Bolivian Education Journal

Editorial

María José Hernández Serrano — 2025-09-05

Play-Based Activities to Strengthen Gross Motor Skills in Five-Year-Old Kindergarten Students

Steffanny Milagros Reyes Cortez — 2025-09-05

Gross motor development is fundamental in early childhood education. This study aimed to analyze the impact of the systematic implementation of play-based activities on the development of gross motor skills among five-year-old students in the Kindergarten A classroom at Innova Schools Callao–Lemos (Peru) during 2023. A descriptive action-research design was employed with a sample of 25 students and 20 teachers, using checklists, questionnaires, and observation records. Results showed a progressive reduction of initial motor difficulties, with a 40-percentage-point increase in the level achieved and 90% of students reaching an outstanding level of performance. Additionally, high teacher satisfaction and qualitative improvements in the socioemotional domain were observed. The findings indicate that implementing play-based activities is an effective pedagogical strategy for promoting comprehensive development in early childhood.

Impact of a Game-Based Teaching Strategy on Learning in Computing among Secondary Students in Alternative Basic Education

Neil Tecco Amasifuen — 2025-09-05

Educational games constitute an innovative teaching strategy to strengthen computer Educational games are an innovative teaching strategy for strengthening learning in computing. This study aimed to analyze the impact of a game-based teaching strategy on computing learning among secondary students at the Institución de Educación Básica Alternativa de Yurimaguas (Peru). A qualitative action-research design was adopted with a sample of 25 students and two teachers. Data were collected through classroom observations, semi-structured interviews, and analysis of student work. Results showed significant improvements in motivation, development of project-management competencies, performance in virtual environments, and learner autonomy. Students also developed transferable skills, including teamwork, problem-solving, and effective communication. The findings indicate that a game-based teaching strategy has a transformative effect on learning in computing within alternative education.

Influence of a Puppetry Program on Oral Expression among Three-Year-Old Children

Jashina Junneth Cachicatari Zegarra — 2025-09-05

Oral expression is fundamental in early childhood education. This study aimed to analyze the influence of a puppetry program on the development of oral expression among three-year-old children at the “Carrusel de Niños” early childhood education center in Peru. A quantitative, preexperimental one-group pretest–posttest design was employed with a sample of 18 children, using an observation checklist. Results showed significant improvements: clarity, from 23% to 33%; fluency, from 17% to 33%; and coherence, from 17% to 28%. The Wilcoxon signed-rank test confirmed statistically significant differences between pretest and posttest across participants. The findings indicate that the puppetry program positively influenced oral expression development in this population.

Effectiveness of Online Education in Postgraduate Programs at Bolivian Public Universities

Julia Eliana Callisaya Ticona — 2025-09-05

Online postgraduate education in Bolivia is expanding, but it faces notable challenges. This study aimed to analyze the effectiveness of online education models in postgraduate programs at Bolivian public universities. A mixed-methods, descriptive and comparative design was employed with a sample of 50 faculty members, 200 students, and 10 administrators, who completed differentiated questionnaires and participated in semi-structured interviews; institutional academic records were also analyzed. Results indicated strengths in flexibility (70% favorable) and autonomy (66%), as well as high student satisfaction with access to resources (78%) and overall experience (72%). However, weaknesses were identified in academic interaction (55%) and inclusion (44%). Academic performance in online programs surpassed that of traditional programs, with higher pass and retention rates. The study concludes that online postgraduate education is effective, although policies are needed to strengthen inclusion and quality.

The Art of Persuasion: An Analysis of the Speech by Volodymyr Zelensky to the European Parliament

Betzabeth Huerta — 2025-09-05

Since the Russian invasion of Ukraine in February 2022, Ukrainian President Volodymyr Zelensky has delivered numerous speeches to the international community. This study analyzes the persuasive strategies and discursive elements employed in his address to the European Parliament at the outset of the Russia–Ukraine conflict. The research is documentary, qualitative, and analytical, with an explanatory scope, supported by an analysis matrix. The main findings indicate that Zelensky demonstrates a strong command of rhetoric, effectively engaging the audience and relying primarily on emotional appeals to advance his requests and foster empathy. These strategies, in turn, reinforce the strength and validity of his communicative purpose. In conclusion, the study indicates that persuasion is an indispensable tool in political discourse during armed conflicts for shaping opinions, forging alliances, and securing support.

Active Methodologies in Pre-University Courses in the Educational Sciences Program at UPEA

Adolfo Jose Apaza Condori — 2025-09-05

Pre-university courses are often delivered through teacher-centered, lecture-based classes and memorization-focused assessments that limit student participation and the transfer of learning. This study aimed to determine whether implementing a comprehensive program of active methodologies—including flipped classroom, problem-based learning (PBL), inquiry-based learning (IBL), guided learning, collaborative learning, and gamification—improves the formative process in pre-university courses in the Educational Sciences program at UPEA. A quantitative, quasi-experimental design was employed (experimental group [EG]: O₁ X O₂; control group [CG]: O₃–O₄) with 118 students (EG = 60; CG = 58), using formative achievement tests in a pretest–posttest format. The EG showed a significant gain of 18.7 points (pretest: 56.2; posttest: 74.9), whereas the CG increased by only 1.3 points. Differences were statistically significant (p < .001) with large effect sizes (between-group d = 2.14; within-group d = 1.59), demonstrating the effectiveness of the intervention. These findings provide strong evidence that the systematic implementation of active methodologies is substantially more effective than traditional models for optimizing the formative process in pre-university courses.

University Academic Writing in the Era of Artificial Intelligence Technologies

Regina Julia Ramírez Nina — 2025-09-05

University academic production is undergoing reconfiguration due to the proliferation of artificial intelligence (AI) technologies. This study synthesizes theoretical contributions to examine how academic writing and university learning relate in the context of AI's emergence. The methodology consisted of a literature review across Dialnet, SciELO, and Redalyc, from which 29 sources were selected. A narrative synthesis was conducted using data extraction forms. Findings point to structural difficulties in academic writing, patterns of AI use ranging from practical support to technological dependence, and the need for pedagogical responses that foster reflective co-authorship. The study concludes that AI is transforming academic writing without supplanting it and underscores the importance of developing an augmented writer with an analytical and responsible stance when interacting with these tools, within a digital literacy framework that preserves meaningful learning.

Use of Digital Technologies in History Teaching: Innovation and Challenges

Mário Graça da Costa — 2025-09-05

This analytical study examines the impact of digital technologies in history teaching, assessing both innovative potential and implementation challenges from qualitative and quantitative perspectives. The study combined a systematic literature review with an empirical analysis involving 20 undergraduate students in the History Teaching program at Instituto Superior Politécnico Caála, Angola. Findings indicate a predominantly positive perception of digital technologies (70% reported significant or moderate improvements), with a particular preference for educational videos (55%) and online teaching platforms (30%). However, effective implementation faces substantial barriers, with institutional resistance identified as the principal obstacle (60%). The methodology included thematic content analysis and descriptive statistics, identifying three main categories: pedagogical potential, student perception, and implementation challenges. The results contribute to understanding educational digital transformation in Angolan contexts, informing public policy and culturally appropriate pedagogical strategies. The study concludes that successful integration of digital technologies requires holistic approaches that consider technical, pedagogical, institutional, and cultural factors, emphasizing the need for ongoing teacher training and supportive organizational policies.