Emerging Trends in Education is a peer-reviewed scientific journal, published every six months (January-June and July-December), during the first month of the declared period. It is edited by the Universidad Juárez Autónoma de Tabasco and aims to create a space for the dissemination of research results in the disciplinary field of education at all levels. In addition to scientific articles and original and unpublished reviews, it publishes interviews with outstanding academics in the field of education and on topics related to the thematic issues. The journal is aimed at the scientific community and the public interested in educational phenomena that, due to their novelty, could be considered emerging. It is published electronically and is committed to free access to scientific knowledge, for which reason it does not charge authors for the submission or publication of their texts. It accepts submissions in both Spanish and English.
Copyright (c) 2025 Emerging Trends in Education https://creativecommons.org/licenses/by-nc-nd/4.0
Review of the book Artificial Intelligence and Democracy, by Daniel Innerarity
En los tiempos actuales la Inteligencia Artificial (IA) abre las pláticas públicas y se coloca en el debate de todos los escenarios sociales; los conversatorios educativos, políticos, económicos, sociales y culturales fijan la atención entre la vida humana y no humana, lo que implica que las prácticas sociales están en un proceso de mutación, revisión y desafíos. Frente a estas condiciones socio-tecnológicas emergen diversas inquietudes, particularmente en el orden de lo ético, ámbito que entra en los desafíos mundiales, pero con especial intención de la UNESCO en su ruta por la construcción de una gobernanza ética. Es en esta preocupación que arriba de la mano de Daniel Innerarity, el texto ensayístico Inteligencia Artificial y Democracia (2024), publicado por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, a través de la UNESCO, y el Consejo Latinoamericano de Ciencias Sociales (CLACSO). En el documento de 26 páginas se plantean algunas recomendaciones éticas para la implementación de la IA.
The Future of Creative Expression Through Professional Artistic Education: Artificial Intelligence and Human Art
Academics from higher education institutions that offer programs in creative fields such as Visual Arts, Plastic Arts, Audiovisual Media, Animation and Visual Effects, Architecture, Cinematography, Communication, and other related areas face the enormous responsibility of developing themselves and preparing to tackle the challenges of this technological transformation. It is imperative to critically analyze how artificial intelligence and new technologies can enrich and transform the field of art. At the same time, it is essential to examine the risks and difficulties associated with the use of new technologies. This presentation directs the reflection toward the revaluation of human creativity and artistic expression through the study of algorithms that imitate human creativity employed in artificial intelligence. To this end, a systematic literature review is conducted to identify the differences that exist between human creativity and the training of AI algorithms. We believe that academia should serve as a space for reflection on the impact of artificial intelligence on creative work. Likewise, the new generations of professionals must possess elements that enable them to recognize, appreciate, and defend the intrinsic value of their creative work, which is irreplaceable. An analysis of the ethical consequences of using generative artificial intelligence in the creative field will trigger relevant discussions about the rights of artists and the value of original artwork, guiding actions toward regulatory frameworks that protect original creations.
Ethical implications of the use of artificial intelligence in higher education
The implementation of Artificial Intelligence (AI) in higher education poses significant ethical dilemmas that require a deep understanding to ensure its beneficial and equitable use. This research explored the ethical challenges associated with the use of AI, specifically ChatGPT, in the university setting. The methodology was developed in two phases: a systematic literature review and field research using surveys of university students. The results revealed a generally positive attitude toward ChatGPT, with strong recognition of its usefulness and the importance of AI literacy. However, concerns about academic integrity and the potential promotion of mental laziness were identified. A weak correlation was found between major choice and ethical perceptions, while age showed no significant influence. The study also highlighted the need to improve citation and source verification practices when using AI. These findings provide a solid foundation for the development of institutional policies and educational programs that address the ethical challenges of AI in higher education, emphasizing the importance of tailored approaches according to academic discipline.
Personalized Learning and Personal Learning Environments in the Era of Generative AI: Theoretical and conceptual notes
In a complex and changing world, characterized by massive access to information and the use of emerging technologies such as Generative Artificial Intelligence (GAI), it is crucial to review some of the theoretical foundations of learning personalization. This article examines personalized learning through the use of GAI in the context of Personal Learning Environments (PLE), addressing some theoretical and conceptual bases. Throughout the text, it is discussed how theoretical approaches support the adaptation of teaching to the characteristics of the student, emphasizing the importance of designing educational experiences that promote autonomy and self-regulation. Likewise, the role of the interaction between the student and digital environments in the configuration of personalized training paths is highlighted. Finally, the relevance of the concept of learning personalization in the context of current education is reflected upon.
Perception of ethical implications in the use of Artificial Intelligence
The objective is to characterize the ethical considerations in the use of AI in educational processes, analyzing the perceptions of university students regarding the physical and cognitive dimensions of ethics in AI. A mixed-approach quantitative methodology is used, with a descriptive-cross-sectional scope, applying a questionnaire adapted from the Ashok et al. (2022) framework to 125 students from UASLP and NEUUNI. The results revealed significant differences: NEUNI students, with older age, work experience, and digital competence, showed a more positive and critical perception of AI, while those from UASLP, younger and with less work exposure, had more conservative perceptions. Factors such as gender, age, occupation, and primary use of AI influenced these perceptions. These findings highlight the importance of designing educational strategies that consider sociodemographic differences, promoting training in digital and ethical skills for the responsible use of AI. Furthermore, the need for collaboration between educators, technologists, and policymakers to ensure the ethical and equitable integration of AI into education is emphasized. The research provides valuable evidence to guide responsible AI implementation, maximizing benefits and minimizing ethical risks.
The technological revolution of Artificial Intelligence, its limits and its potential in teaching
Interview to Antonio Lieto, expert on Artificial Intelligence.
Social school climate and bullying in adolescents. The mediate role of the compassion.
The school context plays an essential role in the prevention of bullying. However, deepening the knowledge of the mechanisms that mediate this influence is necessary. In this context, the study proposed to examine the direct and indirect relationships between school social climate, compassion, and bullying in public high school students in southern Sonora. 450 students (M age = 13.11 years, SD = 0.94) participated in the study, 219 (48.6%) male and 231 (51.4%) female. A mediation model was calculated that showed significant direct negative relationships between the school's social climate and the frequency of bullying. Additionally, the results confirmed that the school climate decreases the frequency of bullying due to its positive effect on the students' experience of compassion toward peer victims of aggression. We concluded that a positive school climate is essential to prevent bullying in high school students.
Digital mentoring process in the Basque non-university education system: mentors' perception
The development of digital competence is key in the context of the fourth industrial revolution. Thanks to the Next Generation fund of the European Union, different actions are being financed such as the accreditation in digital competence for teachers during the academic year 2022-2023. This research aims to analyze the digital mentoring process with non-university teachers in public schools of the Autonomous Community of the Basque Country. For this purpose, an ad hoc questionnaire was used, which was completed by 27 mentors (50% of the total population), and six of them subsequently answered a semi-structured interview. After analyzing the data with Excel and Atlas.ti, the results highlight the self-motivation of the mentors with technology (proof of this is the self-taught training and the level of digital competence they have), commitment, work overload and the self-perceived need for the program. However, they consider that the relationship and communication with the Public Administration has been scarce, vertical, with little support and constant changes. In addition, they emphasize the need to maintain and recognize the figure of the mentor once the program ends.
Modelo de cambio de actitudes: una propuesta pedagógica para la seguridad vial
Una de las aspiraciones de la Organización Mundial de la Salud (OMS) es la ambiciosa meta de reducir a la mitad —para el año 2030— el número de defunciones y lesiones causadas por accidentes de tránsito a nivel global. Según datos del “Informe sobre la situación mundial de la seguridad vial” de la OMS (2023)[1], cada año, aproximadamente 1,19 millones de personas pierden la vida en colisiones vehiculares, y entre 20 y 50 millones sufren lesiones no mortales, muchas de las cuales resultan en discapacidad. Los traumatismos causados por el tránsito son la principal causa de mortalidad entre niños y jóvenes de 5 a 29 años. Frente a esta alarmante realidad, han surgido voces que se oponen a la normalización de las muertes y lesiones atribuibles a accidentes de tránsito, abogando por la educación del comportamiento humano como una clave fundamental para la reducción de la accidentalidad. [1] Organización Mundial de la Salud. (2023). Informe sobre la situación mundial de la seguridad vial 2023. https://www.who.int/es/publications/i/item/9789240086517
The pedagogy of death in Primary Education
The pedagogy of death proposes an integral education that incorporates death as an essential part of life, fostering emotional competencies, reducing anxiety about mortality, and offering a transformative approach that challenges taboos and curricular gaps in primary education. This study presents a theoretical review based on the models of Maureira et al. (2024) and Espinoza Freire (2020), employing hermeneutic, content, and analytical-synthetic analysis. Systematic reviews, bibliometric analyses, and relevant literature from databases such as WOS, Scopus, and Dialnet were examined, focusing on emotional impact, curricular integration, didactic strategies, and teacher training. Findings highlight that integrating the pedagogy of death into the educational system fosters skills such as resilience, self-regulation, and critical thinking while reducing anxiety related to mortality. However, significant gaps remain in teacher training and the absence of educational frameworks that normalize the topic within curricula. The study advocates for the transversal integration of this subject, designing innovative and interdisciplinary teaching strategies and assessing their impact through pilot studies. This approach has the potential to transform the educational paradigm, prioritizing emotional well-being and fostering a deeper understanding of the life cycle.
Organizational learning of educational management of innovation
This selective literature review explores the role of organizational learning in educational management innovation. It aims to analyze how continuous learning within educational institutions can foster adaptation and continuous improvement. Objectives include identifying successful organizational learning practices, developing a conceptual framework for innovative educational programs, and evaluating the transfer of innovation management strategies from industry to education. Key contributions focus on promoting a culture of innovation, enhancing institutional performance, and effectively integrating technology into educational processes.
Innovación en Gestión Educativa. Aprendizaje Organizacional. Transferencia de Innovación. Mejora de la Calidad Educativa. Integración Tecnológica
Relationships Between Self-Control and Forgiveness with Defensive Interventions by Bystanders in Cyberbullying
Some studies have indicated that self-control and forgiveness contribute to the reduction of cyberbullying (Oliveira et al., 2024; Peker & Yildiz, 2021; Wang & Ge, 2021); however, few studies have investigated the relationships between the variables of self-control and forgiveness with the defensive interventions of bystanders in cyberbullying. This study aims to examine the correlation between the human strengths of forgiveness and self-control and the defensive interventions in bystanders in cyberbullying. The sample was selected in a non-probabilistic way with intentional sampling, with 147 university students aged 17 to 35 years (M age = 22.50, SD = 3.78). Two scales of the multidimensional temperance scale in adolescents were used to measure forgiveness and self-control (García-Vázquez et al., 2021). Bystanders’ defensive interventions were measured using the aggressive and constructive intervention subscales from the Bystander Intervention Style Scale (Alcantar-Nieblas et al., 2022). Bystander defensive interventions were measured using the Aggressive and Constructive Intervention subscales of the Bystander Intervention Styles Instrument scale (Alcantar-Nieblas et al., 2022). This scale presents two dimensions: (a) Constructive Intervention and (b) Aggressive Intervention. A correlation test (p < .05) revealed that self-control and forgiveness were positively and significantly associated with constructive interventions. However, no relationship was found between these strengths and aggressive interventions.
Educational Management in Brazil as a Factor Impacting the Quality of Public Schools
The document analyzes the systematization of literature in Brazil under the impact of educational management and the quality of Brazilian public schools. The criteria for large-scale tests and exams are recognized as evaluations that define what constitutes quality education. In this context, the role of management appears to represent a significant impact factor. The chosen methodology was qualitative, using content analysis. The stages included the selection of articles from databases and eligibility criteria delimiting the period between 2014 and 2024. Based on eligibility criteria such as keywords and material type in the Scielo and Oasis.br databases and in the UNEPS, USP, and UNICAMP repositories, 19 articles were listed for discussion. The analyses were conducted using codes/categories: function, profile, and management practices. The conclusions allow for the systematization of changes in management — typically democratic — towards the "platform" of its daily activities to achieve results in large-scale evaluations that indicate which schools provide quality public education.
Middle Leaders: New essential figures in the management of educational organizations
Educational organizations have constantly evolved throughout history, especially since the late 20th century. The new leadership models, centered on democratization, power distribution, and participation, have led to the creation of new roles for education professionals. Intermediate leadership is a role that many professionals currently develop, establishing a relationship both with senior management and with the rest of the educational community. The objective of this research is to provide an approximation and theoretical analysis of the figure of intermediate leadership. Through the contributions of various studies focused on this leadership model, the new management and leadership distribution needs of educational organizations are related. Subsequently, the three dimensions that shape the leadership profile of intermediate leaders are analyzed: pedagogical, organizational, and relational, as well as the key contribution that this new leadership model can provide to educational management. The results allow for an understanding of the importance of these figures for the positive management of educational organizations, especially in light of the need for senior management to distribute leadership.
Review of the book Debate y desafíos de la Inteligencia Artificial en las aulas, pensando una nueva educación
This book immerses us in an exciting journey through the world of Artificial Intelligence (AI) and its impact on education, with 256 pages full of innovative ideas and deep reflections, the author invites us to rethink the meaning of teaching and learning in the digital age.
IA, Cultura digital ,formación y oficio docente
University and society: social responsibility, between ethos and practices of resistance
INTRODUCTION: This article derives from doctoral research, which shows that both discourses and practices related to university social responsibility (USR) are permeated by a neoliberal political rationality that at the same time has a correlate in the practices of counter-conduct within higher education institutions (HEI). METHOD: It was focused on governmentality studies, where the event of the USR that burst into university management was analyzed according to three key elements, political rationality, the ends and the effects that occur in relation to the processes of subjective production. RESULTS: The RSU is in tune with the interests of advanced liberalism, which make use of autonomy and responsibility. They are in a double perspective, between an ethics of others, as part of a formative profile, and an ethics of the self, framed in processes of subjectivity. DISCUSSION: The RSU uses neo-pastoral technologies based on guilt, which lead to the responsibility of institutions and individuals being in line with the interests of government technologies from the perspective of advanced liberalism.
social responsibility; university; State Governmentality; political power; ethics
Instrumentos de evaluación para el Aprendizaje Reflexivo en alumnos de Telesecundaria en México
Los instrumentos de evaluación para el aprendizaje reflexivo permiten identificar y evaluar el logro de aprendizaje de los educandos, al hacer uso de la constante reflexión y participación activa sobre lo que aprenden. En el caso de la telesecundaria, este proceso es fundamental para lograr la integración y aplicación de los contenidos vistos en sus clases televisadas. La presente investigación tuvo como objetivo analizar la perspectiva de alumnos de telesecundaria sobre el uso de instrumentos de evaluación del aprendizaje reflexivo empleado por docentes y su integración en el proceso educativo. Para este estudio se utilizó el paradigma cualitativo a través de la aplicación de una entrevista a un grupo de 24 estudiantes de una institución de educación telesecundaria ubicada en Veracruz, México. Como resultado se obtuvo tres categorías de análisis: a) importancia de los instrumentos de evaluación, b) beneficios de los diferentes instrumentos que utiliza el docente y c) pensamiento reflexivo como parte de la formación educativa y personal. Los resultados más sobresalientes muestran que los alumnos al pensar reflexivamente se sienten más seguros al participar en clase, les ayuda en el reforzamiento de los temas vistos y logran tomar mejores decisiones a partir de la información dada.
Copyright (c) 2024 Emerging Trends in Education https://creativecommons.org/licenses/by-nc-nd/4.0
The incipient transmediality: The silence of words.
The story told by Martha Cuevas is a pessimistic story, not because of the reasons given in a speech, but because of the pessimism that permeates a society that does not quite know who the villain is. Evidently it is about an organized crime boss who appears in the book, the silence of words with a beatific name that threatens and fulfills, that fulfills and persecutes, that harasses and laughs.
Digital transculturation: reflection on a permanent change in higher education
As part of a series of reflections from a postdoctoral project, this essay presents the notion of digital transculturation among educators in higher education, addressing the evolution from computational and informational culture towards a digital culture. It starts from the emergence of personal computers with graphical user interfaces to the explosion of software packages, a condition that transformed computer usage and its integration into higher education institutions, leading to the production and consumption of digital content, thereby giving rise to a permanent acculturation in the use of ICT. From this backdrop, a reflection is made on the transformation of digital culture in higher education, considering technological evolution, the appropriation of computational knowledge, and digital skills as cultural elements from a digital dimension. The concept of digital transculturation is used as a theoretical framework to comprehend this constantly evolving process. Approaching digital transculturation as a continuous process of change, influenced by the adoption of new technologies and the digitization of culture, the essay analyzes the adaptation of teachers to this transition, highlighting stages of resistance, adaptation, and appropriation of digital culture in educational practice.
Factor analysis of dissociative personality disorder in Multimedia Communication Engineering students
The objective of this research is to identify a possible relationship between a pathological profile of dissociation in higher education students, with respect to the variables of consumption of addictive substances, violence in childhood, eating disorders, cognitive dysfunctions and work stress. The selected methodology is based on correlational quantitative analysis, under an ex post facto research design. The measurement instruments used are the Dissociative Experiences questionnaire (DES II), the Eating Disorders Inventory (EDI-3), the Addictions test (dast-10), the Mini-Mental (MMSE), the of Child Abuse (CTQ-SF) and the Work Stress Inventory (CPP). With the above, it is suggested that the group diagnosed with a dissociative personality disorder presents significant differences with respect to the five variables evaluated; Furthermore, for this group there is a prevalence with a high index on the stress scales, characterized by a form of compulsion and the presence of discomfort at an organic level. For the group evaluated with a non-dissociative personality profile, incipient cases of abuse, physical neglect and sexual abuse were identified. This condition requires correct channeling and rehabilitation due to its high progression in self-destructive behaviors.
Educational Robotics: Enhancing Mathematical Thinking and Social Skills in Learning
In educational environments, trends are addressed that allow learning to be acquired in various ways, among these is educational robotics, which has become a versatile tool capable of enhancing student performance at various stages of their learning. The purpose of this document is to explore the aspects related to educational robotics that contribute to the development of social skills and mathematical thinking in students. To achieve this objective, an exhaustive search was carried out that includes articles and publications related to the topic, classification and documentary analysis. This research allowed us to identify the possible contributions of educational robotics to social skills and mathematical thinking, in addition to establishing that it is a growing trend in different educational and social areas. The analysis carried out highlights that educational robotics is an effective tool to promote mathematical thinking. The literature supports the idea that students involved in the manipulation and use of robots experience significant improvements in their understanding of mathematics. In addition, it has been observed that this practice also enhances socio-emotional skills, such as empathy, cooperation, communication and collaboration among students. The period for the documentary review was established between 2015 and 2023, consulting a total of 50 articles from the databases of Dialnet, Redalyc, SciELO, Latindex, Google Scholar and institutional repositories, 28 studies were related to this work
Augmented reality in university education
This study presents the “Augmented Reality in University Education” project, whose objective was to develop and evaluate mobile applications with augmented reality (AR) to improve the learning of Information Technology students at the Technological University of Nayarit. The literature review offers a clear definition of AR and documents international research on its use in education, with a specific analysis in the state of Nayarit. The research methodology was of a mixed nature, with a quasi-experimental design, in the development of the applications the agile Scrum methodology was used, subsequently implementing an experimental evaluation phase to verify the functionality and effectiveness of the apps in the educational environment; Questionnaires, observations and interviews were used to collect data on usability, motivation and improvement in student learning. Three mobile applications were created for the Data Structure and Databases subjects. The results showed that the applications are functional and were valued by students in usability, motivation and usefulness as an educational complement. The conclusions highlight that the applications allow students to use interactive models to understand abstract concepts, which improves their learning experience.
The story as an innovative strategy to promote creativity in primary education
The research was carried out under the modality of a feasible project based on a descriptive fieldwork. The population and sample of the study consisted of teaching staff (20) and students (60). The data collection utilized the survey technique through a questionnaire instrument, validated in content through expert judgment. Reliability was determined, resulting in 0.81 for students and 0.82 for teachers, considered very high according to the criteria established by Ruiz (2002). The diagnostic results indicate that the teacher promotes little the realization of theater works or the performance of dramatic games combining body expressions with the narration of a specific story. Likewise, they rarely engage in reading activities using various sounds, noises, and gestures to develop the faculty of imitation in their students. Similarly, it was found that students are interested in practicing recreational reading of stories to enhance their creativity; they are willing to take on recreational reading of stories as an opportunity for personal growth.
Results of a course on news analysis in social networks and epistemological beliefs
The Internet is currently the most relevant source of information; however, it is necessary to know how to distinguish news whose content may be malicious, misleading, or false. Much has been emphasized on the skills to analyze fake news from its structure, hand in hand with media literacy, but little work has been done on the psychological variables of the participants that can prevent them from accepting fake news without critical analysis. In this sense, epistemological beliefs are a variable to be taken into account. In this paper, we analyzed the results of a three-week course of news analysis in social networks on epistemological beliefs, including topics on cognitive biases and media literacy. Fifty-eight higher education students and 22 graduate students participated. Subsequently, we verified the change in epistemological beliefs by applying the Internet-Specific Epistemological Beliefs Questionnaire in two measurements, pretest, and posttest, in two editions of the course. As a result, we detected statistically significant changes in two components that favored the participant's perspective as a knowledge builder and the Internet as a questionable source. We concluded that it is necessary to continue with this model of instruction to empower news readers to make better decisions regarding the information they receive.
Design, validation and reliability of an instrument for measuring transmedia literacy in undergraduate communication students
Given the lack of standardized instruments to measure transmedia literacy in communication university students, a questionnaire was designed to analyze these skills. This text describes the procedure developed for the design, validation and reliability of an instrument that measures this type of literacy through three dimensions: cognitive, pragmatic and emotional. We applied the Delphi method to validate the theoretical construct and applied the questionnaire to 208 communication students from four universities in the Midwest Region of Mexico. The results indicate that the instrument showed a high internal consistency between the dimensions studied and the items that compose it; therefore, it has the reliability of internal consistency and the necessary validity to be applied when required with stable results.
Higher education enrollment by area of knowledge and regions in México 2010-2022
The objective of the research is to describe the behavior of enrollment in Mexico from the school year 2010-2011 to 2021-2022 divided by area of knowledge in the eight regions of the country. A quantitative approach was used, with a non-experimental type and an exploratory-descriptive scope in an evolutionary way, taking information from the ANUIES about public higher education institutions, and schooling modality. Throughout the country, from the 2010-2011 cycle there was an enrollment were 1,933,907 to 2021-2022 with 3,493,562 students. The areas with the highest enrollment are Engineering, Manufacturing and Construction; Social Sciences and Law; along with Administration and Business. In the last twelve years, enrollment in Mexico has increased by 44.64%; being the area of Services the one that grew the most with 63.94% along with that of Natural Sciences, Mathematics and Statistics with 58.7%. The one that had a decrease was the Area of Education Sciences with -52.24%; and Information and Communication Sciences with just 5.12% growth. In the last school year 2021-2022 with respect to the previous one; the ones that grew the most were Education Sciences (10.49%) and Information and Communication Technologies (12.23%).
Conceptions and practices for rooting in the educational centers to total production
Rooting is postulated as a category to analyze the conceptions and practices that occur within the framework of the Educational Centers for Total Production (rural alternative secondary schools in the province of Buenos Aires, Argentina) to achieve the permanence of students and their families in rural areas. There are two dimensions of rootedness: that linked to the emotional disposition in relation to the environment and that which involves collective actions to improve living conditions. Methodologically, data generated in field work started in 2016, carried out with a collaborative ethnographic approach, was analyzed. The analysis was carried out by creating emerging categories highlighting the positions of the various actors that participate in these Educational Centers (families, students, officials participated in the opening of these Centers). It is argued that, by establishing roots as an objective that exceeds education, these Educational Centers achieve the permanence of rural families through the development of productive projects and strategies for access to land. In this way, through articulation with an educational institution such as the CEPT, dynamics linked to the enclosure and expulsion of rural families are managed.