Revista Reflexión e Investigación Educacional
REINED busca generar un espacio académico para difusión de trabajos de investigación y reflexión académica de los estudiantes de postgrado, académicos y estudiantes de pregrado de las carreras de la Facultad de Educación y Humanidades de la Universidad del Bio-Bio, así como de investigadores de otras instituciones y profesores de establecimientos educacionales. La revista está abierta a contribuciones originales en inglés y español abocadas al campo de la educación, en forma prioritaria del campo pedagógico, así como de las disciplinas fines a este, como la psicología, antropología, sociología, economía, ciencias políticas, artes y humanidades, neurociencias, historia, derecho, trabajo social, periodismo y filosofía. Director: Carlos Ossa Cornejo Frecuencia: 2 Números por año. ISSN: 2452-4638 versión en línea
Facultad de Educación y Humanidades, Universidad del Bío-Bío
Conceptual approach to border didactics: Foundations and educational projections
This article analyzes Border Didactics as an innovative theoretical proposal that challenges traditional teaching models and calls for transcending the epistemological, cultural, and pedagogical boundaries that shape contemporary education. Drawing on configurational theory and border thinking, education is understood as a complex system in which diverse knowledges, tensions, and experiences interact. Within this framework, emerging categories—such as didactic borders, liminality, and threshold concepts—are incorporated to interpret the processes of transition, uncertainty, and reconfiguration experienced by teachers and students in current educational settings. The study also examines the transformation of the teaching role toward a critical, dialogic, and situated practice, as well as formative assessment understood as an interpretive process aimed at supporting learning and fostering student autonomy. Finally, the article outlines the projection toward situated didactic models that respond to the concrete realities of educational contexts and promote more inclusive, relevant, and transformative pedagogical practices.
Family and university experience: Social representations of Higher Education students
The relationship between family and educational trajectories has been widely studied in school settings; however, its role in higher education remains less explored, particularly from the perspective of students themselves. Within this framework, the present study aims to understand the representations that university students construct regarding the role of families in their educational experience. A qualitative approach with a phenomenological design is adopted, grounded in the theory of social representations as an interpretive framework. Participants include higher education students from different disciplinary fields, selected through purposive sampling. Data production is carried out through semi-structured interviews aimed at exploring experiences, beliefs, and meanings associated with family support. Data analysis is conducted through thematic coding and categorization, allowing for the identification of shared meaning structures. The results show that family plays a significant role in students’ adaptation, well-being, and persistence in higher education, both through emotional and material support. It is concluded that these representations constitute a key resource for the design of institutional policies and support strategies, particularly in contexts of sociocultural diversity.
Sensitive cartography and territorial resignification: An arts-based pedagogical experience in Secondary Education
This arts-based pedagogical experience analyzes the implementation of a “sensitive cartography” within a Visual Arts elective course in secondary education in Puente Alto, a territory historically shaped by processes of urban segregation and territorial stigmatization, which affect both external social perceptions and the self-perception of its inhabitants. In this context, the objective is to explore how a situated arts-education practice can foster new social and affective bonds with the territory, while contributing to the transformation of students’ communal imaginaries. To this end, the proposal brings together arts education, spatial theory, and the affective turn through three pedagogical moments: a collective cartographic intervention in the classroom, a sensory walk through public space, and an artistic production phase based on molds and rubbings collected in the field. The results reveal significant shifts in the teacher’s role, in group relational dynamics, and in ways of perceiving and making sense of the territory. Thus, sensitive cartography emerges as a device for memory and symbolic reappropriation that challenges institutionalized representations of space, enabling a transition toward an embodied, collaborative, and situated experience. This process gives rise to new ways of representing Puente Alto, opening a space for reflection on its scope, tensions, and future projections in school contexts shaped by stigmatized territorial narratives.
Socioemotional teaching competencies in initial teacher education: A reflection from Physical Education
Initial Teacher Education (ITE) in Physical Education in Chile shows a persistent gap in the explicit development of socioemotional competencies (SEC), despite national policy frameworks recognizing their importance for well-being, classroom management, and the quality of learning. This academic reflection examines the disconnect between institutional guidelines, such as the National Policies on School Coexistence, the Framework for Good Teaching, and the predominant training practices in Physical Education teacher education programs. Based on a review of recent literature, it is evident that universities tend to address SEC in a fragmented manner, which limits the preparation of future teachers to effectively integrate them into their professional practice. Furthermore, Physical Education and Health (PEH) is argued to offer valuable pedagogical opportunities for the experiential development of these competencies; however, its potential is constrained by the lack of systematic curricular strategies. It is concluded that integrating SEC as a cross-cutting, assessable component grounded in active methodologies is essential to strengthening teaching practice and fostering more empathetic, resilient, and collaborative educational communities.
Theatre as a cooperative learning strategy in secondary education
This article aims to systematize and reflect on a pedagogical experience based on Cooperative Learning, developed in the subject of Language and Literature with four first-year secondary school classes, within the framework of the unit “Human relationships in theatre and literature (dramatic genre)”. The experience involved the planning and execution of a theatrical event within the school, where students worked in small groups organized into committees with defined roles and specific responsibilities aimed at staging theatrical plays. From a formative perspective, the focus of the article is not on measuring results, but on describing learning processes, cooperative work dynamics, and the learning outcomes observed during its implementation. Based on this experience, the article discusses the main contributions of Cooperative Learning in the school context, as well as the difficulties and success factors associated with its development, highlighting theatre as a pedagogical tool that promotes meaningful learning, collaborative work, and the strengthening of school coexistence.
Intercultural superficiality in the education system. An experience in a local school
This study critically analyzes the implementation of interculturality in a vulnerable educational establishment in the municipality of Penco, Biobío Region, Chile. Based on the case of a student of Venezuelan origin, it examines the gap between normative inclusion based on compliance with decrees and protocols, and the relational exclusion that persists in the daily dynamics of the classroom. Using a qualitative approach and the theoretical framework of critical interculturality, it identifies that school practices are framed within a festive multiculturalism, which folklorizes difference without transforming power structures or addressing underlying racism. It is concluded that educational inclusion in vulnerable contexts operates in a superficial manner, prioritizing cultural assimilation over genuine dialogue, and there is an urgent need for critical teacher training and transformation, as well as profound institutional transformations, in order to advance toward substantive interculturality.
The existence relationship between the two fields present in the text of Justin Martyr
This article presents the existence and relationship between the two hermeneutical fields present in Justin Romanus' text. The work focuses on the explanation and delimitation of these two fields, demonstrating their scope and their contributions within the apologist’s work. However, Justin is known for defending Christianity both from philosophy and from the Christian religion, and for this reason his text cannot be understood solely from a theological and/or philosophical perspective, since Justin brings both together. In this article, we intend to advance the research initiated in the thesis by demonstrating the relationship between the two fields and their respective foundational concepts: the two λογος and σοφία, showing how Justin’s argumentation depends on and is structured by these fields.
Higher education, family, and curriculum: Structural implications of Goldin’s approach
This article aims to analyze the curricular implications of the paradox between educational equality and labor inequality formulated by Claudia Goldin, in order to examine how the design of the university curriculum may contribute to reproducing or transforming gender gaps in the labor market. Through a conceptual reflection that brings together labor economics and curriculum studies, the tensions between professional careers, caregiving responsibilities, and higher education are explored. The analysis argues that certain institutional assumptions such as linear career trajectories, rigid schedules, the centrality of in-person attendance, and evaluation based on homogeneous timeframes, tend to reinforce the incentives for continuous availability that prevail in the labor market. Thus, even though women have attained higher levels of education, structural conditions persist that limit substantive economic equality. It is concluded that the curriculum is not neutral, but rather a device that shapes the notion of merit and the figure of the expected professional. Therefore, advancing toward greater equity requires structural reforms aimed at flexibilizing trajectories, recognizing interruptions due to caregiving, and assessing competencies rather than time spent, thereby aligning university education with a broader conception of justice and social sustainability.
Intersections of inequality: Gender, rurality, and health in older women
This essay examines the contribution of the intersectional approach to understanding inequalities in access to healthcare affecting older women in rural contexts, with particular emphasis on the Ñuble Region in Chile. Based on a critical review of traditional public policy frameworks, especially the Social Determinants of Health model, it argues that, although relevant, these approaches are insufficient to fully capture the complexity of the experiences of historically marginalized groups, as they tend to analyze inequalities in a fragmented and isolated manner. In contrast, intersectionality offers an analytical perspective that makes it possible to understand how the interplay of dimensions such as gender, age, rurality, and socioeconomic vulnerability shapes specific scenarios of exclusion and barriers to the exercise of social rights. The essay also problematizes the role of the State in the production and reproduction of these structural inequalities, highlighting the limitations of policies designed from homogeneous and decontextualized perspectives. Finally, it argues that incorporating an intersectional perspective into the design and implementation of health policies is not only a technical challenge in terms of management and targeting, but also an ethical and political imperative aimed at promoting greater equity and social justice in rural territories.
Beyond the algorithm: Teacher professional development for cooperative mathematical problem solving in Honduras
Low performance in mathematical problem solving constitutes one of the main educational challenges in Latin America. In Honduras, this situation becomes particularly significant in the sixth grade of basic education, a key stage for consolidating proportional reasoning, understanding fractions, and analyzing data. This article, derived from an ongoing doctoral research project, develops a theoretical–analytical reflection on the challenges faced by both initial and in-service teacher education in preparing teachers to teach mathematics through a problem-solving approach supported by structured cooperative learning. From a historical-cultural perspective, and drawing on pedagogical content knowledge and social interdependence theory, the article argues that improving mathematical thinking requires a comprehensive transformation that integrates the epistemological conception of the discipline, classroom teaching practices, structured cooperation, formative assessment, and the institutional culture of schools. Contextualized examples from Honduran classrooms are also included to illustrate the challenges and opportunities associated with this approach, while projecting comparative implications for the broader Latin American context. The central thesis maintains that sustained improvement in mathematics achievement depends largely on the quality, coherence, and systemic articulation of teacher education.
Mathematics anxiety and the gender gap in mathematics learning: A study with seventh-grade students
Currently, evidence continues to show the existence of a gender gap in mathematics achievement that tends to favor male students. Various theories have attempted to explain this phenomenon, considering emotional, sociocultural, and economic factors, as well as female representation in the field and teaching practices. This article analyzes mathematics anxiety as one of the factors that may influence this gap, based on a study conducted with 53 seventh-grade students from a school belonging to the Local Public Education System in the city of Iquique, Tarapacá Region, Chile. Data were collected using Auzmendi’s Mathematics Attitude Questionnaire, and the results obtained by the same group of students in the SIMCE assessment taken in fourth and sixth grade were also analyzed. The findings indicate that male students reported higher levels of mathematics anxiety while simultaneously showing greater enjoyment of the subject compared to their female classmates. These results suggest that mathematics anxiety is present and may constitute a relevant factor influencing learning in mathematics, affecting both male and female students.
The ruralitos of zemita: School news program at a multigrade rural school
This paper presents an educational experience developed with first- and second-grade students at Escuela Zemita, a public, rural, multigrade school in the municipality of Ñiquén. As part of the “Los Ruralitos de Zemita” project, a school news program lasting 10 to 15 minutes per broadcast was implemented on a biweekly basis, in line with the Institutional Educational Project and incorporating artificial intelligence (AI) as a framework for script ideation and drafting, accessibility (subtitles), and the musical creation of bumpers and logos. The production was supported by low-cost infrastructure, while teachers developed skills in chroma, microphones, and audiovisual editing with AI support. The experience is based on media and information literacy, Universal Design for Learning 3.0, project-based learning, and literature on audiovisual production and digital narratives in primary school. Progress is reported in oral skills, participation, collaboration, and rural identity, and challenges, implications, and projections are discussed.
Beyond the classroom: Emotional well-being as a driver of teaching performance
This study analyzes the influence of emotional well-being on the professional performance of primary education teachers working in two state-subsidized private schools in Iquique, Tarapacá Region. The objective was to identify the relationship between emotional well-being and teaching performance within the school context. The research followed a quantitative approach with a non-experimental, descriptive-correlational design. Participants were primary education teachers from both institutions, who completed a 22-item Likert-scale survey. The instrument gathered information on emotional well-being, working conditions, and perceived professional performance. Data were analyzed using descriptive statistics to identify trends and relationships between the studied variables. Results reveal a significant relationship between emotional well-being and teaching performance. A considerable proportion of participants reported persistent stress, emotional and workload overload, physical discomfort, and experiences of violence in the educational environment, factors that negatively affect motivation, concentration, and emotional balance. It is concluded that, despite teachers’ high level of commitment, work demands negatively impact their overall health and professional performance. Therefore, strengthening institutional policies focused on self-care, psychological support, and the reduction of administrative demands is essential to promote teacher well-being and improve professional performance quality.
The case of professional life as a research culture
Universities have historically been characterized by recognizing science as a fundamental instrument for understanding and addressing the problems that emerge in the diverse fields of knowledge to which they are institutionally devoted, in close reciprocity with the active participation of students in the development of research processes. In this context, the present study presents an epistemic standpoint on the development of a research culture, with the aim of identifying and assessing the elements that should be present in institutional policies oriented toward its strengthening. The study is situated within the qualitative paradigm and employs narrative as a research methodology, considering that narrated stories hold multiple meanings rather than a single interpretation; therefore, the meanings attributed to fragments of a narrative can only be understood as part of a broader narrative framework. From the analysis conducted, the following central categories emerged: research support, research mentoring, research dissemination, and detractors of research. The results allow us to conclude that research and the management of a research culture are consolidated through a set of practices, actions, decisions, and processes sustained over time, collectively constructed by the university community, beyond the mere existence of regulations or formal guidelines.
Workplace harassment according to social work teachers: A qualitative study
Increasingly relevant in Chile in recent years due to its steady increase and the significant consequences it has on the physical and mental health of workers. The objective of this study was to reveal the conceptions of workplace harassment from the perspective of academics at the School of Social Work at a public university in south-central Chile. A qualitative approach was adopted, using semi-structured interviews with teachers who teach classes in the Social Work program at a public university in the Ñuble Region. Content analysis allowed for the interpretation of the information collected and the identification of relevant discursive regularities. The results show that workplace harassment is conceived by academics as a cross-cutting and systematic process, closely linked to various dimensions of institutional work. Likewise, the discourses are permeated by values associated with the neoliberal model, which tend to reinforce individualistic logics in the workplace. It is concluded that workplace harassment in the university context is strongly influenced by neoliberal values and hierarchical structures that reproduce and deepen inequalities, particularly gender inequalities, highlighting the role of social work in addressing this phenomenon from an ethical, critical, and multidimensional perspective.
Work–family conflict, organizational climate, and quality of life in teachers in Maule
Teacher well-being has gained particular relevance in the post-pandemic context due to increased work demands and difficulties in balancing professional and family life. In this scenario, the aim of this study was to determine the relationship between work–family conflict, organizational climate, and quality of life among teachers in educational institutions in the Maule region. A quantitative, non-experimental, cross-sectional, and correlational design was employed. The sample consisted of 65 teachers (82% women and 18% men), who completed the Work–Family Conflict Questionnaire (WFC/FWC), the WHOQOL-BREF to assess quality of life, a validated Organizational Climate Questionnaire, and a sociodemographic survey. Data were collected remotely through Google Forms. Results showed a significant negative correlation between work–family conflict and quality of life (r = -0.392; p < 0.001), and between work–family conflict and organizational climate (r = -0.467; p < 0.000). Additionally, a significant positive correlation was found between organizational climate and quality of life (r = 0.263; p < 0.034). It is concluded that higher levels of work–family conflict are associated with lower well-being and a less favorable perception of organizational climate, while a positive organizational climate acts as a protective factor for teachers’ quality of life.
Graduation, dropout, and efficiency in education degrees at the University of Murcia by gender
In Spain, various legislative reforms have been implemented to align with the objectives of the European Higher Education Area, the most notable being Royal Decree 1393/2007. The objective of this descriptive/comparative study was to analyse the differences in graduation, dropout, and efficiency rate indicators between men and women and between the 2016/2018 and 2021/2022 academic years in the Bachelor's programs of the Faculty of Education at the University of Murcia. These data were accessed through the university's transparency portal. The aim is to contribute to improving the educational programs of the analysed programs and foster future lines of research to mitigate, where appropriate, the differences found.
Patterns and challenges of intelligent academic information consumption in university students
This research is of a descriptive quantitative nature, taking as a population the students of the Virtual University of the State of Guanajuato (UVEG) to determine the intelligent consumption of academic information. An online form-type survey was applied to a sample of 26 students, with five sections that measured the behavior of consumption habits, verification strategies and the use of digital skills in the learning process and their impacts. The results revealed that most students spend one to three hours a day consulting reliable sources, mainly digital libraries and academic databases; however, there is little mastery of bibliographic managers and poor organization of digital information. The results point to the need to digitally literacy students and develop more efficient strategies for verifying sources in the evaluation process, since their practices remain superficial and poorly systematized. The research highlights the importance of establishing training programs that develop skills and integrate technology in the first semesters to ensure responsible consumption of academic information and generate evidence for educational policies that improve quality and fair access in digital environments.
Co-teaching and inclusive education: Teachers’ meanings in the first cycle in Ñuble
Co-teaching has become a key strategy in inclusive education, as it promotes attention to diversity and equal learning opportunities, especially for students with special educational needs, through collaborative work between general and special education teachers. The aim of this study was to understand the meanings that first-cycle primary teachers construct around co-teaching. A qualitative study with a phenomenological approach was conducted, using semi-structured interviews to gather participants’ experiences and perceptions. The results reveal the existence of diverse understandings of co-teaching. While its contribution to student learning and the diversification of pedagogical strategies is valued, its implementation is limited by a lack of time for joint planning. Additionally, tensions emerge in collaboration, often positioning the special education teacher in a support role rather than as a co-teacher. It is concluded that, although co-teaching is recognized as a valuable inclusive practice, it requires institutional conditions that support effective collaboration and the redefinition of teaching roles.
Effects of functional assessment-based behavioral support plans on students with ADHD
The presence of problem behaviors in students with attention deficit hyperactivity disorder (ADHD) represents a significant challenge for teachers, as it affects both classroom climate and teaching–learning processes. In this context, the present study aimed to determine the impact of a Positive Behavioral Support intervention on four elementary school students diagnosed with ADHD. To achieve this, a quantitative approach was used through a Single-Case Study design, in which positive behavioral support plans based on functional behavioral assessment were implemented. Data were collected using a Behavior Frequency Recording Sheet during 25-minute observation sessions conducted in the classroom. The results, obtained through visual and statistical analyses of the data, show that the interventions were effective and statistically significant in reducing problem behaviors among the participating students. These findings suggest that Positive Behavioral Support is a relevant strategy for fostering a more positive classroom climate and improving conditions for learning, although certain limitations are also acknowledged and discussed in the study.
Educational management and continuous improvement: Systematization of standardized assessment results
This article is part of a research project on educational management in postgraduate training for students in the field of education. The study reveals tensions between the applicability of information from standardized assessments and the regulatory mechanisms required by educational quality assurance processes, identifying a critical issue in the management and systematization of assessment results. These tensions limit the possibility of conducting comparative analyses between standardized results and internal pedagogical processes, leading to the waste of a key input for decision-making, the definition of guidelines, and the implementation of institutional actions aimed at strengthening expected learning outcomes. Based on a systematic review of reference material, together with the monitoring and follow-up of ongoing research, questions and reflections have emerged that are considered relevant to share with the educational community. In this context, the importance of systematizing the results of standardized assessments and their applicability in diagnostic processes is highlighted. These processes guide the design of institutional plans and strategies, contributing to the achievement of organizational goals and the strengthening of good practices in quality assurance of educational processes, in line with a continuous improvement approach.
Teacher reflection in rural contexts: Meanings and strategies among early childhood educators
Reflection is a fundamental tool that teachers can use to analyze and evaluate their own teaching practices with the aim of improving them, based on the use of various strategies and the development of both individual and collective reflective processes. This study sought to reveal the meanings and strategies used by preschool teachers working in rural contexts to carry out their reflective processes. To achieve this objective, the research was based on an interpretive paradigm, with a qualitative approach and a case study methodological design. The study context consisted of schools located in a rural area of the Ñuble Region, which were selected using convenience criteria. The sample consisted of preschool teachers working in the selected schools who met the internally defined inclusion criteria for the study. These participants underwent a semi-structured interview in order to explore their views on teacher reflection and the strategies they use to develop their reflective processes. A mixed procedure was used to analyze the information, combining the definition of a priori categories with the inductive construction of new categories, which made it possible to respond to the objectives set.
Intertextuality in chilean educational coexistence policy
This paper presents a pedagogical reflection on the content of five Chilean school coexistence policies developed between 2002 and 2024, with the aim of identifying the discursive continuities that run through these documents and contributing to their understanding within the framework of educational coexistence. Based on this review, the study analyzes their contribution to the pedagogicalcurricular, organizational-administrative, and socio-community dimensions, positioning coexistence not merely as a regulatory framework, but as an essential formative component of school practice. A comparative reading of the different versions reveals a marked continuity in their conceptual foundations, particularly in the understanding of coexistence as a social, ethical, and civic learning process. The texts adopt a legal-inclusive tone and place significant emphasis on organizational and management aspects, especially through improvement plans and institutional guidelines. However, several issues identified in the first version, such as equal opportunities, school violence, and family participation, reappear in subsequent updates. From a pedagogical perspective, this recurrence highlights the tension between the declarative progress of educational policy and its implementation in everyday school practice. Educational coexistence remains a central challenge for strengthening pedagogical relationships, fostering democratic school communities, and advancing toward a more equitable and inclusive education system.
Teacher malaise in secondary education: A pedagogical reflection from teaching experience
Teacher malaise has become a relevant issue for understanding the contemporary conditions of educational work. This article presents a pedagogical reflection on teacher malaise in secondary education, with particular attention to the role of homeroom teachers in schools. The reflection draws on theoretical perspectives on teacher work intensification, teacher wellbeing, educational coexistence, and burnout, as well as on the findings of the author’s master’s tesis, conducted with secondary school teachers during the pandemic period. Based on these contributions, the paper discusses some of the tensions shaping the teaching profession, particularly those related to work overload, the blurring of boundaries between personal life and work, and the growing relational demands associated with supporting students and maintaining communication with families. It also considers several professional strategies developed by teachers to sustain their pedagogical work, including collaboration among colleagues, the learning of new pedagogical tools, and the gradual establishment of limits regarding constant availability. This reflection suggests that teacher malaise should not be understood solely as an individual experience, but rather as a phenomenon closely linked to the institutional and organizational conditions of school work. In this regard, the article highlights the importance of promoting educational environments that support teacher wellbeing, professional recognition, and collaborative school communities.
Analysis of school enrollment patterns by gender in the Maule and Biobío Regions
This study aims to analyse the enrolment behaviour of female and male students in primary education in the Maule and Biobío regions in 2021 and 2022. A non-experimental quantitative methodology with a descriptive and comparative design was used. The findings show two gender gap trends; in the rural sector of both regions, a difference of between 5.36% and 6.90% in favour of men was found, indicating a marked difference from the INE's population projections by sex for those years. Additionally, in both regions, a pattern is observed where men are enrolled in public schools, while women are more present in private fee-paying and subsidised private institutions.
Perception of pre-service Physical Education teachers on their preparedness to work with autism
This study aims to explore the opinions of preservice Physical Education teachers regarding the knowledge they possess to work methodologically with students with Autism Spectrum Disorder (ASD). The research adopted a mixed-methods approach with a descriptive phenomenological design. The sample consisted of 58 preservice teachers. Data were collected through a semi-structured questionnaire validated by expert judgment. The results indicate that 89% of the participants reported not having received sufficient tools during their academic training to effectively address the educational needs of students with ASD. Additionally, 91% of respondents suggested that collaborative work should be promoted in Physical Education classes to support inclusive practices. The findings show that most participants agree on the need to incorporate a specific course on inclusive education within Physical Education teacher training programs. Such training should provide pedagogical strategies and practical tools to better respond to the needs of students with ASD in Physical Education classes.
ICT as pedagogical tools for teaching numbers and operations in the first cycle of basic education
The research analyzes the integration of Information and Communication Technologies (ICT) in the teaching of numbers and operations in mathematics during the first cycle of basic education, from the perspective of Learning and Knowledge Technologies (LKT). The study was conducted in three schools in Iquique—SLEP, subsidized private, and private—using a mixed design, with 13 teacher surveys and three in-depth interviews. The purpose was to identify how digital resources are implemented, understand teachers' perceptions of their pedagogical impact, and compare existing gaps in their use. The results show a high frequency of use, highlighting the playful and visual value of digital tools, which teachers associate with improvements in student comprehension and motivation, confirming their potential as LKT. However, there is evidence of strong digital stratification linked to differences in infrastructure, connectivity, and institutional support, factors that restrict the diversity of resources and opportunities for continuing education. In line with connectivism, the findings suggest that effectiveness depends more on the pedagogical intent that guides the use of ICT than on its mere availability. Therefore, strengthening teacher training and promoting equitable access conditions are proposed as priorities in order to move towards integrated and sustainable techno-pedagogical practices.
Educational diagnostics: A systemic and multimethodological perspective for educational intervention
This article presents a theoretical-methodological reflection on educational diagnostics as a strategic tool for institutional improvement. It proposes a systemic and multimethodological perspective that integrates primary and secondary data sources, combining quantitative and qualitative approaches to capture the complexity of school contexts. The paper outlines five interconnected stages—planning, documentary analysis, data collection, integrated analysis, and participatory feedback— designed to guide the development of rigorous and context-based diagnostic processes. It also examines the micropolitical dimension of diagnostic work, emphasizing its relational and negotiated nature within institutional dynamics. From this standpoint, diagnosis is not merely a technical process of data gathering but a reflective and ethical practice that promotes collective ownership of evidence and the design of sustainable educational interventions. The article concludes that adopting a systemic approach to educational diagnosis enhances schools’ capacity to critically analyze their realities and to project meaningful pedagogical and organizational transformations.
Institutional policy and inclusive practices: teacher perceptions of higher education in Chile
Inclusion and diversity are essential pillars of current educational policies, especially in higher education, where their effective implementation remains a challenge. In this context, private universities must translate regulatory frameworks into practices that promote a truly inclusive culture. This article interprets the perceptions of academics in Early Childhood Education and Basic Education Pedagogy at a private university in Santiago, Chile, regarding the contribution of their institutional policy on inclusion and diversity. The research, with a qualitative approach and interpretive paradigm, adopted a micro-ethnographic design that combined desk and fieldwork. Semi-structured interviews and documentary analysis were applied, organizing the data into four theoretical categories using an inductive approach. The results show a gap between theory and practice in the implementation of the policy. Although theoretical knowledge exists, there are evident shortcomings in the practical tools to apply it. The Inclusion Unit is little known and its effectiveness is perceived as limited. It is concluded that it is necessary to strengthen dissemination, training, and teacher support in the area of inclusion, moving toward an institutional transformation that allows inclusion to be expressed in everyday university practices.
Profesionalización docente, enfoque de género y recursos pedagógicos
This essay links and stresses the themes: teaching professionalization, gender focus and pedagogical resources, enabling a critical-educational reflection on them. Under an inclusive perspective, the interrelation of the aforementioned topics is intended, given that there is little theoretical-empirical evidence on these. Through a bibliographic and normative review, the gender perspective is addressed as a fundamental topic when it comes to professionally training teachers so that they appropriately use teaching resources within Chilean classrooms, in pursuit of a NON-sexist education. The deep meaning of this story is to make known the current state of the issues in question, in addition to providing ideas that lead the current Chilean educational system and its teachers to reflect and make political-administrative decisions regarding the incorporation of the approach. gender in the initial and continuing training processes, in favor of the learning and comprehensive development of the student body at the different levels of formal education.