Estudios Pedagógicos

Mindfulness and education in Chile: Exploratory study of interventions and systematic review of the evidence

2026-06-08T13:15:41-04:00

The purpose of this study was to describe and analyze the current state of incorporation of mindfulness-based programs in the Chilean educational system, including preschool, primary and secondary education levels. The design was qualitative, including interviews with key actors to identify implementation experiences, and the review of scientific articles by Chilean authors or studies implemented in Chile. 25 experiences and 7 academic articles were identified. Scarce evidence of the results of the interventions was found, only 4 of the 25 experiences were evaluated. The review of the literature and the experiences that were evaluated present results that coincide with international evidence: reduction of stress, anxiety and depression in both teachers and students, improvement in life satisfaction in teachers, improvement in prosocial skills, academic performance and regulation of attention in students.

Perception of the educational supervisor in leadership for management

2026-06-08T13:35:53-04:00

Educational leadership usually falls on the management bodies of administrations or educational institutions, however, there are professionals such as educational inspectors or supervisors who are required to have management skills, team building and other organizational elements, which implies this capacity. of leadership. Taking into account this scenario, the objective of this research is to determine the perception of the educational supervisor in the leadership for his occupation, through a quantitative methodology, of ex post facto design, and through an ad hoc questionnaire, with a unifactorial structure, which is implemented a sample of 386 district teaching technicians in the Dominican Republic, some of its characteristics being that 6 out of 10 were women and 64.5% were over 40 years old. Among the results obtained, it stands out that the older the educational supervisor is, the more effective leadership is exercised in his or her job performance.

Discomfort, pain and suffering in teachers. Psychoanalytic approach

2026-06-08T13:42:56-04:00

Teacher suffering affects professional performance, as it affects the possibility of accompanying processes; hence the relevance of its in-depth study. In this work we define discomfort, pain and suffering from a psychoanalytic theoretical framework. We look at how suffering specifically affects the teaching task. Then we share what different theories propose as ways to address suffering, or ways of contributing to deal with it. Finally, we deal with creative therapies as one of the intervention devices that offer opportunities to process suffering. We particularly refer to two types of creative therapies: psychodrama and dance movement therapy.

Stigmatization after IQ: A brief psychoeducational intervention program for adolescents

2026-06-08T13:53:58-04:00

Currently, there is no consensus on the concept of intelligence, although the psychometric model and the intelligence quotient prevail. These are useful models, but they can provoke harmful effects (iatrogenic): segregation and comparison among individuals who are deemed “more” or “less” intelligent, especially in educational environments. To prevent these effects, a brief psychoeducational intervention program has been proposed that can be easily implemented (efficient). Forty-three students (divided into two groups) aged 16 to 18 participated in a pilot study consisting of two sessions per group. The format and achievement of objectives (tylerian model) were assessed using an ad hoc instrument. The results demonstrate an appropriate design (motivating, interesting...) and the fulfillment of the proposed objectives: learning about the concept of intelligence, encouraging reflection on one’s abilities, and minimizing potential stigmatization associated with the intelligence quotient. This is a pilot study with a small sample size, so its replication is recommended to further consider its effectiveness.

ICTs and the new challenges in higher education. Analysis of the influence of climate change for students at the University of Extremadura (Spain)

2026-06-08T14:08:58-04:00

We are facing new educational scenarios, climate change and conditions linked to higher temperatures and lower rainfall are more frequent. In this study we analyse how these conditions affect students at Uex. To do so, we analysed the DMartonne Index, using the climate database to calculate ten global climate models. A questionnaire was also carried out using the Kahoot tool for Early Childhood Education students to find out the influence of climate change on their studies. The data analysed shows that the university will be more vulnerable to climate change in the near future, and the campus most affected will be in Mérida and Badajoz, where from 2030 it will be included in the semi-arid climate category, which will have a significant impact on the conditions for educational well-being and teaching activity during the spring and summer months.

Creativity and Stress: Literature Review and Educational Implications

2026-06-08T14:17:11-04:00

The present study aims to analyze the relationship between the variables of creativity and stress through a bibliographic review of the scientific literature of studies published in the last ten years. Databases (Scopus and Web of Science) were used to carry out searches according to inclusion and exclusion criteria. After analyzing the resulting 42 articles, it was found that the majority of the studies show a significant and indirect relationship between both constructs. Although the conclusion suggests an indirect relationship, in some studies modulating variables are identified that could mediate or establish a direct connection, therefore, the need for additional research to delve into this relationship is highlighted, given the diversity of instruments, contexts and sample characteristics used, as well as like individual differences. The article concludes by addressing the educational implications derived from this review.

Educational evaluation policies and accountability. Bibliometric analysis of articles published in Chile 2009-2019

2026-06-08T14:27:56-04:00

The objective of this study is to characterize scientific articles on educational assessment policies and accountability published in Chile between 2009 and 2019, within the context of educational policies as a national and global phenomenon. The sample analyzed included 42 articles from WoS, Scopus, SciELO, and Latindex. The methodological strategy used in this article was a scoping review, documentary analysis, and bibliometric analysis. Among the results, the variability of articles published by institution stood out; the number of authors and articles published. Only 17 articles indicated their source of funding, some of which had more than one source. A contrario sensu, 25 articles did not indicate this bibliometric indicator. The articles covered most of the evaluation and accountability policies of the period, which are understandable within the context of national and transnational education policies.

The Problematization of School Coexistence as an Object of Government and the Emergence of the National School Coexistence Policy in Chile (1990-2002)

2026-06-08T14:44:28-04:00

This article analyzes the emergence of school coexistence as a field of public intervention in Chile, highlighting the construction of the National School Coexistence Policy (PNCE) as a key instrument of educational policy. From a historical and conceptual approach based on governmentality and assemblage theory, the study shows how school coexistence evolved from a democratic political ideal to a technical concept focused on educational quality and conflict resolution. The article highlights the tensions between the instrumental and value dimensions of the educational process in its configuration, as well as the influence of various actors, discourses and practices. The PNCE, established in 2002, is interpreted as a strategic assembly that consolidated school coexistence as a governable phenomenon, while facing its conceptual plurality. This study contributes to understanding the dynamics between knowledge, power and values in the development of contemporary educational policies.

Pedagogical and Disciplinary Standards for Pre-service Teacher Programs: An Analysis based on the Pedagogical Content Knowledge

2026-06-08T14:52:50-04:00

During the year 2022, Standards for the Teaching Profession have been published in Chile for different areas of the school curriculum. These documents claim to be based on the construct of Pedagogical Content Knowledge (PCK). This study seeks to understand how PCK has been operationalized for the construction of these Standards. To this end, it describes how PCK was conceived at different moments in its history. Then, a Content Analysis of the Standards and other related documents, such as the Curricular Bases and the Framework for Good Teaching, was carried out. From the analysis, transversal syntactic patterns have emerged, which have been related to the PCK. Finally, these results are discussed from a critical pedagogical perspective, arguing that the simplification of complex constructs —a necessary procedure for measurement in accountability contexts— could mean a weakening of pre-service teacher education.

Educational innovation in Latin America during the pandemic and its conditions for development and sustainability

2026-06-08T14:59:32-04:00

COVID-19 reaffirmed the need for educational transformation and promoted innovation and the use of ICT in education. Seeking to contribute to this reflection, the objective of this research is to identify educational innovations that emerged during the pandemic and their development and sustainability conditions to go beyond the coronavirus. Using a systematic review with the SALSA method, 18 IDB and UNESCO documents published between January 2020 and September 2023 were found. The results identify 31 innovation projects that emerged or were developed during pandemic and importance of teacher training, resources, participation of student and parent, willingness to change, leadership for innovation, but above all of collaboration networks, which expand the need for transformation beyond the school. The conclusions highlight these trends to take advantage of the pandemic to go further by empowering the condition for development and sustainability of innovations.

Development of Mathematics from 0 to 3 years: Key Guidelines for Early Childhood Educators

2026-06-08T15:07:28-04:00

The development of mathematical thinking in children from 0 to 3 years of age has begun to be increasingly visualized in research in this area and the need to update this knowledge by practicing early childhood educators is gaining strength, this is reflected in the requirements of the Chilean preschool education curriculum where the core of mathematical thought is defined from the nursery level. The present work responds to this need for updating and develops a literature review on main aspects of the construction of mathematical thinking between 0 and 3 years of life, including main authors and theories, as well as main concepts of the different models of definitions, including a proposed model for mathematical literacy in the initial level, all this to nourish, theoretically and methodologically, the field of initial mathematical education in early childhood educators.

Displacements and links in teacher training: a tridifferential cartography of contested symbolic configurations

2026-06-08T15:14:06-04:00

This article analyzes the discourses of preservice teacher training students from a critical and relational perspective, integrating Critical Discourse Analysis (CDA) and Tridifferential Relational Logic (TRL). The research is based on focus groups conducted at three universities in northern Chile and allows for the identification of emerging symbolic configurations that reveal epistemic, institutional, and subjective tensions in the training field. Four relational nuclei were identified: a mismatch between theory and practice, weak disciplinary connection, complexity in collaborative practices, and fractured affective-pedagogical ties. TRL allowed for the analysis of each discursive unit based on its function, position, and meaning, revealing that training experiences are not neutral, but rather symbolic co-emergences in dispute. These findings challenge traditional models of teacher training and open the possibility of considering pedagogies of bonding, situated epistemologies, and educational practices that can be inhabited in complex contexts.

Trajectories of Vocational Education teachers in Chile: why did they decide to study pedagogy?

2026-06-08T15:24:00-04:00

This article examines the career trajectories of teachers in Chile’s upper-secondary Technical-Professional Education (EMTP) who decide to pursue formal teacher education. Using a biographical-narrative approach, two rounds of in-depth interviews and narrative reconstructions were conducted with three in-service teachers (engineering, accounting, computer science). Analysis identifies key milestones —positive school socialization, departure from the private sector amid tensions, re-engagement with teaching through community initiatives, recognition of pedagogical gaps, and the influence of peers and university programs— that operate as components of Teacher Professional Identity. Formal preparation, articulated with practice, expands didactic repertoires, legitimizes prior knowledge, and consolidates that identity. Enabling conditions (mentoring, schedule flexibility) and tensions (work–study balance) mediating professionalization are described. It is concluded that vocation and classroom experience mobilize the decision to professionalize, while formal training provides language, criteria, and tools to improve teaching in EMTP.

Inicial training teachers’ perceptions of the use of children’s and young adult literature for science teaching and learning

2026-06-08T15:37:06-04:00

It is important to analyse teachers’ perceptions, conceptions, and experiences, as these can hinder the incorporation of innovative methodologies and new teaching strategies. In this study, which adopts an exploratory and descriptive approach, the perceptions, conceptions, and experiences of pre-service teachers (PFI) regarding the potential of children’s and young adult literature (CYAL) as a didactic resource in science education were examined. To this end, a 15-item questionnaire (Likert, dichotomous, and open-ended questions) was designed, validated by specialists, and administered online to third-year pre-service teachers enrolled in the Primary Education degree in Galicia. Data were analysed using descriptive statistics and thematic categorisation. The results show that, overall, pre-service teachers consider CYAL useful in science education, especially for introducing vocabulary, motivating students, and fostering ecosocial values. Despite this positive assessment, they do not feel capable of incorporating the resource into the classroom because they perceive a lack of training, have had no prior experience with it, and possess a limited literary repertoire. Integrating CYAL into the didactic-scientific literacy of pre-service teachers is beneficial due to the contributions this resource can offer.

Services as the Core Axis of University Service-Learning: An Overview from the Educational Field

2026-06-08T15:46:00-04:00

The article examines the services generated in University Service-Learning (USL) projects developed by education students at the University of the Basque Country (EHU/UPV, Spain) within the “Transforming realities” project. From a qualitative perspective, 63 undergraduate and master’s theses (2020–2025) are analyzed to identify service areas, types, aims, evaluation processes, and the factors influencing their implementation. Reviewing the written theses makes it possible to understand students’ perceptions of the value and impact of the services provided. A systematized variable matrix is applied, combined with a category analysis inspired by grounded theory. The results show a greater presence of direct services in schools and social organizations, aimed at primary school pupils, education professionals, and service users. Topics related to inclusion, gender, innovation, and ICT predominate. Key factors are organized into organizational, communicative, and pedagogical dimensions, highlighting resources, collaboration, and reflection, versus time constraints and design adjustments. These findings underscore the value of service-learning in transforming community realities and strengthening university pedagogical training.

Problem solving and hypothesis formulation in building Rube Goldberg machines

2026-06-08T15:58:11-04:00

The study aimed to evaluate the complexity of problem-solving and hypothesis formulation performed by 91 engineering students while building a Rube Goldberg Machine. This was a descriptive, cross-sectional study that analyzed the cognitive processes involved in popping a balloon using the machine within individuals. A coding rubric was used to assess the cognitive demand of the questions posed during construction. The results showed high levels of complexity in both processes, suggesting that cognitive sophistication is related to the physical knowledge and practical skills required in the science of machine design. Furthermore, ascending and descending patterns were observed in problem-solving and hypothesis formulation, revealing diverse dynamics in the participants’ performance.

Effects of academic-scientific literacy on the reading and writing skills of university students

2026-06-08T16:05:13-04:00

The purpose of this research was to evaluate how literacy communication skills can be significantly improved through the use of academic literacy strategies. The research was applied, quantitative, explanatory, and quasi- experimental. The sample consisted of 232 students from various fifth-year degree programs: the EG consisted of 116 students and the CG consisted of 116 students. The data collection instruments were a questionnaire, a knowledge test, and an observation guide. The results showed that literacy communication skills improved significantly with the application of academic literacy strategies, with a p-value <0.05. At the descriptive level, changes were revealed between the EG and the CG after the implementation of the program. It was concluded that the applicati on of strategies such as inquiry, planning, textualization, revision, and final editing improves literacy skills in the writing of scientific academic texts in university contexts.

The transition to democracy in Spain in LOMLOE textbooks: a study applied to Galicia

2026-06-08T16:15:39-04:00

The Transition plays a fundamental role in one of the objectives of teaching History: understanding the present. This work addresses an analysis of the treatment of this historical process in Baccalaureate through Galician textbooks within the framework of the LOMLOE. The study of the body of the text of the manuals collects a story hegemonized by the positive and peaceful nature of the Transition, consensus, personalism and the lack of historiographic treatment, continuous with the LOMCE manuals. This historiographic construction, although it is altered through the activities and accompanying texts, shows a general situation of hegemony of the positive narrative of the Transition and lack of adaptation.

Exploring the potential of picture books on migration to work on emotional literacy with trainee teachers

2026-06-08T16:28:10-04:00

This study contributes to offering trainee teachers a comprehensive education by designing and implementing a didactic proposal based on the principles of emotional education through illustrated books about migrations. Its purpose is the development of different literacies and competences in English as a foreign language classes. A quantitative methodology is used in which the data is based on an anonymous questionnaire and a rubric completed by the students. The results show that using illustrated books about migration allows students to delve into the principles of emotional education and different literacies and competences that contribute to their formation as global citizenship. In conclusion, using illustrated books makes possible to provide the teaching- learning process with social content since it enhances comprehensive training whose purpose is to form global citizenship while working on the knowledge specific to the subject.

An Approach to Teachers’ Beliefs About Creativity: Application of a Psychometric Instrument in a Latin American Context

2026-06-08T18:14:16-04:00

This study examines the validity and reliability of the Beliefs About Teaching for Creativity Scale (BATCS) in the Chilean educational context. The research aimed to explore the factorial structure and internal consistency of the scale, originally developed by Katz-Buonincontro et al. (2020, 2021), which measures five dimensions of teachers’ beliefs about creativity: desirability, self-efficacy, fixed and growth mindsets, and perceived value of creativity for students. A total of 251 teachers from different educational levels participated in the study. Results indicate satisfactory reliability levels and an acceptable overall fit for the five-factor model. Nevertheless, distinctive patterns emerged in the value dimension and in the relationship between fixed and growth mindsets, suggesting culturally specific variations compared to findings from other regions. These results support the validity of the instrument and, at the same time, suggest the possibility of making conceptual and linguistic adjustments for its application in Latin America.

Revision of contributions on Artificial Intelligence-supported feedback

2026-06-08T18:25:23-04:00

Feedback in learning processes can be understood as the provision of comments about the quality of the assignments, or, in the framework of sustainable feedback, as the actions students take with the information that they gather to improve both their work and their learning skills. A literature review is conducted to understand the role of generative artificial intelligence (GenAI) from this second perspective, applying the PRISMA protocol. The results show that the contributions of GenAI are not aligned with this new conception of feedback, but rather follow a traditional view, although the monitoring of student progress is mentioned among the main benefits. It is suggested that feedback literacy should be strengthened among both teachers and students to ensure the use of GenAI is pedagogically properly.

Socio-emotional Competencies in Teacher Education: Systematic Literature Review

2026-06-08T18:36:39-04:00

The development of social-emotional skills is a key challenge in building democratic and healthy schools. However, research in this area is still scattered and lacks evidence. The aim is to analyze the gaps and contributions of research on social-emotional skills to identify methodological and educational implications that will guide future studies. A systematic review (2015–2023) was conducted in Scopus and Web of Science, applying criteria under the PRISMA protocol. Eighty-one scientific publications were analyzed. The results show a predominance of descriptive quantitative studies, focused on self-awareness and self-regulation, with little experimental research. Gaps were identified in the evaluation of teacher performance and in the transfer of competencies to educational practice. The review highlights the need to develop contextualized training programs based on comprehensive models that articulate personal and social dimensions. It concludes that social-emotional learning should be conceived as a collective and situated process.

Interculturality and Science Education in Chile: Contributions and Challenges for Teacher Education

2026-06-08T18:44:45-04:00

The article examines the current state of initial teacher education (ITE) in Chile with regard to the incorporation of interculturality in science teaching. Through a mixed-methods study involving secondary analysis of quantitative and qualitative data, the perceptions of 114 science teachers who teach science to foreign students (FS) were identified and characterized. The findings reveal a systematic absence of intercultural training among science teachers, together with a strong willingness to receive professional development in this area. Identified training needs include language, cultural knowledge, understanding of students’ curricular backgrounds, and the relationship between science and culture. The discussion advocates moving beyond a compensatory view toward a critical intercultural approach that integrates diverse epistemologies as a central curricular axis. It concludes that ITE must be re-envisioned from an ethical and epistemological perspective that values cultural plurality as a source of educational innovation.

Teachers’ assessment approach and competency-based assessment practice in personalized learning contexts: congruences and discrepancies

2026-06-08T18:56:10-04:00

The study analyzes teachers’ assessment approaches to competency-based assessment and its implementation in the classroom within the framework of personalized learning, with the aim of identifying consistencies and discrepancies between both aspects. A qualitative multiple-case design was employed, applied to two secondary education projects from different fields: programming and 3D design, and innovation and sustainability. The results reveal uneven coherence between teachers’ evaluative approaches and their actual practices: in one case, key elements of competency-based assessment appear only incipiently, while in the other they are developed more consistently. The study identifies alignments in the recognition of competency-based assessment components and in the use of feedback, but also discrepancies in the clarification of criteria, student participation in co- assessment, and the systematic use of formative feedback. The findings conclude that significant gaps persist between teachers’ discourse and practice, highlighting the need to strengthen alignment with the principles of competency-based assessment.

School well-being in boarding schools: challenges and opportunities to overcome social anomie in an indigenous context

2026-06-08T19:04:12-04:00

This article discusses the well-being of students who completed their schooling in boarding schools. The methodology is qualitative and interpretive, with 10 participants interviewed in semi-structured interviews. The data were analyzed using thematic analysis. The results highlight opportunities and challenges for improvement: 1) sense of belonging, linked to promoting a co-constructed normative framework for coexistence; 2) strengthening the school-community bond, which refers to providing opportunities for participation; 3) resilience, associated with the family’s ability to convey the idea of overcoming adversity; 4) identity and culture, due to a perceived disconnect between school culture and personal culture; and 5) support and trust, given the perceived lack of support and trust among the school, family, and community. We conclude that school coexistence in the boarding school context must evolve into an ethical and pedagogical practice that is co-constructed through dialogue and within the community.

How are classroom interactions and learning related? An analysis from students’ perspective

2026-06-08T19:12:26-04:00

Although evidence shows that classroom interactions are relevant to learning, there is little literature in the national context that analyzes their causes from the students’ perspective. This research seeks to contribute to this gap based on a study conducted in Chilean schools, involving 356 students and a quantitative design using logistic regressions. The results show that believing in the importance of class participation for learning and feeling comfortable asking questions increase the likelihood of frequent classroom participation. In turn, frequent class participation is positively related to a better perception of school performance. In addition, female students are less likely to participate in the classroom than male students. The data reveal a close relationship between beliefs and practices in the pedagogical process.