alfabetização científica e tecnológica evidenciando a construção do conhecimento. Acredita-se que as atividades dentro dos módulos propostos na Sequência Didática contribuíram para o avanço gradativo do conhecimento de cada aluno participante no que se refere a iniciação da educação científica ao Ensino de Ciências e ao processo de alfabetização e de letramento.

The aim of this study is to present an analysis of the contributions that the Didactic Sequence on healthy eating can make to scientific and technological literacy among students in the early years of elementary school. The method consists of a qualitative approach based on pedagogical intervention research. A Didactic Sequence entitled Literacy and Healthy Eating was developed and applied. The research took place in a 2nd grade class in the municipal public school system, in a city located in the Campos Gerais region of Paraná. The results showed that the Didactic Sequence with the theme of healthy eating promotes and enables scientific and technological literacy, highlighting the construction of knowledge. It is believed that the activities within the modules proposed in the Didactic Sequence contributed to the gradual advancement of the knowledge of each participating student with regard to the initiation of scientific education in Science Teaching and the literacy process.

As Tecnologias de Empoderamento e Participação (TEP) constituem-se como ferramentas e plataformas digitais que facilitam o acesso à informação, a expressão de opiniões, a colaboração e a participação em decisões educacionais, políticas ou sociais. Estas tecnologias podem contribuir para promover a aprendizagem interativa e colaborativa no ensino da gestão gastronómica. Este artigo propõe um guia metodológico que utiliza o TEP como estratégia pedagógica no ensino de gestão gastronômica. Espera-se que este guia contribua significativamente para a formação integral dos futuros profissionais da gastronomia, preparando-os para enfrentar os desafios do setor com solidez e versatilidade. O estudo assumiu uma abordagem metodológica mista, foi aplicada uma revisão de literatura para identificar estratégias aplicáveis, seguida do desenvolvimento de um guia metodológico. Em seguida, o guia foi avaliado pelo método Delphi, através de um inquérito a um painel de 6 especialistas para garantir a sua relevância e eficácia no contexto educativo. Nos resultados, o guia integrou métodos pedagógicos inovadores e tecnologias emergentes para desenvolver competências-chave na gestão gastronómica. Além disso, a avaliação de peritos apoiou a sua credibilidade e potencial para melhorar o ensino nesta área.

Las Tecnologías del Empoderamiento y Participación (TEP) se conforman como herramientas y plataformas digitales que facilitan el acceso a información, la expresión de opiniones, la colaboración y la participación en decisiones educativas, políticas o sociales. Estas tecnologías pueden contribuir a que, en la enseñanza de la gestión gastronómica, se promueva un aprendizaje interactivo y colaborativo. Este artículo propone una guía metodológica que utiliza las TEP como estrategia pedagógica en la enseñanza de la gestión gastronómica. Se espera que esta guía contribuya significativamente a la formación integral de futuros profesionales de la gastronomía, al prepararlos para enfrentar los desafíos del sector con solidez y versatilidad. El estudio asumió un enfoque metodológico mixto, se aplicó una revisión bibliográfica para identificar estrategias aplicables, seguida del desarrollo de una guía metodológica. Luego, se evaluó la guía mediante el método Delphi, a través de una encuesta a un panel de 6 expertos para asegurar su pertinencia y eficacia en el contexto educativo. En los resultados, la guía integró métodos pedagógicos innovadores y tecnologías emergentes para desarrollar competencias clave en gestión gastronómica. Además, la evaluación de expertos respaldó su credibilidad y potencial para mejorar la enseñanza en este campo.

Empowerment and Participation Technologies (PET) are digital tools and platforms that facilitate access to information, the expression of opinions, collaboration, and participation in educational, political, or social decisions. These technologies can contribute to the promotion of interactive and collaborative learning in the teaching of gastronomy management. This article proposes a methodological guide that uses PET as a pedagogical strategy in teaching gastronomic management. This guide is expected to contribute significantly to the integral formation of future gastronomy professionals, preparing them to face the sector's challenges with solidity and versatility. The study assumed a mixed methodological approach; a literature review was applied to identify applicable strategies, followed by developing a methodological guide. The guide was then evaluated using the Delphi method through a survey of a panel of 6 experts to ensure its relevance and effectiveness in the educational context. The results of the guide integrated innovative pedagogical methods and emerging technologies to develop critical competencies in gastronomy management. In addition, the expert evaluation endorsed its credibility and potential to improve teaching in this field.

BACKGROUND: Multimodal or online learning is the use of electronic technology to deliver, support and enhance both learning and teaching. It involves communication between learner nurses and lecturers using online content. The study aims to contribute to achieving Sustainable Development Goal 4 on quality education by promoting inclusive education at tertiary institutions. The use of multimodal teaching and learning (MTL) in higher education institutions (HEI) has increased over the last decade, particularly during the COVID-19 pandemic OBJECTIVES: To explore and describe the perspectives of the undergraduate learner nurses regarding MTL challenges at the HEI, Limpopo Province, South Africa METHODS: A qualitative, explorative, descriptive and contextual research design was used to explore and describe the perspectives of the undergraduate nurses at a HEI in Limpopo Province, South Africa. A non-probability purposive sampling method was employed to select participants. Data were collected through five focus group interviews (FGI) and analysed using Tesch's open coding data analysis method. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study RESULTS: Study findings revealed the perspectives of the undergraduate nurses during MTL. The challenges related to connectivity issues, technological difficulties during online teaching, learning and assessment as well as the unapproved platforms used by module facilitators for online teaching CONCLUSION: Undergraduate learner nurses expressed their perspectives regarding the challenges they experience when using MTL. Our study findings could influence educational institutions and policymakers to improve the quality of online teaching, learning and assessment by embracing innovative instructional techniques and providing teachers with ongoing training

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract The article we present arises from research that studies the changes that occurred at the University, from the point of view of the students, regarding the teaching methodologies used by the professors. The year 2020 is the starting point of a new way of relating, because as a consequence of the confinement caused by the COVID-19 pandemic, social and work activity changed, and although it was temporary, it had its consequences that may have remained. Thus, in the different social environments, face-to-face activities began to be carried out remotely. At the University of Extremadura, this research team, as teachers, asked themselves what was happening in teaching, and above all, which of these changes remained with us. To do this, the opinions of the students of the University of Extremadura on the changes in teaching methodologies during confinement due to COVID-19 have been analyzed. The research method that has been used is the qualitative study of the answers given by the students to the open questions of the questionnaire validated by this research team. The results obtained indicate that the changes made in teaching methodologies during the COVID-19 pandemic are NOT perceived positively by students in their teaching/learning process. Consequently, it can be concluded that there is no manifestly clear unanimity among students regarding the positive and negative aspects obtained from this experience on the changes in teaching methodologies caused by the COVID-19 pandemic.

Resúmen El artículo que presentamos surge de la investigación que estudia los cambios que ocurrieron en la Universidad, desde el punto de vista de los alumnos, respecto a las metodologías docentes utilizadas por los profesores. El año 2020 es el punto de partida de una nueva forma de relacionarse, pues como consecuencia del confinamiento provocado por la pandemia COVID-19, la actividad social y laboral cambió, y aunque fue de forma temporal, tuvo sus consecuencias que puede que hayan permanecido. Así, en los distintos ambientes sociales, las actividades presenciales pasaron a realizarse de forma remota. En la Universidad de Extremadura, este equipo de investigación, como docentes, se preguntó qué estaba ocurriendo en la docencia, y sobre todo, cuáles de estos cambios se quedaron entre nosotros. Para ello, se han analizado las opiniones de los alumnos de la Universidad de Extremadura sobre los cambios en las metodologías docentes durante el confinamiento debido al COVID-19. El método de investigación que se ha utilizado es el estudio cualitativo de las respuestas dadas por los alumnos a las preguntas abiertas del cuestionario validado por este equipo de investigación. Los resultados obtenidos indican que los cambios realizados en las metodologías docentes durante la pandemia de COVID-19 NO son percibidos positivamente por los alumnos en su proceso de enseñanza/aprendizaje. En consecuencia, se puede concluir que no hay una unanimidad manifiestamente clara, entre los alumnos con respecto a los aspectos positivos y negativos, obtenida de esta experiencia sobre los cambios en las metodologías docentes causados por la pandemia del COVID-19.

Abstract It is essential to consider the need for investigative procedures anchored in a viable and appropriate way of producing knowledge, as well as paying attention to the ethical research procedures and the context of the investigation explored by the researcher. In this context, this article addresses qualitative research through the epistemological axis of theory as an expression of practice, focusing on the theoretical-methodological approach of Collective Knowledge Systematization (SOK). We understand the epistemological axis of theory as an expression of practice as the experience and critical analysis of a methodological process that seeks to alter established social relations in the educational environment. Thus, our research objective is to identify the possibilities of using SOK in the constitution of qualitative research design. To achieve this, we used narrative review as our method, a state-of-the-art research type, encompassing the following stages: definition of the research object, research problem, criteria for exclusion and inclusion, data analysis items, analysis categories, data organization, interpretation of results, and final recommendations. Data collection occurred through digital search platforms such as BDTD and the digital library of the Pontifical Catholic University of Paraná, focusing on dissertations and theses that addressed "theory as an expression of practice" and "collective knowledge systematization" as investigative methods of qualitative research in their works. The data were organized into comparative tables, highlighting the methodological aspect, through the following analysis categories: theme, method, data collection procedure, and data analysis technique; aiming to verify how SOK is utilized: as continued education and/or a qualitative research method. Following this data analysis and interpretation, we conclude that SOK is a viable alternative for research in various knowledge areas that address the teaching-learning process among peers and can be used both as continued education and as a qualitative research method.

Resumo É importante considerar a necessidade de procedimentos investigativos viáveis e adequados para a produção de conhecimento, bem como atentar-se à ética na pesquisa e ao contexto da investigação explorado pelo pesquisador. Desse modo, este artigo aborda a pesquisa qualitativa pelo eixo epistemológico “teoria como expressão da prática”, com enfoque na abordagem teórico-metodológica da Sistematização Coletiva do Conhecimento (SCC). Compreendemos por esse eixo epistemológico, a vivência e a análise crítica de um processo metodológico que busca alterar as relações sociais estabelecidas no ambiente educacional. Assim, nosso objetivo de pesquisa é identificar quais as possibilidades de uso da SCC na constituição de design de pesquisas qualitativas. Para isso, utilizamos como método a revisão narrativa, pesquisa do tipo estado da arte, contemplando as seguintes etapas: definição do objeto de pesquisa, problema de pesquisa, critérios de exclusão e inclusão, itens da análise de dados, categorias de análise, organização dos dados, interpretação dos resultados e recomendações finais. A coleta dos dados ocorreu por meio de plataformas digitais de busca como a BDTD, e biblioteca digital da Pontifícia Universidade Católica do Paraná, com foco em dissertações e teses que abordassem “teoria como expressão da prática” e “sistematização coletiva do conhecimento” como método investigativo de pesquisa qualitativa em seus trabalhos. Os dados foram organizados em quadros comparativos, com destaque para o aspecto metodológico, por meio das seguintes categorias de análise: temática, método, procedimento de coleta de dados e técnica de análise de dados; no intuito de verificar a forma como a SCC é utilizada: formação continuada e/ou método de pesquisa qualitativa. Depois dessa análise e da interpretação dos dados, concluímos que a SCC é uma alternativa viável para pesquisas das diversas áreas do conhecimento que abordam o processo de ensino-aprendizagem entre pares; sendo possível sua utilização tanto como formação continuada quanto como método de pesquisa qualitativa.