Revista Iberoamericana de Innovación Científica JA TUAIDA

Profesores latinoamericanos en sala de urgencias una reflexión crítica sobre el rol docente postpandemia

Edgar Armando Urrego Rodríguez — Thu, 31 Jul 2025 00:00:00 -0500

El ensayo indaga por la salud de la profesión docente en América Latina, luego de la crisis sanitaria desatada por la COVID-19; toma como referencia reflexiones propuestas por Antonio Nóvoa y Yara Alvim, en su artículo titulado: “Los profesores después de la pandemia”. La cuestión central debate la tesis de la posible desaparición del rol docente tradicional o quizás la mutación hacia otra figura que ingresa para asumir sus funciones en los escenarios educativos emergentes.

Fecha de recepción: 14 de abril de 2025.
Fecha de aceptación: 26 de junio de 2025

Boasian Holistic Anthropology: Methods and challenges in the integral investigation of the human being in Panama

Luz Graciela Joly Adames — Thu, 31 Jul 2025 00:00:00 -0500

The study of Boasian holistic anthropology, conceived by Franz Boas, is distinguished by its integral approach that articulates archaeology, physical anthropology, linguistics, sociocultural and applied anthropology. In this essay I reflect on the validity of the holistic approach proposed by Franz Boas, through my experiences as a researcher and teacher. In the face of the fragmentation of knowledge in the social sciences, I argue that Boasian anthropo-logy, by integrating the archaeological, biological, linguistic, sociocultural and applied, allows for a fuller understanding of the human condition. The central thesis argues that Boasian anthropology, through a combination of empirical methods and participant observation allows a deeper and more ethical understanding of cultural and biological diversity. The argumentative axes go through field experiences in Panamanian archaeological sites, genetic studies in indigenous communities, linguistic observations, and actions in development projects. Each axis be-comes a space to ask myself about the place of anthropology. In conclusion, I propose that holistic anthropology not only enriches scientific knowledge, but also fosters respect and intercultural understanding, opening spaces for dialogue between academic and local knowledge.

Chemical cubes: didactic innovation for meaningful learning of the Periodic Table in secondary education

Bibiano Alcarraz Carbajal — Thu, 31 Jul 2025 00:00:00 -0500

This study examined the influence of chemical cubes—three‑dimensional models that represent the elements of the Periodic Table—on meaningful learning among secondary‑school students. Using an applied quantitative approach and a one‑group pre‑experimental pre‑test/post‑test design, the researchers worked with 30 students conveniently selected from a population of 137. Performance was measured with a 30‑item mixed test whose content validity reached 0.903 and whose reliability, estimated with Cronbach’s α, was 0.839. After confirming the normality of the data, scores were compared with Student’s t‑test for related samples (α = 0.05). Results revealed initially poor performance—scores between 0 and 10 points—and a significant improvement after the intervention, shifting scores into the sufficiency, good, and excellent ranges (11–20 points). The mean difference between pre‑test and post‑test was statistically significant, corroborating both the general and specific hypotheses of the study. Consequently, chemical cubes are confirmed as an effective teaching resource for deepening understanding of the Periodic Table, fostering the integration of concepts with everyday phenomena, and strengthening conceptual and procedural skills. Their incorporation into Science and Technology instruction is recommended as a strategy to enrich chemistry learning at the secondary level.

Teachers’ perceptions of free-of-charge resources and the improvement of school climate in educational institutions

José Alfredo Villar — Thu, 31 Jul 2025 00:00:00 -0500

This study analyzes teachers’ perceptions of the appropriate use of free‑of‑charge resources and their relationship with the improvement of the school climate in public educational institutions in Colombia. Adopting a qualitative approach, data were collected through semi‑structured interviews, focus groups, participant observation, and a review of institutional documents with teachers from various schools. The research followed a multiple‑case study design to understand local dynamics surrounding resource management and its impact on school environments. The findings indicate that the proper use of free resources—when guided by criteria of equity, participation, and relevance—helps strengthen school coexistence, enhances pedagogical processes, and fosters a stronger sense of belonging within the educational community. Nevertheless, weaknesses were identified in planning, coordination between administrators and teachers, and in monitoring the resources’ impact on the school climate. The study concludes that it is essential to promote training in educational management, establish participatory mechanisms for decision‑making on resource use, and cultivate an institutional culture rooted in transparency and collective well‑being. It also recommends strengthening public policies that ensure the sustainability and effectiveness of gratuity, understood not only as access but as a key tool for transforming the school climate and educational quality in vulnerable contexts.

The role of generative artificial intelligence in secondary schools: Realities and challenges

Humberto Bautista Contreras, José Alfredo Rodríguez Zapata — Thu, 31 Jul 2025 00:00:00 -0500

Generative Artificial Intelligence (GAI) is driving significant transformations in contemporary education while also generating tensions, especially in contexts marked by socio‑structural limitations. This qualitative study explores the perceptions and experiences of teachers, administrative staff, and students at two public secondary schools in the Guadalajara Metropolitan Area (Mexico) regarding the use of GAI. Its aim was to analyze the barriers to effective integration as well as the implications for pedagogical practice and educational equity. Using a descriptive approach that combined a literature review, a field diary, and online questionnaires administered to focus groups of educational stakeholders, the data were qualitatively analyzed to identify emerging themes. The findings reveal a heterogeneous—and often superficial—adoption of GAI. While some teachers are beginning to explore its use to streamline tasks such as lesson planning, a considerable number express reluctance or unfamiliarity, and administrative staff tend to favor traditional methods. Crucially, students report severe limitations on internet access at school, scant promotion of GAI by teachers, and persistent socioeconomic barriers. The study confirms that effective GAI integration is hindered by structural gaps between technological promises and contextual realities. Infrastructural shortcomings, the need for critical teacher training, and socioeconomic inequalities are decisive factors, suggesting that without a systemic approach and critical GAI literacy, the technology could exacerbate existing disparities.

The Pedagogy of Alterity: A Referent for Research Tutorin

Thu, 31 Jul 2025 00:00:00 -0500

This article presents findings drawn from the research‑tutoring experiences reported by postgraduate students in three academic units at the University of Antioquia (Medellín, Colombia)—Dentistry, Education, and Nursing. The study focuses on the attitudinal dimension of research tutoring because of its close links with the cognitive (conceptual) and procedural (methodological) dimensions of research training in these fields. Analysis revealed the decisive role of the attitudinal factor in thesis supervision, research tutoring, and thesis evaluation (by examiners). Positive attitudes—including cordiality, support, guidance, appreciation, cooperation, respect, and trust—prove essential for fostering an investigative spirit through the design and execution of students’ research projects. Conversely, behaviors marked by challenge, disrespect, humiliation, and intolerance—manifested in changes of supervisor, postgraduate dropout, and apathy toward research—undermine supervisees’ emotional well‑being and mental health, jeopardizing their research training and placing novice researchers at a severe disadvantage, with potential fallout for their academic, economic, familial, personal, and professional life projects. These findings underscore the need for programs that prepare researcher‑tutors in the practice of research tutoring, emphasizing the attitudinal dimension (ethical responsibility, axiological factors, relational aspects, and socio‑emotional competencies) as a mediator of success in postgraduate research training.