Revista Educación - Journal of Education

Inclusion Policies in the Tuition of Teacher Training of Students from the Early Childhood Education Training

María Luján Montiveros Garro, Carmen M. Belén Godino Morales — Tue, 28 Jan 2025 00:00:00 -0600

This article reflects on a pedagogical intervention aimed at supporting university students and promoting educational inclusion in teacher training programs, particularly in the Early Childhood Education Program in Argentina. The intervention is part of a Consolidated Research Project titled Changes and Trends in Higher Education: Policies, Subjects, and Practices. Perspectives from Education and Philosophy. The project adopts a qualitative research framework, specifically utilizing the epistemological and methodological criteria of biographical-narrative research. Data collection techniques included surveys, participant observation, and interviews. Initial findings highlight the importance of designing training strategies focused on supporting first-year students to enhance and develop the cognitive skills required within the academic culture of higher education. Equally significant is the process of academic guidance and the “educational support provided by the teacher” (Onrubia, 2016, p. 4) to ensure student retention and continuity in their studies. The study underscores the urgent need to analyze policies and practices in the university context that address student admission, retention, and graduation, aligning these efforts with the institution's core objectives. Consequently, this research advocates for a critical review of the formative practices shaping universities to strengthen their mission and enhance their impact.

Didactic Interactions in the Deaf Bilingual Classroom for the Learning of Chilean Sign Language

Ximena Acuña Robertson, Pamela Lattapiat Navarro — Thu, 30 Jan 2025 00:00:00 -0600

This study was conducted in a special school for deaf students with a bilingual approach, focusing on the initial stages of education. The objective was to identify which communicative interactions in Chilean Sign Language (LSCh) occur during didactic activities between teachers and students, and how these interactions contribute to the development of LSCh. A qualitative case study of an exploratory and descriptive nature was employed. Three groups of students, aged 5 to 10, were observed and recorded during Language classes. The analysis focused on the communicative practices of the hearing teaching staff and identified didactic tools for fostering linguistic development. The findings reveal that interactions are predominantly initiated and controlled by the teaching staff, emphasizing the form of signs rather than their content, with a focus on isolated lexical units. The way teachers use LSCh, particularly their gestural and visual resources, as well as the communicative exchanges they foster within the classroom, is crucial for students' acquisition of LSCh. The significance of this study lies in its potential to enable teachers to monitor their own interactions and recognize their critical role as facilitators of language development.

The Family: A Key Environment for Deaf Students' Learning in Virtual Continuing Education Processes

Mon, 20 Jan 2025 00:00:00 -0600

Given the need for free training opportunities for deaf individuals, with digital competency content delivered in an inclusive manner, virtual education emerges as a key alternative to meet this demand. This study focuses on the role and involvement of families as a crucial factor in the educational success of deaf students, providing support throughout their virtual continuous education process. The primary aim of this research is to develop effective strategies for engaging family members in the comprehensive support of deaf students in virtual environments, thereby enhancing their motivation, access to technology, and time management. The study has a descriptive scope and a mixed-methods approach, focusing on virtual training for 28 deaf students at the Technical University of Machala in Ecuador. It included phases of virtual instruction, alongside collaboration with sign language interpreters. Data collection was carried out through online surveys conducted in the second half of 2023, followed by statistical analysis and scale evaluations to generate tables. Findings indicate that family awareness of emotional support and motivation is critical to their children's learning. The study emphasizes the importance of an inclusive educational environment that respects deaf identity and provides ongoing technical support. The most significant contribution of the family in the virtual training of deaf individuals is emotional, communicative, and adaptive support. It is recommended to train family members in digital competencies beforehand, to facilitate their access to platforms adapted to the needs of deaf individuals, such as those with automatic subtitles or real-time interpreters.

Foreign Language Learning in Autism: Perceptions from a Group of Costa Rican English Learners on the Autism Spectrum

Henry Angulo Jiménez — Mon, 20 Jan 2025 00:00:00 -0600

An autism diagnosis often prompts concerns regarding the suitability and feasibility of raising autistic children bilingually. Despite this, the existing research on bilingualism and autism suggests that bilingual child-rearing does not negatively impact language development among autistic children. Most of this research, however, has been conducted in second language acquisition contexts and with autistic children. Therefore, little is known about foreign language learning among autistic individuals from other age groups, particularly as understood by autistic foreign language learners themselves. To contribute to fill this gap, 24 autistic adults were recruited to participate in a questionnaire study aimed at investigating their experiences at learning English as a foreign language (FL). Results shed light on (a) the participants’ rationale, settings, resources, and strategies for learning English, as well as (b) their perceptions regarding the contribution of different factors to foreign language learning, their ability and success at learning English, and the ease/difficulty with which they perform specific actions associated with different linguistic skills and micro-skills in both their first and target language. Implications for FL teachers and directions for future research on autism and foreign language learning are discussed.

Pedagogical Authority and Gender Stereotypes in University Teaching Practices

Mon, 13 Jan 2025 00:00:00 -0600

Pedagogical authority plays a crucial role in shaping students' development and is influenced by gender-related ideas, beliefs, and representations in higher education. Through this authority, social and cultural influences may shape students' expectations and foster differentiated treatment based on gender, which impacts teaching and learning processes and perpetuates inequalities. This article examines, from a student perspective, how pedagogical authority is shaped by gender beliefs and representations within universities in northern Mexico. The study employs a mixed-methods approach with a descriptive scope, utilizing surveys and semi-structured interviews directed at university students from three institutions. Quantitative analysis produced a four-factor model: discriminatory and sexist practices in educational processes, beliefs about competencies and abilities by gender, integration of a gender perspective in the curriculum, and equitable treatment alongside inclusive language. Qualitative findings from interviews further underscore issues related to sexist language in educational settings, gender stereotypes that limit opportunities, gender-based differentiated treatment, and steps toward equality and equity. The normalization of gender stereotypes within education not only affects students' career choices but also creates psychological barriers that may limit their success and participation. These findings highlight a dual aspect of pedagogical authority. Given the transformative potential of educational relationships, training and awareness in gender and diversity can be valuable tools to help educators recognize and mitigate these biases.

Reconceptualizing the Pedagogical Role of Chilean Educators During the Pandemic

Francisca Romo Escudero, Paulina Pizarro Laborda, María Constanza Errázuriz — Wed, 01 Jan 2025 00:00:00 -0600

The COVID-19 pandemic transformed classrooms across all educational levels, including early childhood education, forcing educators to shift from in-person teaching to conducting activities through screens. To gain a deeper understanding of the pedagogical work performed by educators during this period, this study aimed to explore and describe how a group of Chilean educators reconceptualized their pedagogical roles during the pandemic. Semi-structured interviews were conducted with kindergarten and pre-kindergarten educators from Chilean public schools, and the data were analyzed using grounded theory to examine how this pivotal experience affected their teaching identities in an emergency context. The results reveal that educators identified three major roles: their relationship with families, their decision-making processes, and their professional identity. These roles were analyzed in relation to the educators' sense of self-efficacy, which, though initially diminished by the abrupt changes they faced, eventually became a source of empowerment. Educators not only taught children but also engaged with families, who were now directly involved in their children's education at home. The challenges faced during the pandemic, particularly in relation to family engagement, highlight issues that impact educators’ work not only in emergencies but also in normal circumstances. This study discusses how the experiences of the pandemic may have long-term implications for educators' work in post-pandemic conditions. Future studies are needed to further explore the professionalization of educators, a process that has historically been undervalued due to the caregiving aspect of their role.

Pre-service Teachers' Adaptability to Disruptive Technologies in English as a Foreign Language Education

Luis Felipe Casimiro Perlaza, Sandra Paola Vega Rosas — Wed, 01 Jan 2025 00:00:00 -0600

Disruptive technologies encompass a range of technological advances that have the potential to challenge established methods and practices. In the context of English as a Foreign Language (EFL), the use of these technologies offers the possibility of addressing students' needs by placing them at the center of knowledge creation, while also providing teachers the opportunity to adapt to the digital environment by learning and applying new digital tools. The purpose of this study is to identify and characterize the adaptability of EFL pre-service teachers to disruptive technologies in their pedagogical practice, through an analysis of the key areas of their graduate profile. This descriptive, quantitative research aims to collect measurable data for statistical analysis from a sample group. The study involved seven participants aged 22 to 25 years. A four-point Likert scale with 40 items was used to assess the seven evaluations of each participant's lesson plans and classroom performance, yielding a total of 49 evaluations. The results demonstrated a gradual inclusion and integration of four fundamental dimensions—EFL competence, EFL teaching and learning, adequacy of the learning environment, and the integration of disruptive technologies in EFL—ensuring the development of digital teaching competencies. The study concluded that the traditional model of EFL teacher education, which emphasizes professional experience, tends to marginalize technological knowledge in pedagogical practice. As a result, this disconnect represents an area of opportunity for innovation in ILE teacher education.

Pedagogical Mediation in Virtual Learning Environments: Guidelines for Continuous Improvement

Verónica Bonilla Villalobos, Rosita Ulate Sánchez — Wed, 01 Jan 2025 00:00:00 -0600

In response to the academic changes prompted by the COVID-19 pandemic, which forced the transition from a hybrid offer to a fully online one, a qualitative research was conducted using an action research (AR) design supported by digital ethnography. The objective was to create improvement actions for the teaching and learning process through elements of pedagogical mediation in the virtual environments of the Natural Resources Management program at the Universidad Estatal a Distancia de Costa Rica. The Kemmis and MacTaggart (1988) model was adapted to apply four stages: observation and diagnosis, planning, action and implementation, and evaluation of improvement actions. Various instruments and data collection techniques were employed, including focus groups, interviews, and peer evaluation, which were analyzed using Atlas ti8® software. Key stakeholders, including instructors, coordinators, experts from the Online Learning Program (PAL) and the Curriculum Support and Assessment of Learning Program (PACE) at UNED, as well as students, participated at different stages of the research. The findings led to the identification of elements of pedagogical mediation in both the literature and practice, which informed the development of a manual for instructors and virtual environment designers. This guide was organized into five categories: welcome, design, content, communication, and evaluation (see complete guide in annex). These categories aim to facilitate the creation of dynamic and interactive virtual learning environments for students, enabling instructors to design their virtual learning spaces in a more mediated and engaging manner. Continuous evaluation of virtual learning environments is essential, with methodologies and pedagogical strategies being adjusted to meet the emerging needs of students and technological trends.

English Assessment Strategies on Virtual Platforms: Considerations of the Use of Artificial Intelligence on Students' Academic Performance

Hazel Viviana Alfaro Salas — Wed, 15 Jan 2025 00:00:00 -0600

El objetivo de la investigación fue analizar como el uso de estrategias de evaluación potencia el aprendizaje del inglés en plataformas virtuales, minimizando el impacto negativo del uso de la IA por el estudiantado al responder las preguntas. Se planteó una metodología cuantitativa, descriptiva-correlacional, experimental, donde se modificaron las estrategias de evaluación para observar su impacto sobre las calificaciones. La muestra fue de 33 personas estudiantes universitarios (23 mujeres y 10 hombres) participantes en un curso de inglés intermedio, a los que se le aplicaron estrategias de evaluación de comprensión escrita y oral, además de un cuestionario de uso de ChatGPT como apoyo al aprendizaje. Mediante pruebas de contraste de medias (t de Student) y correlación de Pearson se analizaron los resultados. Se obtuvo mayores calificaciones en el examen escrito basado en comprensión lectora y selección, que disminuyeron al sustituir la selección por el arrastre de palabras dentro de imagen, igualmente mayores calificaciones en el examen escrito comparado en el oral, sugiriendo que el estudiantado utiliza herramientas de IA para resolver el examen escrito. La diferencia entre las calificaciones promedio de los exámenes con las dos estrategias de evaluación demuestra que el profesorado debe tener en consideración el uso de herramientas de IA como ChatGPT por parte del estudiantado en la solución de los ítems evaluados. Se evidenciaron diferencias significativas entre los resultados del examen escrito respecto al examen oral y entre resultados de las dos estrategias de evaluación, así como asociación significativa entre el uso de ChatGPT y el resultado del examen escrito con selección. Lo obtenido puede llevar a percepciones erróneas del verdadero progreso del estudiantado en el aprendizaje del inglés, por lo que debe buscarse un uso más idóneo de esta herramienta para que sea mediador del conocimiento y no como medio para aprobar el curso.

Integration of Information and Communication Technologies in Police Training: An Analysis of Advantages and Challenges

Fredy Yesid Avila Niño, Paola Maritza Rincón Núnez, Martha Isabel Valdiri Rojas — Fri, 31 Jan 2025 00:00:00 -0600

This article analyzes the advantages, challenges, and didactic opportunities of using ICT in police education at the Rafael Reyes Police School in Santa Rosa de Viterbo, Boyacá, Colombia, where the Technical Professional in Police Service is offered, highlighting the importance of a solid foundation to meet the demands of the service. Upon completion of the training process and approval of the program, students enter the Colombian National Police as Patrol Officers. A qualitative methodology was used, with structured surveys applied to uniformed police instructors, civilian hourly instructors, and police students. The analysis focuses on the teaching staff, while the results from the students will be addressed in a future publication. The research reveals an increasing acceptance of ICT in police training, with a growing interest in their integration into the classroom. The benefits of these technologies include providing up-to-date information, promoting interactive learning, and preparing students for real-life situations. However, the need for intuitive technological solutions for successful adoption is emphasized. Continuous teacher training in the use of ICT is essential, as well as the creation of interactive and multimedia educational content to foster student participation. Implementing feedback and continuous evaluation mechanisms allows measuring the impact of ICT on learning and making necessary adjustments. Personalizing the integration of ICT to meet the specific needs of police training and fostering ongoing research through collaboration between educational institutions, police forces, and technology experts are key recommendations for advancing in this field.

Challenges in Distance Higher Education Amid the COVID-19 Pandemic

Wed, 01 Jan 2025 00:00:00 -0600

The aim of this study was to examine the relationship between the domains of distance education and the variables of gender, Maya language, and university type, based on the perceptions of higher education students in urban and rural contexts. The study employed an observational, cross-sectional, and retrospective design with both descriptive and correlational scope. This approach was chosen to observe the variables of interest at a single point in time. The study is cross-sectional as it captures data at a specific moment, and retrospective because it relies on events that occurred prior to the investigation. Given the focus on determining the association between distance education domains and the aforementioned variables, a correlational analysis was applied. A non-probabilistic snowball sampling method was used due to the difficulties in accessing informants during the pandemic. The findings revealed significant gender differences in rural communities across all domains of distance education except for communication and interaction, with women consistently achieving higher scores. Furthermore, the domain of teacher attitude demonstrated the largest effect size, underscoring its crucial role in student development within virtual environments. To enrich these findings, further qualitative research is recommended to explore the challenges and achievements experienced by participants in their virtual learning journeys.

Hybrid Professional Training: Challenges for Teaching Staff

Fri, 31 Jan 2025 00:00:00 -0600

This study aimed to analyze the challenges posed by implementing a hybrid modality for teachers in the Bachelor of General Medicine program. A descriptive hermeneutic-interpretive method was employed. Two questionnaires were utilized: one with closed-ended questions addressing basic digital 2.0 competencies for university students (COBADI 2013, Veytia-Bucheli, 2013), and another with open-ended questions to explore the challenges faced by the teaching staff. The participants included 27 professors from the Bachelor of General Medicine program (15 men and 12 women). The results revealed that faculty members had to undergo training in the use of technological platforms and resources, adapt instructional design to incorporate virtual and in-person activities, and reorganize their time and resources. It was concluded that the teaching staff and the educational institution collaborated to sustain the academic year under the hybrid model. Faculty members adjusted their course organization and planning, rapidly acquiring skills to utilize the relevant technologies and tools, while the administrative team supported this transition by managing platform spaces and internet connectivity. It is recommended that the institution continue providing training focused on digital technologies, assessing their use, and ensuring suitable conditions and equipment. Faculty members are encouraged to adopt a mindset open to continuous change, given the ever-evolving nature of educational technology.

Self-esteem and Self-concept as Predictors of Social Anxiety in University Students

Miriam R. Hume Figueroa, Ma de la Cruz Bernarda Téllez Alanís — Wed, 01 Jan 2025 00:00:00 -0600

Social anxiety is currently recognized as having an inverse relationship with self-esteem in university students. However, the effect of self-concept on this relationship has been little studied. This study explores the influence of self-esteem and self-concept (academic, social, emotional, family, and physical) on social anxiety, as self-reported by university students. It distinguishes between dimensions such as fear of public speaking/interacting with authority figures, interacting with strangers, interacting with the opposite sex, assertive expression of annoyance, disgust or displeasure, and sensitivity to criticism and embarrassment. The study employed a non-experimental, cross-sectional, and correlational design. Participants included 282 students from the faculty of education (58 men and 224 women), aged between 18 and 40 years. They completed the Social Anxiety Questionnaire for Adults, the Self-Esteem Scale, and the AF-5 Self-Concept Inventory. Multiple regression revealed that emotional and social self-concept predict most dimensions of social anxiety, often with a greater effect than self-esteem. The results suggest that students' perceptions of themselves have a more substantial impact on social anxiety than their self-assessed sense of worth. Intervention programs focusing on emotional and social self-concept, while accounting for individual, cultural, and gender differences, may effectively reduce social anxiety in this demographic.

Teaching Vocation, Perceived Stress, and the Mediating Role of Emotional Intelligence

Edgar Fabián Torres Hernández — Fri, 17 Jan 2025 00:00:00 -0600

Teacher stress in Mexico is a significant issue that negatively impacts educational performance and quality. Teaching vocation and emotional intelligence may serve as protective factors; however, their relationship with perceived stress remains underexplored. This study aimed to examine the mediating role of emotional intelligence in the relationship between teaching vocation and perceived stress among Mexican teachers. A quantitative, non-experimental design was employed, involving 636 teachers from various educational levels. Participants completed the Perceived Stress Scale (PSS-14), the Wong and Law Emotional Intelligence Scale, and the Teaching Vocation Questionnaire (CVOC-D). Statistical analyses, including descriptive, correlational, and mediation analyses, were conducted using JASP 0.16.2 software. Significant negative correlations were observed between perceived stress and the components of emotional intelligence and teaching vocation. Mediation analysis demonstrated that teaching vocation directly and indirectly reduces perceived stress, primarily through emotional self-efficacy, emotional appraisal, and emotional regulation. Teaching vocation and emotional intelligence function as protective mechanisms against stress, enhancing teachers’ capacity to manage the emotional demands of their profession. Future research should incorporate qualitative approaches to explore the contextual factors influencing teachers’ stress perception and coping strategies in greater depth.

Prediction of Resilience and Recreation Hours Based on Personal and Socioeconomic Factors in a Group of Students from the National Technical University, Central Campus

Joel Rodríguez Soto, Cecilia Enith Romero Barquero — Fri, 31 Jan 2025 00:00:00 -0600

Resilience is the ability to overcome life's adversities while simultaneously growing stronger in the process. One context in which individuals face challenges is the university environment. This study aimed to (a) assess the predictive effect of variables such as age, gender, socioeconomic status, and estimated weekly recreation hours on overall resilience scores, and (b) evaluate the predictive value of age, gender, socioeconomic status, and resilience on weekly recreation hours among students at the Central Campus of the National Technical University. A total of 167 students participated, with an average age of 22.8 years. The study employed a descriptive, cross-sectional design with a quantitative approach. Two instruments were used: one for general information and the SVRES 60-item scale to measure resilience. The linear regression model for overall resilience scores found an R² of 0.058, representing 5.8% variance. The analysis was not significant (F = 1.653, p = 0.136), indicating that the six variables together did not significantly predict overall resilience scores. Gender was the only variable that significantly predicted resilience scores (Bootstrap coefficient = 8.98, p = 0.044). For the dependent variable of weekly recreation hours, an R² of 0.115 was found, explaining 11.5% variance. This analysis was significant (F = 3.46, p = 0.003). Two variables were significant predictors of weekly recreation hours: residential support (Bootstrap coefficient = -6.18, p = 0.01) and employment status (Bootstrap coefficient = -5.916, p = 0.01). The findings support the theory that resilience is a multidimensional variable influenced by factors such as gender. Assessing the impact of students' socioeconomic status on recreation hours and various aspects of university life is crucial for designing recreational activities that foster resilience within the student community.

Relationship Between Personality and English Language Acquisition in Baccalaureate Students

Wed, 01 Jan 2025 00:00:00 -0600

This study analyzed the relationship between students' personality traits and their acquisition of the English language. The research employed a quantitative approach, with a descriptive scope and a cross-sectional design. An instrument was developed with two sections. The first section assessed students' personalities, focusing on dimensions such as introversion-extroversion and psychological functions like sensation-intuition and thinking-feeling. The second section consisted of a written exam to evaluate their English proficiency according to the descriptors of the Common European Framework of Reference for Languages (CEFR), covering levels from A1 to B2. The responses from the first section were analyzed using exploratory factor analysis. Both sections were combined into a single database, and statistical analyses—including correlation, comparative, and descriptive methods—were conducted. The exploratory factor analysis identified three factors that explained 40.32% of the phenomenon. The results highlighted the prominence of certain personality traits, particularly extroversion and bipolar psychological functions (thinking-feeling and sensation-intuition). A correlation analysis between English proficiency and the factors obtained from the exploratory analysis revealed significant positive correlations. These findings suggest that students with specific personality profiles may adopt different approaches and develop distinct skills in language learning. The study also provides valuable insights for educators, enabling them to design pedagogical strategies tailored to students' individual preferences. Understanding how certain personality traits influence English language acquisition can improve teaching effectiveness and foster a more enriching and personalized educational experience for each student.

Teacher Professional Development Policies at the National University of Agriculture in Honduras Interpretations from Stakeholders

Orlando David Murillo Lizardo — Tue, 28 Jan 2025 00:00:00 -0600

This study aimed to analyze the implementation of teacher professional development policies at the National University of Agriculture (UNAG) in Honduras, focusing on the interpretations and reinterpretations of educational stakeholders during the intervention process led by the Commission appointed by the National Congress between 2017 and 2020. The research employed a qualitative approach, utilizing an exploratory case study method grounded in the perspective of the educational policy cycle and the inductive formation of analytical categories. Data collection techniques used during 2021–2022 included document analysis from primary and bibliographic sources, as well as semi-structured interviews with 30 participants representing three university sectors: faculty, students, and administrators. Data analysis was conducted using Qualitative Content Analysis with the support of ATLAS.ti software, version 8. The findings revealed that professional development policies at UNAG were centered on three thematic axes: teacher training, academic career development, and the institutional socio-educational context, all within a landscape shaped by political and personal interests. The study concluded that unclear regulations, insufficient economic incentives, and selective decision-making support contributed to dissatisfaction and inequality among teaching staff. Moreover, the Intervention Commission's involvement created an institutional environment marked by power struggles among faculty groups, alongside resistance and apathy toward the new policies. It is recommended that UNAG implement an Internal Work Regulation and a Professional Advancement Framework to standardize employment conditions and establish processes for recognizing economic incentives.

Continuing Education Programs and Student Participation at the University of the Republic (Uruguay): An Analysis of Professional Clusters Based on Preferences

Santiago Escuder Rodríguez, Fernando Harreguy Pusillo — Wed, 15 Jan 2025 00:00:00 -0600

Continuing education and professional training are highly relevant phenomena in today's labor market. However, these processes are far from uniform. This study examines, at a national level (Uruguay), the characteristics of participants, the activities of the Continuing Education Program of the University of the Republic (PEP), and the relationships established among them. It also explores the profiles of students and their preferences for specific content and learning methods. The research draws on surveys conducted by the Central Unit of Continuing Education (UCEP) and data on activities and enrollments provided by all Continuing Education Units within the University. Analytical techniques used include word clouds based on course titles, Multiple Correspondence Analysis (MCA), and hierarchical classification using Ward's method (clusters) to identify student profiles. Clear preferences emerge based on academic disciplines and the geographical proximity of professionals to educational centers. Key findings include the permeability of knowledge in the course offerings in social sciences and the preference of professionals—particularly in the health sector—for courses focused on technical content and the acquisition of hard skills. There is also a notable inclination toward virtual training.

UX Methodology as a Student-Centered Approach: Its Application in Designing Teaching Materials for Artistic Drawing

Tatiana Zúñiga Salas, Karen Wang Qiu, Marianella Marín Rodríguez — Fri, 31 Jan 2025 00:00:00 -0600

After the pandemic, the use of technology has become part of everyday life in educational environments. With hybrid models, it is important for students to develop autonomous attitudes in their learning process. The goal of this article is to apply the UX methodology to the design of teaching materials for artistic drawing. In the UX methodology, the student is the center of their teaching-learning process and is involved in everything from the design to the evaluation of the products. The research adopts a qualitative approach to explore the implementation of the five UX phases: empathize, research, design, prototype, and test. The methodological design is classified as applied research of an existing methodology, using an exploratory cross-sectional approach to examine the performance of UX methodology in the context of artistic teaching materials. The researchers developed the study in three stages: the initial stage in 2020, the intermediate stage in 2021, and the advanced stage in 2024. For this purpose, we chose the Drawing 1 and Drawing 3 courses, which belong to the basic cycle of the curriculum of the School of Plastic Arts of the University of Costa Rica. The experience had the participation of 103 students. The results show the application of the empathy process, the research prior to the design, the development of two design systems, the evolution of the creation of three prototypes and the evaluation. The 2024 results confirm that UX methodology positively impacts the design of educational materials, fostering students’ sense of belonging and autonomy, which enhances learning and promotes personalized educational experiences.

Lecture, Workshop, and Café-style Discussion Model: A Tripartite Approach to the Management of the Teaching-Learning Processes of Philosophy to First-Year Students at the University of Costa Rica

Jorge Andrés Morales Delgado — Mon, 20 Jan 2025 00:00:00 -0600

The Integrated Humanities Course offered by the University of Costa Rica presents unique challenges and opportunities in higher education. This paper aims to analyze these challenges and propose a didactic strategy for teaching philosophical content within the framework of this course. The proposal is grounded in a tripartite approach to philosophy instruction, emphasizing the progressive and sequential development of skills, abilities, and competencies alongside students. Specifically, the approach involves three distinct phases to address thematic units, employing three pedagogical dynamics (lecture, workshop, and café-style discussion) applied across the modules of an introductory philosophy course. While the proposal is designed within the context of the General Studies Program at the University of Costa Rica, the paper also examines the model's potential applicability and limitations in other academic settings. The outcome is a teaching strategy tailored for first-year students taking philosophy courses. In conclusion, the paper reflects on the importance of critically evaluating and discussing pedagogical strategies for first-year university students. It further recommends that any adopted modality undergo rigorous pedagogical scrutiny and analysis to enhance the teaching and learning processes for this group.

A Learning Ecology Approach in a General Chemistry Course: Identifying Self-Regulated Learning Strategies among Students

Jenncy Carazo Mesén — Mon, 20 Jan 2025 00:00:00 -0600

A virtual learning ecology was implemented in the General Chemistry course offered at the Interuniversity Campus of Alajuela, University of Costa Rica, during the first semester of 2023. The objective was to investigate the presence of self-regulated learning strategies among students engaged with this learning ecology. This ecology consisted of digital resources and tools developed through ICT to support course content. The study employed a mixed-methods approach, using a nested concurrent design with a dominant model (DIAC). Sixty students enrolled in the course participated in the quantitative phase, while 12 students took part in the qualitative phase, all from the Industrial and Mechanical Engineering programs. Quantitative data were collected through a questionnaire, and qualitative insights were gathered using a focus group. Results indicated that motivation is the primary driver of self-regulated learning, serving as the foundational factor for initiating, persisting, and achieving learning goals. Additionally, planning and control strategies emerged as essential components for effective learning management, enabling deeper processing of information, comprehension of complex concepts, and adaptation to academic challenges. This learning ecology facilitated interactions with diverse elements, including technology, digital resources, and social exchanges with peers and instructors. The findings suggest that promoting such spaces in university courses can enhance students' ability to self-regulate their learning effectively. It is recommended that instructors develop and integrate learning ecologies as these environments offer flexibility and improved access to educational resources, enriching the overall educational experience.

Service-Learning in Personal Finance: A Practical Experience

Sat, 01 Feb 2025 00:00:00 -0600

The goal of this article is a complete analysis of the results and experiences of a service-learning (S+L) activity from three perspectives: students, teaching, and audience. The initiative involved personal finance workshops conducted for the community by students from the School of Management and Business at Universidad de Concepción, Campus Chillán, Chile, as part of the elective course in Personal Finance. This course is the first of its kind in the country for undergraduate students, offered within a cooperation agreement with the Financial Market Commission. The case study methodology and qualitative information obtained from the training reports submitted by each group of students over a six-year time horizon (2017 - 2022) are used. The results indicate that the S+L methodology was highly valued by the participating students, as it allowed them to develop behavioral skills outside the classroom, along with fostering their sense of social responsibility. The professor of the course, who was beginning his academic career, emphasized that the activity allowed him to develop his pedagogical skills, along with obtaining relevant data to develop research. The audience expressed satisfaction with the service received, highlighting the ludic nature of the workshops along with the effective way in which the students managed to respond to the public's concerns on each subject. This research can serve as a reference for implementing S+L initiatives aimed at promoting financial education in other countries, particularly in Latin America. It is recommended that the initiative be adapted to fit the specific context and objectives of each university and country, reinforcing the positive aspects identified in the case and addressing the limitations and challenges encountered.

Methodology for Developing Creativity in the Teaching and Learning Process of Differential and Integral Calculus

Wed, 01 Jan 2025 00:00:00 -0600

This article discusses the development of student creativity through the teaching-learning process and aims to propose a methodology focused on a professional approach to content, to foster creativity in students pursuing an Accounting and Finance degree through the teaching-learning process of Differential and Integral Calculus. The research was guided by a mixed approach, facilitating both theoretical and practical analysis from quantitative and qualitative perspectives. This required the use of theoretical, empirical, and statistical-mathematical methods to delve deeper into the subject. Document analysis, product review of the activities, observation, and interviews were used to gather information on the level of creativity development among the 12 students participating in the study. The results were then interpreted using descriptive statistics and qualitatively assessed. The main outcome of this research is a methodology, which includes procedures, methodological guidelines for its implementation, and examples illustrating its practical use. Its evaluation, based on expert feedback, yielded positive opinions regarding its quality and practical applicability. Therefore, its adaptation to other topics within the course and the design of new teaching tasks is recommended.

The Geometric Interpretation of the Derivative of a Function: A Teaching Strategy for High School Students

Wed, 01 Jan 2025 00:00:00 -0600

The main objective of this research is to strengthen the understanding of the definition of the derivative of a function, emphasizing the geometric interpretation as a teaching strategy among high school students at Colegio San Francisco de Asís, in the Dominican Republic. A quantitative methodology was employed to compare two methods using a quasi-experimental design. A sample of 21 students was divided into two groups: Control Group A and Experimental Group B, assigned non-randomly. The difference in the mean scores between the two groups was significantly higher in favor of Group B. The strategy implemented for Group A received a negative evaluation. In contrast, Group B received a positive evaluation across all aspects, demonstrating the effectiveness of the proposed strategy. It is recommended to begin with the geometric interpretation when teaching the derivative of a function.

Flipped Classroom for Learning First-Degree Equations in Eleventh Grade Students

Jorge Alonso Díaz Porras — Mon, 27 Jan 2025 00:00:00 -0600

The objective of this study was to describe the impact of the flipped classroom methodology on learning first-degree equations in eleventh grade students in San José, Costa Rica. Based on theories such as meaningful learning (Ausubel), cognitive constructivism (Piaget), self-directed learning (Knowles) and social learning (Vygotsky), a quantitative study was designed with a pre-experimental design. and descriptive. A pretest, an intervention, and a posttest were applied to a population of 195 students. The intervention consisted of the application of the flipped classroom, using digital resources for autonomous review before face-to-face classes. Theoretical and practical aspects of first-degree equations were evaluated, revealing significant improvements in the understanding and application of the equations, and a reduction in the percentage of students with low scores. Despite the challenges observed in solving equations and problems, the study concluded that the flipped classroom methodology had a positive impact on the learning of first-degree equations. These results support its pedagogical effectiveness and suggest its implementation in teaching mathematics and the exact sciences, where this approach could significantly enhance learning.

Educators' Perceptions on the Teaching of Philosophy in Schools in Barranquilla, Colombia

Isaac Nieto Mendoza, Luis Eugenio Ribón Pérez, Camilo Morón Castro — Mon, 13 Jan 2025 00:00:00 -0600

This study explored the perceptions of 101 educators from public institutions in Barranquilla, Colombia, regarding the teaching of philosophy in secondary education in 2023. A quantitative, cross-sectional descriptive methodology was applied, utilizing a validated Likert scale with high reliability (α = 0.992). Results indicated that in terms of teaching methods, 61.4% and 22.8% of professors reported low and very low effective implementation, respectively (mean = 2.03). Teaching outcomes showed that 61.4% perceived overall results as low, with 22.8% reporting very low outcomes (mean = 2.03). Regarding challenges and barriers to teaching philosophy, the majority of teachers (59.4%) indicated a very low perception of significant obstacles, with 31.7% reporting a low perception (mean = 1.51). Overall, 22.8% of educators held a very low perception of philosophy teaching, while 61.4% expressed a low perception, suggesting a predominantly negative assessment (mean = 2.03). Despite low teaching outcomes, teachers’ perceptions suggest that challenges and barriers are not widely recognized as critical factors, indicating a possible lack of awareness regarding obstacles to educational quality. It is therefore recommended to enhance teacher training to improve the effectiveness of teaching methods and better align them with the current needs of the educational context.

Scholar Dropout at General Mathematics subject: identification of relevant variables for its prediction

José Andrey Zamora Araya, Tania Elena Moreira Mora — Fri, 17 Jan 2025 00:00:00 -0600

The aim of this study was to determine the most important variables for predicting student dropout from the General Mathematics course (MAT001) of the Universidad Nacional de Costa Rica (UNA), considering the types of students and the time at which dropout takes place. Six predictive models were constructed (two student groups at three different times) and three supervised learning algorithms were implemented in each model: Logistic Regression (LR), Random Forest (RF) and XGBoost (XGB). The total sample was split into training files containing data on students who enrolled in the course during the years 2017 and 2018, and test files with data corresponding to students who enrolled in the year 2019. Once the hyperparameters were fitted (10-fold validation), the main variables associated with student dropout (SD) in the General Mathematics course of each model were identified based on the Gini importance measure; performance of the algorithms ranged from F1-Scores of 0.6251 to 0.7300. In addition, the predictive power of the algorithms in each model were compared by means of a repeated-measures ANOVA with 10-fold cross-validation, and no significant differences were found between the three algorithms in any of the proposed models. The main variables associated with student dropout (SD) were academic, such as grades on the academic attitude test (AAT), high school education grades, and grades on MAT001 tests, student attributes as sex and age at enrollment, economic factors such as scholarships and the Social Development Index (SDI), and institutional factors such as high school educational opportunities that students were exposed to, and the ages and specializations of the teaching staff. Based on the results of this analysis, it is recommended that teachers specialized in Educational Mathematics be assigned to teach initial courses, and to propose designs for decision making about actions that increase permanence.

Scales for Assessing Reading Motivation in Primary School Students

Teresa Marinelly Agreda Sigindioy — Wed, 22 Jan 2025 00:00:00 -0600

The purpose of this article is to serve as a reference for the appropriate use of reading motivation scales in primary school students. The scales presented have been applied in America, Europe, and Asia. The evaluation of their theoretical strength and psychometric characteristics reflects a diverse panorama regarding their quality; the reader is invited to be critical before using them for their study. Four scales on reading motivation for primary school students are presented, these are: Y-CAIMI (Gottfried, 1990), MRQ (Wigfield y Guthrie, 1997), RSPS (Henk y Melnick, 1995) and SRQ-RM (De Naeghel et al., 2012). The qualitative method was used to review the literature on reading motivation scales in different bibliographic databases. Additionally, through hermeneutics, a critical analysis of each of the scales was carried out. It was concluded that the Y-CAIMI scale (Gottfried, 1990) presents little depth and conceptual clarity, making it unreliable for measuring intrinsic motivation for reading. On the other hand, it was identified that the MRQ scale (Wigfield y Guthrie, 1997) presents low reliability, in case of using it, the factors that compose it should be reviewed. Finally, it is recommended to use the SRQ-RM (De Naeghel et al., 2012) and RSPS (Henk y Melnick, 1995) scales, these two have high validity and reliability, consistency in theory and in items. Finally, it is recommended to use the SRQ-RM (De Naeghel et al., 2012) and RSPS (Henk & Melnick, 1995) scales, as both demonstrate high validity and reliability, with consistency in their theoretical framework and items. It is also recommended to assess the theoretical robustness and psychometric characteristics of any scale before using it. The reader is encouraged to critically evaluate the suitability of a scale before applying it to their research.

Educational Innovation from a Sociocultural Perspective: Contextual and Theoretical Components in an Early Childhood Education Program

Ana Cristina Quesada Monge — Wed, 29 Jan 2025 00:00:00 -0600

This article seeks to understand the contextual and theoretical components of educational innovation from a sociocultural perspective within an Early Childhood Education program at a regional university campus. These components were identified through a doctoral thesis conducted in the Doctoral Program in Education at the Costa Rican State Distance University (UNED). They emerged from two secondary research questions and specific objectives of the doctoral study, which, when analyzed through this theoretical lens, provided new insights into the topic. The purpose of this article is to share these insights as a contribution to academic knowledge and a reference point for future related research. The study adopted a qualitative humanistic paradigm, utilizing dialectical hermeneutics with phenomenological elements to analyze qualitative data gathered from the perceptions and experiences of both internal and external stakeholders of the university program. These stakeholders included experts in Early Childhood Education, program administrators, faculty, and students, alongside institutional documents from the program. The findings indicate that educational innovation in this program has evolved in response to historical events, contextual conditions, scientific advancements, political intentions, and the reflective processes of educational stakeholders. Consequently, educational innovation should be studied, understood, and critically examined within its historical and contextual framework, as emphasized by the sociocultural perspective. It is recommended to foster interdisciplinary spaces for exchanging experiences on educational innovation and examining the contextual conditions of university programs in regional settings. Additionally, future educational research should explore emerging theoretical orientations in early childhood education and teacher training, such as neuroscience, complexity theories, sociocultural perspectives, cultural diversity, and the integration of digital resources in education.

The Construction of the Meaning of Care: Practices and Pedagogy in Nursing Education

Tue, 21 Jan 2025 00:00:00 -0600

Nursing is a profession that integrates theoretical knowledge with human, empathetic, and experiential understanding. This study aimed to explore how the nursing faculty constructs the meaning of care within theoretical-practical modules. A descriptive methodology with a phenomenological approach was employed, involving semi-structured interviews based on the four dimensions of the ECCOE-VA instrument for assessing human care: (1) Patient Assistance and Support, (2) Teaching and Learning of Self-Care, (3) Teaching and Learning of Emotions, and (4) Humanism. The analysis of the transcripts revealed co-occurrences among these dimensions. Findings indicate that ethical and moral principles regulate and shape the faculty's conceptualization of care, which in turn influences how students internalize these meanings and apply them to human interactions aimed at improving patient health.

Intervention Proposals for Reducing Psychological Violence in School Settings: A Literature Review

Mon, 13 Jan 2025 00:00:00 -0600

Psychological violence in the school environment has become one of the main educational issues, transcending all existing forms of violence, which has positioned it as a cultural and multicausal phenomenon of shared interest. The aim of this research was to analyze the documented intervention proposals for reducing psychological violence in educational contexts. An interpretive documentary approach was used, following the PRISMA protocol, to conduct a bibliographic review. The study analyzes 15 proposals developed for the prevention of psychological violence, highlighting their objectives, contexts, sample populations, key results, and conclusions. It is concluded that most intervention proposals for addressing psychological violence in educational contexts share common elements in their development, including: 1) a clear understanding of the specific issue; 2) the integration of the proposal into the curriculum; 3) continuous evaluation and monitoring; 4) assertive participation from the educational community; 5) a focus on improving the socio-emotional competencies of the educational community; 6) a culture of social intervention within the community for the common good; 7) the sustainability of the intervention in the long term. Therefore, it can be stated that preventing psychological violence requires a cultural, holistic, continuous, and integrative change.

A Landscape of Publications on Violence in Spanish and a Review of Their Relevance for Educational Research

José Francisco Alanís Jiménez — Mon, 13 Jan 2025 00:00:00 -0600

Due to the prevalence of English in the scientific field, which often diverges culturally from studies on school violence in Spain and Latin America, this paper provides a selective review of peer-reviewed academic literature on violence, with a focus on its educational relevance. The aim is to offer an overview of Spanish-language publications that contribute to conceptual reflections on school violence, thereby supporting future research in the region. This review includes both original Spanish works and international texts translated into Spanish, resulting in a preliminary selection of approximately 80 publications, spanning from the early 20th century to 2024. Out of these, 61 are discussed in this paper, categorized into five subgroups: a) texts from international organizations; b) classical works or those by renowned authors; c) review texts (with similar aims to this one) that discuss multiple works on a single topic; d) institutional documents, including those from civil society organizations and university-backed institutes; and e) peer-reviewed articles published in specialized journals, primarily in education but also from disciplines such as anthropology or philosophy, which offer valuable, unique, or innovative insights for educational contexts. The paper concludes with reflections on the polysemy of the term violence and the need for practical delimitation, without losing sight of its complex, often unquantifiable dimensions. Lastly, it advocates for the continued production and wide dissemination of open-access, Spanish-language content through journals and collaborative networks.

The Impact of Board Games on School Learning: A Systematic Review of the Literature

Carlos Velázquez Callado — Tue, 21 Jan 2025 00:00:00 -0600

This study aims to examine the impact of board games on school learning through a systematic review of scientific literature published over the past eight years. The review focuses on the introduction of non-digital board games in compulsory education, specifically in formal education contexts such as Primary and Secondary Education. Data were drawn from 57 articles published in scientific journals during this period, employing systematic literature review frameworks (Tranfield et al., 2003) and adhering to PRISMA guidelines (Moher et al., 2009). A rigorous process of source selection and analysis was conducted, with findings presented according to geographic distribution, educational stages, knowledge areas, types of board games used, and outcomes achieved through interventions. The results reveal a broad geographical distribution of studies, a wide range of curricular areas involved—most notably Natural Sciences and Mathematics—and a preference for games designed by educators and researchers over commercially available ones. Board games were found to offer academic, social, and affective-motivational benefits, although further empirical research is needed to evaluate the effectiveness of board game-based learning in real-world educational settings.

Didactic Strategies for Utilizing the Gesell Chamber

Lizzy Alpízar Jiménez, Jose Mariano Vindas Brizuela — Wed, 01 Jan 2025 00:00:00 -0600

This bibliographic review, covering the period from 2009 to 2024, provides a brief overview of the origin and characteristics of the Gesell Chamber, along with its educational benefits. It draws on experiences, research, and documentation from Costa Rica and Latin America, aiming to contextualize and encourage the faculty of the University of Costa Rica’s School of Education to use this tool for teaching, research, and social outreach. The review follows a qualitative approach, describing and characterizing the didactic applications of the Gesell Chamber within the field of Educational Sciences. The study concludes by analyzing the mission, vision, and objectives of each school within the Faculty of Education at the University of Costa Rica, advocating for the integration of the Gesell Chamber as part of their educational methodology aligned with specific curricula. Additionally, didactic recommendations are provided for each school, aiming to inspire the use of the Gesell Chamber in developing strategies specific to each discipline, including in situ learning spaces, information collection, creative expression, modeling, analysis, assessment, and evaluation of individuals in various developmental stages or special conditions, whether individually, in groups, or within familial contexts. The main finding indicates that the Gesell Chamber is an effective didactic strategy, facilitating human interaction, problematization of social relations, critical and situational analysis, and promoting training, academic activities, dissemination of pedagogical processes, research, and social outreach.

Integrating Augmented Reality with AR-Sandbox in Chilean Geography Education: A Case Study in Watershed Management

Mon, 20 Jan 2025 00:00:00 -0600

The Augmented Reality Sandbox (AR-Sandbox) offers an enriched pedagogical experience in geographical education. This study aims to showcase the AR-Sandbox as a didactic tool for modeling real and imaginary territories in the Watershed Management course within the Geography program at the University of Concepción, Chile. The methodological design took into account the students' work throughout the semester on some of the country's watersheds, using QGIS and ArcGIS, which were then modelled in the AR-Sandbox. To ascertain their perceptions following the experience, a brief online survey was conducted. Results revealed that over 69% of respondents reported improved comprehension of course content through this 3D learning resource compared to traditional 2D maps. These findings underscore the significance of incorporating diverse territorial modeling formats in geography education. Additionally, the AR-Sandbox was recognized for its benefits in fostering real-time teamwork and its potential application in advanced courses such as geomorphology and socio-natural risk analysis. Respondents further suggested its use in elective courses, interdisciplinary applications, and undergraduate thesis projects.

Virtual Environments as Platforms for Teaching and Learning through Lesson Study: A Comparative Case Study of Ecuador and Brazil

Sat, 01 Feb 2025 00:00:00 -0600

Lesson Study (LS), as a training process for preservice teachers (PT), emphasizes reflection and the continuous improvement of teaching practices, cooperative and collaborative work, and the mastery of disciplinary content. This research aimed to evaluate the contribution of LS to the training process of PTs. The study employs a qualitative methodology and follows a case study design, involving the Federal University of Campina Grande (UFCG-Brazil), the National University of Education (UNAE-Ecuador), and the University of Brasília (UNB-Brazil) as participants in Mixed Learning Communities (MLCs) within virtual environments. This experience fostered knowledge management in intercultural contexts, the dialogue of knowledge systems, the revision of diverse curricular content, and the strengthening of connections between disciplinary and interdisciplinary knowledge. The collaborative and reflective engagement within the MLCs enabled the iterative development of lesson plans through discussions and consultations with researchers. Ultimately, determining what to teach and how to teach involves a systematic process grounded in collective efforts tailored to the needs of students.

Teachers’ Perception of Virtual Learning: An Experience from a Teaching Project at the Pacific Campus of the University of Costa Rica

Rosberly López Montero — Wed, 01 Jan 2025 00:00:00 -0600

The aim of this study is to understand the perception of virtual learning among the teaching staff of the English with Business Management Training program at the Pacific Campus of the University of Costa Rica. This research stems from the diagnostic phase of the teaching project PD-D-723-2023, "Reflection on the Practices in Virtual Courses of Teachers in the English with Business Management Training Program." The study employs a mixed-methods approach with a sequential explanatory design, where the first instrument is analyzed quantitatively, and the second is analyzed qualitatively through thematic analysis. The first instrument was applied to 26 teachers, and the second to 15, representing the total number of faculty involved with the program at the time of data collection. Key findings reveal that the teaching staff share a similar concept of virtual education and have developed an increasingly positive attitude toward it, opening the door to future research on continuous training in emerging technological trends, such as artificial intelligence. It is concluded that, despite limited experience in designing and delivering virtual courses before the pandemic, the teaching staff have a positive outlook on the incorporation of virtual learning across disciplines. Continuous professional development is recommended to maximize the benefits of virtual education, supported by institutional resources, and the results of this project should be shared with the broader academic community.

Transdisciplinarity as a Methodological Strategy for the Promotion of Rights with Adolescents in a Social Outreach Project at the University of Costa Rica.

Cindy Artavia Fallas — Wed, 01 Jan 2025 00:00:00 -0600

This article aims to analyze the scope and limitations of transdisciplinarity as a methodological strategy for promoting rights among adolescents within the framework of the social action project TC-427, Interdisciplinary Team for the Promotion of Rights and Comprehensive Development of Adolescents, carried out by the Teacher Training School of the University of Costa Rica from 2019 to 2023. The project employs a qualitative methodology, oriented toward participatory action research, integrating phases of exploration, process planning, experimentation, and systematization. Initially, the article reviews the project's history to understand its evolving approach and the involvement of various disciplines in its development. The subsequent section systematizes and integrates the actions undertaken by the work team (comprising students and the coordinator) to promote the rights of adolescents, the target beneficiaries of this project. The article also reflects on the outcomes of the work conducted in recent years, assessing the scope and limitations of transdisciplinary methodology within the context of social outreach projects. The findings suggest that transdisciplinary work has fostered learning through collaborative efforts and knowledge exchange among students, transforming the project into a space not only for building professional knowledge but also for effecting social change.

The National Science and Technology Fair Project in Costa Rica: A Journey through Its History, Contributions, Challenges, and Possibilities

Jeudy Alonso Cambronero — Wed, 01 Jan 2025 00:00:00 -0600

The ED-112 National Science and Technology Fair has been pioneering work since the 1980s, promoting scientific and technological culture and vocations in Costa Rican society. Its work includes developing teacher training processes, executing the National Fair event, and collaborating with the Ministry of Innovation, Science, Technology and Telecommunications, the Ministry of Public Education, and the State Universities within the framework of the National Science and Technology Fairs Program Commission. Despite its achievements, the project also faces multiple challenges, such seeking sustainable financing, strengthening links with actors related to science and technology education, participation in international fairs, as well as expanding the scope of training processes. However, it should be noted that, in recent years, opportunities have arisen to advance and renew the project. These include greater involvement of the member institutions of the National Science and Technology Fairs Program in the national fair event, as well as the implementation of recreational-academic activities in science that enrich the experience of both teachers and students during the national fair event. This paper provides a historical review of the work of the ED-112 National Science and Technology Fair, describing the path it has taken from its beginnings to the present. It also discusses the project's objectives and its lines of work. Finally, it reflects on its contributions to Costa Rican education, the challenges and opportunities for the future, from its inception to the present.

Technical Differences and Teaching of Contemporary Commercial Music vs. Classical Singing

María Marta López Pacheco, Rebeca Patricia Viales Montero — Thu, 30 Jan 2025 00:00:00 -0600

For voice instructors, it is essential to understand both the voluntary and involuntary uses of the anatomical structures of the voice and the vocal tract, as well as the unique characteristics of musical genres and the individual vocal traits of students. This essay aims to explore the technical differences and similarities between classical and contemporary commercial music (CCM) singing and their application depending on the genre being performed. To provide a thorough analysis, a bibliographic review was conducted, complemented by the authors' contributions and observations as experienced instructors in classical and CCM singing. The findings reveal a significant increase in research on CCM singing, particularly in North and South America, over the past two decades. Notable differences were identified in aspects such as laryngeal position, vocal tract shaping, subglottic pressure mechanics, vocal intensity, acoustic features, use of electronic devices, and the flexibility to modify music and vocal tone. The study concludes that the distinctions between classical and CCM singing significantly influence how singing should be taught. Three key recommendations for educators are highlighted: First, being a proficient singer does not necessarily equate to being an effective teacher; formal training in vocal pedagogy is essential. Second, teaching genres outside one's own training and performance background requires specific education in those styles. Finally, no genre is inherently superior or more valuable; each presents unique vocal demands and distinct ways of interpretation, emotional expression, and communication.