Revista Reflexión e Investigación Educacional

Applied emotional education: Strengthening socioemotional skills in educational and healthcare contexts

Mónica Cardona Valencia — 2025-07-31

Emotional intelligence (EI) is a key competency in educational and healthcare contexts, particularly relevant for university and school teachers and healthcare professionals. This article reflects on two workshops implemented in these settings, aimed at strengthening emotional skills, effective communication, and conflict management. Based on workshop outcomes and recent evidence, significant improvements are highlighted in teachers’ well-being, self-efficacy, and reduced burnout, as well as increased resilience and professional quality of life in healthcare workers. The article discusses the importance of emotional training programs and identifies methodological challenges, such as the need for longitudinal follow-ups and objective measures. It concludes that investing in EI benefits not only individuals but also positively impacts learning and clinical care environments, fostering healthier, more effective, and humanized organizational climates.

Masculinities in Education Preschool, from an epistemic injustice

Valentín Américo Díaz Montecino — 2025-08-19

This paper is positioned from the viewpoint of the author Ficker on epistemic injustice, whose phenomenon is represented by the iniquity in the distribution of epistemological goods such as knowledge, education or information. For the analysis we will take the distribution of the epistemic good of knowledge and education. The aim is to analyze the epistemic good of education focusing and centering it on the first educational level, which is early childhood education. Within this educational level of early childhood, the epistemic injustice around the stereotyped professional role and the feminized nature of the profession will be analyzed. This epistemic injustice will be examined in relation to the professional male in early childhood education, reflecting on the low contribution of men to knowledge in the area of early childhood and the possible factors that produce it. In conclusion, it is possible to mention that it is necessary for people inserted in society to become virtuous listeners and to be able to identify and combat the characteristics of epistemic injustice not only in the area of education, but also in other feminized and masculinized work contexts within society.

Telepractice in early intervention: Speech-language-hearing reflection with a focus on parental education and emotional bonding

Paula Lorena Merlino — 2025-10-03

The SARS-CoV-2 pandemic acted as an unexpected catalyst for the massive adoption of telepractice in early intervention. Although this modality has proven to be an effective response to the need for continuity of services, its true potential transcends geographical and technological barriers. This reflection article delves into a paradigm shift, arguing that telepractice is a powerful tool to strengthen family-centered intervention models. A holistic approach is proposed that integrates three fundamental theoretical pillars: emotional education, attachment theory and positive behavioral support strategies. It is argued that by empowering parents as primary agents of intervention, and by focusing on the quality of the affective bond, telepractice not only addresses communication difficulties, but promotes the integral development of the child, emotional regulation and family well-being. The reflection is based on a critical review of recent literature on positive behavioral support.

The shepherd and the sheep, shearing realities: methodology in educational research with participants on the autism spectrum

Kevin Riquelme Jara — 2025-10-03

Educational research faces the challenge of understanding complex phenomena that go beyond the limits of traditional methodological approaches. The autism spectrum exemplifies this situation, as most studies favor quantitative perspectives focused on institutionality, rendering invisible the voices of the participants themselves and their communities. This reflective article proposes an innovative methodological approach based on the metaphor of “the shepherd and the sheep,” which conceives of the researcher as an actor who establishes bonds of trust, recognizes particular needs, and encourages the emergence of situated knowledge. Consistent with this, photo-elicitation is proposed as a qualitative strategy that integrates visual and discursive narratives, promoting active participation and the expression of experiences that are difficult to capture using conventional methods. The proposal contributes to overcoming approaches that conceive of the participant as a passive object and promotes relationships of reciprocity and care. Although this perspective entails analytical challenges and still lacks broad empirical validation, it offers a pedagogical and methodological horizon for advancing toward more inclusive and contextualized research on the autism spectrum.

The impact of teacher absenteeism and shortage in chile: implications for learning and the educational future

Alberto Andrés Mora de la Fuente — 2025-10-30

In Chile, teacher absenteeism and a shortage of qualified professionals have become structural phenomena that threaten the quality of learning and the development of public education. This reflective article analyzes the impact of both issues on pedagogical continuity, educational equity, and teacher well-being. From a theoretical and contextual perspective, it addresses how absenteeism not only creates gaps in teaching but also overloads the teachers who remain in the profession, affecting their emotional health and professional performance. Recent evidence on the territorial distribution of the teacher shortage, the effects on technical and vocational education and rural areas, and the resilient response of school communities to the shortage are integrated. Finally, guidelines are proposed for policies aimed at teacher retention, support, and appreciation. It concludes that Chile's educational future depends on revaluing the presence of teachers as an indispensable condition for ensuring equitable and sustainable learning.

Emotional intelligence, well-being and happiness: An exploratory study in vocational education

Concepción Granados-Perea — 2025-09-05

Student well-being and happiness are receiving increasing attention from the scientific community and public administrations. This is because they represent values that offer significant advantages for improving students' academic performance and even the professional performance of graduates. This study aims to compare the possible relationships between emotional intelligence and different types of well-being with regard to the happiness of vocational training students. The results indicated that academic well-being is the only construct analyzed that significantly influences student happiness. The implications and limitations of the findings, including future research, are discussed.

Competency-based training. Performance model to a university applied career

Jacqueline Santos Luarte — 2025-09-05

The purpose of this study is to communicate the results of the curriculum renewal of the Graphic Design program at a bi-regional public state university in Chile, emphasizing the formulation of a curriculum model based on learning outcomes, which is based on disciplinary and generic competencies and has been implemented since 2020. The methodology used was qualitative in nature, with the program's curriculum as the unit of analysis. The main findings demonstrate consistency with the curriculum design in areas of training, internal consistency among the elements of the curriculum structure, and the transition from a disciplinary epistemological approach that ranges from commercial to social. The main limitation is resistance to change on the part of university professors, who tend to continue with the entrenched approach of training by content rather than by competencies. Therefore, the originality of this article lies in communicating how the new training proposal for the Graphic Design degree program was constructed, which consisted of analyzing and systematizing the curriculum in phases, with the new graduate profile as a strategic point, considering the complex training required to perform in a specific context.

Learning and mathematical anxiety between 2014 and 2023: a bibliometric study

Josefa Aliaga Troncoso — 2025-10-03

The following article presents a bibliometric study on learning and math anxiety (MA), an occurrence that affects students' academic performance and emotional well-being, regardless of educational level. In that context, the questions of this study are related to the associated symptoms, the gender that most frequently presents mathematical anxiety, the educational level where it is most common, and the instruments used to determine if a student may have mathematical anxiety. The PRISMA methodology and the Rayyan platform were used, and 16 studies published between 2014 and 2023 were analyzed. The results indicate that math anxiety manifests through different symptoms such as fear, nervousness, and mental block, primarily affecting women and higher education students; various instruments are presented that allow measuring math anxiety levels in students, such as the Fenneman-Sherman Math Anxiety Scale and the Hopko Math Anxiety Scale. This study highlights the importance of addressing MA in teacher training, through strategies that consider factors such as gender and emotional regulation, in order to promote effective learning environments.

Effects of folk dance on the well-being and academic performance of university students

María Angélica Castillo Cerda — 2025-10-03

This article aims to determine the effects of practicing folk dance on the mood, physical condition, and academic performance of university students who are members of a folkloric ballet. It is a descriptive, non-experimental, cross-sectional study. The sample consisted of 32 students, evenly divided between those who practice folk dance and those who do not engage in any systematic physical activity. Validated instruments were used for data collection: the Mood Assessment Scale (EVEA), physical fitness tests (Ruffier, Squat Jump, Counter Movement Jump, and Sit and Reach), and semester grade point averages to assess academic performance. The results reveal positive effects of folk dance on students’ mood and physical condition, with no significant influence on academic performance. It is concluded that folk dance is a practice that contributes to the overall well-being of university students.

Emotional competencies in initial teacher training: a systematic review

Ana Quiroz Bravo — 2025-10-30

Emotional competencies are the skills, knowledge, and attitudes that enable individuals to recognize, understand, and manage their own emotions and those of others. Adequate development of these competencies in teachers promotes an emotional climate conducive to student motivation and learning. However, teacher training does not directly and systematically address emotional training. The objective of this systematic review is to analyze articles on emotional competencies in initial teacher training published in the last five years in the Scopus and Web of Science databases. For the descriptive analysis, relevant criteria are defined, such as the research approaches, contexts, methodologies, and instruments used in the research studies. Thematic analyses are also proposed based on topics that summarize the most relevant findings of these studies. After this review, it is possible to conclude that the literature affirms that emotional education has a positive impact on personal and professional well-being, improves cognitive performance, benefits mental health, promotes resilience, and strengthens stress coping skills. It also calls for incorporating emotional competencies into teacher training and for greater integration into the curriculum.

Integral platform for the accreditation of education degrees: Conceptual framework and validation in TRL 2

Francisco Novoa Muñoz — 2025-11-04

This study develops a conceptual and technological framework at Technological Maturity Level (TRL) 2 for a comprehensive digital platform for quality assurance and accreditation of teaching programs in Chile. It is based on the guidelines of the National Accreditation Commission (CNA, 2018), Law 20,903, and the continuous improvement cycle (PDCA). An applied and exploratoryconceptual research design was used, with documentary review and validation by external experts. The sample consisted of 30 academics from six state universities, who evaluated the relevance, feasibility, and technical consistency of the proposal. The results demonstrate a consensus on the need for a digital tool that systematizes evidence, generates automatic indicators, and anticipates gaps through predictive analytics. It is concluded that the proposal meets the criteria for TRL 2, contributing to digital transformation and territorial equity in initial teacher training, with a potential for TRL 3 through an experimental prototype.

How is it assessed? Exploration of assessment practices and strategies in language and communication teachers in the Tarapacá region

Josefa Esperanza Melany Magaña Ulloa — 2025-11-04

This article focuses on the assessment processes for language and communication content in subsidized schools in Iquique and Alto Hospicio, in the Tarapacá region. It identifies a significant challenge for teachers when assessing the fundamental aspects of language: reading, writing, oral communication, and research. The research seeks to understand how teachers approach this assessment process, the criteria used, and the assessment strategies employed to improve teaching and learning in this discipline. This research was conducted using qualitative methodology through semi-structured interviews with teachers, exploring their perceptions and practices in relation to the assessment of these core language and communication skills. Teachers combine traditional and innovative methods, integrating strategies such as rubrics, gamification, creative projects, debates, and podcasts. There is a focus on formative assessment and equity, although challenges remain in terms of workload, timely feedback, and limited technological integration. Assessment practices are aligned with the principles of Decree 67, promoting inclusive and meaningful processes. However, there is a need to strengthen continuing education and the availability of institutional resources that favor contextualized, equitable, and learning-centered assessment.

Classroom interaction. A pedagogical experience on reconciliation

Claudia Inés Carreño — 2025-10-03

The process of a virtual course entitled “Pedagogies and policies of reconciliation: limits and possibilities of a concept under debate” is systematized. This course focuses on pedagogical practice, pedagogical approach, the pedagogical design of the educational platform used, pedagogical materials, activities, classroom environment, class timing/sequence/pace, and, above all, the interaction, assessments, perceptions, and feelings of course participants. The results of the implementation of this experience indicate that it was an enjoyable, inclusive, motivating, and learning-generating formative experience. These results are also valuable inputs for validating interactions in the design of online courses and the proposal of reconciliation themes that are so necessary in a fractured and competitive society such as today's. This course was a space for sharing experiences from their own daily lives, as well as from the experiences of their peers and teachers. What is presented here are innovative pedagogical practices that can be used in other courses or programs and thus expand their educational principles and purposes.