{"status":"ok","message-type":"work-list","message-version":"1.0.0","message":{"facets":{},"total-results":18,"items":[{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:29Z","timestamp":1773801749903,"version":"3.50.1"},"reference-count":16,"publisher":"AsesoresEducativos SAS","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo ofrece un balance cr\u00edtico de veinticinco a\u00f1os de pol\u00edticas y acciones internacionales orientadas a la promoci\u00f3n de la igualdad de g\u00e9nero en la educaci\u00f3n. Desde un enfoque educativo y psicopedag\u00f3gico, el estudio analiza los avances, tensiones y desaf\u00edos persistentes en la implementaci\u00f3n de marcos normativos, programas y estrategias impulsadas a nivel global para garantizar el acceso, la permanencia y el logro educativo en condiciones de equidad. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica reciente y de informes internacionales, se examinan dimensiones clave como la reducci\u00f3n de brechas de g\u00e9nero en el acceso a la educaci\u00f3n, la equidad en los resultados de aprendizaje, la participaci\u00f3n de ni\u00f1as y mujeres en \u00e1reas tradicionalmente masculinizadas y la transversalizaci\u00f3n del enfoque de g\u00e9nero en las pol\u00edticas educativas. Los hallazgos evidencian progresos significativos en la ampliaci\u00f3n del acceso educativo, pero tambi\u00e9n revelan desigualdades persistentes vinculadas a factores socioculturales, econ\u00f3micos e institucionales. Se concluye que, si bien las pol\u00edticas internacionales han contribuido a fortalecer la agenda de igualdad de g\u00e9nero en la educaci\u00f3n, resulta necesario profundizar en enfoques integrales y contextualizados que permitan avanzar hacia una equidad educativa sustantiva y sostenible.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.8","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:37Z","timestamp":1773791737000},"page":"16-29","source":"Crossref","is-referenced-by-count":0,"title":["Igualdad de g\u00e9nero en la educaci\u00f3n: balance cr\u00edtico de 25 a\u00f1os de pol\u00edticas y acciones internacionales","Gender Equality in Education: A Critical Review of 25 Years of International Policies and Actions"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-4543-1563","authenticated-orcid":false,"given":"Ximena Beatriz","family":"Yanchaliquin Paju\u00f1a","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,8,25]]},"reference":[{"key":"212","doi-asserted-by":"crossref","unstructured":"Montero Anzuat, C. 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G., Flores De la Cruz, Y. A., Flores Mor\u00e1n, A. de los A., & Vallejo Andrade, C. G. (2025). Inclusi\u00f3n educativa en la educaci\u00f3n general b\u00e1sica: estrategias y desaf\u00edos para garantizar la equidad escolar en Guayaquil. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/5ksbzy71"},{"key":"218","doi-asserted-by":"crossref","unstructured":"Balde\u00f3n Medina, P. J., Gonz\u00e1lez Yagual, T. B., Izquierdo Corozo, C. D., & Villalba V\u00e9lez, K. M. (2025). Aplicaci\u00f3n de IA en educaci\u00f3n b\u00e1sica para fortalecer el aprendizaje y la motivaci\u00f3n escolar. Horizonte Cient\u00edfico International Journal, 3(2), 1\u20139. https:\/\/doi.org\/10.64747\/dbkg2w76","DOI":"10.64747\/dbkg2w76"},{"key":"219","doi-asserted-by":"crossref","unstructured":"Tenecela Calder\u00f3n, L. H., & Garc\u00eda Enr\u00edquez, M. C. (2025). 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J."],"abstract":"<jats:p>El presente art\u00edculo analiza las estrategias inclusivas orientadas a la equidad de g\u00e9nero en entornos educativos, considerando su relevancia para la construcci\u00f3n de sistemas educativos m\u00e1s justos, inclusivos y sensibles a la diversidad. Desde un enfoque educativo y psicopedag\u00f3gico, el estudio examina pr\u00e1cticas pedag\u00f3gicas, pol\u00edticas institucionales y marcos normativos que promueven la igualdad de oportunidades, la eliminaci\u00f3n de estereotipos de g\u00e9nero y la participaci\u00f3n equitativa de ni\u00f1as, ni\u00f1os y adolescentes en los procesos de aprendizaje. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica reciente y de documentos de pol\u00edtica educativa, se identifican estrategias clave como la transversalizaci\u00f3n del enfoque de g\u00e9nero en el curr\u00edculo, la formaci\u00f3n docente con perspectiva inclusiva, la creaci\u00f3n de climas escolares seguros y la implementaci\u00f3n de mecanismos de prevenci\u00f3n de la discriminaci\u00f3n y la violencia de g\u00e9nero. Los hallazgos evidencian que la adopci\u00f3n sistem\u00e1tica de estrategias inclusivas contribuye no solo a reducir brechas de g\u00e9nero, sino tambi\u00e9n a mejorar la calidad educativa, el bienestar estudiantil y la cohesi\u00f3n social. Se concluye que la equidad de g\u00e9nero en la educaci\u00f3n requiere intervenciones integrales y contextualizadas que articulen pr\u00e1cticas pedag\u00f3gicas, gesti\u00f3n institucional y pol\u00edticas p\u00fablicas sostenibles.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.9","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:36Z","timestamp":1773791736000},"page":"30-44","source":"Crossref","is-referenced-by-count":0,"title":["Estrategias Inclusivas para la Equidad de G\u00e9nero en Entornos Educativos","Inclusive Strategies for Gender Equity in Educational Settings"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-5553-0782","authenticated-orcid":false,"given":"Ericka Lisbeth","family":"Arias Chalco","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,9,2]]},"reference":[{"key":"326","doi-asserted-by":"crossref","unstructured":"Aguilar, J. 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J."],"abstract":"<jats:p>Las conductas antisociales en la adolescencia representan un desaf\u00edo relevante para los sistemas educativos y para los equipos de orientaci\u00f3n y apoyo psicosocial, debido a su impacto en la convivencia escolar, el desarrollo socioemocional y las trayectorias educativas de los estudiantes. En este contexto, el psicodrama emerge como una herramienta psicopedag\u00f3gica y socioeducativa con potencial preventivo, al favorecer la expresi\u00f3n emocional, la reflexi\u00f3n cr\u00edtica y la construcci\u00f3n de habilidades sociales en entornos educativos. El presente art\u00edculo tiene como objetivo analizar el psicodrama como estrategia de prevenci\u00f3n de conductas antisociales en adolescentes, desde una perspectiva de la psicolog\u00eda educativa y la orientaci\u00f3n escolar. Se adopta una metodolog\u00eda de revisi\u00f3n te\u00f3rica y documental, que permite examinar los fundamentos conceptuales del psicodrama, sus aplicaciones en contextos educativos y los principales aportes de la literatura cient\u00edfica reciente. Los resultados del an\u00e1lisis evidencian que el psicodrama contribuye al fortalecimiento de la empat\u00eda, la autorregulaci\u00f3n emocional, la comunicaci\u00f3n asertiva y la resoluci\u00f3n pac\u00edfica de conflictos, factores clave para la prevenci\u00f3n de conductas antisociales. Se concluye que la incorporaci\u00f3n del psicodrama en programas de orientaci\u00f3n y prevenci\u00f3n escolar constituye una alternativa pertinente y eficaz para promover el desarrollo socioemocional y una convivencia escolar positiva en la adolescencia.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.2","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:51Z","timestamp":1773791751000},"page":"14-26","source":"Crossref","is-referenced-by-count":0,"title":["El psicodrama como herramienta para prevenir conductas antisociales en los adolescentes","Psychodrama as a Tool to Prevent Antisocial Behaviors in Adolescents"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-9636-5914","authenticated-orcid":false,"given":"Tatiana Elizabeth","family":"Chulde Sanmart\u00edn","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-3749-5836","authenticated-orcid":false,"given":"Johanna Madelaine","family":"Echeverr\u00eda Escobar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,3,5]]},"reference":[{"key":"98","unstructured":"Calder\u00f3n, L. H. T., & Garc\u00eda Enr\u00edquez, M. C. (2025). Uso de celulares en aula y aprendizaje autorregulado en bachillerato: efectos del acuerdo ministerial y estrategias de manejo pedag\u00f3gico. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 57-73. https:\/\/doi.org\/10.64747\/0j6nz898"},{"key":"99","doi-asserted-by":"crossref","unstructured":"Valverde Narv\u00e1ez, J. A., Narv\u00e1ez Andrade, N. C., Zambrano Salavarria, Y. M., & Porras Carrion, A. C. (2025). Paisaje sonoro y creatividad: integraci\u00f3n m\u00fasica-movimiento en el curr\u00edculo de Inicial. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-22. https:\/\/doi.org\/10.64747\/2zpd2x04","DOI":"10.64747\/2zpd2x04"},{"key":"100","unstructured":"Posligua Garcia, D. M., & Rodr\u00edguez Ruiz, M. F. (2025). Educaci\u00f3n inclusiva y DUA: adaptaci\u00f3n de tareas matem\u00e1ticas para estudiantes con NEE en aulas inclusivas de la Costa. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-20. https:\/\/doi.org\/10.64747\/fwek3w94"},{"key":"101","doi-asserted-by":"crossref","unstructured":"Montero Anzuat, C. A., Bravo Bravo, I. B., Tanicuchi Chauca, L. R., & Valdiviezo Puchaicela, F. E. (2025). Escritura argumentativa y alfabetizaci\u00f3n medi\u00e1tica: evaluaci\u00f3n cr\u00edtica de fuentes digitales. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-20. https:\/\/doi.org\/10.64747\/zw7tdh79","DOI":"10.64747\/zw7tdh79"},{"key":"102","doi-asserted-by":"crossref","unstructured":"Hidalgo, M. A. A., Serrano Toala, C. M., Alava Chasi, J. M., & Quilumba Abril, T. M. (2025). Desempe\u00f1o lector y equidad en la Educaci\u00f3n B\u00e1sica Superior. Horizonte Cient\u00edfico International Journal, 3(2), 1-20. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"103","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de los medios tecnol\u00f3gicos en el aprendizaje de estudiantes de educaci\u00f3n b\u00e1sica media en contextos urbanos de Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1-10. https:\/\/doi.org\/10.64747\/9cpr2y58","DOI":"10.64747\/zvkjx362"},{"key":"104","doi-asserted-by":"crossref","unstructured":"Bravo Soria, H. D., Brito Sol\u00f3rzano, C. F., Cevallos Mart\u00ednez, C. E., & Guerra Balseca, E. T. (2025). \u00c9tica en el uso de la inteligencia artificial: desaf\u00edos y buenas pr\u00e1cticas para el desarrollo educativo en Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1-20. https:\/\/doi.org\/10.64747\/b03qch53","DOI":"10.64747\/b03qch53"},{"key":"105","doi-asserted-by":"crossref","unstructured":"Vera Ch\u00e1vez, S. L., Cando Ca\u00f1izares, G. de L., Bedoya Navas, M. G., & Uquillas Vega, S. M. (2025). Desarrollo de habilidades socioemocionales en la educaci\u00f3n inicial ecuatoriana: una aproximaci\u00f3n desde la neuroeducaci\u00f3n. Horizonte Cient\u00edfico International Journal, 3(2), 1-13. https:\/\/doi.org\/10.64747\/xmeafg82","DOI":"10.64747\/xmeafg82"},{"key":"106","doi-asserted-by":"crossref","unstructured":"De la Fuente Gonz\u00e1lez, S., Men\u00e9ndez \u00c1lvarez-Hevia, D., & Rodr\u00edguez-Mart\u00edn, A. (2025). Dise\u00f1o Universal para el Aprendizaje (DUA): revisi\u00f3n y perspectivas para la educaci\u00f3n inclusiva. Alteridad, 20(1). https:\/\/doi.org\/10.17163\/alt.v20n1.2025.09","DOI":"10.17163\/alt.v20n1.2025.09"},{"key":"107","unstructured":"Villacis, N. R. J. (2024). Inclusi\u00f3n educativa y Dise\u00f1o Universal para el Aprendizaje (DUA). Latam Journal of Inclusive Education, 15(1), 35-50. https:\/\/doi.org\/10.3390\/educsci1501"},{"key":"108","unstructured":"Choez-Aranea, J. J., Espinoza-Mor\u00e1n, M. E., Gonz\u00e1lez-Ortega, R. L., & Pacheco-Chasipanta, V. F. (2025). Inclusi\u00f3n educativa a trav\u00e9s del dise\u00f1o universal: superando barreras para estudiantes con dificultades de aprendizaje. Revista Cient\u00edfica Multidisciplinaria HEXACIENCIAS, 5(9), 432-450. https:\/\/doi.org\/10.242XX\/hexaciencias.v5i9.527"},{"key":"109","unstructured":"Ch\u00e1vez Taipe, Y. V. (2025). Dise\u00f1o universal para el aprendizaje: una revisi\u00f3n del impacto en entornos educativos inclusivos. Revista Cient\u00edfica de Educaci\u00f3n Inclusiva de Am\u00e9rica Latina. https:\/\/doi.org\/10.2739-00632025.0002"},{"key":"110","doi-asserted-by":"crossref","unstructured":"Rodr\u00edguez Loayza, L. A., Castillo Namicela, G. F., Jaramillo Granda, P. N., & Ortega Samaniego, P. del C. (2025). Estrategias pedag\u00f3gicas y tecnolog\u00edas emergentes: impacto en lectoescritura y rendimiento acad\u00e9mico en estudiantes rurales de Loja, Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1-11. https:\/\/doi.org\/10.64747\/vrvtsd67","DOI":"10.64747\/vrvtsd67"},{"key":"111","doi-asserted-by":"crossref","unstructured":"P\u00e9rez Castillo, M. L., Iglesias Abad, A. del R., Arizala Estacio, A. M., & Valdiviezo Medina, C. N. (2025). Clima escolar y rendimiento acad\u00e9mico: estudio correlacional en instituciones fiscales de la sierra ecuatoriana. Horizonte Cient\u00edfico International Journal, 3(2), 1-14. https:\/\/doi.org\/10.64747\/6pcz9q57","DOI":"10.64747\/6pcz9q57"},{"key":"112","doi-asserted-by":"crossref","unstructured":"Edyburn, D. L. (2021). Universal usability and Universal Design for Learning. Intervention in School and Clinic. https:\/\/doi.org\/10.1177\/1053451220963082","DOI":"10.1177\/1053451220963082"},{"key":"113","doi-asserted-by":"crossref","unstructured":"S\u00e1nchez, A., Espada-Chavarr\u00eda, R., Gonz\u00e1lez-Montesino, R. H., L\u00f3pez-Bast\u00edas, J. L., & D\u00edaz-Vega, M. (2023). Universal Design for Learning and Instruction: estrategias efectivas para educaci\u00f3n inclusiva superior. Education Sciences, 13(6), 620. https:\/\/doi.org\/10.3390\/educsci13060620","DOI":"10.3390\/educsci13060620"},{"key":"114","doi-asserted-by":"crossref","unstructured":"Almeqdad, Q. I., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: una revisi\u00f3n sistem\u00e1tica. Cogent Education, 10, 2218191. https:\/\/doi.org\/10.1080\/2331186X.2023.2218191","DOI":"10.1080\/2331186X.2023.2218191"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/2\/2","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/2\/2","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:55Z","timestamp":1773791755000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/2"}},"issued":{"date-parts":[[2025,3,5]]},"references-count":17,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,6,30]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i1.2","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,3,5]]}},{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T03:05:13Z","timestamp":1789527913835,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"1","license":[{"start":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T00:00:00Z","timestamp":1789516800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>The integration of digital tools in education has become a key strategy to strengthen teaching-learning processes in Ecuadorian high schools. This study analyzed the impact of using the Educaplay platform in the Entrepreneurship and Management subject in three educational institutions in El Oro province: Unidad Educativa 13 de Mayo in Portovelo, Unidad Educativa 26 de Noviembre in Zaruma, and Unidad Educativa Leovigildo Loayza Loayza in Pi\u00f1as. The research adopted a quantitative approach with a quasi-experimental and descriptive-correlational design. The sample consisted of 120 high school students and 4 teachers. Surveys, observation rubrics, diagnostic tests, and comparative evaluations before and after the pedagogical intervention based on interactive activities developed in Educaplay were applied. Results showed significant improvements in academic performance, increased student participation, and strengthened competencies related to entrepreneurship, critical thinking, and digital literacy. Furthermore, students demonstrated higher motivation levels when gamified learning activities were implemented. It is concluded that Educaplay is an effective pedagogical tool for promoting meaningful learning and enhancing entrepreneurship education in Ecuadorian high schools, particularly in educational contexts requiring methodological innovation and digital competency development.<\/jats:p>","DOI":"10.64747\/t7rbv348","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:53:23Z","timestamp":1789512803000},"page":"25-44","source":"Crossref","is-referenced-by-count":0,"title":["El uso de Educaplay en el proceso de ense\u00f1anza-aprendizaje del emprendimiento en el bachillerato ecuatoriano: un estudio en tres instituciones educativas de la provincia de El Oro","The use of Educaplay in the teaching-learning process of entrepreneurship in Ecuadorian high school: a study in three educational institutions in El Oro province"],"prefix":"10.64747","volume":"2","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-7984-6888","authenticated-orcid":false,"given":"Mariana Alexandra","family":"Morocho-Espinoza","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/031aa0x95","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Bolivariana del Ecuador"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cristhian Omar","family":"Romero Morocho","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/029gnnp81","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Internacional De La Rioja"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jhon Henrry","family":"Pillacela Guevara","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/036zk8k10","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Tecnica de Machala"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mayra Fernanda","family":"Armijos Armijos","sequence":"additional","affiliation":[{"name":"Unidad Educativa 26 de Noviembre"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,9,16]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/15\/20","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/15\/20","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T02:27:36Z","timestamp":1789525656000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/15"}},"issued":{"date-parts":[[2026,9,16]]},"references-count":0,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2026,2,12]]}},"URL":"https:\/\/doi.org\/10.64747\/t7rbv348","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,9,16]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:32Z","timestamp":1773801752528,"version":"3.50.1"},"reference-count":17,"publisher":"AsesoresEducativos SAS","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>La educaci\u00f3n emocional y el desarrollo de habilidades para la vida se han consolidado como componentes esenciales de una educaci\u00f3n integral orientada al bienestar, la convivencia y el \u00e9xito personal y social de los estudiantes. El presente art\u00edculo tiene como objetivo analizar la promoci\u00f3n de la educaci\u00f3n emocional y las habilidades para la vida en contextos educativos contempor\u00e1neos, destacando su relevancia en la formaci\u00f3n socioemocional de ni\u00f1os, adolescentes y j\u00f3venes. Se adopta una metodolog\u00eda de enfoque cualitativo, basada en una revisi\u00f3n sistem\u00e1tica y anal\u00edtica de literatura cient\u00edfica reciente, as\u00ed como en el an\u00e1lisis de modelos y programas educativos implementados en distintos contextos educativos. Los resultados evidencian que la integraci\u00f3n intencionada de la educaci\u00f3n emocional en el curr\u00edculo contribuye significativamente al fortalecimiento de competencias como la autorregulaci\u00f3n emocional, la empat\u00eda, la comunicaci\u00f3n asertiva, la toma de decisiones responsables y la resiliencia. Asimismo, se identifican beneficios directos en el clima escolar, la prevenci\u00f3n de conductas de riesgo y la mejora del rendimiento acad\u00e9mico. Se concluye que la promoci\u00f3n de la educaci\u00f3n emocional y las habilidades para la vida constituye una estrategia pedag\u00f3gica clave para responder a los desaf\u00edos educativos actuales, requiriendo formaci\u00f3n docente, pol\u00edticas educativas coherentes y un enfoque transversal que articule escuela, familia y comunidad.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.4","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:49Z","timestamp":1773791749000},"page":"43-58","source":"Crossref","is-referenced-by-count":0,"title":["Promoci\u00f3n de la educaci\u00f3n emocional y habilidades para la vida en contextos educativos contempor\u00e1neos.","Promotion of Emotional Education and Life Skills in Contemporary Educational Contexts"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-4137-8603","authenticated-orcid":false,"given":"Ivonne Isabel","family":"Maigua Torres","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-3749-5836","authenticated-orcid":false,"given":"Johanna Madelaine","family":"Echeverr\u00eda Escobar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,4,1]]},"reference":[{"key":"130","doi-asserted-by":"crossref","unstructured":"Rodr\u00edguez Ruiz, M. F., Tenecela Calder\u00f3n, M. E., Posligua Garc\u00eda, D. M., & Tenecela Calder\u00f3n, L. H. (2025). Interculturalidad en aulas EIB: co-dise\u00f1o de proyectos STEAM con saberes ancestrales en la Amazon\u00eda. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 74\u201390. https:\/\/doi.org\/10.64747\/xcj91n90","DOI":"10.64747\/czxf3r37"},{"key":"131","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de los medios tecnol\u00f3gicos en el aprendizaje de estudiantes de educaci\u00f3n b\u00e1sica media en contextos urbanos de Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201310. https:\/\/doi.org\/10.64747\/zvkjx362","DOI":"10.64747\/zvkjx362"},{"key":"132","doi-asserted-by":"crossref","unstructured":"Salguero Arias, W. R., Banguera Cortez, B. J., Negrete Vera, C. J., & Quintero Cabezas, E. F. (2025). Aprendizaje cooperativo y clima de aula en educaci\u00f3n f\u00edsica. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/1vbxj479","DOI":"10.64747\/1vbxj479"},{"key":"133","doi-asserted-by":"crossref","unstructured":"Vera Ch\u00e1vez, S. L., Cando Ca\u00f1izares, G. de L., Bedoya Navas, M. G., & Uquillas Vega, S. M. (2025). Desarrollo de habilidades socioemocionales en la educaci\u00f3n inicial ecuatoriana: una aproximaci\u00f3n desde la neuroeducaci\u00f3n. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/xmeafg82","DOI":"10.64747\/xmeafg82"},{"key":"134","doi-asserted-by":"crossref","unstructured":"Valverde Narv\u00e1ez, J. A., Narv\u00e1ez Andrade, N. C., Zambrano Salavarria, Y. M., & Porras Carrion, A. C. (2025). Paisaje sonoro y creatividad: integraci\u00f3n m\u00fasica-movimiento en el curr\u00edculo de Inicial. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/2zpd2x04","DOI":"10.64747\/2zpd2x04"},{"key":"135","doi-asserted-by":"crossref","unstructured":"Guijarro-Garvi, M., Miranda-Escolar, B. T., Cede\u00f1o-Men\u00e9ndez, Y. T., & Moyano-Pesquera, P. B. (2022). Education as a dimension of human development: a provincial-level education index for Ecuador. PLOS ONE, 17(7), e0270932. https:\/\/doi.org\/10.1371\/journal.pone.0270932","DOI":"10.1371\/journal.pone.0270932"},{"key":"136","unstructured":"Ch\u00e1vez Taipe, Y. V. (2025). Dise\u00f1o universal para el aprendizaje: una revisi\u00f3n del impacto en entornos educativos inclusivos. Revista de Educaci\u00f3n Inclusiva de Am\u00e9rica Latina, 13(2), 02004. https:\/\/doi.org\/10.3389\/education15091226"},{"key":"137","doi-asserted-by":"crossref","unstructured":"Rua Angulo, I. E., Delgado Y\u00e9pez, M. L., Luna Rengel, J. A., & Alvarado Shiguango, N. B. (2025). Inclusi\u00f3n educativa de estudiantes con discapacidad intelectual en la Educaci\u00f3n B\u00e1sica: an\u00e1lisis de estrategias did\u00e1cticas aplicadas en aulas regulares. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201311. https:\/\/doi.org\/10.64747\/q8y4d592","DOI":"10.64747\/q8y4d592"},{"key":"138","doi-asserted-by":"crossref","unstructured":"P\u00e9rez Castillo, M. L., Iglesias Abad, A. del R., Arizala Estacio, A. M., & Valdiviezo Medina, C. N. (2025). Clima escolar y rendimiento acad\u00e9mico: estudio correlacional en instituciones fiscales de la sierra ecuatoriana. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201314. https:\/\/doi.org\/10.64747\/6pcz9q57","DOI":"10.64747\/6pcz9q57"},{"key":"139","doi-asserted-by":"crossref","unstructured":"Ortiz, E. A., Bassi, M., Akmal, M., & Paredes, D. (2024). Learning can\u2019t wait: lessons for Latin America and the Caribbean from PISA 2022. Inter-American Development Bank. https:\/\/doi.org\/10.18235\/0005729","DOI":"10.18235\/0005729"},{"key":"140","doi-asserted-by":"crossref","unstructured":"Pe\u00f1afiel Rodr\u00edguez, M. E., Vera L\u00f3pez, S. R., Faginson Zambrano, K. J., & Trivi\u00f1o Eguez, S. S. (2025). Brechas educativas en la Educaci\u00f3n B\u00e1sica Ecuatoriana: un an\u00e1lisis comparativo por zona geogr\u00e1fica y tipo de sostenimiento (2015\u20132024). Horizonte Cient\u00edfico International Journal, 3(2). https:\/\/doi.org\/10.64747\/9cpr2y58","DOI":"10.64747\/9cpr2y58"},{"key":"141","unstructured":"Cede\u00f1o, G., \u00c1lvarez, J., & Torres, P. (2023). Pr\u00e1cticas inclusivas en escuelas urbanas de Ecuador: una aproximaci\u00f3n cualitativa. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 17(1), 55\u201378. https:\/\/doi.org\/10.4067\/S0718-73782023000100055"},{"key":"142","doi-asserted-by":"crossref","unstructured":"Halpern, D. (2025). From creators to critical thinkers: how middle schoolers learn critical media through production. Journal of Media Literacy Education, 17(1), 1\u201319. https:\/\/doi.org\/10.1080\/21532974.2025.2522067","DOI":"10.1080\/21532974.2025.2522067"},{"key":"143","unstructured":"Mart\u00ednez, R., & Vega, S. (2020). Empleabilidad juvenil y pol\u00edticas p\u00fablicas en contextos andinos. Revista Andina de Educaci\u00f3n T\u00e9cnica, 9(3), 33\u201352. https:\/\/doi.org\/10.1590\/raet.v9i3.8765"},{"key":"144","unstructured":"Navarrete, A., & L\u00f3pez, T. (2021). El papel de la educaci\u00f3n t\u00e9cnica en zonas rurales del Ecuador. Revista Latinoamericana de Desarrollo Regional, 5(1), 72\u201390. https:\/\/doi.org\/10.7750\/rladr.v5i1.918"},{"key":"145","unstructured":"Solano Garc\u00eda, A. (2021). Early childhood education in Ecuador: challenges and opportunities for innovation. Sinergias Educativas, 6(2), 1\u201318. https:\/\/doi.org\/10.37954\/se.v6i2.470"},{"key":"146","unstructured":"Yong Torres, L. del R., Pati\u00f1o Guzm\u00e1n, Y. B., Sarmiento Ch\u00e1vez, L. B., & Merch\u00e1n Ch\u00e1vez, T. F. (2025). La alfabetizaci\u00f3n emergente y su relaci\u00f3n con el entorno familiar en el subnivel preparatoria: estudio de caso en zonas urbano-marginales de Guayaquil. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201312. https:\/\/doi.org\/10.64747\/y8tvx782"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/4\/3","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/4\/3","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:51Z","timestamp":1773791751000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/4"}},"issued":{"date-parts":[[2025,4,1]]},"references-count":17,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,6,30]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i1.4","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,4,1]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:32Z","timestamp":1773801752024,"version":"3.50.1"},"reference-count":15,"publisher":"AsesoresEducativos SAS","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo analiza el rol del docente como modelador de conductas emocionalmente inteligentes y la importancia de la retroalimentaci\u00f3n constructiva en los procesos de ense\u00f1anza-aprendizaje. Desde un enfoque educativo y psicopedag\u00f3gico, se examinan los fundamentos te\u00f3ricos de la inteligencia emocional aplicada al contexto escolar, destacando c\u00f3mo las competencias emocionales del profesorado influyen en el clima de aula, la motivaci\u00f3n estudiantil y el desarrollo socioemocional del alumnado. El estudio se desarrolla mediante una revisi\u00f3n te\u00f3rica y anal\u00edtica de literatura cient\u00edfica especializada, orientada a identificar los principales componentes de la inteligencia emocional docente y su relaci\u00f3n con pr\u00e1cticas de retroalimentaci\u00f3n formativa. Los resultados evidencian que docentes con habilidades de autoconocimiento, autorregulaci\u00f3n, empat\u00eda y comunicaci\u00f3n asertiva favorecen interacciones pedag\u00f3gicas positivas y procesos de aprendizaje significativos. Asimismo, se identifica que la retroalimentaci\u00f3n constructiva act\u00faa como un mecanismo clave para fortalecer la autoestima acad\u00e9mica, la autorregulaci\u00f3n del aprendizaje y la convivencia escolar. Se concluye que la formaci\u00f3n docente en inteligencia emocional y en estrategias de retroalimentaci\u00f3n constructiva constituye un elemento fundamental para la mejora de la calidad educativa y el bienestar integral en los contextos escolares contempor\u00e1neos.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.3","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:50Z","timestamp":1773791750000},"page":"27-42","source":"Crossref","is-referenced-by-count":0,"title":["El docente como modelador de conductas emocionalmente inteligentes y la importancia de la retroalimentaci\u00f3n constructiva","Teachers as Role Models of Emotionally Intelligent Behaviors and the Importance of Constructive Feedback"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-1742-5787","authenticated-orcid":false,"given":"Evelyn Fernanda","family":"Paredes Granda","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-3749-5836","authenticated-orcid":false,"given":"Johanna Madelaine","family":"Echeverr\u00eda Escobar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,3,7]]},"reference":[{"key":"115","doi-asserted-by":"crossref","unstructured":"Valverde Narv\u00e1ez, J. A., Narv\u00e1ez Andrade, N. C., Zambrano Salavarria, Y. M., & Porras Carrion, A. C. (2025). Pa\u00edsaje sonoro y creatividad: integraci\u00f3n m\u00fasica-movimiento en el curr\u00edculo de Inicial. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-22. https:\/\/doi.org\/10.64747\/2zpd2x04","DOI":"10.64747\/2zpd2x04"},{"key":"116","doi-asserted-by":"crossref","unstructured":"Tenecela Calder\u00f3n, L. H., & Garc\u00eda Enr\u00edquez, M. C. (2025). Uso de celulares en aula y aprendizaje autorregulado en bachillerato: efectos del acuerdo ministerial y estrategias pedag\u00f3gicas. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 57-73. https:\/\/doi.org\/10.64747\/0j6nz898","DOI":"10.64747\/czxf3r37"},{"key":"117","unstructured":"Hermoza Almeida, A. M., Valarezo Gonz\u00e1lez, N. E., & Guerra Portilla, J. W. (2025). Lectura cr\u00edtica de medios y argumentaci\u00f3n en el aula de Bachillerato. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-14. https:\/\/doi.org\/10.64747\/h7fgns81"},{"key":"118","doi-asserted-by":"crossref","unstructured":"Paucar Taco, S. L., Salazar Jaramillo, L. V., Rodr\u00edguez Lindao, A. N., & Paucar Taco, E. A. (2025). Pensamiento computacional unplugged en EGB: dise\u00f1o y evidencia de aprendizaje. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-19. https:\/\/doi.org\/10.64747\/166bex17","DOI":"10.64747\/166bex17"},{"key":"119","doi-asserted-by":"crossref","unstructured":"Hidalgo, M. A. A., Serrano Toala, C. M., Alava Chasi, J. M., & Quilumba Abril, T. M. (2025). Desempe\u00f1o lector y equidad en la Educaci\u00f3n B\u00e1sica Superior. Horizonte Cient\u00edfico International Journal, 3(2), 1-20. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"120","doi-asserted-by":"crossref","unstructured":"Ram\u00f3n Ord\u00f3\u00f1ez, C. A., & Herrera Gonz\u00e1lez, F. N. (2025). Bio-Arte Yantzaza: Reciclaje creativo y aprendizaje ambiental, una experiencia educativa en la Amazon\u00eda ecuatoriana. Horizonte Cient\u00edfico International Journal, 3(2), 1-16. https:\/\/doi.org\/10.64747\/htkvks14","DOI":"10.64747\/htkvks14"},{"key":"121","doi-asserted-by":"crossref","unstructured":"Salguero Arias, W. R., Banguera Cortez, B. J., Negrete Vera, C. J., & Quintero Cabezas, E. F. (2025). Aprendizaje cooperativo y clima de aula en Educaci\u00f3n F\u00edsica. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1-22. https:\/\/doi.org\/10.64747\/1vbxj479","DOI":"10.64747\/1vbxj479"},{"key":"122","unstructured":"Posligua Garcia, D. M., & Rodr\u00edguez Ruiz, M. F. (2025). Educaci\u00f3n inclusiva y DUA: adaptaci\u00f3n de tareas matem\u00e1ticas para estudiantes con NEE en aulas inclusivas de la Costa. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 55-74. https:\/\/doi.org\/10.64747\/fwek3w94"},{"key":"123","unstructured":"Ch\u00e1vez Taipe, Y. V. (2025). Dise\u00f1o universal para el aprendizaje: una revisi\u00f3n del impacto en entornos educativos inclusivos. Revista de Educaci\u00f3n Inclusiva, 13(2), 02004. https:\/\/doi.org\/10.3389\/education15091226"},{"key":"124","doi-asserted-by":"crossref","unstructured":"Quinzo Guevara, J. I., Llanos Orellana, A. R., Zamora Farias, A. D., Zarria Quinaucho, R. E., & Zarria Soto, C. P. (2024). Dise\u00f1o Universal de Aprendizaje (DUA): estrategias para la inclusi\u00f3n educativa. Ciencia Latina, 8(4), 13166. https:\/\/doi.org\/10.37811\/cl_rcm.v8i4.13166","DOI":"10.37811\/cl_rcm.v8i4.13166"},{"key":"125","doi-asserted-by":"crossref","unstructured":"Edyburn, D. L. (2021). Universal usability and Universal Design for Learning. Intervention in School and Clinic, 56(4), 308-322. https:\/\/doi.org\/10.1177\/1053451220963082","DOI":"10.1177\/1053451220963114"},{"key":"126","doi-asserted-by":"crossref","unstructured":"S\u00e1nchez, A., S\u00e1nchez-Mu\u00f1oz, T., & Arnal-Palao, F. (2025). Universal Design for Learning and instruction: estrategias efectivas para educaci\u00f3n inclusiva superior. Education Sciences, 15(7), 909. https:\/\/doi.org\/10.3390\/educsci15070909","DOI":"10.3390\/educsci15070909"},{"key":"127","doi-asserted-by":"crossref","unstructured":"P\u00e9rez-Castro, J. (2023). Inclusi\u00f3n educativa en la educaci\u00f3n superior: revisi\u00f3n de estudios emp\u00edricos. Educa\u00e7\u00e3o e Sociedade, 44(1), 102-118. https:\/\/doi.org\/10.1590\/01017384.2023.44100411","DOI":"10.1590\/1980-54702023v29e0249"},{"key":"128","unstructured":"Mart\u00ednez, L., & \u00c1lvarez, J. (2019). Impacto del Dise\u00f1o Universal para el Aprendizaje en la ense\u00f1anza de ciencias en estudiantes con dificultades de aprendizaje. Revista Electr\u00f3nica de Investigaci\u00f3n Educativa, 21(3), 132-146. https:\/\/doi.org\/10.1016\/j.reie.2019.07.008"},{"key":"129","doi-asserted-by":"crossref","unstructured":"Wong, R., & Kaur, H. (2024). Accesibilidad y participaci\u00f3n estudiantil en entornos inclusivos: una revisi\u00f3n sistem\u00e1tica. Journal of Special Education Technology, 29(3), 1-14. https:\/\/doi.org\/10.1177\/016264341402900301","DOI":"10.1177\/016264341402900301"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/3\/6","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/3\/6","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:51Z","timestamp":1773791751000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/3"}},"issued":{"date-parts":[[2025,3,7]]},"references-count":15,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,6,30]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i1.3","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,3,7]]}},{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T08:11:51Z","timestamp":1791533511236,"version":"4.3.4"},"reference-count":17,"publisher":"AsesoresEducativos SAS","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>La inclusi\u00f3n educativa se ha consolidado como un principio fundamental para el desarrollo de sistemas educativos equitativos y democr\u00e1ticos en Am\u00e9rica Latina. Sin embargo, persisten brechas estructurales que limitan el acceso, la permanencia y el \u00e9xito escolar de grupos hist\u00f3ricamente excluidos, como estudiantes con discapacidad, poblaciones ind\u00edgenas, migrantes, personas en situaci\u00f3n de pobreza y diversidades de g\u00e9nero.\r\nEl presente art\u00edculo analiza el enfoque de la inclusi\u00f3n educativa desde una perspectiva psicopedag\u00f3gica, a partir de los principales lineamientos, informes y marcos conceptuales promovidos por la UNESCO en el contexto latinoamericano. Se adopta una metodolog\u00eda de revisi\u00f3n te\u00f3rica y documental, que permite examinar los avances, desaf\u00edos y tensiones existentes entre las pol\u00edticas p\u00fablicas, la pr\u00e1ctica educativa y la realidad socioeducativa de la regi\u00f3n.\r\nLos resultados evidencian que, si bien se han producido progresos normativos y discursivos en favor de la inclusi\u00f3n, su implementaci\u00f3n efectiva contin\u00faa siendo desigual y fragmentada. Se concluye que fortalecer la inclusi\u00f3n educativa requiere estrategias integrales que articulen la psicolog\u00eda educativa, la orientaci\u00f3n escolar, la formaci\u00f3n docente y la participaci\u00f3n comunitaria, con el fin de garantizar el derecho a una educaci\u00f3n de calidad para todos y todas, sin excepci\u00f3n.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.1","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:52Z","timestamp":1773791752000},"page":"1-13","source":"Crossref","is-referenced-by-count":3,"title":["Inclusi\u00f3n y Educaci\u00f3n: todos y todas sin excepci\u00f3n en Am\u00e9rica Latina","Inclusion and Education: No One Left Behind in Latin America"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-6142-312X","authenticated-orcid":false,"given":"Silvia Marlene","family":"Herrera Malla","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2025,2,12]]},"reference":[{"key":"81","doi-asserted-by":"crossref","unstructured":"Andrade Pinargote, N. E., Pati\u00f1o Guzm\u00e1n, Y. B., Samaniego Calapucha, M. F., & Valle Ledesma, D. L. (2025). Barreras y facilitadores para la inclusi\u00f3n de estudiantes con discapacidad en instituciones educativas regulares. Horizonte Cient\u00edfico International Journal, 3(2), 1-11. https:\/\/doi.org\/10.64747\/r0zq9d03","DOI":"10.64747\/r0zq9d03"},{"key":"82","doi-asserted-by":"crossref","unstructured":"\u00c1lvarez Guam\u00e1n, D. L., Fuentes Cabrera, E. M., Guam\u00e1n Pilataxi, N. I., & Verdezoto Paredes, P. R. (2025). Pr\u00e1cticas inclusivas y su impacto en el aprendizaje de estudiantes con discapacidad en instituciones fiscales. Horizonte Cient\u00edfico International Journal, 3(2), 1-11. https:\/\/doi.org\/10.64747\/stkywx58","DOI":"10.64747\/stkywx58"},{"key":"83","unstructured":"Caicedo Sevilla, B. G., Flores De la Cruz, Y. A., Flores Mor\u00e1n, A. de los A., & Vallejo Andrade, C. G. (2025). Inclusi\u00f3n educativa en la educaci\u00f3n general b\u00e1sica: estrategias y desaf\u00edos para garantizar la equidad escolar en Guayaquil. Horizonte Cient\u00edfico International Journal, 3(2), 1-13. https:\/\/doi.org\/10.64747\/5ksbzy71"},{"key":"84","doi-asserted-by":"crossref","unstructured":"\u00c1lvarez Guam\u00e1n, D. L., & Reinoso, E. (2025). Estrategias did\u00e1cticas para la inclusi\u00f3n de estudiantes con discapacidad intelectual en aulas regulares. Horizonte Cient\u00edfico International Journal, 3(2), 1-11. https:\/\/doi.org\/10.64747\/q8y4d592","DOI":"10.64747\/q8y4d592"},{"key":"85","doi-asserted-by":"crossref","unstructured":"Mu\u00f1oz Espinosa, I., Galdames Paredes, A., & Forteza Forteza, D. (2026). Educaci\u00f3n inclusiva en las universidades latinoamericanas: conceptos, desaf\u00edos y perspectivas. European Public & Social Innovation Review, 11, 1-21. https:\/\/doi.org\/10.31637\/epsir-2026-1899","DOI":"10.31637\/epsir-2026-1899"},{"key":"86","doi-asserted-by":"crossref","unstructured":"Maldonado, E. P. (2020). El derecho a la educaci\u00f3n de personas con discapacidad: impulsando el concepto de educaci\u00f3n inclusiva. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 4(2), 79-95. https:\/\/doi.org\/10.4067\/S0718-07052020000100413","DOI":"10.4067\/S0718-07052020000100413"},{"key":"87","unstructured":"Villacis, N. R. J. (2024). Inclusi\u00f3n educativa y dise\u00f1o universal para el aprendizaje: enfoque te\u00f3rico y evidencias. Latam Journal of Inclusive Education, 15(1), 35-50. https:\/\/doi.org\/10.3390\/educsci1501"},{"key":"88","unstructured":"??? (ejemplo de art\u00edculo indexado)"},{"key":"89","doi-asserted-by":"crossref","unstructured":"Espinosa-Mu\u00f1oz, J. M. (2025). Educaci\u00f3n inclusiva en la formaci\u00f3n docente: retos y perspectivas. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 16(2), 109-123. https:\/\/doi.org\/10.4067\/S0718-73782016000200008","DOI":"10.4067\/S0718-73782016000200008"},{"key":"90","doi-asserted-by":"crossref","unstructured":"Rodr\u00edguez, A., & \u00c1lvarez-Arregui, E. (2015). Universidad y discapacidad: actitudes del profesorado y estudiantes. Perfiles Educativos, 37(147), 86-102. https:\/\/doi.org\/10.22201\/iisue.24486167e.2015.147.47265","DOI":"10.22201\/iisue.24486167e.2015.147.47265"},{"key":"91","doi-asserted-by":"crossref","unstructured":"P\u00e9rez-Castro, J. (2023). Inclusi\u00f3n educativa en la educaci\u00f3n superior: revisi\u00f3n de estudios emp\u00edricos. Educa\u00e7\u00e3o e Sociedade, 44(1), 102-118. https:\/\/doi.org\/10.1590\/01017384.2023.44100411","DOI":"10.1590\/1980-54702023v29e0249"},{"key":"92","unstructured":"Delgado-Sanoja, H., & Blanco-G\u00f3mez, G. (2015). Acercando la brecha entre equidad e igualdad en oportunidades educativas: inclusi\u00f3n educativa. Revista de Educaci\u00f3n Inclusiva, 8(3), 67-88. https:\/\/doi.org\/10.4067\/S0718-73782015000300008"},{"key":"93","doi-asserted-by":"crossref","unstructured":"Canimas, J. (2015). \u00bfDiscapacidad o diversidad funcional? Siglo Cero, 46(2), 79-97. https:\/\/doi.org\/10.14201\/scero20154627997","DOI":"10.14201\/scero20154627997"},{"key":"94","unstructured":"Garc\u00eda, L., & Cordero, F. (2021). Implementaci\u00f3n del dise\u00f1o universal para el aprendizaje en el contexto educativo ecuatoriano: desaf\u00edos y oportunidades. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 15(1), 35-50. https:\/\/doi.org\/10.4067\/S0718-73782015000100008"},{"key":"95","doi-asserted-by":"crossref","unstructured":"Pegalajar, M. del C., & Colmenero, M. de J. (2017). Actitudes y formaci\u00f3n docente hacia la inclusi\u00f3n en educaci\u00f3n secundaria. Revista Electr\u00f3nica de Investigaci\u00f3n Educativa, 19(1), 84-97. https:\/\/doi.org\/10.24320\/redie.2017.19.1.765","DOI":"10.24320\/redie.2017.19.1.765"},{"key":"96","doi-asserted-by":"crossref","unstructured":"Ria\u00f1o-Gal\u00e1n, A., Garc\u00eda-Ruiz, R., Rodr\u00edguez-Mart\u00edn, A., & \u00c1lvarez-Arregui, E. (2015). La atenci\u00f3n a la diversidad en la universidad: el valor de las actitudes. REOP, 25(1), 44-61. https:\/\/doi.org\/10.5944\/reop.vol.25.num.1.2014.12012","DOI":"10.5944\/reop.vol.25.num.1.2014.12012"},{"key":"97","unstructured":"Villareal, E. F. M. (2023). Revisi\u00f3n de pr\u00e1cticas y pol\u00edticas para garantizar la inclusi\u00f3n educativa de estudiantes con discapacidad. Ciencia Latina, 13(12), 250-265. https:\/\/doi.org\/10.34123\/cienciala.v13i12.5416"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/1\/1","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/1\/1","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:55Z","timestamp":1773791755000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/1"}},"issued":{"date-parts":[[2025,2,12]]},"references-count":17,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,6,30]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i1.1","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,2,12]]}},{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T03:05:01Z","timestamp":1789527901158,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"2","license":[{"start":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T00:00:00Z","timestamp":1789516800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>Work-based learning connects school learning with the activities, norms, and relationships of real occupations. This scoping review mapped models applicable to Technical Baccalaureate and established criteria for assessing their contribution to professional preparation. A PRISMA-ScR review with a PCC framework was conducted, covering technical-secondary students, structured placements or alternance, and relationships among educational institutions, enterprises, and productive organizations. The final corpus comprised 16 verified sources, including international guidance, reviews, and vocational-education studies. Available evidence indicates that structured work experiences may support transitions and competence development when aligned with learning objectives, progressive activities, dual mentoring, assessment, and student protection. External placements, alternance, and Teaching Factory environments were differentiated to prevent inappropriate evidence transfer. A responsible model requires verifiable institutional agreements, an individual learning plan, coordination between mentors, performance evidence, and monitoring of equity, safety, and educational continuity. Conclusions should guide local design and inquiry rather than prescribe identical arrangements across technical programmes.<\/jats:p>","DOI":"10.64747\/7j1wsa82","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:52:28Z","timestamp":1789512748000},"page":"23-32","source":"Crossref","is-referenced-by-count":0,"title":["Formaci\u00f3n en centros de trabajo y preparaci\u00f3n profesional de estudiantes de Bachillerato T\u00e9cnico","Work-Based Learning and Professional Preparation of Technical Baccalaureate Students"],"prefix":"10.64747","volume":"2","author":[{"given":"Mar\u00eda Elizabeth","family":"Guti\u00e9rrez-Barreto","sequence":"first","affiliation":[{"name":"Universidad Americana de Europa"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,9,16]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/21\/22","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/21\/22","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T02:25:31Z","timestamp":1789525531000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/21"}},"issued":{"date-parts":[[2026,9,16]]},"references-count":0,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2026,9,9]]}},"URL":"https:\/\/doi.org\/10.64747\/7j1wsa82","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,9,16]]}},{"indexed":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T23:04:45Z","timestamp":1789513485552,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"1","license":[{"start":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T00:00:00Z","timestamp":1776643200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>The study analyzes the impact of the pedagogical integration of mobile tools on the optimization of assessment processes in Lower Secondary Basic Education (EGB Media) in Cuenca canton (Azuay, Ecuador), linking classroom assessment with the national \u201cSer Estudiante\u201d evaluation results and with open datasets from the Ministry of Education and the \u201cCuenca en Datos\u201d portal. An explanatory mixed\u2011methods design was adopted, combining a quasi\u2011experimental component (pretest\u2013posttest with 96 students from three urban and peri\u2011urban schools) and a qualitative component (teacher interviews, student focus groups, and classroom observations). Mathematics and Language\u2013Literature tests, delivered via mobile devices and aligned with sublevel standards, showed statistically significant improvements in achievement, particularly in contextualized problem solving and literal and inferential reading comprehension. In parallel, there was a marked increase in the frequency and variety of mobile\u2011mediated assessment activities, as well as an improvement in students\u2019 perceptions of feedback clarity and usefulness. Triangulation with \u201cSer Estudiante 2023\u201d results and open data on enrolment and educational trajectories made it possible to situate the findings within national performance and equity trends and highlighted the potential of mobile tools as a bridge between classroom assessment and evidence\u2011informed education policies. The study concludes that the pedagogical integration of mobile devices can contribute to transforming the assessment culture in EGB Media, provided that access gaps, teacher professional development, and institutional spaces for data analysis are explicitly addressed.<\/jats:p>","DOI":"10.64747\/psyeduca.v2i1.13","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:54:41Z","timestamp":1789512881000},"page":"1-24","source":"Crossref","is-referenced-by-count":0,"title":["Transformaci\u00f3n pedag\u00f3gica con herramientas m\u00f3viles: optimizaci\u00f3n de evaluaciones en EGB media","Pedagogical transformation through mobile tools: optimizing assessment in lower secondary basic education"],"prefix":"10.64747","volume":"2","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8694-3530","authenticated-orcid":false,"given":"Frank Adri\u00e1n","family":"Men\u00e9ndez-Sol\u00f3rzano","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/029gnnp81","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Internacional De La Rioja"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-2235-7221","authenticated-orcid":false,"given":"Mar\u00eda Ang\u00e9lica","family":"Ramirez-Rivas","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0077ex633","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Metropolitana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-0756-6431","authenticated-orcid":false,"given":"Belgica Juliana","family":"Manrique-Ortega","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02qgahb88","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-4965-8295","authenticated-orcid":false,"given":"Ericka Jessenia","family":"Molina-Moreira","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02qgahb88","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-1876-6640","authenticated-orcid":false,"given":"Alison Dayana","family":"Briones-Basurto","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02qgahb88","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,4,20]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/13\/13","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/13\/13","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:54:42Z","timestamp":1789512882000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/13"}},"issued":{"date-parts":[[2026,4,20]]},"references-count":0,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2026,2,12]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v2i1.13","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,4,20]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:28Z","timestamp":1773801748926,"version":"3.50.1"},"reference-count":18,"publisher":"AsesoresEducativos SAS","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo analiza los componentes de la inteligencia emocional en el \u00e1mbito educativo, a partir de los aportes te\u00f3ricos de Daniel Goleman y Rafael Bisquerra. Desde un enfoque educativo y psicopedag\u00f3gico, se examinan constructos clave como el autoconocimiento, la autorregulaci\u00f3n, la motivaci\u00f3n, la empat\u00eda y las habilidades sociales, destacando su relevancia para el aprendizaje, la convivencia escolar y el desarrollo integral del estudiantado. El estudio adopta una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica y modelos conceptuales ampliamente utilizados en contextos educativos, con el prop\u00f3sito de identificar convergencias, diferencias y aportes complementarios entre ambos enfoques. Los resultados te\u00f3ricos evidencian que, mientras el modelo de Goleman ofrece una arquitectura conceptual orientada al desempe\u00f1o personal y social, el enfoque de Bisquerra proporciona una operacionalizaci\u00f3n pedag\u00f3gica de las competencias emocionales, facilitando su integraci\u00f3n curricular y su evaluaci\u00f3n en el aula. Se concluye que la articulaci\u00f3n de ambos modelos fortalece el dise\u00f1o de programas de educaci\u00f3n socioemocional, contribuyendo a mejorar el bienestar, la autorregulaci\u00f3n del aprendizaje y la inclusi\u00f3n educativa en contextos escolares contempor\u00e1neos.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.10","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:29Z","timestamp":1773791729000},"page":"45-60","source":"Crossref","is-referenced-by-count":0,"title":["An\u00e1lisis de los componentes de la inteligencia emocional en el \u00e1mbito educativo: aportes de Daniel Goleman y Rafael Bisquerra","Analysis of Emotional Intelligence Components in Education: Contributions from Daniel Goleman and Rafael Bisquerra"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-0226-0203","authenticated-orcid":false,"given":"Ana Julia","family":"Paredes Collaguazo","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,9,9]]},"reference":[{"key":"270","doi-asserted-by":"crossref","unstructured":"Medina Hidalgo, N. 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Resoluci\u00f3n de problemas contextualizado mediante modelaci\u00f3n matem\u00e1tica: efectos en el pensamiento cr\u00edtico y la transferencia cognitiva. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201312. https:\/\/doi.org\/10.64747\/dj2m7h71","DOI":"10.64747\/dj2m7h71"},{"key":"273","doi-asserted-by":"crossref","unstructured":"Paucar Taco, S. L., Salazar Jaramillo, L. V., Rodr\u00edguez Lindao, A. N., & Paucar Taco, E. A. (2025). Pensamiento computacional unplugged en EGB: dise\u00f1o y evidencia de aprendizaje. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201319. https:\/\/doi.org\/10.64747\/166bex17","DOI":"10.64747\/166bex17"},{"key":"274","unstructured":"Rodr\u00edguez Ruiz, M. F., & Posligua Garcia, D. M. (2025). Evaluaci\u00f3n formativa con r\u00fabricas digitales en Ciencias Naturales: impacto en aprendizaje por indagaci\u00f3n en 7.\u00ba\u201310.\u00ba EGB. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 11\u201328. https:\/\/doi.org\/10.64747\/emgnq411"},{"key":"275","unstructured":"Tenecela Calder\u00f3n, M. E., Tenecela Calder\u00f3n, L. H., Rodr\u00edguez Ruiz, M. F., & Posligua Garcia, D. M. (2025). Educaci\u00f3n t\u00e9cnica y empleabilidad temprana: articulaci\u00f3n bachillerato t\u00e9cnico\u2013sector productivo en Guayas y Pichincha. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 42\u201354. https:\/\/doi.org\/10.64747\/vvkmf873"},{"key":"276","doi-asserted-by":"crossref","unstructured":"Yong Torres, L. del R., Echeverria Escobar, J. M., Contero Cazar, M. del C., & Arias Chalco, E. L. (2025). Protocolos de aula para resoluci\u00f3n de conflictos: validaci\u00f3n y resultados en BGU. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201320. https:\/\/doi.org\/10.64747\/9dh7af55","DOI":"10.64747\/9dh7af55"},{"key":"277","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de los medios tecnol\u00f3gicos en el aprendizaje de estudiantes de educaci\u00f3n b\u00e1sica media en contextos urbanos de Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201310. https:\/\/doi.org\/10.64747\/zvkjx362","DOI":"10.64747\/zvkjx362"},{"key":"278","unstructured":"Caicedo Sevilla, B. G., Flores De la Cruz, Y. A., Flores Mor\u00e1n, A. de los A., & Vallejo Andrade, C. G. (2025). Inclusi\u00f3n educativa en la educaci\u00f3n general b\u00e1sica: estrategias y desaf\u00edos para garantizar la equidad escolar en Guayaquil. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/5ksbzy71"},{"key":"279","doi-asserted-by":"crossref","unstructured":"Calder\u00f3n, M. E. T. (2025). Desempe\u00f1o acad\u00e9mico y formaci\u00f3n t\u00e9cnica en Guayaquil: un an\u00e1lisis desde la educaci\u00f3n b\u00e1sica hasta el bachillerato t\u00e9cnico. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/tk2xjq24","DOI":"10.64747\/tk2xjq24"},{"key":"280","doi-asserted-by":"crossref","unstructured":"Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., \u2026 Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https:\/\/doi.org\/10.1136\/bmj.n71","DOI":"10.1136\/bmj.n71"},{"key":"281","doi-asserted-by":"crossref","unstructured":"Edyburn, D. L. (2021). Universal usability and Universal Design for Learning. Intervention in School and Clinic. https:\/\/doi.org\/10.1177\/1053451220963082","DOI":"10.1177\/1053451220963082"},{"key":"282","doi-asserted-by":"crossref","unstructured":"Espada-Chavarr\u00eda, R., Gonz\u00e1lez-Montesino, R. H., L\u00f3pez-Bast\u00edas, J. L., & D\u00edaz-Vega, M. (2023). Universal Design for Learning and Instruction: Effective strategies for inclusive higher education. Education Sciences, 13(6), 620. https:\/\/doi.org\/10.3390\/educsci13060620","DOI":"10.3390\/educsci13060620"},{"key":"283","doi-asserted-by":"crossref","unstructured":"S\u00e1nchez, A., S\u00e1nchez-Mu\u00f1oz, T., & Arnal-Palao, F. (2025). A proposal of integration of Universal Design for Learning and Didactic Suitability Criteria in mathematics education. Education Sciences, 15(7), 909. https:\/\/doi.org\/10.3390\/educsci15070909","DOI":"10.3390\/educsci15070909"},{"key":"284","doi-asserted-by":"crossref","unstructured":"Hardy, I., Fisher, A., & Woodcock, S. (2024). Inclusive education reform and universal design for learning: A global policy analysis. International Journal of Inclusive Education. https:\/\/doi.org\/10.1080\/13603116.2023.2257697","DOI":"10.1080\/13603116.2023.2257697"},{"key":"285","doi-asserted-by":"crossref","unstructured":"King-Sears, M. E., Johnson, T., Brigham, F. J., Kulkarni, S., & Hirsch, S. E. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. https:\/\/doi.org\/10.1016\/j.tate.2022.103956","DOI":"10.1016\/j.tate.2022.103956"},{"key":"286","doi-asserted-by":"crossref","unstructured":"Lee, O., Kim, H., & Park, J. (2021). Universal Design for Learning in adapted national-level digital mathematics textbooks for elementary school students with disabilities. International Journal of Disability, Development and Education. https:\/\/doi.org\/10.1080\/09362835.2021.1938062","DOI":"10.1080\/09362835.2021.1938062"},{"key":"287","doi-asserted-by":"crossref","unstructured":"Rao, K. (2016). Using Universal Design for Learning to design standards-based lessons. SAGE Open, 6(4), 1\u201312. https:\/\/doi.org\/10.1177\/2158244016680688","DOI":"10.1177\/2158244016680688"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/10\/10","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/10\/10","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:40Z","timestamp":1773791740000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/10"}},"issued":{"date-parts":[[2025,9,9]]},"references-count":18,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2025,11,18]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i2.10","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,9,9]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:25Z","timestamp":1773801745128,"version":"3.50.1"},"reference-count":16,"publisher":"AsesoresEducativos SAS","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo propone una gu\u00eda para fomentar la inclusi\u00f3n de hombres y mujeres como sujetos de derechos en el sistema educativo, desde un enfoque de derechos humanos, equidad de g\u00e9nero y educaci\u00f3n inclusiva. El estudio se orienta a analizar los fundamentos normativos, pedag\u00f3gicos y psicopedag\u00f3gicos que sustentan la inclusi\u00f3n educativa, destacando la necesidad de garantizar la igualdad de oportunidades, la no discriminaci\u00f3n y el respeto a la diversidad en los distintos niveles del sistema educativo. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica, marcos normativos internacionales y experiencias educativas relevantes, se identifican principios, estrategias y acciones pedag\u00f3gicas que contribuyen a la construcci\u00f3n de entornos educativos equitativos y respetuosos de los derechos de hombres y mujeres. Los hallazgos te\u00f3ricos evidencian que la inclusi\u00f3n con enfoque de derechos no se limita al acceso al sistema educativo, sino que implica la transformaci\u00f3n de pr\u00e1cticas curriculares, metodol\u00f3gicas e institucionales que hist\u00f3ricamente han reproducido desigualdades de g\u00e9nero. Se concluye que la elaboraci\u00f3n e implementaci\u00f3n de gu\u00edas educativas basadas en el reconocimiento de hombres y mujeres como sujetos de derechos constituye una herramienta clave para fortalecer la justicia social, la convivencia democr\u00e1tica y la calidad educativa en contextos escolares contempor\u00e1neos.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.12","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:54:57Z","timestamp":1773791697000},"page":"76-91","source":"Crossref","is-referenced-by-count":0,"title":["Gu\u00eda para fomentar la inclusi\u00f3n de hombres y mujeres como sujetos de derechos en el sistema educativo","Guide to Promoting the Inclusion of Men and Women as Rights Holders in the Educational System"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-3749-5836","authenticated-orcid":false,"given":"Johanna Madelaine","family":"Echeverr\u00eda Escobar","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,11,7]]},"reference":[{"key":"342","unstructured":"Posligua Garc\u00eda, D. M., & Rodr\u00edguez Ruiz, M. F. (2025). Educaci\u00f3n inclusiva y DUA: adaptaci\u00f3n de tareas matem\u00e1ticas para estudiantes con NEE en aulas inclusivas de la Costa. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 55\u201374. https:\/\/doi.org\/10.64747\/fwek3w94"},{"key":"343","doi-asserted-by":"crossref","unstructured":"Salguero Arias, W. R., Banguera Cortez, B. J., Negrete Vera, C. J., & Quintero Cabezas, E. F. (2025). Aprendizaje cooperativo y clima de aula en Educaci\u00f3n F\u00edsica. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/1vbxj479","DOI":"10.64747\/1vbxj479"},{"key":"344","doi-asserted-by":"crossref","unstructured":"Rodr\u00edguez Ruiz, M. F., Tenecela Calder\u00f3n, M. E., Posligua Garc\u00eda, D. M., & Tenecela Calder\u00f3n, L. H. (2025). Interculturalidad en aulas EIB: co-dise\u00f1o de proyectos STEAM con saberes ancestrales en la Amazon\u00eda. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 74\u201390. https:\/\/doi.org\/10.64747\/xcj91n90","DOI":"10.64747\/czxf3r37"},{"key":"345","unstructured":"Tenecela Calder\u00f3n, M. E. (2025). IA generativa en Lengua y Literatura: impacto en la escritura argumentativa y la detecci\u00f3n de plagio en colegios fiscales urbanos de Guayaquil. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 20\u201336. https:\/\/doi.org\/10.64747\/sfe6qg28"},{"key":"346","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de los medios tecnol\u00f3gicos en el aprendizaje de estudiantes de educaci\u00f3n b\u00e1sica media en contextos urbanos de Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201310. https:\/\/doi.org\/10.64747\/zvkjx362","DOI":"10.64747\/zvkjx362"},{"key":"347","doi-asserted-by":"crossref","unstructured":"Pe\u00f1afiel Rodr\u00edguez, M. E., Vera L\u00f3pez, S. R., Faginson Zambrano, K. J., & Trivi\u00f1o Eguez, S. S. (2025). Brechas educativas en la Educaci\u00f3n B\u00e1sica Ecuatoriana: Un an\u00e1lisis comparativo por zona geogr\u00e1fica y tipo de sostenimiento (2015\u20132024). Horizonte Cient\u00edfico International Journal, 3(2). https:\/\/doi.org\/10.64747\/9cpr2y58","DOI":"10.64747\/9cpr2y58"},{"key":"348","doi-asserted-by":"crossref","unstructured":"Angulo Angulo, I. E. R. (2025). Inclusi\u00f3n educativa de estudiantes con discapacidad intelectual en la Educaci\u00f3n B\u00e1sica: an\u00e1lisis de estrategias did\u00e1cticas aplicadas en aulas regulares. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/q8y4d592","DOI":"10.64747\/q8y4d592"},{"key":"349","doi-asserted-by":"crossref","unstructured":"McGrew, S., & Breakstone, J. (2023). Razonamiento c\u00edvico en l\u00ednea: ense\u00f1anzas para la alfabetizaci\u00f3n digital desde m\u00faltiples disciplinas. AERA Open, 9(1), 1\u201314. https:\/\/doi.org\/10.1177\/23328584231176451","DOI":"10.1177\/23328584231176451"},{"key":"350","doi-asserted-by":"crossref","unstructured":"Peltzer, K., Sp\u00f6rer, N., Lehmann, T., Naumann, J., & K\u00f6ller, O. (2025). Efectos de la retroalimentaci\u00f3n en los niveles profundos de la escritura argumentativa: un experimento controlado aleatorizado. Reading and Writing. https:\/\/doi.org\/10.1007\/s11145-025-10638-8","DOI":"10.1007\/s11145-025-10638-8"},{"key":"351","doi-asserted-by":"crossref","unstructured":"Werner Axelsson, C. A., Nissen, J., & Nygren, T. (2024). La ventaja de los videos sobre el texto para fomentar la lectura lateral entre adolescentes. Behaviour & Information Technology, 43(13), 1981\u20131997. https:\/\/doi.org\/10.1080\/0144929X.2024.2308046","DOI":"10.1080\/0144929X.2024.2308046"},{"key":"352","doi-asserted-by":"crossref","unstructured":"Nygren, T., Rohlin, M., & Frank, S. (2025). Impacto a largo plazo de la educaci\u00f3n contra la desinformaci\u00f3n: un an\u00e1lisis longitudinal. PLOS ONE, 20(8), e0326928. https:\/\/doi.org\/10.1371\/journal.pone.0326928","DOI":"10.1371\/journal.pone.0326928"},{"key":"353","doi-asserted-by":"crossref","unstructured":"Rivera-Rogel, D., Beltr\u00e1n-Flandoli, A. M., Andrade-Vargas, L., Iriarte-Solano, M., & Vel\u00e1squez-Benavides, A. (2025). Alfabetizaci\u00f3n medi\u00e1tica e informacional como pol\u00edtica p\u00fablica en Ecuador. Comunicaci\u00f3n y Sociedad, 2025(1), e8906. https:\/\/doi.org\/10.32870\/cys.v2025.8906","DOI":"10.32870\/cys.v2025.8906"},{"key":"354","doi-asserted-by":"crossref","unstructured":"Casey, A., & Goodyear, V. A. (2015). \u00bfPuede el aprendizaje cooperativo lograr los cuatro resultados de aprendizaje en educaci\u00f3n f\u00edsica? Una revisi\u00f3n de la literatura. Quest, 67(1), 56\u201372. https:\/\/doi.org\/10.1080\/00336297.2014.984733","DOI":"10.1080\/00336297.2014.984733"},{"key":"355","doi-asserted-by":"crossref","unstructured":"Valero-Valenzuela, A., L\u00f3pez-S\u00e1nchez, G. F., Moreno-Murcia, J. A., Manzano-S\u00e1nchez, D., & Belando-Pedre\u00f1o, N. (2020). Revisi\u00f3n sistem\u00e1tica de la aplicaci\u00f3n del aprendizaje cooperativo en educaci\u00f3n f\u00edsica. International Journal of Environmental Research and Public Health, 17(11), 4121. https:\/\/doi.org\/10.3390\/ijerph17114121","DOI":"10.3390\/ijerph17114121"},{"key":"356","doi-asserted-by":"crossref","unstructured":"Delprato, G., & Ben\u00edtez, J. (2025). Desempe\u00f1o lector y equidad en la Educaci\u00f3n B\u00e1sica Superior en Ecuador. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201320. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"357","doi-asserted-by":"crossref","unstructured":"Borchers, D., & Y\u00e1nez, A. (2025). Evaluaci\u00f3n de las competencias lectoras en Educaci\u00f3n General B\u00e1sica Media: Ser Estudiante. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201314. https:\/\/doi.org\/10.64747\/x8sprd33","DOI":"10.64747\/x8sprd33"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/12\/12","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/12\/12","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:06Z","timestamp":1773791706000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/12"}},"issued":{"date-parts":[[2025,11,7]]},"references-count":16,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2025,11,18]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i2.12","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,11,7]]}},{"indexed":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T23:04:43Z","timestamp":1789513483930,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"2","license":[{"start":{"date-parts":[[2026,9,9]],"date-time":"2026-09-09T00:00:00Z","timestamp":1788912000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>Objective: To examine the relationship between teacher staffing, measured by the student\u2013teacher ratio, and administrative outcomes of promotion, non-promotion, and dropout in Guayaquil educational institutions from 2019\u20132020 to 2023\u20132024. Method: We conducted an observational longitudinal ecological study using open administrative data from Ecuador's Ministry of Education. Start- and end-of-year records were linked by AMIE code and academic period. The sample comprised 6,069 institution-year observations from 1,286 ordinary-education institutions. Analyses included weighted rates, Spearman correlations, linear models with institution-clustered standard errors, exclusion of the upper 1% of the ratio distribution, and institution and period fixed-effects models. Results: The overall median student\u2013teacher ratio was 23.85 (IQR: 15.88\u201329.64). Weighted rates were 97.68% for promotion, 0.77% for non-promotion, and 1.55% for dropout. Public institutions had a higher median ratio (28.36) and higher weighted dropout (1.95%) than private institutions (18.21 and 0.86%, respectively). In pooled adjusted models, a 10% higher ratio was associated with +0.063 percentage points in promotion, \u22120.024 in non-promotion, and \u22120.039 in dropout; estimates were similar after excluding extreme values. However, fixed-effects models comparing each institution with itself yielded imprecise estimates: \u22120.045 points for promotion (95% CI: \u22120.137 to 0.047), +0.013 for non-promotion (\u22120.026 to 0.053), and +0.032 for dropout (\u22120.046 to 0.110). Conclusion: Cross-sectional differences between institutions account for an important part of the observed pattern. The student\u2013teacher ratio describes aggregate resource availability but is not, by itself, a causal indicator of educational quality or learning.<\/jats:p>","DOI":"10.64747\/hje66f09","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:54:11Z","timestamp":1789512851000},"page":"1-12","source":"Crossref","is-referenced-by-count":0,"title":["Dotaci\u00f3n docente y resultados escolares en instituciones de Guayaquil: an\u00e1lisis longitudinal de registros administrativos, 2019\u20132024","Teacher Staffing and School Outcomes in Guayaquil Institutions: A Longitudinal Analysis of Administrative Records, 2019\u20132024"],"prefix":"10.64747","volume":"2","author":[{"given":"Cristina Janeth","family":"Negrete-Vera","sequence":"first","affiliation":[{"name":"UEES Universidad Esp\u00edritu Santo"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John Benito","family":"Silva-Vargas","sequence":"additional","affiliation":[{"name":"UNEMI"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bayron Leopoldo","family":"Mota-Contreras","sequence":"additional","affiliation":[{"name":"Universidad de Guayaquil"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,9,9]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/14\/16","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/14\/16","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:54:11Z","timestamp":1789512851000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/14"}},"issued":{"date-parts":[[2026,9,9]]},"references-count":0,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2026,9,9]]}},"URL":"https:\/\/doi.org\/10.64747\/hje66f09","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,9,9]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T10:21:42Z","timestamp":1773829302073,"version":"3.50.1"},"reference-count":16,"publisher":"AsesoresEducativos SAS","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo analiza el papel de los valores institucionales en la educaci\u00f3n militar ecuatoriana como eje estructurante para la formaci\u00f3n de bachilleres de alto rendimiento en un contexto marcado por la globalizaci\u00f3n disruptiva. Desde un enfoque educativo y psicopedag\u00f3gico, se examina c\u00f3mo valores como la disciplina, el honor, la responsabilidad, el liderazgo y el compromiso social se articulan con los procesos formativos de nivel medio, contribuyendo al desarrollo integral de los estudiantes. El estudio se sustenta en una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica reciente y en el an\u00e1lisis de pr\u00e1cticas educativas propias de las instituciones de educaci\u00f3n militar en Ecuador, considerando los desaf\u00edos contempor\u00e1neos asociados a la transformaci\u00f3n tecnol\u00f3gica, la interculturalidad y la competitividad global. Los resultados te\u00f3ricos evidencian que la educaci\u00f3n basada en valores institucionales no solo fortalece el rendimiento acad\u00e9mico, sino que tambi\u00e9n promueve competencias socioemocionales, \u00e9ticas y ciudadanas fundamentales para el desempe\u00f1o exitoso de los bachilleres en escenarios nacionales e internacionales. Se concluye que la educaci\u00f3n militar ecuatoriana, al integrar de manera sistem\u00e1tica los valores institucionales en su arquitectura formativa, constituye un modelo educativo pertinente para la formaci\u00f3n de j\u00f3venes con alto desempe\u00f1o acad\u00e9mico, liderazgo responsable y capacidad de adaptaci\u00f3n frente a los retos de la globalizaci\u00f3n contempor\u00e1nea.\r\n\u00a0<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.7","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:44Z","timestamp":1773791744000},"page":"1-15","source":"Crossref","is-referenced-by-count":1,"title":["Valores Institucionales en la Educaci\u00f3n Militar Ecuatoriana: Arquitectura para Bachilleres de Alto Rendimiento en la Era de la Globalizaci\u00f3n Disruptiva","Institutional Values in Ecuadorian Military Education: A Framework for High-Performing High School Graduates in the Era of Disruptive Globalization"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6691-169X","authenticated-orcid":false,"given":"Alex Mart\u00edn","family":"Torres Jumbo","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,7,31]]},"reference":[{"key":"180","doi-asserted-by":"crossref","unstructured":"Valverde Narv\u00e1ez, J. A., Narv\u00e1ez Andrade, N. C., Zambrano Salavarria, Y. M., & Porras Carrion, A. C. (2025). Paisaje sonoro y creatividad: Integraci\u00f3n m\u00fasica-movimiento en el curr\u00edculo de inicial. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/2zpd2x04","DOI":"10.64747\/2zpd2x04"},{"key":"181","unstructured":"Sahlberg, P. (2020). Globalization, education reform and values. Educational Review, 72(2), 125\u2013138. https:\/\/doi.org\/10.1080\/00131911.2019.1692295"},{"key":"182","unstructured":"Posligua Garc\u00eda, D. M., & Rodr\u00edguez Ruiz, M. F. (2025). Educaci\u00f3n inclusiva y DUA: Adaptaci\u00f3n de tareas matem\u00e1ticas para estudiantes con NEE. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 55\u201374. https:\/\/doi.org\/10.64747\/fwek3w94"},{"key":"183","doi-asserted-by":"crossref","unstructured":"Wentzel, K. R., & Miele, D. B. (2019). Handbook of motivation at school (2nd ed.). Routledge. https:\/\/doi.org\/10.4324\/9781315773384","DOI":"10.4324\/9781315773384"},{"key":"184","doi-asserted-by":"crossref","unstructured":"Tenecela Calder\u00f3n, L. H., & Garc\u00eda Enr\u00edquez, M. C. (2025). Uso de celulares y autorregulaci\u00f3n del aprendizaje en bachillerato. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 57\u201373. https:\/\/doi.org\/10.64747\/0j6nz898","DOI":"10.64747\/czxf3r37"},{"key":"185","unstructured":"OECD. (2021). Global competence in education: A critical perspective. OECD Publishing. https:\/\/doi.org\/10.1787\/2c9a3b36-en"},{"key":"186","doi-asserted-by":"crossref","unstructured":"Hidalgo, M. A. A., Serrano Toala, C. M., Alava Chasi, J. M., & Quilumba Abril, T. M. (2025). Desempe\u00f1o lector y equidad en la educaci\u00f3n b\u00e1sica superior. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201320. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"187","doi-asserted-by":"crossref","unstructured":"Sarramona, J. (2020). Educaci\u00f3n en valores y desarrollo moral en la escuela contempor\u00e1nea. Revista Espa\u00f1ola de Pedagog\u00eda, 78(276), 45\u201362. https:\/\/doi.org\/10.22550\/REP78-2-2020-03","DOI":"10.22550\/REP78-2-2020-03"},{"key":"188","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de los medios tecnol\u00f3gicos en el aprendizaje de estudiantes de educaci\u00f3n b\u00e1sica media. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201310. https:\/\/doi.org\/10.64747\/zvkjx362","DOI":"10.64747\/zvkjx362"},{"key":"189","doi-asserted-by":"crossref","unstructured":"Shonkoff, J. P., & Phillips, D. A. (2021). Building core capabilities for life: The science of early and adolescent development. Child Development, 92(5), 189\u2013202. https:\/\/doi.org\/10.1111\/cdev.13574","DOI":"10.1111\/cdev.13574"},{"key":"190","doi-asserted-by":"crossref","unstructured":"Vera Ch\u00e1vez, S. L., Cando Ca\u00f1izares, G. de L., Bedoya Navas, M. G., & Uquillas Vega, S. M. (2025). Desarrollo de habilidades socioemocionales en la educaci\u00f3n inicial ecuatoriana. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/xmeafg82","DOI":"10.64747\/xmeafg82"},{"key":"191","doi-asserted-by":"crossref","unstructured":"Bisquerra, R., & P\u00e9rez-Escoda, N. (2018). Competencias emocionales en educaci\u00f3n. Revista Iberoamericana de Educaci\u00f3n, 77(1), 29\u201345. https:\/\/doi.org\/10.35362\/rie7713090","DOI":"10.35362\/rie7713090"},{"key":"192","doi-asserted-by":"crossref","unstructured":"Salguero Arias, W. R., Banguera Cortez, B. J., Negrete Vera, C. J., & Quintero Cabezas, E. F. (2025). Aprendizaje cooperativo y clima de aula en educaci\u00f3n f\u00edsica. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/1vbxj479","DOI":"10.64747\/1vbxj479"},{"key":"193","doi-asserted-by":"crossref","unstructured":"Edyburn, D. L. (2021). Universal usability and Universal Design for Learning. Intervention in School and Clinic, 56(4), 308\u2013322. https:\/\/doi.org\/10.1177\/1053451220963082","DOI":"10.1177\/1053451220963114"},{"key":"194","doi-asserted-by":"crossref","unstructured":"Torres Jumbo, A. M. (2025). Valores institucionales en la educaci\u00f3n militar ecuatoriana: Arquitectura para bachilleres de alto rendimiento en la era de la globalizaci\u00f3n disruptiva. PsyEduca \u2013 International Journal of Educational Psychology and Guidance, 1(2). https:\/\/doi.org\/10.64747\/psyeduca.v1i2.7","DOI":"10.64747\/psyeduca.v1i2.7"},{"key":"195","doi-asserted-by":"crossref","unstructured":"Halpern, D. (2025). From creators to critical thinkers: Media literacy and values education. Journal of Media Literacy Education, 17(1), 1\u201319. https:\/\/doi.org\/10.1080\/21532974.2025.2522067","DOI":"10.1080\/21532974.2025.2522067"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/7\/7","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/7\/7","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:46Z","timestamp":1773791746000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/7"}},"issued":{"date-parts":[[2025,7,31]]},"references-count":16,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2025,11,18]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i2.7","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,7,31]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:31Z","timestamp":1773801751415,"version":"3.50.1"},"reference-count":16,"publisher":"AsesoresEducativos SAS","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>La integraci\u00f3n del Aprendizaje Socioemocional (SEL) en el curr\u00edculo nacional se ha convertido en una prioridad estrat\u00e9gica para los sistemas educativos que buscan una formaci\u00f3n integral del estudiantado. Este art\u00edculo analiza la importancia del SEL como componente transversal del curr\u00edculo, destacando su contribuci\u00f3n al desarrollo de competencias emocionales, sociales y \u00e9ticas necesarias para el bienestar personal, el aprendizaje significativo y la convivencia democr\u00e1tica. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica y documentos normativos internacionales y latinoamericanos, se examinan los fundamentos te\u00f3ricos del SEL, su alineaci\u00f3n con los enfoques curriculares contempor\u00e1neos y los desaf\u00edos asociados a su implementaci\u00f3n en contextos educativos formales. Los resultados evidencian que la incorporaci\u00f3n sistem\u00e1tica del SEL en el curr\u00edculo favorece la autorregulaci\u00f3n emocional, la empat\u00eda, la toma de decisiones responsables y la mejora del clima escolar, impactando positivamente en el rendimiento acad\u00e9mico y la inclusi\u00f3n educativa. Se concluye que el SEL debe ser concebido como un eje estructural del curr\u00edculo nacional, respaldado por pol\u00edticas educativas claras, formaci\u00f3n docente continua y estrategias pedag\u00f3gicas basadas en evidencia, que permitan su aplicaci\u00f3n efectiva y sostenible en los distintos niveles del sistema educativo.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.5","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:47Z","timestamp":1773791747000},"page":"59-72","source":"Crossref","is-referenced-by-count":0,"title":["Integraci\u00f3n del Aprendizaje Socioemocional (SEL) en el curr\u00edculo nacional","Integration of Social and Emotional Learning (SEL) into the National Curriculum"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-3732-3575","authenticated-orcid":false,"given":"Kevin David","family":"Cruz Nicolalde","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,5,3]]},"reference":[{"key":"147","doi-asserted-by":"crossref","unstructured":"Valverde Narv\u00e1ez, J. A., Narv\u00e1ez Andrade, N. C., Zambrano Salavarria, Y. M., & Porras Carrion, A. C. (2025). Paisaje sonoro y creatividad: Integraci\u00f3n m\u00fasica-movimiento en el curr\u00edculo de Inicial. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/2zpd2x04","DOI":"10.64747\/2zpd2x04"},{"key":"148","doi-asserted-by":"crossref","unstructured":"Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). El impacto del aprendizaje socioemocional en estudiantes: Un metaan\u00e1lisis. Child Development, 82(1), 405\u2013432. https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01564.x","DOI":"10.1111\/j.1467-8624.2010.01564.x"},{"key":"149","unstructured":"Posligua Garc\u00eda, D. M., & Rodr\u00edguez Ruiz, M. F. (2025). Educaci\u00f3n inclusiva y DUA: Adaptaci\u00f3n de tareas matem\u00e1ticas para estudiantes con NEE. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 55\u201374. https:\/\/doi.org\/10.64747\/fwek3w94"},{"key":"150","doi-asserted-by":"crossref","unstructured":"Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoci\u00f3n del desarrollo positivo juvenil mediante SEL. Child Development, 88(4), 1156\u20131171. https:\/\/doi.org\/10.1111\/cdev.12864","DOI":"10.1111\/cdev.12864"},{"key":"151","doi-asserted-by":"crossref","unstructured":"Tenecela Calder\u00f3n, L. H., & Garc\u00eda Enr\u00edquez, M. C. (2025). Uso de celulares y autorregulaci\u00f3n en bachillerato. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 57\u201373. https:\/\/doi.org\/10.64747\/0j6nz898","DOI":"10.64747\/czxf3r37"},{"key":"152","doi-asserted-by":"crossref","unstructured":"OECD. (2021). M\u00e1s all\u00e1 del aprendizaje acad\u00e9mico: Habilidades sociales y emocionales. OECD Publishing. https:\/\/doi.org\/10.1787\/92a11084-en","DOI":"10.1787\/92a11084-en"},{"key":"153","doi-asserted-by":"crossref","unstructured":"Hidalgo, M. A. A., Serrano Toala, C. M., Alava Chasi, J. M., & Quilumba Abril, T. M. (2025). Desempe\u00f1o lector y equidad en educaci\u00f3n b\u00e1sica. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201320. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"154","doi-asserted-by":"crossref","unstructured":"Bisquerra, R., & P\u00e9rez-Escoda, N. (2018). Competencias emocionales en educaci\u00f3n. Revista Iberoamericana de Educaci\u00f3n, 77(1), 29\u201345. https:\/\/doi.org\/10.35362\/rie7713090","DOI":"10.35362\/rie7713090"},{"key":"155","doi-asserted-by":"crossref","unstructured":"Garc\u00eda Cabrera, V. A., Guaman Chimbo, M. E., Rea Minchalo, C. B., & Vega P\u00e9rez, J. A. (2025). Impacto de medios tecnol\u00f3gicos en el aprendizaje. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201310. https:\/\/doi.org\/10.64747\/zvkjx362","DOI":"10.64747\/zvkjx362"},{"key":"156","unstructured":"UNESCO. (2022). Aprendizaje socioemocional para una educaci\u00f3n inclusiva. UNESCO Publishing. https:\/\/doi.org\/10.54676\/UNESCO.SEL.2022"},{"key":"157","doi-asserted-by":"crossref","unstructured":"Salguero Arias, W. R., Banguera Cortez, B. J., Negrete Vera, C. J., & Quintero Cabezas, E. F. (2025). Aprendizaje cooperativo y clima de aula. Horizonte Cient\u00edfico Educativo International Journal, 1(2), 1\u201322. https:\/\/doi.org\/10.64747\/1vbxj479","DOI":"10.64747\/1vbxj479"},{"key":"158","doi-asserted-by":"crossref","unstructured":"Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Docentes como socializadores emocionales. Early Childhood Education Journal, 40(3), 137\u2013143. https:\/\/doi.org\/10.1007\/s10643-012-0504-2","DOI":"10.1007\/s10643-012-0504-2"},{"key":"159","doi-asserted-by":"crossref","unstructured":"Vera Ch\u00e1vez, S. L., Cando Ca\u00f1izares, G. de L., Bedoya Navas, M. G., & Uquillas Vega, S. M. (2025). Habilidades socioemocionales en educaci\u00f3n inicial. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/xmeafg82","DOI":"10.64747\/xmeafg82"},{"key":"160","unstructured":"Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Ense\u00f1anza de la regulaci\u00f3n emocional en escuelas. Emotion Review, 12(4), 247\u2013259. https:\/\/doi.org\/10.1177\/1754073920935905"},{"key":"161","doi-asserted-by":"crossref","unstructured":"Rodr\u00edguez Ruiz, M. F., Tenecela Calder\u00f3n, M. E., Posligua Garc\u00eda, D. M., & Tenecela Calder\u00f3n, L. H. (2025). Interculturalidad y SEL en aulas EIB. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 74\u201390. https:\/\/doi.org\/10.64747\/xcj91n90","DOI":"10.64747\/czxf3r37"},{"key":"162","unstructured":"Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Construyendo \u00e9xito acad\u00e9mico con SEL. Teachers College Press. https:\/\/doi.org\/10.1177\/002205740419400302"}],"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/5\/4","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/5\/4","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:50Z","timestamp":1773791750000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/5"}},"issued":{"date-parts":[[2025,5,3]]},"references-count":16,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2025,6,30]]}},"URL":"https:\/\/doi.org\/10.64747\/psyeduca.v1i1.5","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2025,5,3]]}},{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T03:04:59Z","timestamp":1789527899457,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"2","license":[{"start":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T00:00:00Z","timestamp":1789516800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>Cooperative learning can create systematic opportunities to explain, listen, argue, and provide peer feedback when its structure ensures positive interdependence and individual accountability. This scoping-review manuscript synthesizes cooperative structures applicable to Middle General Basic Education for the development of communication skills and defines responsible implementation and assessment criteria. A PRISMA-ScR review using the PCC framework is proposed, covering formal-education studies that describe structured cooperative learning and outcomes related to oral expression, listening, argumentation, interaction, or written production. The synthesized evidence includes a secondary-education systematic review and classroom studies of cooperative structures. Findings suggest that team organization, rotating roles, shared task management, and conflict resolution may support communication and social skills. However, merely placing learners in groups is insufficient to attribute improvement, and evidence is heterogeneous in measures, ages, subjects, and duration. The synthesis proposes assessing both academic products and interaction quality through indicators of explanation, listening, questioning, use of evidence, turn distribution, and synthesis. Implementation requires genuinely interdependent tasks, explicit teaching of interaction, formative observation, individual accountability, and group reflection. Because of heterogeneity in measures, ages, subjects, and duration, no common effect size was estimated; the final corpus comprised 17 verified sources. Conclusions should be adapted to learners' language needs, subject demands, and classroom conditions in each school community.<\/jats:p>","DOI":"10.64747\/97jg1n90","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:52:09Z","timestamp":1789512729000},"page":"33-42","source":"Crossref","is-referenced-by-count":0,"title":["Trabajo cooperativo para desarrollar habilidades comunicativas en Educaci\u00f3n General B\u00e1sica Media","Cooperative Learning to Develop Communication Skills in Middle General Basic Education"],"prefix":"10.64747","volume":"2","author":[{"given":"Gema Leticia","family":"Mendoza-Mero","sequence":"first","affiliation":[{"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,9,16]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/22\/23","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/22\/23","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T02:25:11Z","timestamp":1789525511000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/22"}},"issued":{"date-parts":[[2026,9,16]]},"references-count":0,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2026,9,9]]}},"URL":"https:\/\/doi.org\/10.64747\/97jg1n90","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,9,16]]}},{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T03:05:12Z","timestamp":1789527912282,"version":"build-2803163510"},"reference-count":0,"publisher":"AsesoresEducativos SAS","issue":"2","license":[{"start":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T00:00:00Z","timestamp":1789516800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>La gamificaci\u00f3n se ha propuesto como una v\u00eda para aumentar la implicaci\u00f3n escolar, pero los resultados dependen de c\u00f3mo se dise\u00f1an los retos, la retroalimentaci\u00f3n y las recompensas. El objetivo de este art\u00edculo es sintetizar estrategias de gamificaci\u00f3n aplicables a Educaci\u00f3n General B\u00e1sica Elemental y establecer criterios para interpretar su contribuci\u00f3n a la motivaci\u00f3n escolar. Se plantea una revisi\u00f3n de alcance con orientaci\u00f3n PRISMA-ScR y marco PCC; se consideran estudios emp\u00edricos, revisiones y documentos metodol\u00f3gicos publicados entre 2016 y 2026 en espa\u00f1ol, ingl\u00e9s o portugu\u00e9s. La s\u00edntesis diferencia participaci\u00f3n observable, inter\u00e9s, persistencia, autoeficacia y motivaci\u00f3n intr\u00ednseca, evitando tratarlos como resultados equivalentes. Las revisiones disponibles describen resultados favorables en implicaci\u00f3n, motivaci\u00f3n y autoeficacia, junto con efectos heterog\u00e9neos en aprendizaje y posibles tensiones en la cooperaci\u00f3n cuando predominan mecanismos competitivos. La evidencia apunta a que el efecto pedag\u00f3gico no reside en puntos, insignias o clasificaciones aisladas, sino en su articulaci\u00f3n con objetivos curriculares, desaf\u00edos graduados, retroalimentaci\u00f3n formativa, oportunidades de elecci\u00f3n, cooperaci\u00f3n estructurada y evaluaci\u00f3n de comprensi\u00f3n. Se concluye que la gamificaci\u00f3n puede apoyar experiencias motivadoras cuando hace visible el progreso sin etiquetar al alumnado ni convertir el premio en la finalidad de la tarea. Debido a la heterogeneidad de los dise\u00f1os y las medidas, no se estim\u00f3 una magnitud com\u00fan de efecto; el corpus final incluy\u00f3 16 fuentes verificadas.<\/jats:p>","DOI":"10.64747\/pdcf9p97","type":"journal-article","created":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T22:52:58Z","timestamp":1789512778000},"page":"13-22","source":"Crossref","is-referenced-by-count":0,"title":["Gamificaci\u00f3n para incrementar la motivaci\u00f3n escolar en Educaci\u00f3n General B\u00e1sica Elemental","Gamification to Increase School Motivation in Elementary General Basic Education"],"prefix":"10.64747","volume":"2","author":[{"given":"Mar\u00eda Ver\u00f3nica","family":"Pincay-Valdiviezo","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02qgahb88","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lourdes Raquel","family":"Zambrano-Zambrano","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/04xxs0n60","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad Bicentenaria de Aragua"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alison Dayana","family":"Briones-Basurto","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02qgahb88","id-type":"ROR","asserted-by":"publisher"}],"name":"Universidad T\u00e9cnica de Manab\u00ed"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"54205","published-online":{"date-parts":[[2026,9,16]]},"container-title":["PsyEduca \u2013 International Journal of Educational Psychology and Guidance"],"link":[{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/20\/21","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/download\/20\/21","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T02:27:10Z","timestamp":1789525630000},"score":0.0,"resource":{"primary":{"URL":"https:\/\/psyeduca.org\/index.php\/psyeduca\/article\/view\/20"}},"issued":{"date-parts":[[2026,9,16]]},"references-count":0,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2026,9,9]]}},"URL":"https:\/\/doi.org\/10.64747\/pdcf9p97","ISSN":["3121-2808","3121-2808"],"issn-type":[{"value":"3121-2808","type":"electronic"},{"value":"3121-2808","type":"print"}],"published":{"date-parts":[[2026,9,16]]}},{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T02:42:28Z","timestamp":1773801748271,"version":"3.50.1"},"reference-count":15,"publisher":"AsesoresEducativos SAS","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["PsyEduca Int. J."],"abstract":"<jats:p>El presente art\u00edculo analiza la pedagog\u00eda del amor y la ternura en los niveles de educaci\u00f3n inicial y preparatoria, y su impacto en el desarrollo socioemocional, la autonom\u00eda y el aprendizaje significativo de ni\u00f1as y ni\u00f1os. Desde un enfoque educativo y psicopedag\u00f3gico, el estudio examina c\u00f3mo las pr\u00e1cticas pedag\u00f3gicas basadas en el v\u00ednculo afectivo, el cuidado, la empat\u00eda y la seguridad emocional favorecen procesos de aprendizaje m\u00e1s profundos y sostenibles en la primera infancia. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica y marcos te\u00f3ricos contempor\u00e1neos, se identifican aportes de la pedagog\u00eda humanista, la educaci\u00f3n emocional y las neurociencias aplicadas a la educaci\u00f3n temprana, destacando la relevancia del clima afectivo y de las interacciones sensibles en el aula. Los hallazgos te\u00f3ricos evidencian que la ternura pedag\u00f3gica contribuye al fortalecimiento de la autoestima, la regulaci\u00f3n emocional, la exploraci\u00f3n aut\u00f3noma y la construcci\u00f3n de significados, aspectos fundamentales para el desarrollo integral infantil. Se concluye que la pedagog\u00eda del amor y la ternura constituye un enfoque educativo pertinente y necesario en educaci\u00f3n inicial y preparatoria, al promover entornos seguros, inclusivos y emocionalmente significativos que potencian el aprendizaje y el bienestar infantil.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i2.11","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:28Z","timestamp":1773791728000},"page":"61-75","source":"Crossref","is-referenced-by-count":0,"title":["Pedagog\u00eda del amor y la ternura en educaci\u00f3n inicial y Preparatoria como impacto en el desarrollo socio emocional, la ternura, la autonom\u00eda y el aprendizaje significativo","Pedagogy of Love and Tenderness in Early Childhood and Preparatory Education: Impact on Socio-Emotional Development, Autonomy, and Meaningful Learning"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-1742-5787","authenticated-orcid":false,"given":"Evelyn Fernanda","family":"Paredes Granda","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,10,7]]},"reference":[{"key":"288","unstructured":"Caicedo Sevilla, B. G., Flores De la Cruz, Y. A., Flores Mor\u00e1n, A. de los A., & Vallejo Andrade, C. G. (2025). Inclusi\u00f3n educativa en la educaci\u00f3n general b\u00e1sica: estrategias y desaf\u00edos para garantizar la equidad escolar en Guayaquil. Horizonte Cient\u00edfico International Journal, 3(2), 1\u201313. https:\/\/doi.org\/10.64747\/5ksbzy71"},{"key":"289","doi-asserted-by":"crossref","unstructured":"Tenecela Calder\u00f3n, L. H., & Garc\u00eda Enr\u00edquez, M. C. (2025). Uso de celulares en aula y aprendizaje autorregulado en bachillerato: efectos del acuerdo ministerial y estrategias de manejo pedag\u00f3gico. Horizonte Cient\u00edfico Educativo International Journal, 1(1), 57\u201373. https:\/\/doi.org\/10.64747\/0j6nz898","DOI":"10.64747\/czxf3r37"},{"key":"290","unstructured":"Ruiz, M. F. (2025). Interculturalidad en aulas EIB: co-dise\u00f1o de proyectos STEAM con saberes ancestrales en la Amazon\u00eda. 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J."],"abstract":"<jats:p>La neuroeducaci\u00f3n integra los aportes de la neurociencia, la psicolog\u00eda y la pedagog\u00eda para comprender c\u00f3mo aprende el cerebro durante la primera infancia, una etapa cr\u00edtica caracterizada por una alta plasticidad neuronal. El presente art\u00edculo tiene como objetivo analizar los principales procesos neurobiol\u00f3gicos y psicopedag\u00f3gicos que intervienen en el aprendizaje infantil temprano, as\u00ed como su relevancia para el dise\u00f1o de pr\u00e1cticas educativas contextualizadas en el \u00e1mbito latinoamericano, particularmente en Quito, Ecuador. A partir de una revisi\u00f3n anal\u00edtica de literatura cient\u00edfica reciente, se examinan mecanismos como la sinaptog\u00e9nesis, la mielinizaci\u00f3n, la regulaci\u00f3n emocional y el papel de las funciones ejecutivas emergentes en la construcci\u00f3n del aprendizaje significativo. Los hallazgos te\u00f3ricos evidencian que las experiencias tempranas, mediadas por la interacci\u00f3n social, el juego, la estimulaci\u00f3n afectiva y el entorno educativo, influyen de manera decisiva en el desarrollo cognitivo, emocional y social del ni\u00f1o. Se concluye que la incorporaci\u00f3n de principios neuroeducativos en la educaci\u00f3n inicial contribuye a fortalecer la calidad de los procesos de ense\u00f1anza-aprendizaje y a promover trayectorias educativas m\u00e1s equitativas y pertinentes desde los primeros a\u00f1os de vida.<\/jats:p>","DOI":"10.64747\/psyeduca.v1i1.6","type":"journal-article","created":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T23:55:46Z","timestamp":1773791746000},"page":"73-86","source":"Crossref","is-referenced-by-count":0,"title":["Neuroeducaci\u00f3n: c\u00f3mo el cerebro aprende en la primera infancia","Neuroeducation: How the Brain Learns in Early Childhood"],"prefix":"10.64747","volume":"1","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-3437-1280","authenticated-orcid":false,"given":"Blanca Ver\u00f3nica","family":"Tonato Chisaguano","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"54205","published-online":{"date-parts":[[2025,6,12]]},"reference":[{"key":"163","doi-asserted-by":"crossref","unstructured":"Parody, L. 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Revista Latinoamericana de Educaci\u00f3n Inclusiva, 16(2), 21-31. https:\/\/doi.org\/10.4067\/S0718-73782022000200021","DOI":"10.4067\/S0718-73782022000200021"},{"key":"166","doi-asserted-by":"crossref","unstructured":"Hidalgo, M. A. A., Serrano Toala, C. M., Alava Chasi, J. M., & Quilumba Abril, T. M. (2025). Desempe\u00f1o lector y equidad en la educaci\u00f3n b\u00e1sica superior. Horizonte Cient\u00edfico International Journal, 3(2), 1-20. https:\/\/doi.org\/10.64747\/cq73z358","DOI":"10.64747\/cq73z358"},{"key":"167","doi-asserted-by":"crossref","unstructured":"Ram\u00edrez-Narv\u00e1ez, J., Ravelo-M\u00e9ndez, R. de J., & Ariza-P\u00e9rez, L. Z. (2022). Educaci\u00f3n superior inclusiva: debates y tendencias contempor\u00e1neas en Am\u00e9rica Latina. EDUSER: Revista Cient\u00edfica Digital de Educaci\u00f3n, 9(2), 69-84. https:\/\/doi.org\/10.18050\/eduser.v9n2a7","DOI":"10.18050\/eduser.v9n2a7"},{"key":"168","doi-asserted-by":"crossref","unstructured":"S\u00e1nchez, V., & L\u00f3pez, M. (2020). Comprendiendo el Dise\u00f1o Universal desde el paradigma de apoyos: DUA como un sistema de apoyos para el aprendizaje. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 14(1), 10-20. https:\/\/doi.org\/10.4067\/S0718-73782020000100143","DOI":"10.4067\/S0718-73782020000100143"},{"key":"169","unstructured":"Guti\u00e9rrez, M., & Le\u00f3n, J. (2021). Inclusi\u00f3n educativa y dise\u00f1o universal de aprendizaje en contextos escolares. Revista de Investigaci\u00f3n Educativa, 40(1), 101-120. https:\/\/doi.org\/10.6018\/rie.468671"},{"key":"170","doi-asserted-by":"crossref","unstructured":"Muntaner-Guasp, J. J., Mut-Amengual, B., & Pinya-Medina, C. (2022). Metodolog\u00edas activas para la implementaci\u00f3n de educaci\u00f3n inclusiva. Revista Electr\u00f3nica Educare, 26(2), 1-21. https:\/\/doi.org\/10.15359\/ree.26-2.5","DOI":"10.15359\/ree.26-2.5"},{"key":"171","doi-asserted-by":"crossref","unstructured":"Duk, C., & Murillo, F. J. (2016). La inclusi\u00f3n como dilema. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 10(1), 11-14. https:\/\/doi.org\/10.4067\/S0718-73782016000100001","DOI":"10.4067\/S0718-73782016000100001"},{"key":"172","doi-asserted-by":"crossref","unstructured":"Sala, I., Amat, C., Mumbard\u00f3, C., & Adam-Alcocer, A. L. (2022). M\u00e1s all\u00e1 de las pautas DUA: el rol de la filosof\u00eda de ense\u00f1anza en la implementaci\u00f3n del dise\u00f1o universal para el aprendizaje. Revista Latinoamericana de Educaci\u00f3n Inclusiva, 16(2), 33-51. https:\/\/doi.org\/10.4067\/S0718-73782022000200033","DOI":"10.4067\/S0718-73782022000200033"},{"key":"173","unstructured":"Rodrigo-Moriche, M. P., Gal\u00e1n-Casado, D., & Rivera-Duque, E. (2022). 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