Incorporating character formation in the curriculum goes beyond the professional competence acquired through disciplinary studies. It refers to how people get involved in the world, which implies that students form attributes that allow them to assertively face an increasingly challenging world with personal integrity and social responsibility, in addition to motivating them to be active agents and contributors to the common good. Knowing university students’ degree of assertiveness to propose training actions is fascinating as this research is the first phase of a significant project; an exploratory and descriptive study was conducted using the Multidimensional Assertiveness Scale on 461 students. The results showed that, according to assertiveness levels, 77.4% are in the medium range, 14% are in the high range, and 8.4% are in the low range. Additionally, a series of independent sample tests were conducted about the effect of gender and academic area on indirect assertiveness. In this regard, the female group is higher than the male group, and concerning the effect of academic area, there were no differences among them. It is recommended that different assertiveness training programmes be integrated into the university curriculum to help improve assertiveness levels. It is suggested that quasi-experimental research be continued to determine the impact of the actions. ©The authors ©Springer.

En esta presentación, se trata específicamente de la interrelación que se da entre la educación y el sistema productivo artesanal, particularmente en la etapa previa a la aparición del sistema fabril y que conocemos como preindustrial.

En sus aproximadamente 40 años de existencia, la evolución de Internet ha permitido, por un lado, que los desarrollos tecnológicos relacionados con ésta sean más cercanos a los procesos de enseñanza comunicación-aprendizaje y, por el otro, que se estén consolidando ideas como la web semántica entendida como el espacio en Internet que se construye en y a través de significados cuyo objetivo es ordenar los contenidos en el ciberespacio.

This book delves into the crucial role of assertiveness in shaping effective educational and pedagogical strategies. It presents innovative research and practical techniques to empower educators, students, administrators, and institutions to enhance competitiveness in the ever-evolving educational landscape. Using in-depth research, evidence-based analysis and synthesis, and examples for use in the classroom, this book offers tools to navigate the complex landscape of assertiveness in educational contexts. ©The authors ©Palgrave Macmillan Cham.

Introducción: Los estudiantes desarrollan preferencias cognitivas para aprender. La evidencia empírica sugiere que las diversas modificaciones en la modalidad educativa ocasionadas por el confinamiento han alterado los patrones de aprendizaje. En consecuencia, se hace necesario un estudio para optimizar los procesos académicos. Objetivo general: Identificar, la preferencia cognitiva para aprender en universitarios de primer ingreso, relacionándola con la incidencia de cinco variables: ciclo escolar (X1 ), área del conocimiento (X2), velocidad lectora (X3), comprensión lectora (X4), y género (X5), antes, durante y después del confinamiento por COVID-19. Método: La investigación se realizó entre 2017 y 2024 en una universidad de la Ciudad de México con 9,220 estudiantes (52,31% del género masculino y 47,69% del femenino), de primer ingreso de cinco áreas del conocimiento. Fue cuantitativa, no experimental, retrospectiva y con un diseño correlacional. Se observó el fenómeno tal como se desarrolló en su contexto natural sin manipular las variables. El instrumento utilizado fue el Cuestionario Honey-Alonso de Estilos de Aprendizaje. Resultados y Discusión: Los estudiantes de ambos géneros, son mayormente Reflexivos en todas las áreas del conocimiento y menormente Activos. En asociación el Reflexivo-Teórico es predominante. La correlación Y1 y X3 , X4, refleja valores más altos en Reflexivo. La Y1 y X1 , X2, evidencia predominancia en el Reflexivo antes y durante el confinamiento, pero al regresar a la modalidad presencial, la preferencia está en la asociación Reflexivo-Teórico. Se identifica una baja en cuestiones relacionadas con X3 y X4 a lo largo del tiempo. Conclusión: Los hallazgos indican que: Hay una propensión de ciertas áreas del conocimiento hacia un preferencia cognitiva. El estilo de aprendizaje en la transición de la modalidad presencial a la virtual, cambió su tendencia y patrón, en ambos géneros. Las correlaciones y las variables asociadas a la lectura fueron negativas en el periodo estudiado. ©Las autoras ©Revista Complutense de Educación © Universidad Complutense de Madrid : Introduction: Students develop cognitive preferences for learning. Empirical evidence suggests that the changes in educational modality brought about by the COVID-19 lockdowns have altered learning patterns. Consequently, a study aimed at optimizing academic processes is needed. General objective: To identify the cognitive learning preferences of first-year university students and examine their relationship with five variables: academic term (X1 ), field of knowledge (X2), reading speed (X3), reading comprehension (X4), and gender (X5), before, during, and after the COVID-19 lockdowns. Method: Research was conducted between 2017 and 2024 at a university in Mexico City, involving 9,220 first-year students, (52,31 men and 47,69% women), from five fields of knowledge. The study followed a quantitative, non-experimental, and retrospective design with a correlational approach. The phenomenon was observed in its natural context without manipulating the variables. The instrument used was the Honey-Alonso Learning Styles Questionnaire. Results and Discussion: Students of all genders predominantly displayed a Reflective learning style across all fields of knowledge, with the Active style being the least prevalent. The Reflective-Theoretical combination was the most dominant learning style. Correlations between Y1 and X3 , X4 revealed higher scores among Reflective learners. Relationships between Y1 and X1 , X2 showed a predominance of the Reflective style before and during lockdowns. After returning to in-person learning, the Reflective-Theoretical association became more prominent. A decline in reading speed (X3) and reading comprehension (X4) was observed over time. Conclusion: The findings indicate that certain fields of knowledge tend to favor specific cognitive learning style; learning styles shifted in trend and pattern across both genders during the transition from in-person to virtual learning; and negative correlations were found between learning style and the readingrelated variables during the study period. ©The authors ©Revista Complutense de Educación © Universidad Complutense de Madrid

La elección de esta obra responde al interés de mostrar las posibilidades de la educación en el siglo XXI, a partir del uso de la tecnología.

This research shows the characteristics of a good university professor from the perspec-tive they have about their own practice. To meet the objective, we opted for the qualitative approach with a phenomenological perspective, using the semi-structured interview as an information gathering technique and the method of constant comparisons for the analysis process. Among the most relevant findings is that all of the professors consider that a good university teacher needs both personal qualities and technical competences, but that the most important consideration should be a student centered education process, along with passion for teaching and the use of didactic strategies focused on learning.

The emancipatory function, which has the education, requires the development of the taste and enthusiasm for learning beyond the immediate, what is presented in the texts, contexts and educational activities; this teacher’s activity that continually seeks to support the acquisition of knowledge; but also by that act, it is put into practice what the professional is that influences student circumscribed in schools. Teaching is the activity and the process generated by the teachers; some are deeply concerned about the content, for generate actions that facilitate the learning of their students; others, for various reasons, have altered the desire to continue learning and knowing. In a special place for learners there are teachers who, through their teaching, did perceive their concern for them, manifested in their area and support when they were aware that there was an obstacle in the creation of meaning; enthusiasm in imparting living in their classes and that instilled in learning and study to know it showed. These are the teachers who teach the value of reflection, to know beyond a rating, just for the pleasure of knowing, are those that show a new world and give up the channel and knowledge structures that enhance their students; are those with what can be conceived as a good teaching practice that promotes learning and does not generate the same blockage. The intention of this paper therefore is to argue the educational value of teaching, promoting the «didactoeugenias»

Ecology could seem only a matter of knowledge and care for the environment, and the responsibility that human beings have with the rest of nature. This paper proposes a different view: Ecology, and more specifically the study of «arboreal society», as a «natural» approach to what the knowledge and care of the formative, aducational, and familiar communities is and should be.

Ante fenómenos contemporáneos como el individualismo, la falta de comunicación y la cooperación social, la educación de la sociabilidad es un tema emergente en la pedagogía de la ciudadanía. ¿Su núcleo central? La competencia social y cívica.

Los sistemas de cómputo pueden encaminarse a fomentar principalmente el proceso de aprendizaje en el nivel intelectual, pues la computadora posee la capacidad lógico-matemática similar a la mente humana. Ésta, la convierte en instrumento especialmente útil para aprender.

The Cathedral School of Chartres, during the XIIth Century retrieved a fertile tradition of scientific and humanistic studies. And with that it retained and articulated notion of education, which it inherited from classical antiquity.Thanks to this heritage, the notion of education was kept encyclopedic and flexible to its public. William of Conches, teacher at Chartres, wrote in his encyclopedic treatise Dragmaticon, a section devoted to the nature of education, postumously called De doctrina. In this paper is offered an introduction study on the text, its proposal of education and its elements, as well as a translation into Spanish.

La época posmoderna, con sus características particulares, ha traído retos que han de resolverse desde las distintas ciencias. La pedagogía no es la excepción, pues aunque el hombre en esencia siguen siendo el mismo, actualmente está inmerso en una serie de situaciones específicas: es el caso de déficit lingüístico, en donde predomina el uso precario de la lengua, existe una falta de contenido en aquello que se comunica y una limitación en el bagaje léxico. Esto ocasiona la pérdida o al menos la merma de la facultad lingüística, y por ende, la riqueza del alma, pues es mediante el lenguaje que el hombre se comunica con el exterior, expresándose a sí mismo, expresa su ser de persona.

The Secretaría de Educación Pública (SEP), established in Álvaro Obregón’s government (1920-1924), sought, through different cultural projects to institutionalize revolutionary values and form a national identity from them. In the field of education, the educational project was developed which synthesized the rural and the indigenous with revolutionary ideals. This work is part of the assumption that between 1921 and 1934, rural education and its institution education, the Escuela Rural Mexicana, received the influence of the pedagogical renewal movement, and teaching, by John Dewey. Rafael Ramírez Castañeda, who on a trip to the United States of America in 1924, learned about the educational trends in vogue in the neighboring country, later, when he was appointed director of rural schools in 1928, projected the collective improvement of rural life in the economic, social, and educational, taking up the American experience of teaching by action. Thus, with this work it is intended to show the implicit parallelism underlying the rural education program, proposed by Ramírez, with Dewey’s philosophical-pedagogical principles. The argumentative development will be done by comparing the texts of both authors.

Tradicionalmente, los procesos educativos formales se han realizado de manera presencial, siendo uno de los recursos predominantes, el libro. Aunque los libros no desaparecerán; se incorporan las herramientas digitales como medios educativos: CD-ROM, DVD y las redes que propician novedosas técnicas de educación no presencial. Lo anterior obliga a los profesores y especialistas en el ámbito de la educación a utilizar estas herramientas, de manera que la exigencia para el profesor no se reduce ya al mero conocimiento de los libros y materiales impresos de cada especialidad, sino que ahora, además de ese conocimiento, requiere la utilización de las novedades tecnológicas. Así como existen lineamientos para evaluar si un libro cumple o no con los objetivos estipulados en los programas, y si existe coherencia lógica y psicológica entre el material y el destinatario, de la misma manera los materiales digitales deberán evaluarse. De esta reflexión se desprende la siguiente propuesta encaminada a la evaluación de software educativo.

Al ser el campo educativo un ámbito del actuar humano, también se ha visto —y se ve— influenciado por los cambios radicales del mundo. Se le imponen, así, nuevos retos a los cuales responder: la educación a lo largo de toda la vida, la cooperación internacional, la educación multicultural, el manejo de nuevas tecnologías, la revisión constante de los planes y programas de estudio, la evaluación continua de los procesos educativos... Es en este contexto donde se presenta el gran reto de evaluar no sólo los procesos, sino los productos creados desde la relación educación-tecnología.

This paper describes the “Showroom of Virtual and Augmented Reality” project developed by the Center for Innovation in Education at Universidad Panamericana during the spring of 2019. The purpose of this project is to engage professors in the use of new technologies in the classroom. The recent development of instructional models based on simulation has helped education to introduce new tools and develop new teaching methodologies to enhance learning. A study about integrating augmented reality in the classroom suggests that the methodology can foster novelty towards learning and can improve interaction with learning through the establishment of spatial concepts (Mark, Graham and Barbara, 2004). Similarly, research has shown that Augmented and Virtual Reality (VAR) can improve motivation and concentration of students in order to obtain better learning effects ( Yeh, 2004, Chen, Wu, & Zhung, 2006; Yen, Tsai & Wu, 2013). Even though ed-tech experts predict an acceleration of activity including virtual reality in classes, they caution the need of sound pedagogical foundations (McMurtrie, 2019). ©2019 IATED Academy

Aim/Purpose To understand the experiences of full-time university professors at a Mexican university who are pursuing a doctoral degree, this study seeks to describe the experiences of doctoral students who are also university professors. The study focuses on the intentions, experiences, and prospects regarding the decision to study for a doctorate as a university professor. Background This research has a dual background. On the one hand, there is the institutional interest in establishing an academic and professional profile of university professors studying for a doctorate in decision-making. On the other hand, the researchers who conducted this study maintain an interest in deepening knowledge of the doctoral process and researcher training. In the field of educational research, this article seeks to strengthen the almost nil research carried out specifically in Mexico on university professors who study for a doctorate, particularly in private institutions. Methodology The research design is based on the interpretive paradigm, with a qualitative approach and a phenomenological perspective. A semi-structured interview was used to explore the individual experiences of 17 university professors who are studying for a doctorate. Contribution This study is unique in that it explores the personal and professional views of university professors studying for a doctoral degree, providing further insight into academic and professional profiles. © 2022 Informing Science Institute. All rights reserved.

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El texto que se reseña corresponde al noveno título de la Colección Investigación Social y Análisis Político de Discurso. Como parte de dicha colección el libro, coordinado por Zaira Navarrete Cazales y José Irving Loyola Martínez, da continuidad a la colección en cuanto a temas y enfoques de análisis, pero incorpora algunas novedades al situar la perspectiva discursiva sobre la conformación y el ejercicio de las reformas y políticas, sobre todo en el marco de lo social y lo educativo.