Scientific Connection International Journal
Conexión Científica International Journal (CCRI), published by Sapiens Ediciones since October 2024, is a multidisciplinary, open-access scientific journal that promotes the dissemination of original, rigorous, and high-impact research. Its mission is to foster critical analysis and interdisciplinary dialogue by addressing contemporary issues across various fields, including social sciences, natural sciences, humanities, technology, and innovation. Aimed at a broad audience—researchers, academics, students, and professionals—CCRI seeks to bridge scientific knowledge with its practical application in society. The journal operates under a free, fully electronic publishing model and accepts unpublished manuscripts in Spanish or English year-round. All submissions undergo preliminary editorial review followed by a double-blind peer review process. For accepted articles written in English, CCRI offers translation services when authors are not proficient in Spanish, ensuring broader accessibility. The journal positions itself as an inclusive and excellence-driven platform, aiming to become a leading reference in open and interdisciplinary academic publishing.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, mostrar y utilizar los artículos, siempre y cuando se dé el debido reconocimiento al autor original y a la fuente del trabajo. No está permitida la utilización de los materiales para fines comerciales ni la realización de modificaciones, adaptaciones o versiones derivadas sin el permiso explícito del autor.
Particular solution of a second-order non-homogeneous Cauchy-Euler ordinary differential equation by applying successive derivatives
To find the particular solution of a second-order non-homogeneous Cauchy-Euler ordinary differential equation of the form , the non-homogeneous part is differentiated twice consecutively, where a is an arbitrary constant and n is the power of the variable of the algebraic function. The derivatives obtained are then substituted into the homogeneous part of the differential equation. By applying elementary algebra, the value of the constant is obtained, which, when substituted into the function , yields the particular solution, which is exactly the same as that obtained by applying methods of variation of parameters, change of variable, mathematical software, etc.
Copyright (c) 2025 Edwin Ramón Cevallos Ayón, Nicolle Michelle Cevallos Andagoya (Autor/a) https://creativecommons.org/licenses/by/4.0
School Leadership as a Pillar of Professional Ethics and Teacher Talent Management.
Directive leadership is a determining factor in the effectiveness of educational institutions. However, its impact on teacher talent management is often analyzed from a purely managerial perspective, overlooking the central role of the ethical dimension. This systematic literature review aims to analyze and synthesize the scientific evidence on how directive leadership, grounded in professional ethics, influences strategies for teacher attraction, development, evaluation, and retention. The methodology was based on the PRISMA protocol, conducting an exhaustive search in databases such as Scopus, Web of Science, Scielo, and Redalyc, with a time frame from 2010 to 2024. A total of 38 articles that met rigorous inclusion criteria were selected and analyzed. The results consistently reveal that ethical leadership is the cornerstone upon which a climate of trust and psychological safety is built—an essential condition for talent to flourish. It was found that ethical leaders implement transparent and merit-based selection processes, transform evaluation from a punitive act into a formative dialogue, and promote authentic professional development. Furthermore, ethical leadership acts as the main protective factor against teacher burnout and is the most significant predictor of talent retention, surpassing other incentives. It is concluded that ethics is not an accessory but the strategic component that articulates and enhances effective and humanistic teacher talent management. The study underscores the need to reorient the training and evaluation of school principals to prioritize the development of ethical competencies as the foundation for building resilient, high-quality educational organizations.
Copyright (c) 2025 Gil Medardo Armijo Borja, María Martha Amaguaya Vargas, Jonathan Posada González, Luz Clara Triana Mendoza (Autor/a) https://creativecommons.org/licenses/by/4.0
Curriculum design for hybridity: methodological strategies, evaluation and pedagogical transversality in education
The transition to hybrid education represents a fundamental challenge for curricular design in higher education, demanding a move beyond traditional pedagogical models. This article presents a systematic literature review, conducted under the PRISMA protocol, with the objective of analyzing and synthesizing the scientific evidence on the methodological strategies, assessment approaches, and principles of transversality that underpin an effective hybrid curriculum. The search was performed in databases such as Scopus, Web of Science, SciELO, and Redalyc, culminating in the selection and analysis of 48 high-rigor academic publications. The results reveal that a successful hybrid curricular design is not a mere sum of face-to-face and virtual components, but an integrated pedagogical ecosystem. This ecosystem is built upon four interconnected pillars: a constructivist philosophical foundation that promotes the student as an active agent; the implementation of active methodologies, particularly Project-Based Learning, as a vehicle for competency development; the adoption of authentic and formative assessment systems that align with complex learning objectives; and a focus on pedagogical transversality to foster digital skills and personalized learning. It is concluded that hybridity is a catalyst for a paradigm shift that requires not only didactic innovation from educators but also strategic commitment and a transformation of organizational management from institutions to ensure a high-quality, relevant, and inclusive implementation.
Copyright (c) 2025 María Hortencia Tixe Tigse, Ruth Carolina Yanza Lemache, Mariana Teresa Aguiar Analuisa, Carmelina Berenice Arteaga Mazón (Autor/a) https://creativecommons.org/licenses/by/4.0
Diagnosis of the training-learning of the oral system in the law degree
The oral system is essential to the administration of justice. It is a cross-cutting and interdisciplinary component of substantive knowledge in the education of law students. It is also a necessary skill for law graduates and their subsequent professional performance. This research aimed to review the teaching-learning process of oral procedure in law school, analyze its contents, tools, pedagogical strategies, and teaching techniques, applied to the teaching-learning of the oral system, in the curriculum, and during undergraduate academic training. The methodological approach is bimodal, quantitative and qualitative. It is a documentary and field study using interview and survey techniques with law students and professors. The research yielded practical and theoretical findings on the teaching-learning of the Oral Procedural System.
Copyright (c) 2025 Víctor Manuel Coronel Ortiz, Cristóbal Homero Machuca Reyes, Wilson Chaca Bravo, Luz Borbor Suarez (Autor/a) https://creativecommons.org/licenses/by/4.0
Critical Evaluation of Teaching in Hybrid Environments: Teacher Competencies and Training Challenges
This systematic review, following PRISMA guidelines, critically evaluates teaching in hybrid environments within the andean context, identifying essential teacher competencies and prevailing formative challenges. It analyzes required pedagogical and technological capabilities, such as constructivist instructional design, adaptation to diverse learning styles, and mastery of advanced digital tools. Findings reveal that, despite recognized importance, significant barriers exist in current teacher training, technological infrastructure, and institutional culture. It concludes that a comprehensive transformation of teacher education and strategic leadership are crucial for developing quality hybrid education.
Copyright (c) 2025 David Moisés Barahona Anguisaca, Ramon Gabriel Aguilar Vega, Diana Alexandra Meléndez Montero, Edison Severino Borja Naranjo (Autor/a) https://creativecommons.org/licenses/by/4.0
The role of judges during the pre-professional practice of law students.
Ecuador's social reality demands effective training for legal professionals. To achieve this, it is necessary to expand their skills through pre-professional internships, an established requirement for completing their training. The role of judges as educational agents, especially during their participation in court hearings, has become a relevant element in the development of these activities. Thus, this research aimed to analyze the role of judges during the pre-professional internships of law students, emphasizing their role as mentors and training guides during court hearings. The methodology was quantitative and descriptive, using an 11-question survey to a group of 50 lawyers in the Province of Santa Elena. The results showed that pre-professional internships are presented as a formative space that allows them to confront professional reality and where the guidance of judges consolidates the training process.
Copyright (c) 2025 Ana María Tapia Blacio (Autor/a) https://creativecommons.org/licenses/by/4.0
Analysis of the public housing policy 'Misión Casa Para Todos' and its effects on social and human development in Ecuador
The Ecuadorian public policy “Misión Casa Para Todos” represents a significant effort to reduce the housing deficit and improve the living conditions of historically excluded sectors. While it has achieved concrete progress by facilitating access to decent housing for thousands of vulnerable families, its impact on social and human development remains limited when analyzed from a comprehensive perspective. This essay argues that housing should not be understood merely as a physical structure, but rather as an essential component of human development. In this regard, the policy presents important shortcomings: lack of territorial planning, weak inter-institutional coordination, limited community participation, and the absence of a long-term vision. These factors have hindered the Mission from becoming a sustainable and transformative strategy. Although Misión Casa Para Todos has been a valuable step, simply delivering housing is not enough. It is necessary to rethink the policy from a rights-based approach, with active community participation and real coordination with basic services, employment, and education. Only in this way can Ecuador move toward a housing model that is not merely palliative, but part of a true social justice Project.
Copyright (c) 2025 Heidy Iliana Arcos Mero, Gabriela Alexandra Aquino González, Elian Geovanny Merchán Castillo, Nicole Dayanna Orellana Choez (Autor/a) https://creativecommons.org/licenses/by/4.0
Social Work as an Agent of Transformation: An Analysis of its Methodological Evolution in the Face of Social Dynamics and Interdisciplinarity
This research explores the profound methodological evolution of Social Work, marking a clear transition from a welfare-based approach to more critical, participatory, and social transformation-oriented intervention practices. Such an evolution is a direct and necessary response to contemporary societal changes and complexities, as well as to the growing influence of interdisciplinary thinking as a fundamental pillar of applied knowledge. The study examines how transformations in the social fabric have required a reconfiguration of professional practices, making visible the prevailing need to address complex social problems from a more holistic, ethical and contextualized perspective. The central objective is to analyze how the methodologies currently used in Social Work reflect an effective integration of interdisciplinary thinking and the significant impact of these changes on daily professional practice, especially in institutional contexts that demand rapid, effective and socially committed responses. A mixed-approach research design is used, with a qualitative phase that performs an exhaustive systematic review of the specialized literature, and a quantitative phase that will implement a survey aimed at professionals in the area to identify perceptions and practices. The preliminary results suggest a growing appropriation of collaborative and critical approaches and underscore the vital need to consolidate interdisciplinary methodological training in academic programs. The conclusions highlight the urgency of redefining the role of Social Work as a transformative and strategic agent, capable of acting effectively in the face of social inequalities, basing its praxis on the pillars of ethics, reflexivity and the indispensable dialogue of knowledge.
Copyright (c) 2025 Luz Clara Triana Mendoza, Miluska Saharay Alcívar Mayor (Autor/a) https://creativecommons.org/licenses/by/4.0
Pedagogical Innovations for Higher Education in Latin America: Contemporary Challenges and Perspectives
This article presents a systematic review of academic literature on hybrid education in Latin American higher education, published between 2010 and 2024. The study analyzes 54 research works that examine implemented hybrid pedagogical models, facilitating factors and institutional barriers, the impact on teaching practices, and future projections. The findings reveal a growing yet uneven adoption of hybrid modalities, influenced by structural factors such as technological infrastructure, teacher training, and institutional policies. While successful experiences promoting active and flexible learning are identified, significant challenges persist, including issues of equity, sustainability, and the absence of clear regulations. The review concludes that hybrid education represents a strategic opportunity to transform university teaching in the region, provided it is supported by a solid pedagogical vision, institutional investment, and continuous teacher support.
Copyright (c) 2025 Byron Efraín Santana Veas (Autor/a) https://creativecommons.org/licenses/by/4.0
Ethics in scientific research: current challenges and future perspectives
Scientific research ethics faces growing challenges such as data manipulation, lack of transparency, and insufficient respect for participants’ rights, particularly under the pressure of the “publish or perish” paradigm. This study analyzes these issues using an analytical and multidisciplinary approach, identifying ethical dilemmas present in various research areas. Through a review of literature and case studies, it highlights the need to strengthen practices like informed consent, especially among vulnerable populations. The findings emphasize the urgency of reforming scientific evaluation and funding systems by promoting quality over quantity in publications. Additionally, the study proposes the development of solid ethical frameworks that include continuous training, clear responsibility policies, and the encouragement of interdisciplinary collaboration. The use of digital technologies and artificial intelligence is expected to play a key role in overseeing ethical practices, helping detect irregularities and monitor regulatory compliance. Finally, the need for stricter global regulations is underscored to ensure transparency, open access to data, and greater accountability. Cooperation among academic institutions, governments, and non-governmental organizations is essential to ensure that science responds to societal interests while maintaining its credibility and ethical commitment in the face of current challenges
Copyright (c) 2025 Karenka de los Ángeles Gil Gamboa, Franklin Max Gaibor Vera (Autor/a) https://creativecommons.org/licenses/by/4.0
Constructivism and Pedagogical Transformation in Latin American Higher Education: A Critical Review of Models, Practices, and Innovations
This article presents a critical review of constructivism and its application in higher education in Latin America. Drawing on the analysis of over forty theoretical and empirical texts, it explores key tensions between pedagogical discourse and institutional practices. A qualitative approach was used, employing thematic coding based on Braun and Clarke’s method, and identifying four main analytical axes: fragmented application of constructivist principles, technological integration with pedagogical purposes, institutional obstacles and cultural resistance, and transformative proposals from critical pedagogy. Findings reveal that although constructivism has been widely adopted in declarative terms, its actual implementation remains limited, constrained by bureaucratic structures, authoritarian academic cultures, and rigid curricula. However, several local experiences offer a redefined, contextual, and transformative perspective of constructivism. The article concludes that constructivism should be understood as a normative horizon for rethinking higher education, rather than a mere instructional technique
Copyright (c) 2025 José Francisco Nájera Lara, Gloria María Benítez Abarca, Verónica Priscila Chávez Solís, Luis Eulogio Benítez Cevallos (Autor/a) https://creativecommons.org/licenses/by/4.0
Financial education as a policy of inclusion: An approach from university social responsibility
In the context of growing economic and social inequality, financial education emerged as a fundamental tool to promote inclusion and equity. Despite its potential, broad segments of the population remained excluded from the financial system due to a lack of basic knowledge and skills. In response to this scenario, universities played a key role through university social responsibility, aligning their actions with sustainable human development. The general objective of this study was to analyze, from a bibliographic review perspective, how financial education could be consolidated as an effective social inclusion policy through its integration into university social responsibility strategies. A qualitative methodology was used, based on the bibliographic review of academic sources and international organizations, with a descriptive and analytical approach. The results revealed that the inclusion of financial education in university programs strengthened individual and collective capacities for economic decision-making, facilitated articulation with public policies, and promoted inter-institutional partnerships with community impact. In addition, significant advantages were identified, such as citizen empowerment and social transformation, as well as challenges related to teacher training, sociocultural heterogeneity, and the sustainability of initiatives. This study demonstrated the relevance of integrating financial education into the university agenda as a means to achieve real and lasting economic inclusion.
Copyright (c) 2025 Vanessa Alexandra Ávila Almeida, Marlon Alexis Rodríguez Rodríguez (Autor/a) https://creativecommons.org/licenses/by/4.0
The causal effect as the integrative core of methodological pluralism in the social sciences
This article analyzes recent advances in analytical frameworks within the social sciences, with emphasis on the central role that the causal effect has acquired as a unifying principle between qualitative and quantitative approaches. Drawing on a theoretical review of key works, it demonstrates how a methodological convergence has emerged, enabling the traditional dichotomy between statistical methods and case studies to be overcome. The core argument holds that both approaches serve a common purpose: the rigorous explanation of complex social phenomena. Three fundamental transformations are identified. First, a conceptual expansion of the causal effect, which no longer depends exclusively on covariance, but instead incorporates causal configurations, trajectories, and mechanisms. Second, the emergence of a reflexive methodological pluralism, which allows for the strategic combination of techniques, designs, and sources of evidence under shared standards of inference. Third, the strengthening of a critical epistemology that logically integrates concepts, indicators, and procedures. These findings lead to the conclusion that the causal effect has become a common axis through which methodological diversity in the social sciences can be integrated without sacrificing scientific rigor. The articulation between qualitative and quantitative logics enhances explanatory power and promotes a more reflective, robust, and relevant social science in the face of contemporary challenges
Copyright (c) 2025 Javier Chiliquinga Amaya (Autor/a) https://creativecommons.org/licenses/by/4.0
Pedagogical management in the classroom, an experience with the Planeo tool
This article presents the use of the digital tool Planeo as a viable alternative for the planning of management documents such as annual programs, didactic units and class sessions, so that the pedagogical management of teachers is optimized. The development of the research was experimental-quantitative with a pre-experimental design where we worked with a single group of teachers from an educational institution in Tamshiyacu, in the Loreto region - Peru, where 27 secondary school teachers actively participated, who were trained in the use of the Planeo tool after conducting a pre-test and identifying the traditional way of working, so that with the post-test data we could make a comparison of the two observations made. The results obtained showed that teachers value positively the functionality and usefulness of the Planeo tool to manage their pedagogical activity. However, there are areas for improvement regarding the interface and some functionalities of the tool. Regarding the impact on teaching practice, the results show that the application of the Planeo tool in the pedagogical activity has contributed to improve both the annual program and the didactic units or learning sessions. That is, there has been an improvement in the structure, coherence and alignment of planning documents with educational objectives, so it is concluded that the digital tool Planeo is a valid resource to contribute to the pedagogical management of teachers, but it must be alternated with an adaptation of its designs. Therefore, this research shows that the application of digital tools, accompanied by training processes, allows improving the quality of teaching practice.
Flor de María Elizabeth Morales Rodríguez
Copyright (c) 2025 Carlos Antonio Li Loo Kung, Flor de María Elizabeth Morales Rodríguez, Susy Karina Dávila Panduro (Autor/a) https://creativecommons.org/licenses/by/4.0
Gamification in secondary education: a teaching strategy to promote active and meaningful learning
This article presents a systematic documentary review on the use of gamification as a pedagogical strategy in Latin American secondary education, with an emphasis on its constructivist foundation and its practical application in the classroom. Based on the analysis of eighteen recent academic sources, five analytical axes were identified: theoretical foundations, classroom experiences, technological tools, perceptions of educational stakeholders, and pedagogical challenges. The findings show that gamification, when applied in a planned manner and with a constructivist approach, improves motivation, participation, and the development of cognitive and digital skills in students. However, it is also noted that some proposals, although presented as innovative, reproduce behaviorist logics focused on reward and repetition. This tension reveals a weak appropriation of the principles of active learning in various school contexts. Finally, the paper reflects on the role of gamification in the transition to higher education, highlighting its potential to strengthen academic trajectories, provided it is implemented with a solid pedagogical foundation. It is concluded that gamification can be a transformative tool in secondary education, but its effectiveness depends on teacher training, didactic planning, and its coherent integration into the curriculum.
Copyright (c) 2025 Cecilia Estefanía Barragán Velasco, Yesseña Jacquelina Romero Acosta, Mirian Elizabeth Castillo Arteaga, Nelly Narciza Guaranda Aguilar (Autor/a) https://creativecommons.org/licenses/by/4.0
Adolescent Awakening: Ethics, Consent, and the Role of Social Work in Building Respectful Youth Sexuality.
This research focused on adolescent sexuality, with special emphasis on ethics, consent, and respect in affective interactions during adolescence. The purpose was to analyze the literature on holistic sexual education in teenagers, highlighting its importance in promoting responsible and respectful behaviors among youth. To achieve this objective, a systematic review methodology was employed, analyzing scientific studies published between 2017 and 2023. Data collection was conducted through Google Scholar, Scopus, and PubMed, using key terms such as "youth sexuality," "consent," "ethics in adolescence," and "comprehensive sexual education." A total of 18 relevant studies were selected, including theoretical analyses and systematic reviews. The most significant findings indicated that affective-sexual education plays a fundamental role in mitigating risky behaviors such as pornography consumption and prostitution among adolescents, by fostering affective relationships based on mutual respect and consent. Moreover, it was determined that social and cultural factors, as well as personality traits, influence the way young people experience and perceive their sexuality. The research concluded that comprehensive sexual education not only enhances understanding of sexual and reproductive rights but also promotes the formation of healthier and more conscious relationships among adolescents, contributing to overall well-being during this developmental stage.
Copyright (c) 2025 Gustavo Celestino Solis Mairongo, Joselin Anahí Montenegro Almeida, Fabiana Nicole Olvera López, Luisa Dayana López Naranjo (Autor/a) https://creativecommons.org/licenses/by/4.0
The School as a Space for Social Justice: Education in Vulnerable Contexts
This literature review explores the role of schools as agents of social justice in vulnerable contexts marked by poverty, exclusion, and structural inequality. In regions such as Latin America and the Caribbean, educational institutions face the challenge of going beyond academic instruction to become spaces of dignity, equity, and transformative action. The study aims to critically analyse how contemporary theoretical approaches, such as the sociology of education, the theory of social justice, and the capability approach, contribute to understanding and strengthening the transformative role of schools. Methodologically, an integrative bibliographic review was conducted, encompassing 20 academic sources selected for their relevance, theoretical depth, and geographic contextualisation. A categorisation matrix was used to guide the analysis, examining key authors, the dimensions of justice addressed (redistribution, recognition, and representation), the methodologies employed in the studies, and their main findings. The results reveal a convergence of perspectives, highlighting the school as a non-neutral space that can either reproduce or challenge social injustice, depending on how pedagogical, cultural, and institutional practices are conceived. The review concludes that schools in vulnerable contexts must be reimagined as democratic, inclusive, and emancipatory spaces, capable of responding to the complexities of social inequality with justice-centred educational strategies
Copyright (c) 2025 Edison Severino Borja Naranjo, Janeth Alexandra Veloz Guamán, Daniela Aracely Rodríguez Silva, Diana Alexandra Meléndez Montero (Autor/a) https://creativecommons.org/licenses/by/4.0
Leadership of secondary education center administrators in Milagro canton as a quality factor in education
The main objective of this research article is to analyze the relationship that exists between leadership and the quality of education in the institutions of the Milagro Canton, and thereby improve the quality of education. In the methodological aspect, this study was based on the surveys carried out on the sample of participants, being cross-sectional that allowed data to be collected in a single moment, in a single time. From the results obtained through the survey in Google Forms, it can be established that there is a broad tendency to maintain transformational leadership within its managers, and also in the relational study this result is high positive, among the study variables, this shows which is a totally assertive leadership that greatly influences the achievement of a quality education directly in the educational establishments, which means that it is one of the fundamental factors that enable a quality education, and lead to the staff teacher to be actively involved in the various programs, trainings, actively and also protagonist.
Copyright (c) 2025 Dixi Patricia Gonzalez Quiñonez, Rosana Fátima Álvarez Franco, Pamela Natalhi Lucero Duque (Autor/a) https://creativecommons.org/licenses/by/4.0
Educational Innovation and Constructivist Teaching Models
This article presents a systematic review that examines the convergence between educational innovation, emerging technologies, and constructivist teaching models. In the context of a profound transformation of educational environments driven by the development of digital technologies—such as ICT, augmented reality, artificial intelligence, and adaptive learning platforms—the study seeks to answer how these tools can be effectively integrated into teaching-learning processes while maintaining a strong theoretical and pedagogical foundation. The central axis of the research is the constructivist approach, understood as a strategy that places the student as an active protagonist of their own learning and enables the construction of knowledge through experience, critical reflection, and social interaction. Based on the PRISMA protocol, 124 initial studies were identified through high-impact academic databases. After a rigorous screening and eligibility evaluation process, eight key studies published between 2020 and 2025 were included, meeting the inclusion criteria: high indexing level, application of emerging technologies, and grounding in active teaching methodologies linked to constructivism. The review results indicate that the implementation of advanced technologies, combined with constructivist pedagogical approaches, generates significant improvements in personalized learning, the development of transversal competencies, students' intrinsic motivation, and the overall quality of educational outcomes. The discussion incorporates theoretical and empirical contributions from various contemporary authors, who highlight both the potential and the challenges of this educational transformation—particularly in Latin American contexts marked by technological gaps, social inequalities, and a lack of teacher training in digital competencies. Nonetheless, successful experiences of progressive implementation—such as b-learning, project-based learning, or the use of adaptive technologies—are highlighted, reinforcing the feasibility of change when institutional will and contextualized pedagogical strategies are present. The study concludes that the key to educational innovation does not lie solely in technology, but in its coherent integration into a solid and critical pedagogical model. Constructivism, in dialogue with theories such as Kolb’s experiential learning and Gardner’s multiple intelligences, offers a consistent theoretical framework to guide this process. Therefore, a vision of progressive educational transformation is proposed, centered on strengthening teaching capacity, technological equity, and cultural contextualization as necessary conditions for advancing toward an inclusive, relevant, and sustainable education in the 21st century
Copyright (c) 2025 Scientific Connection International Journal https://creativecommons.org/licenses/by/4.0
Analysis of ethics and confidentiality in social work: protecting human rights through professional secrecy
Within the analysis of ethics and confidentiality in the field of social work, the focus was on safeguarding human dignity through professional secrecy. This principle was considered fundamental to ensure the protection of personal and sensitive information of users, which strengthened a relationship of trust between the social worker and the people they served. The practice of social work was based on ethical standards that guided the decisions and behavior of professionals, who maintained a respectful attitude toward the people and communities with whom they collaborated. The study indicated that confidentiality was not only a right of users, but also represented an ethical and legal obligation for social workers. Safeguarding the privacy of information, especially in situations of vulnerability, prevented stigmatization and protected the emotional integrity of users. However, it was also analyzed that confidentiality had its limits, especially in cases where the well-being of the individual or third parties was in danger. The article examined how proper management of professional secrecy strengthened trust in social work interventions and promoted ethical practice of the profession. In addition, the challenges that social workers encountered in implementing this principle were investigated, highlighting the need for ongoing ethical reflection to safeguard the rights and dignity of users
The evolution of the educator: Key competencies for a changing world.
Inclusion in higher education in Latin America continues to face challenges due to socioeconomic barriers, lack of teacher training in inclusion and technological gaps. This study aims to identify effective inclusion policies, evaluate their impact on educational equity and propose improvements in their implementation. A literature review was conducted based on 20 studies published between 2010 and 2024, using methodologies such as case studies, statistical analysis and literature reviews. The results indicate that scholarship and financing policies have increased the enrollment rate of low-income students by 25% in countries such as Mexico and Brazil. In addition, tutoring and mentoring programs have been fundamental for student retention, reducing dropout by 18% in Chile. However, challenges remain, such as the digital divide, insufficient teacher preparation in inclusive methodologies and the lack of adequate infrastructure in rural areas. The increasing digitalization of the classroom and the use of adaptive teaching models have been shown to improve the academic performance of vulnerable students. It is concluded that strengthening teacher training, guaranteeing equitable access to technological resources and developing personalized academic support strategies are essential elements for consolidating inclusive and equitable higher education in the region
Teachers in the digital age: Strategies to innovate and improve their professional profile
The digital age has transformed the educational field, requiring innovative strategies to improve the professional profile of teachers. The overall objective of this study was to analyze the strategies that facilitate innovation and strengthen teacher training in the digital age. A comprehensive literature review was conducted using a qualitative approach and a thematic categorization analysis to synthesize the findings of recent research. The results show that the integration of digital technologies into teaching practice is essential to adapt to the demands of the labor market and a constantly evolving society. Furthermore, the importance of promoting ongoing training that combines technological and pedagogical skills is evident, as well as the use of assessment tools that facilitate the identification of areas for improvement in teaching. Collaborative strategies and the application of artificial intelligence-based models are presented as key elements for optimizing resource allocation and personalizing learning processes, contributing to the creation of more inclusive and motivating educational environments. Taken together, these findings support the need for a holistic approach that integrates training, technological innovation, and contextual adaptation to transform teaching in the digital age.
Challenges and Strategies of Bureaucratization and Accreditation in Higher Education: with a mixed research approach.
This study focused on the interaction between bureaucracy and educational quality in the field of higher education in Ecuador, with the aim of analyzing how the training of public servants influences the improvement of educational quality. Through a mixed methodology, which combined structured and open interviews, information was collected on the perceptions and experiences of officials from universities and technical institutes in the country. The sample was selected using stratified sampling, considering factors such as the type of institution, its size and geographic location, and the experience of officials in educational management. The results obtained revealed a positive relationship between the level of academic training of public servants and educational quality in higher education institutions. As officials increased their level of training and specialization, a significant improvement was observed in educational, administrative, and resource management processes. Interviewees agreed that ongoing training focused on educational management was essential to optimize both pedagogical and administrative aspects within institutions. Furthermore, the implementation of more efficient pedagogical and administrative practices was directly attributed to better-trained officials, who were also more willing to adapt to changes in educational policies. In conclusion, the study highlights the need for an educational management model that combines a flexible administrative structure with ongoing training of public servants, to promote sustained improvement in the quality of higher education in Ecuador and other Latin American countries. These results offer valuable lessons for other nations in the region, where the challenges of educational bureaucracy and the lack of specialized training of public servants also impact educational quality, suggesting that ongoing professional training policies could be applicable and beneficial in similar educational contexts.
Analysis of the relationships between life physical activity in people with Parkinson's diseases
In the context of Parkinson's disease, physical activity emerges as a crucial component in the comprehensive management of the disease, significantly influencing the quality of life of patients. This article aims to review the existing scientific literature on the effects of physical activity in Parkinson's disease, the different types of exercise, the underlying physiological mechanisms, the clinical benefits and the factors that influence adherence to exercise programs will be analyzed. This literature review article examines recent research on the relationship between physical activity and various aspects of quality of life in individuals, studies conducted between 2004 and 2024 focus on various modalities of physical activity, including aerobic exercises, resistance training, and specific movement therapies. The results indicate that regular physical activity practice not only improves motor symptoms such as gait and balance, but also has a positive impact on non-motor symptoms such as depression, sleep and cognitive function, the neurophysiological mechanisms are discussed. underlying, including the modulation of neuronal plasticity and the expression of neurotrophic factors. The opportunities presented by new technologies, such as wearable devices and mobile applications, to monitor and promote physical activity in this population are explored and the importance of future longitudinal research that evaluates the long-term impact is highlighted.
Ethics in adolescents under 17 years of age: Analysis and recovery strategies
This study explores the causes of the lack of ethics in adolescents under the age of 17 and its consequences, proposing various strategies for their recovery. Ethics, a fundamental value in human development, is deteriorating within this population, posing serious challenges for personal and social growth. The research identifies factors contributing to this issue, including the influence of violent content, the inappropriate use of technology, and the lack of ethical role models in family and educational environments. Additionally, it examines how the cultural and social environment, often characterized by the normalization of unethical behaviors, impacts adolescents' decision-making processes. This not only affects their personal development but also significantly impacts social coexistence, fostering attitudes of indifference toward collective well-being and increasing harmful behaviors. The importance of integrating ethical education programs from an early age is highlighted, involving both institutions and families. Furthermore, the development of mentoring spaces is proposed, where adolescents can receive guidance and support to address their ethical dilemmas and understand the impact of their actions on society. Through these interventions, the aim is to strengthen ethical principles in young people and promote a more just, supportive, and conscientious environment in their daily lives, where adolescents have the opportunity to actively contribute to the collective well-being of their communities.
Copyright (c) 2024 Scientific Connection International Journal https://creativecommons.org/licenses/by/4.0
Ethics in Community Conflict Resolution: An Analysis of Strategies and Resolution.
At the community level, ethics played a fundamental role in conflict resolution, guiding the strategies used by mediators and local leaders. Therefore, the ethical strategies used in the resolution of community conflicts must be examined. In this case, the studies highlighted key recommendations, such as the need for ongoing ethics training for social workers and the implementation of clearer protocols to manage community conflicts fairly and equitably. These findings underscored the importance of the social worker as a key agent in promoting peace and social justice within communities. The studies revealed that social workers, by intervening in community conflicts, were able to strengthen social cohesion by creating safe spaces for dialogue and empathy between parties in conflict. The use of ethical approaches promoted the peaceful and sustainable resolution of conflicts, while protecting the rights of the most vulnerable individuals within the community. One of the aspects that was most highlighted is how important mediation is, since it tends to be a transformative tool in the resolution of conflicts in various contexts from the family to the judicial. It has been mentioned that the positive impact of mediation is usually peaceful in the face of any dispute.
The Impact of Emotional Education on The Development of Social Skills in Secondary Education Students
This study addressed the impact of emotional education on the development of social skills in secondary education students. The general objective of the study was to analyze the impact that emotional education has on the development of social skills of secondary education students; The applied methodology referred to a bibliographic review study using Google Scholar as an access source from which around 23 scientific articles were extracted that allowed us to delve more deeply into the proposed topic, thus finding that emotional education programs can have positive effects on students' well-being and social adaptation, although more research is required to evaluate the long-term effectiveness of these programs. It is recommended to implement intervention programs and continuous training of teachers to support the socio-affective development of students.
The role of attributions in the formation of social judgments: a psychosocial analysis
This article addressed the role of attributions in the formation of social judgments, highlighting their importance in the interpretation of events and human behaviors. Attributions are judgments that people make about the causes of their experiences, which influence their social interactions in various contexts, including educational, social, and legal spheres; which had the general objective of analyzing how attributions influence the formation of social judgments from a psychosocial perspective. To carry out this systematic review, exhaustive searches were carried out in academic databases such as Scopus, Google Scholar, Dialnet, Scielo and JSTOR. A total of 18 articles published between 2019 and 2023 were selected, prioritizing those that offered a comprehensive view of literature in social contexts. The findings of this review revealed significant information about attribution theories and their relationship with educational contexts, violence and poverty. In the educational field, it is assumed that attributions about academic performance directly impacted the motivation and commitment of students, where those who attributed their success to personal effort showed greater dedication, while those who saw their failures as a consequence of external factors. They experienced discouragement.
Fighting between Classrooms and Days: Analysis of the Dilemma of Young People Who Work and Study
Currently, the simultaneous engagement in work and study is a common reality among young people, influenced by economic necessity and social dynamics. The general objective of this study is to analyze the impact of this duality on students' academic performance and emotional well-being. A mixed methodology was employed, including surveys and interviews with young people who work while studying. The most relevant results reveal that many of these students face significant difficulties in their academic performance, experiencing high levels of stress and emotional exhaustion. Despite these challenges, some young individuals also mentioned that work has allowed them to develop valuable skills, such as time management. These findings suggest the need to implement educational policies that provide support for working students, fostering a more balanced environment that enhances their academic and emotional development. This study examines the impact of work on the academic performance and emotional well-being of young students. A mixed methodology was applied, which included surveys and interviews, revealing that although many face high levels of stress and academic difficulties, they also develop valuable skills. The findings highlight the need for educational policies that support these students in their dual roles.
Copyright (c) 2024 Kristel Dayanara Cortez Torres, Silvia Verónica Torres Ortega, María Azucena Torres Landívar, Alexandra Marisol Barcia Maridueña (Autor/a) https://creativecommons.org/licenses/by/4.0
Analysis of the impact on the mental health of young adolescents
The impact on the mental health of young adolescents has been a topic of increasing interest due to the numerous challenges they face at this critical stage of development. The aim of this study is to analyze the social, emotional, and digital factors that influence levels of stress, anxiety, and depression among adolescents, and to evaluate preventive strategies to mitigate this impact. The methodology used consisted of a bibliographic review of recent studies that address the influence of the family context, academic pressure, and the use of social networks on the mental health of adolescents. The results show that factors such as social expectations, excessive use of social media, bullying, and dysfunctional family environments significantly increase adolescents' vulnerability to experiencing psychological distress. In addition, lack of access to adequate mental health services and the stigma associated with mental disorders exacerbate this situation. Early intervention and emotional support from the family and school were identified as key elements to mitigate the negative effects. Prevention initiatives that promote emotional well-being, resilience, and self-care were instrumental in helping young people cope with emotional and psychological challenges more effectively.
Copyright (c) 2024 conexion cientifica, Nayelli Marilyn Mindiolaza Dumes, Nury Gabriela Martínez Suarez, Pedro Geovanny Nicola Salguero, Ammy Valeria Saltos Bajaña (Autor/a) https://creativecommons.org/licenses/by/4.0