Emerging Trends in Education is an international peer-reviewed scientific journal published by the Universidad Juárez Autónoma de Tabasco since 2018. The journal follows a semiannual publication schedule (January–June and July–December), with each issue released during the first month of the corresponding publication period. Its mission is to promote the dissemination, discussion, and transfer of scientific knowledge in the field of education through the publication of original research, literature reviews, and scholarly contributions that provide evidence for understanding and transforming educational phenomena across all educational levels and contexts. The journal publishes original and unpublished research articles, review papers, academic book reviews, and interviews with nationally and internationally recognized scholars, particularly on topics related to emerging trends and contemporary challenges in education. Its editorial scope encourages the dissemination of studies characterized by theoretical and methodological rigor, contributing to the advancement of educational research and fostering dialogue among the scientific community, education professionals, and decision-makers. Emerging Trends in Education is primarily intended for researchers, academics, students, and professionals interested in the scientific study of educational processes. The journal places special emphasis on innovative issues, emerging approaches, and research findings that expand the boundaries of knowledge in the field of education. It is published electronically and is committed to free access to scientific knowledge, for which reason it does not charge readers or authors for the submission or publication of their texts. Emerging Trends in Education accepts submissions in Spanish, English and Portuguese.
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School-Based Research, Digital Resilience, and Educational Quality: State of the Art in the Post-Pandemic Context
This article analyzes the state of the art on school-based research and its relationship with educational quality in the post-pandemic educational context. The objective is to identify trends, contributions, and gaps in the recent literature, as well as to explore its contribution to strengthening digital resilience in educational systems. To this end, a state-of-the-art review was conducted using a qualitative and documentary approach, based on a review of academic publications indexed between 2020 and 2025. Through a selection process based on criteria of thematic relevance and timeliness, 45 articles were identified. The findings show that school-based research has emerged as a pedagogical strategy that fosters critical thinking, active learning, the development of scientific competencies, and the strengthening of capacities associated with digital resilience in technology-mediated educational contexts. Furthermore, its implementation is influenced by factors such as teacher training and institutional leadership. However, the reviewed literature provides limited empirical evidence regarding its direct impact on educational quality indicators. It is concluded that school-based research has significant potential to strengthen innovative and resilient educational processes, although further empirical studies are needed to examine its impact in specific educational contexts.
Moral Identity and Ethical Use of Generative Artificial Intelligence in Higher Education
This article analyzes how moral identity theory can help address the ethical challenges associated with the use of generative artificial intelligence (GAI) in higher education. Drawing on recent evidence showing the widespread adoption of these technologies among university students, the paper examines tensions between technological innovation, academic integrity, and professional education. Using an analytical and argumentative approach based on an interdisciplinary literature review in moral psychology, applied ethics, and higher education studies, the article first conceptualizes the use of GAI as an ethical-educational issue. It discusses risks related to academic dishonesty, cognitive dependency, and epistemic problems such as bias and hallucinations in AI systems. The paper then develops the conceptual framework of moral identity, highlighting its role as a self-regulatory mechanism that connects internalized moral values with behavior. Building on this framework, the article argues that fostering values such as honesty, epistemic responsibility, and fairness can support ethical uses of GAI beyond external monitoring or sanctioning mechanisms. Finally, the study contrasts this educational perspective with institutional responses based on prohibition or technological surveillance, pointing out their practical and pedagogical limitations and proposing the integration of moral identity development into university education.
Building Resilient Education in Times of Digital Transformation. Interview With Márcia Lopes Reis
In this issue of Emerging Trends in Education, dedicated to the theme “Education and digital resilience: opportunities, challenges, and equity”, we have the honor of interviewing Márcia Lopes Reis, a recognized specialist in education, pedagogical innovation, and digital transformation in educational contexts. Throughout her professional career, Márcia Lopes Reis has reflected on and conducted research into the challenges faced by educational institutions amid constant technological change, as well as the opportunities offered by digital tools to strengthen teaching and learning processes. Her experience in the field of education has allowed her to critically analyze the evolution of hybrid teaching models, the integration of digital platforms, the development of teachers’ digital competencies, and the need to promote more inclusive and equitable educational environments. This interview addresses key issues for understanding the current educational landscape, including the lessons learned from the implementation of digital platforms during the pandemic, the impact of digitalization on educational equity, mental health and resilience in virtual environments, the emerging digital competencies required by new educational scenarios, and the role of institutional policies in consolidating sustainable digital transformation. Her reflections offer a valuable perspective for understanding the challenges and opportunities facing contemporary education and contribute to the dialogue on building more resilient, innovative educational systems centered on the needs of teachers and students.
Disassembling University Mental Health: Actor–Network Theory as an Analytical Framework
University mental health has been predominantly addressed through clinical-epidemiological and institutional approaches which, although effective in estimating the magnitude of student distress, tend to privilege explanations focused on individual symptoms or on tensions between subjects and pre-existing educational structures. This article aims to propose Actor–Network Theory (ANT) as a relevant analytical framework for the study of mental health in higher education, shifting attention toward the sociotechnical networks that shape contemporary university experience. Drawing on a critical review of the literature and on key ANT concepts—distributed agency, heterogeneous networks, translation, and assemblage—the article argues that university mental health can be understood as an emergent phenomenon co-produced by human and non-human actors, including students, pedagogical practices, institutional policies, digital platforms, management protocols, and educational spaces. The main contribution of this work lies in repositioning university mental health as an object of inquiry within the field of education, understood not as an individual problem nor solely as a structural issue, but as a relational outcome of networks that organize academic life and orient institutional responses.
Artificial Intelligence for Science Communication in Latin America. An Assessment of Science Communicators
This article is an empirical scientific study on the emerging topic of artificial intelligence (AI) in science communication, focusing on the interactions between science communicators and various social groups in Latin America. The methodological approach is quantitative, and the primary technique employed was the administration of a questionnaire to 63 science communicators in Latin America, excluding Brazil due to its distinct language. Among the findings is the use of AI for basic activities such as information retrieval, as well as the creation of texts, images, videos, and translations. It is acknowledged that the information sought is biased because it was not generated in the region and that science communicators lack training in this area. One emerging use is for groups with disabilities, such as people with hearing and vision impairments. A morphological analysis was also conducted, and AI tools that may be useful are included.
Learning Styles and Digital Competence in Secondary School Students in Private Institutions in Lima, Peru
Technological advancements and educational changes stemming from the pandemic have reinforced the need to develop digital skills in students; however, there is limited empirical evidence on their relationship with learning styles in secondary education. The main objective of this research was to analyze the relationship between learning styles and digital competence in secondary school students from private institutions in Lima, Peru. The study employed a quantitative, correlational approach with a non-experimental, cross-sectional design. Two validated and reliable questionnaires were used for data collection. The sample consisted of 108 fourth-year secondary school students. The results showed a moderate and statistically significant positive correlation between learning styles and digital competence (rho = .503, p < .001). It is concluded that a significant relationship exists between learning styles and digital competence in the studied sample. The study's limitations include the use of non-probability convenience sampling, the application of self-report instruments, and the exclusive participation of students from private educational institutions, which restricts the generalizability of the findings.
Computer Engineering Students’ Perceptions of Their Collaborative Learning Using ChatGPT
This study examines the use of generative artificial intelligence within the context of a collaborative learning methodology. The aim was to understand the views of Computer Engineering students when using a generative tool such as ChatGPT. To this end, a qualitative methodology was adopted, employing thematic analysis and focus group techniques. The results show that students believe generative AI has an impact on learning and communication and gives rise to pedagogical limitations. The theoretical and, in particular, pedagogical implications relate to these aspects of learning, especially cognitive skills such as summarising and explaining; to communication issues, such as oral expression; and to ethical implications, such as the misuse of this generative artificial intelligence tool. It is concluded that, whilst students view ChatGPT as a tool that supports their educational goals, there are consequences in terms of learning.
Between Virtuality and Face-to-Face Learning: Emotional Experiences of Students and Professors in a Hybrid Learning Model
Hybrid education emerged as a necessary response for the gradual return to academic activities following the COVID-19 lockdown. At the Universidad Juárez Autónoma de Tabasco, this model remained in effect until the end of 2024, combining virtual and face-to-face subjects. This qualitative research aimed to understand the experiences and emotions of professors and students regarding the implementation of the hybrid model. Using an educational ethnography approach, the study included non-participant observations across two academic cycles in five Education Sciences groups, along with 20 structured interviews. The results were organized into three analytical axes: connectivity, location, and emotionality. The findings identified challenges such as network instability, lack of adequate campus spaces, and the logistical strain of transitioning between virtual and in-person classes, which required additional costs and daily life adjustments. These conditions triggered ambivalent emotions, ranging from stress and frustration to relief and happiness upon reuniting. The study concludes that it is essential to consider the emotional impact on the university community to design support strategies that promote well-being and learning, ultimately strengthening future hybrid models to be sustainable, equitable, and person-centered.
Violence on the Web: An Interdisciplinary Approach to Digital Violence in Mexico
Violence on the Web analyzes digital violence in Mexico from legal, sociological, pedagogical, and linguistic perspectives. Across six chapters, the book demonstrates that online aggression forms part of social structures that reproduce inequality, misogyny, and hostility toward women and young people. The book begins with a review of the legal framework, highlighting advances such as the Olimpia Law and its limitations in addressing digital impunity. Subsequent studies document hate speech against women during 8M and show how anonymity is not always necessary for misogyny to be exercised. Other contributions examine the emotional impact of harassment through participatory methodologies, the reproduction of micromachismos and sexist humor on social media, and the everyday use of toxic language in youth communication. Finally, quantitative diagnoses reveal that victimization through cyberbullying is higher than perpetration among university students, with effects such as anxiety, depression, and risk of dropout. The iceberg metaphor summarizes the book’s central contribution: visible violence rests on normalized cultural practices. The book constitutes a relevant reference for researching, preventing, and transforming digital violence.
Structural Violence in Technological Higher Education: Experiences of Mayan Students in Yucatán
Higher education in Mexico reproduces historical inequalities that systematically affect students of indigenous origin, who face structural barriers limiting their access, persistence, and graduation (Sierra Solano, 2026; Schmelkes, 2010). Within this context, the purpose of this study was to analyze the manifestations of structural violence in five technological institutes in Yucatán and its influence on the academic trajectories of young Maya people. A phenomenological, interpretive-critical case study design was adopted, with 23 qualitative interviews conducted with 18 students and five professors. The findings reveal three concrete ways in which this violence operates: the imposition of a triple linguistic hierarchy that turns English language certification into a graduation barrier; institutional mechanisms that exclude Maya-speaking students from academic exchanges and programs based on racialized criteria; and an intersectional disciplinary segregation that displaces Maya women from the engineering fields with the highest labor market demand. These results call on technological institutions to revise their language certification policies for degree completion, their selection criteria for student mobility, and their support strategies for indigenous women in technology-related programs, moving toward pedagogical practices that recognize the epistemologies of the Global South.
Integrated Methodological Model for University Didactic Planning: Design and Empirical Validation Through Action Research
Didactic planning in higher education faces critical challenges stemming from teaching improvisation, curricular disconnection, and the persistence of traditional practices, all of which negatively impact the quality of learning. The objective of this research was to design and empirically validate an integrated methodological model to optimize teaching planning based on the principle of constructive alignment. A qualitative Participatory Action Research (PAR) design was employed, implemented by four teacher-researchers across 12 university courses in different disciplines (engineering, education, and research) at institutions in Colombia, Mexico, and Panama during the 2023-2024 period. The model was structured into five sequential and interdependent phases: 1) formulation of competencies, 2) selection and hierarchy of content, 3) design of active methodological strategies, 4) determination of resources, and 5) planning of authentic evaluation. Results, gathered through participant observation, field diaries, and documentary analysis, evidence a significant transformation in teaching praxis. There was a shift from transmissive and disjointed models to active learning ecologies (Barron, 2006; González-Sanmamed et al., 2020), understood as didactic environments that integrate activities, resources and interactions oriented towards the cognitive participation of the student, achieving a qualitative increase in student participation and greater coherence between teaching and assessment. It is concluded that the model serves as effective scaffolding for reflective practice, allowing faculty to overcome bureaucratic planning to design deep and situated learning experiences.
Artificial Intelligence and Academic Trajectories of Students with Disabilities in Higher Education
Within the present article, a specific line of action is outlined, framed by the general objective of describing the use of Generative Artificial Intelligence (GAI) tools in facilitating or limiting the educational trajectories of university students with disabilities. In this regard, the relevance of the study is anchored in exposing the barriers that may exist in a university educational context, where inclusion remains a challenge and a continuous task. The study addressed the total population of students with disabilities in the Bachelor’s Degree in Comprehensive Development of Persons with Disabilities at the Universidad Veracruzana using a quantitative approach. Data was collected through a specifically designed questionnaire that revealed interesting findings, such as the apparent sporadic use of Artificial Intelligence by students with disabilities. However, it is precisely through this use that some find ways to mitigate the existing barriers at the university, which opens the door to further in-depth studies on the diverse uses of digital tools such as GAI among diverse students.
Emotions and Affects in Virtual Education: Inequality and Frameworks of Experience During and After the Pandemic
The abrupt transition from in-person to online education during the COVID-19 pandemic accelerated the adoption of digital technologies and reshaped the educational experiences of students and teachers. This study analyzes the frameworks of experience, as well as the emotions and affects associated with learning and teaching in online educational contexts at the upper secondary and higher education levels in Mexican universities in the state of Puebla. It is worth noting that the public university in the aforementioned state includes high schools within its university system. Using a qualitative approach grounded in digital ethnography, two intervention experiences were developed: the collection of audio recordings from university students at various public and private institutions and written reflections from teachers participating in a professional development course, recorded in a digital environment designed for this purpose. The results show a close relationship between emotional state and the evaluation of online learning; however, a situated analysis reveals that these evaluations are shaped by conditions of material and technological inequality (connectivity, devices, digital skills, economic stability). The paper discusses the need to incorporate the affective dimension into the analysis of technology-mediated education and into the construction of post-pandemic scenarios oriented toward well-being and educational equality.
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.
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...
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.
Stages of Undergraduate Students Preparation for the Introduction of Scientific Results
Undergraduate training in higher education requires preparing students to integrate scientific findings into the core processes of their studies. In the Bachelor of Science in Chemistry Education, this preparation must integrate knowledge, skills, and values applicable to the teaching-learning and educational processes. Although chemical disciplines can design such preparation by linking practical experience and research, the scientific literature does not specify how, where, when, or with what resources this should be done. This gap is also reflected in the program's regulatory documents and in previous scientific findings. As an original contribution, a five-stage model is proposed, based on activity theory and levels of cognitive independence, which structures student preparation throughout the program for the integration of scientific findings.
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.
Vulnerable Groups, Violence Against Children, and Transformative Agency: A Proposal for Formative Intervention
The article discusses the relevance of supporting and analyzing the transformative agency of vulnerable groups involved in practices of violence against children in school contexts. Aspects related to vulnerable groups are discussed from a socio-constructionist perspective, highlighting how they have been addressed methodologically. It argues in favor of innovation in the field of intervention, pointing out that the relationship between the traditional role of constructionist epistemologies, qualitative methodologies, and description focused on revealing interrelated layers of meaning, with the aim of understanding a process of agency activation in which the researcher is a participant, represents an emerging field of study. In order to eliminate violence against children in school contexts, a systemic model of formative intervention is proposed, aimed at building cultures of peace, child protection, and respect for children’s rights, collectively and with the participation of all school actors. The Change Laboratory is presented as a useful strategy to respond and support with empirical data how to support training processes with participants immersed in contexts of child violence based on an applied research program.
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