Bolivian Education Journal

Digital competencies of teachers of the Faculty of Social Sciences of the UNA, in the first semester of 2023

Nelly Ramírez Carmona — 2025-05-05

Contemporary education considers digital skills to be an essential issue for pedagogical models and new learning processes. The objective was to describe the digital competencies in the use of virtual tools of teachers in the Faculty of Social Sciences at the UNA, first semester, 2023. The methodology was quantitative, descriptive level, cross -sectional; the technique was the digital survey and the instrument was designed through Google forms, with closed questions of dichotomous and multiple options, the sample studied was 55 teachers. The results express that teachers consider that their skills, digital competencies and uses of virtual tools are mostly intermediate level, only a small percentage have an advanced level and others have no skills. Three important points are observed: the institutional capacity to provide connectivity and cutting-edge infrastructure with the virtual tools available to acquire skills in a globalized world, teachers timely training as learning facilitators, and the conditions provided to students in a new social context in which they will be or are immersed from their reality. It is concluded that not participating in the digital world or being unaware of its existence distances us from current social reality. Accepting this reality leads us to clearly position ourselves with well-defined strategies in professional training.

Pedagogical leadership and management of innovation projects in teachers of four public educational institutions

Luis Adolfo Apolín Montes — 2025-05-05

In the present research, pedagogical leadership and the management of innovation projects were studied with the objective of determining the influence of the former on the latter. A type of applied research was used, with a quantitative approach, hypothetical-deductive method, non-experimental and cross-sectional design. The population consisted of 120 teachers from four public educational institutions, from which a sample of 92 was taken. The data collection was done through two questionnaires, one for each variable, which were validated by experts, and also had reliability accepted by Cronbach's Alpha. The results when applying the ordinal logistic test were p-value of 0.000, which is less than the permitted margin of error (0.05), proving that the management of innovation projects is explained by pedagogical leadership with a Cox and Snell Pseudo R2 of 94.7% and Nagelkerke at 94.8%. Therefore, it was concluded that pedagogical leadership significantly influences the management of innovation projects in teachers of four public institutions.

Initial teacher training in Mexico from the perspective of the curriculum. Continuities and disruptions

Magaly Hernández Aragón — 2025-05-05

Understanding the configurations through which the initial training of teacher educators has gone through requires problematizing it through situated, articulated and relational perspectives that allow us to account for its complexities and opacities. This article analyzes the formative implications that have integrated the last three curricula aimed at the initial training of Mexican teacher educators: 2012, 2018 and 2022. As part of the results derived, different rationalities underlying the contents and development of these curricula are identified; in 2012 and 2018, the training of the normalista teacher focused on the mobilization of competencies, ICT's, the mastery of the English language energized by the guideline of educational quality. In the 2022 curriculum, a turn was made in its foundations and contents oriented towards a more communitarian, critical and reflective perspective. However, in order to achieve the goals promoted by each curriculum and/or educational policy, it is necessary to pay attention to at least three main factors: the union issue, the guidelines and organization of the Ministry of Public Education, as well as the training of both trainers and teachers, since they are the ones who implement the educational goals of the curricula in the classrooms.

Inclusive education in Colombia and Latin America: from regulations to the reality of the school

Angela Isabel Rodríguez Velazco — 2025-05-05

This study examines inclusive education in Latin America and the Caribbean, highlighting its fundamental role in human progress and social transformation towards equity. It emphasizes that access to education is a universal right, which includes people with disabilities, who should have equal educational opportunities, as established by the Convention on the Rights of Persons with Disabilities (2006), and focuses on the challenges of implementing inclusive education, particularly the lack of teacher training for students with disabilities, which can lead to segregation. It is argued that teacher training in inclusive education is essential, not only to provide pedagogical tools, but also to foster an ethical and empathetic approach.The main objective of this article is to conceptualize inclusive education in the region, highlighting its importance for the educational development of children and as a fundamental human right. Topics such as the context of inclusive education in Latin America and the Caribbean, its development in Colombia, inclusive policies and the crucial role of teachers are explored. Finally, conclusions are presented on the challenges, opportunities and challenges to achieve effective educational inclusion at the general and school levels.

Mime for the development of kinesthetic intelligence

Yulexy Liseth Catuto Cacao — 2025-05-05

Developing kinesthetic intelligence is essential in early childhood because it permits children to explore their environment through movement and the handling of objects. This study is aimed at highlighting mime and its relevance to the development of kinesthetic intelligence in children between the ages of 4 and 5. The study was led using a qualitative approach and the hermeneutic phenomenological method. Semi-structured interviews and an observation sheet were used to collect data. The sample consisted of 30 students and one teacher from the "Ignacio Alvarado" Educational Unit in the Province of Santa Elena, Ecuador. Data analysis was carried out using ATLAS.ti 24 software, which facilitated the relevant analysis of each instrument used in this research. The results indicate that implementing mime as an educational technique contributes significantly to the development of kinesthetic intelligence because it encourages children's active cooperation in educational activities and improves various motor skills essential for their overall development. It is concluded that mime promotes the development of kinesthetic intelligence through social and cultural interaction, which is a key element in acquiring motor skills in children in early childhood education.

Multiple intelligences: another personalized approach to cognitive stimulation in university students

Arturo Ignacio Navas López — 2025-05-05

Intelligence can manifest itself in diverse forms and contexts due to the complexity of human cognitive functioning, which encompasses multiple and diverse abilities, knowledge, skills, and potential. The main objective of this study was to characterize the types of multiple intelligences most commonly used in the educational process of the Physical Culture program at the University of Granma. The methodology was developed using a quantitative approach, a non-experimental descriptive-correlational design. The estimated population included 1,432 students, with 200 selected as an intentional sample. A questionnaire-type instrument was used for data collection, which was validated and had a reliability of 0.88. As a result, the Spearman correlation analysis yielded a value of R= 0.816 with a significance level of p ‹ 0.005, which shows that in the variable self-management of learning the high level was 76.5%, the variable multiple intelligences was 53% of the total. It is concluded that the analysis shows a considerable positive correlation of 0.726 of the coefficient.

The Influence of Emotional Intelligence on Academic Performance in Secondary Education

Víctor Hugo Barreto Condori — 2025-05-05

The objective of this research was to determine the influence of emotional intelligence on academic performance among secondary education students. The study was conducted under a quantitative, non-experimental, cross-sectional, and correlational design. The sample consisted of 139 students, estimated for a 95% confidence level and a 5% margin of error. Structured surveys were used as the data collection technique, employing the Emotional Intelligence Scale (TMMS-24) and the Academic Performance Perception Scale as instruments. The general results of the Emotional Intelligence Scale indicate that 33.8% of respondents had an insufficient level of emotional intelligence, 33.8% were classified as adequate, and 32.4% achieved an excellent level. Regarding the Academic Performance Perception Scale, 33.8% of participants perceived their academic performance as low, 33.1% as medium, and 33.1% as high. This study confirms that emotional intelligence plays a significant role in the academic performance of secondary school students. It is concluded that emotional intelligence plays a relevant role in the academic performance of high school students.

The impact of emotional intelligence on leadership effectiveness. Review

Armando Guillermo Antúnez Sánchez — 2025-05-05

Emotional intelligence is the ability to understand and adequately manage our own emotions and those of others. This competence includes the adequate management of feelings, empathy, emotional self-regulation and the establishment of healthy interpersonal relationships, favoring personal and social well-being.The research was conducted using a quantitative approach, under a retrospective longitudinal design. A systematic review of the literature was carried out in the Scopus, Google Scholar, and PubMed databases to identify studies published between 2017 and 2024 that investigated emotional intelligence in leadership effectiveness. In the identification phase, 234 records were found in the databases, but 105 were eliminated due to duplicates, readability issues, or other reasons. The recovery of 54 reports was requested, but 15 could not be retrieved. Of the 39 reports evaluated for eligibility, 24 were excluded. Finally, 15 studies were included in the review. These revealed that emotional intelligence plays a crucial role in leadership effectiveness. Leaders with high emotional intelligence foster positive work environments, increasing employee engagement, satisfaction, and organizational outcomes, highlighting the importance of investing in the development of emotional skills in the field of leadership.

Editorial

Edwin Saúl Siñani Alaro — 2025-05-05