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  june-december 2025

  No. 50 (2025)

  Revista Estudios is pleased to announce the publication of its 50th issue, which is organized around three thematic axes. The first axis is composed of a Dossier that links religious beliefs with their practices with spirituality and emotionality. It does so from different perspectives, including traditional religions, New Age therapies, and those emerging from interactions with social media. The union between spirituality and health, be it physical, mental, or emotional, leads us to a plurality of beliefs that are not static; on the contrary, they take part in a dynamic and deeply human process. In this case, religious practices and the emotional and spiritual are examined within the Mexican context and include a diverse perspective.

  The second axis of this issue concerns politics and governance, approached through two specific topics. The first one offers an analysis on the proposals of cultural heritage gathered from electoral programs of Spain’s main political parties, such as speeches, as they reveal their social and ideological construct. The second one focuses on migratory governance and its impact on the reconfiguration of the Mexican migration policy, as the international governance faces several obstacles that hinder its implementation in many contexts. These have to do with the nature of human migration and the impact of other current political factors.

  The third and last axis present on the 50th issue is related to pedagogy and innovation in teaching. These articles join the study of classical texts and the role of the teacher, creating a break based on the proposition that the model of the “great works” is the origin of general education as a pedagogical model. Lastly, this issue presents a proposal for the incorporation of diversified strategies, as they foster the creation of inclusive educational environments that show several ways to perceive the world and generate knowledge. This creation should be measured by the participation of students with different learning styles, conditions, and neurodivergence to be in accordance with a participatory and inclusive approach.

  On behalf of the editorial team of Revista Estudios, which I now join as director with this issue, I invite you to read and download the articles that are part of this issue. These propose an innovative point of view that, for many, forms an important part of their lived experience.

   

  M.Sc. Verónica Jerez Brenes

  Director