IE Revista de Investigación Educativa de la REDIECH

Mexico’s new Secretariat of Science and Technology and the need to promote scientific journals

Jesús Adolfo Trujillo Holguín — 2025-01-10

A partir del 1 de enero del 2025 entró en funciones la nueva Secretaría de Ciencia, Humanidades, Tecnología e Innovación (Secihti), institución del Gobierno de México que sustituye al Consejo Nacional de Humanidades, Ciencias y Tecnologías (Conahcyt), que por más de 50 años se encargó de diseñar, instrumentar, ejecutar y evaluar las políticas relacionadas con el desarrollo científico y tecnológico del país. A propósito de este acontecimiento tan importante, nos proponemos en la presente nota editorial de IE Revista de Investigación Educativa de la REDIECH revisar las implicaciones de este cambio y los retos que tendrá la nueva institución para atender la necesidad de programas de apoyo que vengan a revitalizar la operación de las revistas científicas mexicanas.

Cybersecurity in higher education institutions: An analysis from the perspective of Protection Motivation Theory

Francisco Isaí Morales Sáenz — 2025-03-03

The importance of cybersecurity in the education sector lies in protecting sensitive data and information and maintaining a safe and reliable environment for students, faculty, and administrative staff. This research aims to analyze the factors influencing cybersecurity behavior of employees in higher education institutions in Northeastern Mexico. Protection Motivation Theory is used to understand the motivations and decisions related to digital security practices. For the method, 159 surveys were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results reveal that cybersecurity awareness positively influences both self-efficacy and response efficacy. Perceived severity and response self-efficacy are significant predictors of cybersecurity behavior. Interestingly, protection habit positively relates to self-efficacy but not to response efficacy. Moreover, no significant relationship was found between response efficacy and cybersecurity behavior. The findings emphasize the need for a holistic approach that considers individual and organizational factors to promote effective security practices within the Mexican educational context.

Family functioning and generalized neophobia. Analysis of their relationship in a Mexican student population

Arturo Barraza Macías — 2025-03-04

The study of family functioning has acquired relevance due to its potentially causal proximity to variables related to mental health; in this sense, the present research aims to demonstrate whether family functioning is related to generalized neophobia. To achieve this objective, a correlational, transversal, and non-experimental study was done by applying a questionnaire to 192 students from a city in the north-central part of the United Mexican States. The results indicate a negative relationship between both variables (r s .285**; p < .01), so it can be stated that the higher the level of satisfaction with family functioning, the lower the level of generalized neophobia. Additionally, it was identified that two central elements in family functioning influence the appearance of generalized neophobia: a) the freedom to change roles, and b) the social support received.

The shaky foundations of the contemporary new school

Alejandrina Santillán Martínez — 2025-03-04

Starting from an analysis of the characteristics of the contemporary school and the needs it faces to fulfill its educational and social function, a broad study is carried about the positions that various authors have presented regarding the different functions that it exercises in its formative role. Thus, a hermeneutical documentary investigation is carried out that aims to categorize and distinguish the current school from the perspective of critics who have observed beyond the educational processes that take place within it and thus understand the role of school and its need to reinvent itself in a context that has surpassed it. Therefore, it is found that school has fulfilled various social rather than pedagogical functions, mostly oriented towards maintaining the conditions that the surrounding context imposes on it, therefore, it is concluded that its structure and organization have contributed greatly to perpetuating structural conditions that generally lean towards the oppression of the vulnerable; however, in the face of changes in today’s society, its traditional structure is threatened due to its decontextualized functions.

Understanding the knowledge practices of English language teaching professionals in Mexico

Vicky Ariza Pinzón — 2025-03-08

Determining what it takes to be an English language teacher (ELT) is an issue of constant debate. Often, when explaining the profession, the qualities, and abilities of the teacher as well as their implicit bodies of knowledge are put upfront leaving aside other underlying practices such as the context, the social space, and differing idiosyncrasies. This article explores those aspects from the perspective of nine English language teacher trainers from a BA program in a public university in Central Mexico. To understand what knowledge is at stake when exercising the teaching profession, we use Legitimation Code Theory to make visible the patterns of knowledge practices within the field in ELT. Generally, this field is portrayed as practical and homogeneous, composed of disciplines such as psychology, pedagogy and linguistics. Likewise, the English professional is portrayed as a subject specialist, ethically and socially committed and context sensitive. However, those findings look relationally different as teacher trainers add value to social critical practices over pedagogical and technical skills.

Collective construction of dimensions that support the design of open educational resources in the teaching of mathematics

Noemí Gabriela Lara Sáenz — 2025-03-19

This article presents the findings of qualitative research that aims to propose central dimensions for the design of open educational resources to improve the learning of mathematics in high school. The study sample was made up of 30 women, between 16 and 17 years old, students at a public high school, in the urban area of the State of Querétaro, Mexico. Their voices, experiences, emotions, beliefs, and patterns of their learning processes in mathematics were collected through two instruments: life history and a questionnaire. The information obtained was transcribed and categorized for analysis. The results showed six dimensions to consider in the design process of open educational resources that revolve mainly around the use of technologies in training processes, and the evaluation of mathematics learning. These findings open the possibility of designing educational resources based on disciplinary needs in conjunction with the students’ voices.

Teaching and dialogic research: A pedagogical intervention experience

Abel Pérez Ruiz — 2025-03-19

This paper addresses the relevance of dialogic research as a path of educational action to improve teaching processes. For this purpose a review of its epistemological and pedagogical bases is carried out to examine the learning possibilities in a population of high school students from the Northern area of Mexico City. Through a project called “Let’s act together”, as part of a teaching development seminar at the Universidad Pedagógica Nacional, Unidad 098, the goal is to promote within classroom inquiry, reflexive dialogue and deliberation as forms of common understanding around the content of knowledge. From this experience, the results obtained allow us to conclude that the issues established in a curriculum acquire greater interest when they are submitted to discussion, critical judgment and the socialization of knowledge, thus contributing to the enrichment of educational practice.

Mathematics curriculum in high school under the competency-based model: A theoretical perspective and teachers’ interpretation

José Cristóbal Solís Pollorena — 2025-03-19

The objective of this article is to explore the impact of mathematics curricula within the competency-based educational model on actual teaching-learning practices, as perceived and interpreted by teachers in their pedagogical approaches. The methodology employed is qualitative, combining descriptive and comparative approaches, utilizing documentary research techniques alongside interviews conducted with high school teachers. The results reveal discrepancies between the competencies outlined in mathematics curricula and the realities of teaching practice as reported by teachers. One notable finding is the significant gap between the intended goals of mathematics study plans and the observed acquisition of mathematical competencies among students. This suggests that a majority of students struggle to attain mathematical proficiency, with mathematics consistently identified as the most challenging subject and exhibiting the highest failure rates at the high school level.

Construction of digital identities: The impact of virtual learning spaces on student training in higher education

Giselle Paulina Domínguez Pérez — 2025-03-22

Virtual Learning Environments (VLE) are essential tools for conducting teaching and learning activities, significantly influencing students’ perceptions of their digital identity, as well as their academic and professional development. To understand the impact of VLE on digital identity construction, their influence on the graduate profile of students in the Information and Communication Technologies Applied to Education (LTICAE) degree program at the Universidad Autónoma de Chiapas was analyzed. Using a mixed-method approach and a convenience sample, data were collected through surveys and forums. Part of the results revealed that 35.9% of students consider it highly likely that poor information management could affect their future personal and academic development. It was also evident that virtual environments are valued not only for their educational function but also for facilitating academic relationships. However, there remains a lack of awareness regarding digital footprints and the need for responsible use to avoid the vulnerability of personal information. Therefore, regulating information is considered crucial for building an image that enhances their professional performance.

Implementation of interdisciplinarity in University curriculum by teachers: A systematic review with an educational change perspective

Edna Yanina López Cruz — 2025-03-23

Interdisciplinarity is a polysemic concept attributed to the union of disciplines that, from an educational change perspective, enhances the university curriculum through connections in the content. In theory, faculty members define interdisciplinarity as either the dissolution or preservation of disciplines, considering it achieved through the transformation or integration of content. The aim of this text is to analyze, through a systematic review, articles where faculty members implement interdisciplinarity in the university curriculum while distinguishing between different concepts. This involved analyzing the literature and allowed the identification and segmentation of 62 research articles from databases such as ERIC, Scopus, Scielo, and Dialnet. The results indicate the implementation of interdisciplinarity as content transformation, curriculum integration, and curricular flexibility linked to the notion of disruption in educational change; and as the union of subjects while respecting disciplinary boundaries, connections between areas of knowledge, and specific projects from a stability perspective. This review allows us to conclude that, in most of the reviewed articles, faculty members associate interdisciplinarity with notions of preservation, opting to unite the content of the university curriculum while respecting disciplinary boundaries rather than integrating them.

Algebraic derivatives with Artificial Intelligence and video tutorials

Abraham Rocha Gallegos — 2025-03-24

In the Mexican educational system, significant deficiencies persist in the logical-mathematical area, as evidenced by various national and international assessments; that impacts social, economic, technological, and financial domains. This research aims to improve the understanding of algebraic derivatives through the use of video tutorials generated by Artificial Intelligence (AI). Using a quantitative research design, a quasi-experiment was conducted with two groups: experimental and control. The non-probabilistic sample included 38 fourth-semester high school students who were evaluated on the topic. The most notable findings revealed that students who used AI-enhanced video tutorials demonstrated a higher level of understanding of the subject and a greater ability to apply it to real-world problem-solving. This research highlights the potential of incorporating innovative and dynamic technologies like AI to address persistent challenges in mathematical education. The described methodology offers a promising alternative to overcome historical deficiencies in contemporary educational systems concerning mathematics.

Design and validation of the social and emotional competencies questionnaire for elementary school teachers

Noe Manuel García Pérez — 2025-03-24

The work presented here is based on a mixed-methods doctoral thesis. This article describes the process followed for the design and technical quality evaluation of the Socio-emotional Competencies Questionnaire (CCSE-P), administered to a convenience sample of 269 elementary school teachers in Zacatecas, Mexico. The CCSE-P construction process consisted of the following phases: 1) operationalization of the construct, 2) selection of response scale, 3) items creation, 4) evaluation by experts, 5) piloting, 6) final selection of ítems and psychometric analysis. The study results provided favorable evidence regarding the content validity and reliability of the instrument. Although the dimensions emerging from the factor analysis do not fully align with the initial theoretical framework, some coherence can still be observed between them. The questionnaire is expected to fill an important gap by becoming a relevant tool for assessing teachers’ socio-emotional competencies in the Mexican educational context.

Effects of performance evaluation programs on the professional identity of elementary school teachers in Mexico

Héctor Miguel Sánchez Anguiano — 2025-03-24

Professional identity involves how teachers recognize themselves and their role within the teaching profession, and it also determines the effectiveness of their teaching. Due to the growing importance of this topic in the field of educational research, the objective of this study was to analyze the effects of two performance evaluation programs on the professional identity of primary school teachers in the Mexican context: the Teacher Career Program and the Permanence Evaluation. To achieve this, a qualitative study was conducted. Based on the interpretive method, two discussion groups and in-depth interviews were carried out with 12 participants. The results show that the meritocratic evaluation programs implemented in recent decades have caused changes in professional identity, some of which are considered indicators of a crisis. A phenomenon of professional intensification is also identified, along with a close relationship between the results obtained in evaluations and the perception of self-efficacy, a characteristic related to commitment to teaching.

Teacher evaluation programs. A way of being a teacher-researcher at Universidad Autónoma del Estado de México

Leonor González Villanueva — 2025-03-24

The study of evaluation programs (recognition and/or encouragement of academic performance) of Higher Education (HE) teachers is part of the educational agenda due to the impact they have had on teaching, the dynamics of institutions and the higher education system. The objective of this research was to analyze the reasoning systems that underlie and are configured within the framework of teacher evaluation programs that order the “what to do?” and the “how to do?” of full-time professors of the Universidad Autónoma del Estado de México (UAEM). The political sociology of knowledge allows to explain evaluation as a historical discourse that embodies reasoning systems. Academic production was analyzed from a qualitative descriptive approach. The main results show that the research carried out by full-time professors is short-term and tends to reproduce current knowledge systems. The publication strategy is predominantly massive and collective. Research and academic production are weakly linked to teaching. The system of reason proposed by the evaluation programs is reinterpreted by the professors, giving way to the emergence of new ways of being a teacher-researcher.

Systematic review: Writing argumentative essays in upper secondary education

Rosela Granados Andrade — 2025-03-30

The writing of argumentative essays has been a fundamental component of language and communication teaching programs at the upper secondary education level. Therefore, it is crucial to investigate how students are being taught to draft this type of text in the classroom. This study presents a systematic review of scientific literature based on the PRISMA methodology, including articles from indexed journals, books, and book chapters. The research covers the period between 2017 and 2023, revealing that learning metacognition and didactic contextual transposition are key concepts in teaching argumentative essay writing, in which such transposition connects theoretical knowledge with real situations and specific contexts, while metacognition examines how learning is perceived. Additionally, the main research methods for essay writing are presented: group questionnaires and tools correlating critical thinking and writing.

Factors of adaptative performance in teachers of the Universidad Autónoma de Tamaulipas, in the post-COVID-19 stage

Astrid González Solís — 2025-03-30

When facing the COVID-19 pandemic, universities in Mexico carried out different strategies to continue teaching their classes in a distant way, closing their face-to-face class facilities. The new post-COVID-19 scenario in university life has led to the development of research on teachers and students to measure the impact of the pandemic on academic life. This study emphasizes the teachers and their ability to adapt the work activities because of the needs that this epidemiological phenomenon demanded, for this reason, it aims to identify the adaptive performance determinants taking as an analysis unit the professors from the Facultad de Derecho y Ciencias Sociales Victoria of the Universidad Autónoma de Tamaulipas, in which a quantitative study with an exploratory scope was carried out.

The context of the teaching practice of Physical Education teachers in the state of Chiapas, an exploratory study

Guadalupe Martínez-Aguilera — 2025-03-31

There are studies that describe the challenges in the teaching practice of elementary school teachers in Mexico. However, there is little research in the country that documents how Physical Education teachers develop their professional work in different educational contexts. In this sense, the report of this research is derived from an exploratory study on the context of the teaching practice of ten Physical Education teachers in Chiapas, Southern Mexico. The objective was to identify the characteristics of the context of the teaching practice of these specialists in the state of Chiapas in order to recognize the challenges and opportunities they face in their daily work. The methodological development is framed within the participatory action research under a descriptive, exploratory and transversal process. The results obtained are grouped into four main lines of analysis that provide information on access and movement to schools; the living conditions of students in the context of educational practice; the non-pedagogical activities of physical education carried out by the teacher; and the resources available to them for practice...

Artificial Intelligence in higher education: Academic integrity and new forms of writing

Eduardo Santiago Ruiz — 2025-03-31

This article aims to analyze the use of Artificial Intelligence (AI) in the university setting, focusing on how students integrate this technology into the different phases of the writing process and its relationship with academic dishonesty. A mixed-methods design was adopted, combining descriptive statistics, a correlational study, and thematic analysis of open-ended questions. An instrument was applied to a probabilistic sample of 389 participants from the Universidad Pedagógica Nacional. In the writing process, AI is primarily used in the planning and data-gathering phases but is underutilized in revision and feedback. Participants mainly perceive dishonesty as the complete production of assignments using AI, and 53.7% admit to having used it dishonestly at least once in their written work. A moderate negative correlation (Rho = –0.33, p-value < 0.001) was observed between writing strategies and academic dishonesty, indicating that those with weaker writing skills are more prone to dishonest practices. This research demonstrates that AI is profoundly transforming the writing process and poses a challenge to academic integrity.

Sense of school belonging: A strategy for institutional and academic strengthening

Selene Castañeda Burciaga — 2025-04-09

The current educational demand forces institutions to implement various strategies focused not only on attracting students but also on fostering their sense of identity, which can transcend in their permanence. The objective of this research is to identify the level of sense of belonging of the students of a private university, through the analysis of the factors that intervene in it. A cross-sectional, descriptive and non-experimental study was carried out with a sample of 320 students, to whom the perception of sense of belonging scale was applied. The main results show that, for the most part, students have a high sense of belonging to the university; furthermore, it is observed that, derived from a correlational analysis, the aspects with the highest relationship with the sense of belonging are age, educational level, occupation and academic average. As limitations, the size of the sample is identified, therefore, it is suggested to expand the population and replicate the study in different academic contexts. The originality of the work is recognized in the identification of strategies that allow to recruit students and also foster their sense of belonging.

New virtual educational reality, a view from the perspective of higher education teachers

Adriana Daniela Rodríguez Aguilar — 2025-06-06

As a result of the pandemic, higher education institutions had to implement a virtual educational model, aimed at the use of ICT, which allows teaching and learning in different scenarios. This research aimed to analyze the elements contemplated by the new virtual educational reality, from the perspective of higher education teachers, based on virtual learning environments, motivation, and integral education. The methodology was developed in three stages: a) design, scope, and sample population; b) application of the instrument; c) frequency, comparative, correlational, and factor analysis. Under these conditions, the most outstanding results indicate that virtual learning environments are more related to the factors of integral education than to motivation, but the circumstances lead that, to overcome the active methodologies, use of ICT and class planning, it is necessary to consider the social reinforcement of students and the use of playful activities.

Literacy in multigrade classrooms: An analysis of teaching practices

Blanca Araceli Rodríguez Hernández — 2025-06-06

The objective of this study is to understand how a teacher organizes instruction in a classroom comprising students from three different grade levels and varying stages of literacy development. To this end, the theoretical framework is based on sociodiscursive interactionism and the dimensions of teaching work, which guide the analysis of the knowledge mobilized by the teacher both in her discourse about pedagogical practice and in classroom interactions. The research is structured in three phases: two focus on the teacher’s discourse regarding her professional activity, and one on classroom observation. The findings reveal three key moments in instructional practice: group activities, differentiated activities, and whole-class sharing. The content taught includes elements related to literacy (such as recognition of vowels, articles, syllables, and high-frequency words), various text genres (including descriptions and rules), as well as aspects of spelling and grammar. Instructional methods are characterized by the predominance of a graded organizational structure within the co-teaching classroom, particularly during differentiated activities.

Socioemotional factors as predictors of life satisfaction of Mexican teens in vulnerable contexts

Juan Carlos Gutiérrez Cervantes. — 2025-06-06

Socio-emotional factors have demonstrated their impact on life satisfaction; however, teens from vulnerable socio-economic contexts and their perception of life satisfaction have been an understudied population group. The objective of this study was to analyze the predictive level of parenting practices, school climate, self-regulation, emotional autonomy and academic resilience on the life satisfaction of teens from vulnerable high schools in the State of Sonora, Mexico. Measurement scales validated in the Mexican teen context were used. The multiple linear regression analysis showed an r2 of .605, including eight factors in the model: parental emotional support, relationship between students, self-esteem, relationship with teachers, parental communication, academic adaptation, school conditions and emotional regulation, with support being parental emotional (b = .400) the factor that obtained a higher predictive level on satisfaction with life. These findings provide a guideline for the different academic and political scenarios, in terms of strategies to implement in Mexican education and the different factors that promote the happiness of Mexican teens.

Integrative perspective of intervention in the formation of reflective thinking in a teenager

Claudia Ximena González-Moreno — 2025-06-07

The objective of this article is to identify the effect of an intervention with an integrative perspective among historical-cultural psychology, the educational field and the family in the formation of reflective thinking in a 14-year-old adolescent from the city of Bogotá. For the intervention, the experimental formative method proposed by Vygotsky was used. The program was designed based on the proposals of the historical-cultural conception of communication activity, shared dialogue in the reading of picture books and psychological development, under a methodological design of pre-test and post-test. It is concluded that reflective thinking, by transforming actions from external to internal, enables the development of social, emotional and learning skills in adolescents. This means that the intervention has effects on the moral conscience of adolescents, that is to say, the integrative perspective allows the development of a responsible personality because it enables them to assume the consequences of their actions and reflect before acting.

From rural teaching practices to digital teaching competencies: An exploratory study

Gloria Esmeralda Zarceño García — 2025-06-09

This paper shows the results of a qualitative research project developed with teachers in the highlands of Morazán. Its objective is to investigate how the teaching practices of teachers working in rural areas are transformed by including digital didactic competencies through a training plan. The research methodology is qualitative, with an action research approach, with a sample of twenty teachers from the municipalities of Jocoaitique, Torola and San Fernando. The activities developed were virtual and asynchronous. We started with a diagnosis that allowed us to have a general idea of the teachers’ attitudes towards the topic to be investigated, then the action plan was proposed, which was developed with the teachers who belonged to the sample, and one cycle of the participatory action research was completed, and the action plan was proposed for the second cycle. As a result of the research, it is evident that the practices of rural teachers in the use of technology can be transformed using methodologies that go beyond the transmission of knowledge, as collaborative learning spaces, where they can, in safe environments, develop digital didactic competencies according to their needs.

Sustainable literacy as a challenge for education in Northeast Mexico

Mariana Zerón Félix — 2025-06-09

Sustainability is a priority issue on the global agenda, to achieve the Sustainable Development Goals of the UN Agenda 2030. Educational institutions play a crucial role in providing sustainability knowledge to students. In this context, the concept of sustainable literacy arises. In Tamaulipas, a study is carried out through Sulitest to evaluate the level of knowledge about sustainability of high school and higher education students, with a sample of 907 students from three geographical areas, aiming to identify if higher education institutions make a difference in the level of knowledge of young people when moving from high school to university. The results revealed that more than 80% of the young people did not pass the test, with no significant differences being found between the levels of knowledge among high school and university students, nor between the three different geographical areas in which the State was delimited.

Evaluation of two educational models in doctoral training

César Augusto García Soberano — 2025-06-09

This research aims to determine how the method composed of the techniques of Cost Effectiveness Analysis (CEA) and Cost Benefit Analysis (CBA) contributes to the evaluation of the continuity of the educational models used, as well as in a private university. The objective is to evaluate two educational models used in the training of researchers at the doctoral level, to decide which educational model remains in operation. For this research, the method of evaluating public policies was adapted with the CEA and CBA techniques, visualizing the differences between the educational models in terms of the impact on the doctoral training of students. It is considered that the Edugestión educational model should continue to operate because it has a greater impact by generating more effectiveness and value.

Assessment of the effectiveness of a data visualization workshop in the development of graphic representation skills: Pre and post implementation comparative study

Dylan Soto Umaña — 2025-06-09

The objective of this investigation was to compare the skills related to graphic representations of information in teachers on training at the National University of Costa Rica, before and after the implementation of a data visualization workshop. A workshop on data visualization was implemented and two questionnaires were developed to collect perception information about the students’ skills in data visualization. Student perception was compared using the t-student test for paired measurements and the Wilcoxon-Pratt rank test. The analysis showed that student ratings of their graphic composition skills (p < 0.0001), graphic interpretation (p < 0.0001), optimal representation (p < 0.0001), relationship with other representations (p = 0.0004) and contextual relationship (p = 0.0003) presented significant increases after the implementation of the workshop. Significant progress was achieved in all areas evaluated after the implementation of the workshop, which indicates that the participating students acquired fundamental tools to understand, interpret and properly use statistical graphic representations in different contexts that involve a large amount of information.

School Technical Council: A space for ongoing training to improve the teaching and learning process

Orlando Llamas-Cruz — 2025-06-11

Organizational and theoretical inadequacies negatively affect teachers’ continuing education. The objective is to analyze the School Technical Council and its influence on the teaching and learning process in secondary school. The method used was the systematization of experiences that allowed the collection of particular information in context from its protagonists from the participatory action research. Semi-structured interviews, participant observation, questionnaire and field diary were used for data collection. The main results show that the School Technical Council is a ritual permeated by positive and negative social practices where a learning theory, a pedagogical approach and a didactic model linked to a management model are needed to enable it as an academic space for permanent training that positively influences the teaching and learning process. It is concluded that it is necessary to strengthen the theoretical platform of teachers in order to access a professional performance characterized by the theoretical-practical mastery of pedagogical, didactic and disciplinary knowledge.

Emotional labor in educational population: A scoping review

Kathia Pamela Guadalupe Sosa-Sánchez — 2025-06-11

Among educational population, recent studies have documented the presence of emotional labor as a factor with dual effects on well-being, mental health and job performance. This study is a scoping review of articles published in English language between 2019 and 2024 about emotional labor performed by various educational roles. The aim is to identify current topics and findings, the approaches and designs used, the representation of populations and geographic areas, and future research directions. The analysis included 58 empirical studies sourced from Scopus and WoS. The geographic distribution of publications was concentrated in China (52%), Türkiye (10%) and Canada (5%), while the remainder was dispersed. Most of the studies employed a quantitative cross-sectional design and relied on self-reported questionnaires. Secondary school teachers emerged as the most studied population, with five thematic categories dominating the research landscape: 1) job effectiveness and emotions, 2) engagement and organizational commitment, 3) well-being, emotional regulation and burnout, 4) job satisfaction and organizational climate and 5) professional identity. The findings highlight a lack of clear guidelines on emotional labor in educational settings, which hinders the ability to benefit from deep acting and genuine acting strategies.

Perception of teachers about their training in gardens building through a blended learning model

Mayra Isabel Salazar Balderrama — 2025-06-14

Some agricultural practices have contributed to worsening environmental degradation, coupled with the lack of interest in the subject among younger generations, which intensifies the need to create and disseminate training on sustainable alternatives for food production. This research trained third-grade teachers at three elementary schools (seven teachers in total) in the city of Chihuahua, Mexico, to build and maintain an educational garden in the school setting using a blended learning model, which included the use of the Agroecological Laboratory virtual platform, during the 2022-2023 school year. These users shared their perception before, during and after their training, written from their narrative. The research was conducted using qualitative design, with data analysis from Atlas.ti. Teachers shared having few practical knowledge of agriculture. In two of the three schools, the training allowed them to integrate the garden with their students; however, administrative and pedagogical burdens hindered the achievement of the garden’s goal in one institution. Therefore, blended learning is defined as contributing to the building of educational gardens, but we observed that the collaboration of the student community and the institutional management is needed.

Exploratory study on the social learnings of socio-environmental movements in defense of the right to a healthy environment in Xalapa, Veracruz

María Eloísa Aguilar Rodríguez — 2025-08-10

Environmental education has had a peripheral rather than central presence in the Mexican educational system. However, although socio-environmental movements emerge as expressions of citizen protest, they can also be seen as spaces for learning. This article presents the initial findings of an exploratory study conducted for a doctoral thesis in educational research, whose overall objective focuses on identifying the social learnings that occur in the fight for a healthy environment. Through the experiences of those who have participated in the process, it is hoped to recover valuable information that allows for the identification of these unexpected outcomes, as well as the possible educational requirements that could contribute to the development of environmental defense strategies. The results suggest that in the organizational processes deployed by groups in response to social protest and discontent over the deterioration of their quality of life, learning experiences are triggered that could be leveraged to foster organized and well-informed collective action.

Onto-epistemological identity of educational researchers in training

Adrián Hernández Vélez — 2025-08-11

This text analyzes the dimensions and main factors that influenced the development of the onto-epistemological identity of educational researchers in training. Qualitative methodology was employed with a case study design. Data were obtained from interviews applied to 14 students who completed their research projects in a master’s degree focused on research. The systematization, categorization and construction of meaning from the data were carried out using MaxQDA-2020. It was found that the identity of educational researchers is structured by the ontological, epistemological and political dimensions, which allowed the conception of the notion of onto-epistemological identity. Their formation was influenced by epistemological beliefs, professional training, work context, and institutional identity of the postgraduate course they took. It is concluded that the articulation of the onto-epistemological identity should constitute the basis for training educational researchers, since it enables them to place the human being as the entity that precedes and guides the construction of meaning to their research processes; it enables them to identify the conditions of production, circulation and reception of the dominant discourses that influence their research path, and allows them to argue the nature of the knowledge they produce and its application in the educational context they investigate.

Analysis of teacher intervention in elementary education to prevent grooming

Marco Tulio Flores Mayorga — 2025-08-11

The widespread use of the internet and social media has introduced new risks to social interactions. Teachers and parents are particularly concerned about the safety of minors. This exploratory study aimed to assess primary school teachers’ knowledge of online grooming—a form of child sexual abuse—and to explore the educational strategies they employ to protect their students. Through interviews with 12 teachers from four public schools in Zapopan, Jalisco, Mexico, we found that teachers were largely unaware of grooming. Our findings highlight the need for increased training to enable teachers to identify signs of online grooming in their students. Timely interventions by schools and families can help foster a culture of internet safety.

The academic profession as an object of study in Mexican teacher training schools

Carlos Javier Del Cid García — 2025-03-22

The aim of this paper is to describe some central elements for the construction of the academic profession in teacher training schools as an object of study. The formulation of this work arises from the need to identify the processes of reconfiguration of the academic and professional profile of teacher educators, as well as the characteristics of academic work in teacher training institutions. The proposal is structured in three sections: the first one seeks to problematize the changes in the academic profession and activities in teacher training schools. The second section exposes the knowledge gap left by national studies on the academic profession in Mexico. The third section develops the argumentation on the perspective of analysis of the academic profession in teacher training schools. The need to understand the professional status of the trainer of trainers from the theoretical perspective of the academic profession is raised. Finally, we conclude that it is crucial to generate theoretical and methodological perspectives that allow us to understand the specific characteristics of the academic profession in this institutions and that these can serve as input for the design and implementation of policies that maintain relevance and effectiveness in these institutional contexts.

Ethos and praxis in scientific education: Conceptual contributions from sociology

José Alejandro López Jiménez — 2025-03-24

This essay seeks to investigate theoretical aspects of scientific training in Mexico. Using concepts emanating from the sociological tradition, in particular from the constructivism of Berger and Luckmann, as well as the contributions of Fortes, Lomnitz and Yurén, scientific training is analyzed in its formal aspects, that is, the ethos and scientific praxis as cores that underpin the internalization of a series of values and practices that constitute the scientific identity and that, due to the new models of commercialization of higher education, are weakened, giving rise to a utilitarian training, based on economic and non-vocational interests. The recovery of the concepts of socialization, ethos and praxis will allow us to assess both the need to reinforce their formative potential as well as their use in empirical research that accounts for the training that is currently being developed in the country’s postgraduate programs.

Critical thinking. An epistemological and political analysis of the notion

Alejandra Torres León — 2025-06-09

The notion of critical thinking in the field of education has recently gained prominence. Like all concepts, notions acquire a meaning whose interpretation varies depending on their articulation with other notions. This work explores the ethical and political implications that give meaning to the notion of critical thinking, specifically in the field of education. Two theoretical issues are addressed: first, critical thinking is presented as a cognitive ability, focused on cognitive training and the use of knowledge to solve problems; subsequently, critical thinking is discussed as a political stance, from which social analyses are developed to make visible the structures that generate inequalities. This latter position aspires to social transformation. The text is an open invitation to the configuration of a new field that recovers any proposal (theoretical and/or practical) in favor of the eradication of any type of exploitation.

Educational models based on competences and educational inclusion, aporia of education in Neoliberal-Capitalist economic systems

Manuel Gregorio Ortiz Huerta — 2025-06-11

This essay addresses, from the Critical Theory, educational models based on competencies and educational inclusion as means of hegemonic ideological reproduction, which cultivate the omission of reflective pedagogical practice, consciousness and emancipation are absent, due to dark forms of the neoliberal-capitalist system, in such a way that the implementation of the curriculum corresponds to the good order, organization and harmony that educational policies established for global and knowledge societies, but are in contradiction with educational needs, given that academic training prioritizes the skewed human capital of all humanity. Critical thinking is the path that will avoid the atavism of teachers, this leads to reflection on their pedagogical practice and constitutes a pedagogy that reveals the structuring of education-society; the reflection and criticism of educational models (educational competencies and inclusion) allows us to appreciate that these are not idealized in the sociocultural subject but in the commercial and economic sphere, since the end is the market logic.