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 In addition to scientific articles and original and unpublished reviews, it publishes interviews with outstanding academics in the field of education and on topics related to the thematic issues.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.
Between the Practical and the Problematic: ChatGPT in University Education for Business and Management Degrees
This study analyzes the effect of ChatGPT use on the perceptions, concerns, and perceived ethics of university students enrolled in business-related programs in academic setting. Using a cross-sectional quantitative approach, a structured questionnaire was administered to 118 business students at a Chilean University. The theoretical model was assessed using partial least squares structural equation modeling (PLS-SEM). The results indicated that ChatGPT use significantly influenced perceptions of its usefulness as an academic tool, explaining 61.3% of the variance in this construct. In contrast, no significant relationship was observed with students’ concerns, suggesting functional yet unreflective appropriation of the tool. Furthermore, the perceived ethics construct was excluded from the final model due to limitations in convergent validity. These findings reveal a dissociation between the instrumental valuation of the tool and ethical problematization of its use. The study concludes by highlighting the need to integrate institutional policies and pedagogical strategies that promote the critical, ethical, and responsible use of generative artificial intelligence in university education in management and business.
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Precision of academic plagiarism detection: A descriptive analysis of Artificial Intelligence verifiers
Some authors argue that the use of Artificial Intelligence (AI) should be considered plagiarism and have proposed the use of verifier tools to combat this type of plagiarism. Among these Artificial Intelligences is ChatGPT, which has revolutionized the world with its ability to produce human-like text. The purpose of this work is to identify the level of accuracy in detecting plagiarism using Artificial Intelligence detection tools in literature writing. Fifty samples of books written and published before November 2022 were collected, and ChatGPT was asked to generate another 50 literature samples from different genres. The original human and AI-generated content were analyzed using four plagiarism detection tools, which were moderately successful in identifying human content but had varying degrees of effectiveness in detecting AI-generated content. Copy Leaks scored 99% on the F-score, Content at Scale 79%, Scribber 25%, and ZeroGPT 69%. This paper has an explanatory approach with a cross-sectional design, with quantitative analysis of the data collected. ChatGPT as the potential to displace human writers and the use of these AI verifiers can aid schools and editorial houses to distinguish original human content and that generated by IA. We exhort AI verifiers to improve their algorithms used to identify plagiarism, and for schools to incorporate these types of tools in the design of strategic pedagogies for future papers.
Violence, in its various forms—physical, psychological, symbolic, structural, and digital—represents one of the main contemporary challenges for education systems. Its effects impact school life, socio-emotional well-being, and the educational trajectories of students and teachers. In this context, education is a strategic space for understanding, preventing, and transforming the dynamics of violence, as well as for promoting the construction of a culture of peace, justice, and equity.
The culture of peace as a pillar of social sustainability
This is an interview with Dr. Ángel Alberto Valdés Cuervo, Senior Research Professor C at the Technological Institute of Sonora (ITSON), on the topic of “The culture of peace as a pillar of social sustainability.” In this conversation, the interviewee draws on his extensive experience to address the topic of the culture of peace in the Mexican context, particularly in higher education institutions (HEIs). In this conversation, the interviewee points out the coexistence of two types of peace in Mexico: positive and imperfect, noting that as a country, Mexico is in a transition to a culture of positive peace and is on the right track because actions and strategies aimed at this goal are being promoted. Similarly, he points out that the culture of peace is a fundamental pillar of social sustainability because without peaceful and just relationships there may be peace, but not social justice. In other words, in many places where there is marked repression, there are no demonstrations, but that is not fair; it is simply the imposition of an idea where power is being exercised...
Where the School Is Woven: Relationships, Absences, and Illnesses. ACase Study in a School in Michoacán
Understanding coexistence from a systemic perspective allows us to understand relational dynamics as guidelines for maintaining a balanced coexistence. The research questions in this study were: What are the relationships of coexistence maintained by teachers and students in grades 5 and 6 in the classroom? And what relational environment fosters coexistence? The objective was to analyze the relational environments maintained by teachers and students in an elementary school in Michoacán. The research was positioned within an interpretive paradigm with a qualitative approach, using case studies as a method to understand reality. The techniques used were observation, interviews, narratives, and focus groups. The results identified three relational environments (permissive, dialogic, and authoritarian), which portray relationships, absences, and ailments, and how these sustain interactions within the school structure.
The Narrative Dimension of Symbolic Violence in EducationalInstitutions
Language, in general, is undoubtedly the quintessential and most ubiquitous vehicle through which we communicate, exchange ideas, reach agreements, or disagree about things in the world. Narrative language, in particular, is the vehicle of everyday life through which we exchange (in interaction with others) socially produced and constructed meanings. On the other hand, symbolic violence is that which does not literally strike, but nevertheless leaves its mark on those upon whom the will of another is imposed (through narrative), those who impose their cultural meanings in the pursuit of their fines. The purpose of this paper is to offer a theoretical reflection on the impact of symbolic violence that occurs in educational institutions (at any level of education), while also exposing how, from the moment a child, young person, or adult enters its doors, the school renders them unequal, and this inequality generates asymmetrical spaces in which symbolic violence occurs. Being a student is not the same as being a teacher, assistant principal, or principal. Narrative, whether written or spoken, plays an important role in invisibly and inexorably channeling symbolic violence in educational systems.
Student perception of socio-emotional profiles of student actors in school violence
This study explores university students’ perceptions of the socio-emotional profiles of school bullying actors (perpetrators, victims, and bystanders). Using a questionnaire built from a selective literature review on bullying and socio-emotional competences, and completed by 89 students, we computed response frequencies and conducted an interpretive analysis of emergent patterns. For perpetrators, the most cited triad—lack of guilt, low empathy, and anger reactivity—forms a “cold–hot” profile that enables repeated harm. For victims, emotional distress, difficulty seeking help, and social withdrawal predominate, an “affect–agency–bond” sequence that entrenches vulnerability. For bystanders, ambivalence about intervening, diffusion of responsibility (“not my problem”), and group conformity stabilize passivity.
School bullying. Socio-emotional competences. Student perceptions. Bystander effect. Prosocial self-efficacy.
Hypermodernity, Family and Violence: A Psychosocial Analysis of Contemporary Relationships
Hypermodernity, characterized by the acceleration of time, accelerated connectivity, and the fragility of bonds, has transformed parenthood and affective configurations. In this context, violence manifests not only explicitly but also as a normalized expression of the breakdown of bonds. From a psychosocial perspective, this study examines the crisis in the parental function and how it generates dysregulated attachment patterns and emotional difficulties in children and adolescents. To address this dynamic, parenting skills must adapt, emphasizing emotional presence, normative consistency, active listening, and emotional self-regulation in adults. For this purpose, Bandura's Social Learning Theory is used to understand the imitation and transmission of behaviors, as well as Bronfenbrenner's Economic Theory to situate the individual within interconnected systems. The findings show that parental dysregulation, normative inconsistency, and a lack of emotional skills increase psycho-emotional vulnerability and favor the formation of fragile bonds as well as the emergence of aggressive behaviors, which underscores the urgency of strengthening parenting and family bonds from a psychological perspective that integrates empathy, redefines bonds, and rebuilds the Self in a fragmented world.
From inclusion to peace: A journey through educational strategies and experiences
The book is a valuable contribution to research and educational practice on inclusion, peaceful coexistence, and building a culture of peace. Throughout its chapters, and based on various methodological approaches, key topics are addressed, such as prosocial behavior toward peers, interventions in defense of victims of bullying and cyberbullying, as well as aspects related to the educational inclusion of students with disabilities and indigenous students at different levels of the school system. The diversity of conceptual and methodological perspectives that underpin the chapters offers a wide range of opportunities for generating new knowledge and designing effective educational interventions. In short, this text provides an understanding of the influence of multiple factors on the processes of inclusion and coexistence in schools, while highlighting the effects of various strategies aimed at promoting peace and equity in educational environments. It is therefore a highly relevant resource for both researchers and education professionals committed to inclusion and the consolidation of a culture of peace.
Moral Disengagement and School Aggression at the Elementary SchoolLevel: The Mediating Role of Shame
This study analyzed the relationship between moral disengagement and aggressive behaviors in elementary school students, considering the mediating role of shame and the moderating effect of sex. A cross-sectional design with a quantitative and explanatory scope was employed. The sample consisted of 562 students from fifth and sixth grade attending public schools in Sonora, Mexico (56.8% male, 43.2% female; M = 10.70 years, SD = 0.65). Validated scales measuring aggression, moral disengagement, and shame were administered. Analyses included descriptive statistics, Pearson correlations, Student’s t-tests, and a moderated mediation model using PROCESS in JASP. Results revealed positive and significant associations among moral disengagement, shame, and aggressive behaviors. Moral disengagement was directly related to aggression (β = .24), and shame partially mediated this relationship (β = .03). Significant differences by sex were observed in aggression and moral disengagement, although the interaction between moral disengagement and sex was not significant. In conclusion, moral disengagement and shame are key factors in understanding school aggression in elementary education. These findings highlight the importance of designing preventive interventions that integrate both cognitive and emotional dimensions, while also considering differences between boys and girls.
Proposal for a Network of Protective Teachers for LGBTIQ+ StudentsBased on Queer Pedagogy in the Town of San Antonio de Prado,Medellín
This research makes visible the conflicts and violence related to the diversity of gender identities in schools in the town of San Antonio de Prado, Medellín, from a queer pedagogy approach. Through a qualitative multiple case study design, the perceptions of (in)safety of LGBTIQ+ students and the attitudes and teaching practices towards this population were explored. The findings reveal a web of exclusions, resistances and possibilities for transformation in the school context. The students' voices reveal multiple forms of violence and coping strategies deployed to inhabit the school. The analysis of teachers' attitudes reveals tensions between openness and prejudices rooted in heteronormative imaginaries. There is evidence of peripheral pedagogical practices that relegate LGBTIQ+ identities to the margins of the curriculum, but also of initiatives by some teachers who assume an ethical responsibility for inclusion. These findings question the foundations that sustain exclusion in schools and invite us to imagine other ways of doing education from dissidence. Recommendations are put forward for future research, educational interventions and public policies that bet on a profound transformation towards therecognition and celebration of diversity
Violence based on sexual and gender diversity
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Studying a bachelor's degree as motivation to reduce vulnerability and discrimination against indigenous women in Mexico. Experiences from the voices of UIET graduates
This research sought to determine the impact that higher education offers on the empowerment of indigenous migrant women educated at the Intercultural University of the State of Tabasco (UIET). The project is a descriptive qualitative project that used interviews as a data-gathering technique to address the cases of ten indigenous women who studied at the institution and who, to access this opportunity, had to migrate temporarily or permanently from their hometowns. The study explored their adaptation process, as well as the resulting changes in their ways of thinking and perceiving realities, their identities, and representations of empowerment from the moment they had to leave home and their communities until they completed a bachelor's degree and began working or enrolled in a master's degree. The participants' main motivation for attending university was to contribute to the eradication of discrimination, followed by a career in which they could generate new knowledge and share it with others. The fact that the university offered innovative programs focused on vulnerable populations, such as rural and indigenous communities, also motivated them to study
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.
Narrative expressions of university students. Emotional and academic situation during confinement
According to UNESCO (2020), the most immediate impact of the COVID-19 pandemic on higher education students was the temporary cessation of face-to-face activities at Higher Education Institutions (HEIs). This caused uncertainty, impacts on the emotional situation, financial burdens and, of course, the continuity of learning. The purpose of this work was to understand the perception of students regarding their emotional and academic situation in the pandemic scenario and how they perceived the role of teachers as facilitators of learning. The project design was mixed, that is, a quantitative and qualitative analysis was proposed. For this purpose, a questionnaire was sent with questions in Likert format and with open questions. The results showed that most of the participants experienced negative feelings, spent between two and four hours a day receiving online classes, usually from their cell phone, and reported that the biggest problems were distractions and failures in the internet connection. It is concluded that in general students prefer in-person classes to virtual classes because they avoid distractions and, above all, have the opportunity to socialize. In addition, they consider that they perform better and their education is more solid and comprehensive
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.
Digital Competence in Higher Education: Challenges and Experiencesin AI Integration
This study analyzes Teacher Digital Competence (TDC) in a public higher education institution belonging to Mexico’s technological subsystem, with the aim of identifying the factors that influence its development. A qualitative methodology based on thematic analysis (Braun & Clarke, 2006) was applied, drawing on the experiences of 43 teachers who voluntarily participated in four focus groups. The findings reveal a positive attitude among faculty toward the integration of digital technologies, highlighting the use of generative artificial intelligence (AI) as a successful practice, particularly in the creation of teaching materials, the promotion of student engagement, and the optimization of class preparation time. However, structural factors were identified that hinder the development of digital competence and limit pedagogical innovation mediated by technology. It is concluded that strengthening TDC should be part of a comprehensive institutional strategy that provides emotional support to teachers facing the affective cost of acquiring new competencies, promotes professional development as a planned process, and fosters an organizational culture aligned with digital transformation. This is essential to harness the educational potential of generative AI, considering the faculty’s positive disposition toward its pedagogical use.
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.