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Validation of the Questionnaire on Integration of Artificial Intelligence in Higher Education (Q-IAHE)

Fernando Vera — Sun, 28 Sep 2025 00:00:00 -0300

The growing integration of Artificial Intelligence (AI) in higher education underscores the need for validated instruments to assess perceptions and practices related to its use. In Latin America, however, such tools are still limited. This study validates the Questionnaire on Integration of Artificial Intelligence in Higher Education (Q-IAHE). A pilot study was carried out with a Chilean sample (n = 53), followed by a broader validation with a Mexican sample (n = 359). Analyses confirmed strong internal consistency (Cronbach’s alpha = .898) and a stable factorial structure across both groups, identifying four main dimensions of AI integration in learning and teaching. The results demonstrate that the Q-IAHE is a reliable and valid instrument for exploring AI adoption in higher education. Its application offers valuable insights for international research on educational innovation, pedagogy and digital transformation.

Impact of Cooperative Learning on Thematic Vocabulary in 9th Grade EFL Students

Francisca P. Matamala-Jofré, NICOLL S. CASTILLO-TORRES — Sun, 28 Sep 2025 00:00:00 -0300

This action-research project explores the impact of the Cooperative Learning (CL) method on the development of thematic vocabulary in 9th-grade EFL students. The study involved twenty-six students from a public school in Los Ángeles, Chile, all from low-income backgrounds. The ten-week intervention began with a project proposal presentation, followed by a pre-intervention vocabulary test, and the implementation of six sessions using the CL method. These sessions integrated its four main features and three specific structures. Student participation and performance were documented in a research logbook. During the final week, a post-intervention vocabulary test and a perception survey were conducted. The findings showed a noticeable improvement in students’ thematic vocabulary expansion. Additionally, students reported feeling more motivated and confident when working in groups. They appreciated the use of innovative resources and dynamic activities. The study concludes that CL can effectively enhance vocabulary learning while fostering collaborative skills and active participation among learners.

The Impact of Parental Educational Styles on the Social Skills of Boys and Girls in the Early Childhood Education Stage

Esmeralda Guillén Tortajada — Sun, 28 Sep 2025 00:00:00 -0300

This study examines how different parenting styles influence the development of social skills in preschool children. A literature review was conducted using academic sources, followed by analysis of 13 recent articles from national and international databases, including Dialnet Plus and ERIC. Findings indicate that parenting style significantly affects children’s socioemotional growth. Dysfunctional or authoritarian approaches can hinder social competence, while democratic and supportive styles promote healthier development. These results underscore the importance of family environment in early childhood education and suggest the potential value of psychoeducational programs to assist parents in fostering positive interactions and enhancing their children’s social and emotional learning. The study also highlights avenues for future research on effective parenting strategies and child development.

Modelos Educativos en Universidades Latinoamericanas: Implicaciones para la Innovación Pedagógica

Fernando Vera, Patricia Rodríguez-Flórez — Sun, 28 Sep 2025 00:00:00 -0300

Este estudio analiza comparativamente los modelos educativos de cinco universidades latinoamericanas, manteniendo el anonimato institucional. Se aplicó el cuestionario CEMEU, que considera cuatro dimensiones: enfoque pedagógico, competencias genéricas, internacionalización e innovación y tecnología educativa. Los hallazgos muestran fortalezas en el aprendizaje activo, el desarrollo de competencias transversales y la disponibilidad de recursos tecnológicos. No obstante, se identifican limitaciones en la autonomía estudiantil, la integración sistemática de tecnologías emergentes y la internacionalización, especialmente en convenios de doble titulación. En conjunto, los resultados sugieren que, aunque las instituciones avanzan hacia modelos centrados en el estudiante y pertinentes al siglo XXI, aún existen áreas de mejora para consolidar su proyección global y sostenible.

La Inclusión Obligatoria de la Asignatura de Equidad de Género en las Currículas de la Licenciatura en Derecho

María Elena Pineda Solorio, Magdalena Vega Campos — Sun, 28 Sep 2025 00:00:00 -0300

La equidad de género en la educación superior representa un aspecto fundamental en la formación de los futuros profesionales del derecho. Este estudio analiza la importancia de incluir asignaturas sobre equidad de género en la currícula de la licenciatura en derecho, sustentándose en marcos normativos nacionales e internacionales (Naciones Unidas, 1979). Se identifican distintos modelos de implementación y sus beneficios en la enseñanza jurídica, considerando aportaciones pedagógicas de autores como Freire (1970), Dewey (1938) y Vygotsky (1978). Conjuntamente, se abordan los retos y controversias que implica su adopción. Los hallazgos muestran que la inclusión de esta materia es crucial para garantizar una formación jurídica integral que fomente la justicia y la igualdad (Espuny Tomás, Vallés Muñío & Velo i Fabregat, 2020).