Estudios Pedagógicos

Practicum-study subject and its relationship with teaching identity and job placement: an approach from the perspective of pedagogy students

2026-03-30T16:05:50-04:00

The objective of the study is to investigate the characteristics associated with the practicum-study subject through the perception of education students in the Metropolitan region of Chile, in order to reflect on the consolidation of professional identity and its adequate job placement. The methodology is qualitative interpretative and descriptive exploratory. The sample consists of 76 student teachers in the Metropolitan region. The data collection technique is a descriptive qualitative survey. The interpretative analysis allows the definition of two categories: (1) Approximation to the conceptualization of practice; (2) Purpose of practices, which comprises two subcategories related to professional identity and to the working environment of the students and their relationship to such environment and the professional reality.

Citizenship education from an inclusive perspective. A review of scientific production

2026-03-30T16:13:16-04:00

This paper presents a systematic conceptual review of empirical studies on Global Citizenship Education (GCED) to reveal and analyze research patterns and highlight themes included and excluded from the academic discourse. The results evidence the dominant themes in this discourse and a possible gap in the existing body of research. As a result, a framework for future research developments in the area of ECG is suggested. Educators and policy leaders in different countries are increasingly looking for ECG integration, making research directions visible will help to frame actions more precisely and comprehensively.

Professional teacher training in times of uncertainty: challenges of “becoming a teacher” of Visual Arts in contexts of educational emergency

2026-03-30T18:23:35-04:00

In the context of the pandemic confinement during 2020, teachers’ practical training was a challenge that institutions addressed using different strategies. This study sought to analyze the beliefs and perceptions of trainee teachers’ and preservice teachers’ guide on professional practice training in remote mode in a visual arts teaching degree program in Santiago. The methodology was addressed using a qualitative approach, and data were collected from questionnaires, focus groups and interviews. The results show that the initial apprehensions about carrying out a remote professional practice were modified to the extent that professional and vital learning was developed. The practice in this modality offered opportunities for didactic adjustments and significant learning, a process in which reflection played a key role for all the participants involved, allowing them to tackle uncertainty and new types of interactions.

Teaching competences for teaching focused on learning in Higher Education

2026-03-30T18:38:42-04:00

This article shows the perception that teachers at the Technological University of Chile have about the competencies required to manage a teaching model focused on learning. The study was carried out with a qualitative approach through interviews with the 12 teachers best evaluated by their students, which were coded and analyzed with the support of Atlas.ti. The results allow us to affirm that the factors that teachers consider essential for teaching focused on learning are: student participation, motivation, trust and the student-teacher relationship, and although there is a predisposition on the part of teachers to act in a climate of flexibility, openness and sensitivity towards the students’ problems, limitations are observed in exercising the tutorial function, which could undermine teaching leadership. The article ends by suggesting new studies that allow us to delve deeper into the aforementioned factors.

Family functioning, satisfaction with studies and depression in peruvian students with high academic performance

2026-03-30T18:46:41-04:00

High school students with high academic achievement often face difficulties that affect their mental health. The objective of this study was to analyze whether family functioning and satisfaction with studies predict depression in students of the high-performance Mayor Secondary Presidente del Perú School. The study included 506 students with high academic performance, aged between 14 and 17 years, of both sexes and from different departments of the country. The instruments used were the Family Functioning Scale (APGAR), the Brief Scale of Satisfaction with Studies (EBSE), and the Abbreviated Child Depression Questionnaire - DCI-S. The results indicated that the variables were significantly related and that family functioning and satisfaction with studies were predictors of depression.

Language Models and Intercultural Coexistence in Education: Findings from a Participatory Action Research project in Navarra

2026-03-30T18:51:31-04:00

This article analyses the relational situation in IES Altsasu, a public secondary school in Navarra (Spain) characterised by multiculturalism. It arises from a Participatory Action Research (PAR) project, developed with the aim of improving intercultural coexistence, which involved the whole educational community and various social agents of the region. The diagnostic process combined quantitative (survey) and qualitative (focus groups) techniques. The findings revealed a scenario dominated by “coexistence” but not actual communal living, and a fracture between two linguistic models that contributed to segregation. In addition, socio-economic data were identified as limiting opportunities in the educational sphere. Finally, knowledge of Basque was seen as a factor facilitating integration.

Promoting Self-Regulated Learning in Higher Education: Perspectives from Planning, Teaching and Evaluation

2026-03-30T19:04:12-04:00

The purpose of this study was to evaluate the impact of a training program for university teachers in strategies to promote self-regulation of learning. Even though the literature points out various strategies to promote it, there is no clarity about the specific activities that teachers carry out in the classroom. Through a qualitative approach, based on grounded theory, a study was implemented through semi-structured interviews with 35 teachers (71.4% women), with an average age of 41.8 years, from a private university in southern Chile. The results highlight planning and evaluation practices that promote self-regulation of learning, observed difficulties and the perception of their impact. It is concluded that teaching support in higher education is key to promoting self-regulation of learning and what are the main barriers to implementing these practices, providing relevant information for the development of these competencies.

Teaching Reflective Practice in Initial Teacher Education

2026-03-30T19:09:45-04:00

Reflective practice, understood as an intentional process of analyzing and improving pedagogical practice, is presented as a key methodology to strengthen the professional identity and adaptability of teachers. This article aims to analyze the teaching of reflective practice in initial teacher education in Uruguay, emphasizing the role of teacher educators in subject-specific teaching methods. To achieve this, a mixed-method approach was adopted, allowing for the triangulation of qualitative and quantitative data. Among the findings, the positive impact of tools such as reflective writing and collaborative workshops between peers and educators stands out, as well as the barriers imposed by normative pedagogical traditions and institutional limitations. The article concludes that reflective practice can become a axis for professionalizing teaching, provided that conceptual and methodological gaps are addressed through sustained educational policies and teaching practices.

Hikikomori as an escape line from the performativity based school? A case study in Barcelona

2026-03-30T19:15:15-04:00

Background: This study analyses the relationship between school dropout and hikikomori behaviour in Barcelona, exploring the influence of neoliberal educational contexts on social withdrawal.

Method: A case study was conducted with interviews with two siblings with hikikomori behaviour, their mother,

a social worker and a teacher. In addition, the school’s educational project was examined.

Results: Dropping out of school contributed to social isolation. Students reported pressure, competition and rigidity in school, reflecting neoliberal paradigms. Although they internalised this competitive mentality, they showed disillusionment with the education system and pessimism about their future. Institutional responses tended to medicalise the problem.

Conclusions: Hikikomori is a symptom of social malaise linked to late capitalism and a form of passive resistance. A multidimensional approach is needed that considers individual, family and socio-economic factors, promoting less competitive and more inclusive educational practices.

Identity narratives of students who entered university through affirmative action policies

2026-03-30T19:22:48-04:00

This study delves into the experiences of students at an elite university who entered through an alternative access program. Its central focus is to understand how this particular aspect of their higher education affects their subjectivity, using identity narratives and Bourdieu’s concept of habitus. Adopting a qualitative approach, nine interviews were conducted with students from different generations within the same faculty, some of whom were the first in their families to attend university. The results, obtained through narrative analysis, reveal general patterns marked by difficulties in the new educational context and the adaptation processes students develop to overcome them. It is concluded that students experience a tension in their identities when entering an environment structured around a different habitus, leading them to define themselves in terms of this difference.

Effect and impact of a traning program on communication and social interaction for students with ASD within the educational community belonging to a Municipal Department of Education Administration

2026-03-30T19:28:09-04:00

Objective: evaluate the effectiveness and impact of a training program aimed at the educational community. Methods: An 8-session training program was conducted over three months for an educational community involving 36 professionals from school integration programs, who were assessed using a self-administered questionnaire measuring the dimension of knowledge variation and the dimension of self-reported skills. The T-test was applied for normalized data, confirming the hypothesis with p<0.05 and revealing statistically significant increases in knowledge (T=4.722) and self-reported skills (T=-5.457), with a small effect size. Discussion: The study aligns with previous research, focused on an intervention that provided instruction, practice, and feedback through various resources provided by the training program. Conclusion: Training programs offer a valuable opportunity to develop skills that favor social communication of students with ASD through their educational community. The need for specific assessment tools in Chile is emphasized, along with the continuation of evidence-based strategies. The emergence of naturalistic and collaborative interventions promises to continue supporting students with autism in routine educational contexts.

Play to interact or to have fun? Conceptualizations of play and its relationship with mathematical learning

2026-03-30T19:33:15-04:00

This cross-sectional, correlational study explores the relationship between conceptualizations of play with Chilean early childhood educators and the mathematical performance of kindergarten children (N = 290, Median age = 70,40 months, SD = 3,91). 15 educators expressed their conceptualizations of play with between 3 to 5 concepts emerging, subsequently coded by the 3 authors of the study. These categories were then used to group the educators by means of a cluster analysis. The results yielded 2 distinct groups of educators whose students were compared by means of a multivariate analysis which revealed significant differences in two mathematical tasks. It was evident that the conceptualizations of play had an influence on the mathematical learning of the students. In particular, those who consider that play integrates learning with fun obtain better results with their students. These findings reveal play as a valuable tool, not only for recreational use but also for mathematical learning.

A mixed study of the knowledge and perspectives of Salamanca teachers on ADHD and learning disorders

2026-03-30T19:43:01-04:00

The increase in students with ADHD and learning disorders in schools demands research for interventions, early detection, and policy updates. Reducing stigma and promoting inclusion are key objectives. This study aims to analyze teacher training in Salamanca on these disorders and assess their ability to detect and support affected students. A mixed DITRIAC design was used with the participation of 82 elementary and secondary school teachers. Two instruments were utilized: an open-ended survey on the detection and support of students with ADHD and learning disorders, and the Knowledge of Attention Deficit Hyperactivity Disorder (KADDS) Scale. The results demonstrate variability in teachers’ knowledge of ADHD and learning disorders, highlighting the need for improved training. The findings emphasize the importance of educational support, such as professional assistance and adapted resources, for working with these students.

Main factors contributing to educational exclusion in high school students in the municipality of Tiraque

2026-03-30T19:48:45-04:00

This study analyses the factors contributing to educational exclusion in the transition to university among students in the municipality of Tiraque, Bolivia. Structural and cultural gaps mark the context. A mixed methodology was employed, with surveys administered to students and focus groups and interviews conducted with teachers, families, and educational authorities. The results reveal barriers such as economic constraints, gender gaps, restricted access to technology and infrastructure, and linguistic and cultural inequalities. Furthermore, the phenomenon of youth migration in pursuit of employment opportunities has been identified as a factor that exacerbates the challenges faced by the community in accessing higher education. The study draws attention to the low prioritisation of education within the community, a perception that is highlighted by both parents and teachers. This is in stark contrast to the aspirations of students, who despite these contextual constraints, hold high expectations for their future careers. The study offers a comprehensive understanding of the dynamics of educational exclusion in rural areas and puts forward a set of guidelines for the formulation of inclusive policies that can promote equity and enhance access to higher education.

Impact of the team-based learning methodology: Perception of students from different university careers

2026-03-30T19:55:23-04:00

Introduction: The university, in moments of returning to on-site classes post-pandemic, faces the challenge of promoting student engagement and protagonism through the use of active learning methods. One method is Team-Based Learning (TBL), in which students reflect, investigate, and construct learning collaboratively, supported by the teacher. Objective: To understand students’ perceptions of the use of the TBL method and how it contributes to active learning. Methods: This descriptive study was applied to a general education course with university students from various majors. The TBL method was implemented in three content areas, and an adapted survey of the “Team-Based Learning Student Assessment Instrument” with 19 items was used to evaluate students’ perceptions of the method. Results: 82.4% of the students perceived a sense of responsibility in the teaching-learning process, the importance of team members’ contributions, and the application of what was learned through learning activities at each stage of TBL, generating collective enjoyment. Conclusions: The implementation of the TBL method fosters a sense of community in the classroom and enhances student satisfaction in teamwork activities, which is particularly relevant in times of returning to on-site classes after a period of distance learning. Teachers must adapt their roles and pedagogical approaches, transitioning from knowledge transmitters to learning facilitators.

Experiences and challenges in the inclusion of Chilean autistic students: an analysis from the voices of the professionals of the School Integration Programs

2026-03-30T20:06:01-04:00

This article explores the perceptions of professionals from school integration programs (PIE) on the inclusion of autistic students in regular Chilean classrooms. Through semi-structured interviews with 48 professionals from ten PIE teams from public schools in Santiago, their experiences and challenges regarding inclusion were investigated. A thematic analysis was carried out with a system of categories and codes. The results highlight that structural and practical limitations persist, including scarcity of resources and insufficient teacher preparation to include autistic students. Teachers’ prejudices and their own attitudes towards inclusion reflect a still segregated approach, which limits access and equitable participation of these students. The study emphasizes the need to improve initial teacher training to address diversity, and to implement sustainable inclusive strategies that ensure real inclusion and social justice for autistic students.

Gender Equality in Universities, Technical Training Centers and Professional Institutes in Chile Similarities and Differences

2026-03-30T20:14:11-04:00

The social and regulatory changes experienced in Chile as a result of feminist university mobilizations and the enactment of Law 21,369, which regulates Harassment, Violence and Gender Discrimination in Higher Education, raise the question of how the processes of institutionalization of gender equality are going, comparing the similarities and differences between the three formats of higher education: Universities, Technical Training Centers and Professional Institutes. Through 44 interviews with students, academics, officials and gender professionals from four regions of Chile: north, center, south and south-austral, it was observed that, despite having to respond to the same regulatory framework, there are structural differences in organizational life times, training times, and resources (or access to them) to respond to the demands. The similarities allude to the incipient gender perspective, the need for gender training and the invisibility of men and masculinities, among others.

Teacher professional development plans for secondary technical-vocational education in Chile: administrative instrument or situated professional learning strategy?

2026-03-30T20:19:49-04:00

The Teacher Professional Development (DPD), located in institutional needs, to improve pedagogical practices becomes relevant as a priority in the work of managerial and middle leadership. The purpose of the following study is to analyze the characteristics of the Local PDD Plans in a sample of nine secondary technical-professional schools in Chile, considering their structural dimensions, managerial priorities and internal coherence. A qualitative approach is adopted, using documentary analysis techniques, rubric on the quality of the plans and discourse analysis. The results show that the plans make reference to the regulations (Law 20.903) and connect with Institutional Educational Projects, but they do not include data on teaching needs or evidence of the impact on student learning. Collaborative work and pedagogical reflection are inconsistently implemented. It is concluded that, although PDD Plans comply with administrative requirements, they do not necessarily contribute to the strengthening of pedagogical practices.

Artistic education and deficit of qualified teachers in public schools of O’Higgins, Chile

2026-03-30T20:26:01-04:00

The present study analyzes the current state of artistic education in Chile, through the training and characterization of educational practices in public schools in the O’Higgins Region. The methodological approach is mixed and includes the review of primary information from universities, a survey and semi-structured interview applied to teachers and regional artists. Among the findings, the low number of specialist arts teachers and the relevant work of artist-educators in programs such as Acciona or CECREA stand out to cover the absence of qualified teachers. Furthermore, the impossibility of rural schools far from large cities to attract specialist teachers is confirmed. The lack of initial teacher training in the arts and limited ongoing training emerge as impact factors in the teaching- learning processes, especially in basic education, and in territories where the sociocultural participation of families and students is low.

Becoming an entrepreneurial citizen in times of job insecurity in and from school

2026-03-30T20:30:08-04:00

The aim of this article is to describe the citizenship practices that young people produce in and from school in societies marked by job insecurity in the district of San Martín, province of Buenos Aires. The hypothesis that we propose to develop is that secondary school students problematize working conditions based on the practices and knowledge they produce from school. From there, they become entrepreneurial citizens and responsible for job success and/or failure. To do this, we designed a methodology that involves the analysis of the results of surveys, in-depth interviews with students, and observation of classes at the secondary level during 2022 and 2023. The results show that those who have worked or are working, know and suffer the effects of job insecurity in their age group, while maintaining that being an entrepreneur is one of the main ways to improve their living conditions.

Social and emotional learning of the Heads of Technical-Pedagogical Units participating in a continuous training program in Chile

2026-03-30T20:34:29-04:00

Social and emotional learning develops skills such as emotional management, empathy, and positive relationships. In the case of technical-pedagogical leadership, it allows them to play a central role in collaborative work regarding teaching planning and positive links for the implementation of policies in the classroom. This study evaluates the beliefs about socio-emotional learning of UTP leaders participating in a continuous training program in Chile. Using a quantitative approach and a descriptive comparative design, 275 teachers’ leaders responded to the adapted and validated “Social and Emotional Learning Scale for Teachers”. The results obtained from 12 items identified three main dimensions: Comfort, Commitment, and Culture, which explain 62% of the variance. UTP teachers highly value the learning of socio-emotional skills, both for students and for their work. The importance of promoting systematic intervention programs in these areas, considering a territorial and gender approach, is highlighted.

Self-Regulated Learning Competencies in University Students: Factorial and Communality Analysis

2026-03-30T20:42:28-04:00

Self-regulated learning skills are essential for students’ academic success. For this reason, this research emerged, which aims to determine self-regulated learning skills in university students. To do so, a quantitative approach with a descriptive transversal design was used. The results reveal that elaboration and organization skills significantly impact students’ academic performance. Intrinsic orientation contributes 31.53%, time management 25.9%, and effort regulation 24.5%; elaboration and organization are the ones that contribute the most, with 55.37% and 66.5%. It is concluded that the skills intrinsic orientation, time management, and self-regulation of effort are key to self-regulated learning. They allow students to set clear goals, organize their time, and stay motivated, which helps them achieve their academic goals and develop useful skills for their learning.

Analysis derived from Bolívar Echeverría´s learning in a Chilean postgraduate course from an interdisciplinary perspective

2026-03-30T20:51:22-04:00

Bolívar Echeverría’s thought has become relevant in interdisciplinary doctoral courses at Chilean universities. Within the context of the ecological crisis, his philosophical proposal makes it necessary to reflect on interdisciplinarity. The aim of this study was to analyze the scientific production focused on Bolívar Echeverría’s thought, conducting a systematic review with a mixed-methods approach between 2011 and 2024. The results highlighted the production categorized by topics, disciplines, paradigms, types of problems, research scope, and significant findings. There was a predominance of articles with themes about critical theory and disciplines such as literature and philosophy (χ²=46,987 df (8), p < .005), mostly qualitative (χ²=129 df (2), p < .005), conceptual (χ²=118,656 df (3), p < .005), and exploratory (χ²=119,928 df (3), p < .005). The production of studies related to Echeverría has expanded in different disciplines beyond philosophical thought, giving a positive sign of his validity.

Resilience and academic performance in Language and Communication: A study in students in contexts of high social vulnerability

2026-03-30T20:56:39-04:00

Academic resilience is essential to cope with stress and school difficulties in vulnerable contexts. This study analyzes its relationship with performance in Language and Communication in 1,094 students from 5th to 8th grade in the Biobío region, Chile, using a quantitative, descriptive-correlational and cross-sectional approach. The CYRM-28 was used and Student tests, ANOVA and Pearson correlations were applied. The results showed a positive relationship between resilience (individual dimensions, relationship with the caregiver and context) and performance, highlighting the individual dimension as the most influential. Men showed higher levels of resilience than women, and higher-level students showed greater resilient development. Limited research in Chile underscores the need to delve deeper into its academic and socio-emotional impact. In conclusion, resilience is a key protective factor for academic success, especially in males and students with higher educational levels.

Links that last: Strategies for dealing with pandemics in rural Chilean education

2026-03-30T21:02:27-04:00

The objective of this study is to systematize the experience of managing the educational process during the pandemic from the perspective of a group of directors and teachers of rural schools. A qualitative multiple case study method is used, involving directors and teachers from seven rural schools in southern Chile. Between 2020 and 2021, thirty-three interviews were conducted with a total of fifteen participants, in addition to the filming of nine classes in rural contexts. The results indicate that the bonds of affection built over time between schools and the community played a relevant role in the collaborative interaction aimed at the design of educational strategies to confront the pandemic. This finding underscores the importance of the duration of administrators’ and teachers’ tenure in the same school for building trust-based relationships that support relevant and sustainable innovations.

How do physical education teachers perceive the management of gender conflicts?

2026-03-30T21:10:53-04:00

The objective of this study was to ascertain how Secondary Education teachers, both in general and in particular those teaching Physical Education, approach gender inequalities in terms of the support provided to students and the implementation of protocols and co-educational strategies. Fifty-three teachers from 15 schools in the Community of Madrid participated in the study. Semi-structured interviews and discussion groups were used as data collection methods. A content analysis was applied to the transcripts of these interviews using Atlas.ti. The results obtained from this study indicated the presence of gender stereotypes among students regarding the seeking support from various agents within the educational community when confronted with challenges. The study revealed the recognition of the efficacy of normative protocols, accompanied by an acknowledgement of their limitations. Furthermore, it was observed that there was a need for training in teacher intervention as a primary strategy for generating change within educational institutions.

Analysis of the intercultural discourse of the educational resources present in TikTok for Early Childhood Education

2026-03-31T12:45:21-04:00

A review of the educational resources created and shared by users on the social network Tik-Tok is presented, with the main theme of interculturality in the Early Childhood Education stage. A descriptive-interpretative research was carried out with the help of students from four universities, using content analysis to analyse different videos. An ad hoc analysis instrument was used which took into account different dimensions included in the official UNESCO documents. The results show that the resources analysed do not follow most of the guidelines, nor do they contribute to the development of intercultural competences. There is therefore a need for pedagogical reflection on the way interculturality is practised, which also implies an essentially political task to encourage situations of exchange and knowledge, cognitive decentralisation and practices of self-reflection. Finally, various orientations are proposed that take into account the dimensions investigated.