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The main purpose of this paper is to understand the experiences of the students of Law with Intercultural Perspective belonging to Intercultural University of the State of Puebla during Covid-19 time, as well as identify how they connected to online classes, through a quantitative methodology. In this sense, the results prove that digital divide still a problem in regard to in Mexico. The Central Campus of the said university is in Huehuetla, a Totonac village in northeast State of Puebla. Several students are from indigenous communities of the states of Veracruz and Puebla. It is important to remember that most of them belong to rural areas. In addition, the indigenous and rural population in Mexico had poor connectivity during pandemic years. The high cost of access was another problem for the academic education of their young members. Today, internet is a basic tool in high education learning. For this reason, the said gaps in Mexican homes do difficult advances in academic formation of youngest members of families. Furthermore, this paper exposes the right to education in international declarations and Mexican law. During the last decades, International and National laws have recognized also the rights of indigenous peoples. The education is an essential field of human development of all populations. Summary, internet connectivity is a crucial factor in regard to current human rights. Digital education is a challenge in global world, because having a computer is not enough for a rational use of new technologies. [ABSTRACT FROM AUTHOR]

This paper aims to expose and analyze how LGBT students in three public universities in Chiapas, Mexico, are carrying out forms of resistance in response to manifestations of violence and discrimination. The research was based on a qualitative methodology and analyzed through a grounded-theory strategy. We found that LGBT students are not passive victims of discrimination, but rather resist in various ways, making the university a space in dispute over heteropatriarchal norms. [ABSTRACT FROM AUTHOR]

In March 2020, face-to-face classes in Mexico were suspended due to the COVID-19 pandemic. From that moment on, virtuality was the means that allowed the continuation of teaching and learning activities in higher education. Today, almost a year and a half after the beginning of this scheme of work, the educational authorities are preparing for the return to face-to-face teaching. However, it is not yet known when the necessary conditions will exist for this to fully occur. This article addresses various possible scenarios in the post-confinement era, as well as the acceptance that these would have in the university student community. Its objectives were to characterize student perceptions of classes after COVID-19 lockdown and to compare them according to educational program, academic period, and employment status. The research design was quantitative cross-sectional, non-experimental, exploratory-descriptive in scope. A total of 1395 students from five university programs (Administration, International Trade, Public Accountant, Law, Information Technology) participated and answered an online questionnaire. They were asked about their willingness to continue taking online or hybrid classes in different scenarios, as well as about the continued use of collaborative tools and the need to promote technological and information security skills, given the digital nature of remote education. Data analysis was performed with the SPSS package. Descriptive values were obtained and nonparametric statistical tests of differences between groups were performed. The results show that students value positively the power to decide to take a subject online or face-to-face. In either mode of post-pandemic work, students would agree to continue using MSTEAMS. On the other hand, the recording of sessions was well valued, as well as the possibility of reducing the cost of enrollment if the education were hybrid or online. Also, students would be willing to take their theoretical courses online. It was found that law students are less in agreement about continuing to take their theoretical subjects online and administration students are more in agreement. Also, administration students were more in agreement to continue using MSTEAMS. On the other hand, students in the last semesters are more in agreement to continue with online classes and resources compared to students in the first semesters. In the analysis by employment status, no differences were found. This paper provides an overview of the acceptability of various hypothetical post-pandemic scenarios and allows reflection on the learnings obtained with online education in the COVID-19 times and how these could enhance academic activities after confinement. [ABSTRACT FROM AUTHOR]

This paper analyzes the job market of graduates of the Bachelor’s Degree in Geography of the Universidad Autónoma de Guerrero, and of the Degree in Geoinformatics of the Unidad Multidisciplinaria de la Universidad Autónoma de Ciudad Juárez, in México. A total of 94 graduates were surveyed in 2017. In addition, seven key informants (experts, specialists and teachers) were interviewed. Among the important findings, we highlighted the type of institution and/or employer, the city and state where they were working, the types of positions, the activities carried out, the monthly salary received, and suggestions to improve careers. [ABSTRACT FROM AUTHOR]

This article shows the results of a qualitative/documentary study on intercultural education carried out in the mountain region of Guerrero, Mexico. The paper analyzes in particular the Universidad Intercultural de los Pueblos del Sur, which has been able to develop a project in intercultural education and even expand it to five municipalities in the state of Guerrero. The university represents a space of informal education for indigenous youth, using an educational model oriented to the rural perspective and encouraging abilities in communities and families through technical assistance by transferring technology and specialized knowledge in agricultural activities. The paper concludes by making recommendations that orient intercultural educational practice, taking into account the evidence contributed by research. [ABSTRACT FROM AUTHOR]

This article presents an updated overview on the teaching of social responsibility in Mexico, and his record in Latin America, to identify other teaching corporate social responsibility, is really a priority for Institutions of higher education, likewise are the main considerations that have guided the higher education Institutions to carry out training processes in corporate social responsibility, in this paper highlights the main definitions adopted this term as well as some major findings that have identified certain "trends, initiatives and actions of institutions" in front of the scope of corporate social responsibility. The paper is organized into five different sections, the first section presents introductory type questions and the main reasons that encouraged the development of the project and have made it possible to establish the background to the corporate social responsibility, the second presents the main definitions that have provided authors and national and international concept, the third section lists the topics and indicators of corporate social responsibility, a fourth section presents the teaching of social responsibility in Latin America and describes the initiatives undertaken by universities around Latin America, in the fifth section presents the main higher education Institutions have undertaken corporate social responsibility initiatives in Mexico, finally have some final thoughts on the main contributions of institutions of higher education in the teaching of corporate social responsibility. [ABSTRACT FROM AUTHOR]

This paper reports results from a larger research project that analyzes the use of Information and Communication Technologies (ICTs) in online higher education courses in France and Mexico. The francophone perspective on the development of the social uses of ICTs informs the theoretical approach. Within this view, the user's appropriation of technologies and online services is crucial to understanding their academic performance, because ICTs are considered social constructions with different meanings according to their users and contexts of use. This paper reports the results of 25 semi-structured interviews with students in two Mexican universities referred to as UdG Virtual and UABC. The analyses of the interviews were carried out using content analysis. Results suggest that online learning serves a variety of students' needs, including helping them understand computers and basic software, as was the case of some freshman students at the UABC, to recognizing and validating professional skills in the case of adult students from the UdG Virtual. In general, students' discourses showed different levels of appropriation and different ways of using the available online programs, but for most of the students online learning meant an opportunity to advance academically, which would not otherwise be possible. [ABSTRACT FROM AUTHOR]

Intercultural higher education in Mexico works toward the creation of new professional, cultural, and linguistically pertinent profiles that empower indigenous youth and their communities. This paper presents the empirical results of a research project that ethnographically accompanies young graduates from an intercultural Mexican university, Universidad Veracruzana Intercultural. The objective is to describe the way this institution develops knowledge/activities by opening up to other types of knowledge; an analysis is made of the characteristics of the university's recent graduates, and their academic and community knowledge is presented. [ABSTRACT FROM AUTHOR]

This paper explores the epistemological diversity and indigenous praxis present in intercultural education, through the case of Instituto Superior Intercultural Ayuuk (isia) in Jaltepec, Oaxaca, Mexico. The main objectives are to outline the range of conceptions of intercultural education, describe its key articulations, and explore the way that knowledge is conceived, constructed, and transmitted in this institute. Two arguments are stated: a) The lack of a predetermined meaning in intercultural higher education allows people from diverse backgrounds to become interested in and form part of this project, enabling new epistemological diversity; b) Although isia uses the praxis and social organization of the Ayuuk people, a more profound dialogue is still lacking among diverse types of knowledge and epistemological frameworks. Therefore, isia represents an important case for exploring the negotiation among diverse perspectives to construct a unique vision of intercultural higher education. [ABSTRACT FROM AUTHOR]

This paper presents the results of an exploratory study regarding the practice of the social sciences in two states in Mexico: Nayarit and Sonora. Both show different economic structures and dynamics, while Sonora has a modern industrial sector, Nayarit rests basically in a tertiary activity, tourism. While social exclusion is significant in Nayarit, in Sonora is relatively low. Considering these disparities this analysis seeks to determine the correspondence between the socioeconomic characteristics of the two regions and the practice of the social sciences from the educational offerings, research and academic linkage from the local higher education institutions. [ABSTRACT FROM AUTHOR]

This article reports on an experience of intervention focused on teaching argumentative essays, in which two teachers and twenty-five undergraduate students in Applied Linguistics participated. The paper presents the theoretical/pedagogical principles and describes the didactic design of the intervention. The qualitative results show the students' and teachers' experiences with respect to the processes of teaching and learning written argumentation in their discipline. The conclusions offer some pedagogical lessons learned to orient the design of educational interventions that help university students to become competent producers of argumentative texts. [ABSTRACT FROM AUTHOR]

This article presents an educational experience carried out with 17 graduate students in pedagogy at Mexico's Universidad Nacional Autónoma. The objective was to encourage the students to appropriate strategies for writing and communicating scientific/academic texts; concretely, strategies linked to writing and communicating dissertations, scientific articles, and papers for congresses, with attention to the canons of the scientific/academic community of which they are members. The students reflected on their habitual processes of composition and communication and applied concrete strategies to their own texts. The evidence collected during the educational experience showed improvement in students' processes as well as in their final products. [ABSTRACT FROM AUTHOR]

This paper demonstrates that the academic and cultural links between students UABC Tijuana and California universities is minimal. California being one of the most dynamic regions in the production of knowledge, its great potential and possibilities have not been sufficiently exploited by students of Tijuana. Restrictions on immigration policy, lack of motivation by institutional authorities and teachers of UABC and the weak presence of actions for border regional integration of college students, was negatively associated with this situation. [ABSTRACT FROM AUTHOR]

In this paper we study the normative framework for equity in the policies of the Mexican state, especially policies directed to higher education. Th e empirical referent was a set of documents that regulate and orient actions on inclusion and equity for attaining social cohesion in Mexico, based on the idea that our nation is constituted by diverse peoples and indigenous inhabitants, handicapped people, "alternate" movements, and other groups, and therefore must be governed according to the characteristics of all citizens. Th is document forms part of a broader research project referred to as the "Inter-University Framework Program for Equity and Social Cohesion Policies in Higher Education", within the work of the Latin American Research Network in Educational Policy (RIAIPE). [ABSTRACT FROM AUTHOR]

This paper presents the result of an educational intervention in a private university in Mexico, in which the students and their teacher developed blogs, participating collaboratively in a search for information, reading, and writing oriented to the elaboration of a critical essay. With virtual ethnographic interviews and two online questionnaires, an analysis was made of students' perceptions of the blogs' influence on their academic literacy, the links and tensions between the two types of writing, and the possible lessons for educational innovation in the area. In light of this case, the article argues the need, from a sociocultural perspective, for higher education to encourage practices of reading and writing that recover the genuine social, dialogical, and identity-related meaning of all academic writing. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a study whose object was to describe the experience and results of an online training program for professors in Mexican business schools, aimed at developing information and communication technologies skills. The training program was developed using the CUDI network for Internet 2 videoconferencing, and the SAKAI learning platform for the management of educational interventions. The results show the opportunities and difficulties encountered in the development of a teacher training program of this type and identify the characteristics of the profile of a teacher who did effectively benefit from this experience. [ABSTRACT FROM AUTHOR]

This paper provides an overview of some of the gains and constraints in the process of construction of a knowledge society in the state of Morelos, Mexico, focusing mainly on the development and use of ICT and on the role of institutions of higher education (IES- acronym in Spanish). To this end, documentary and field research methods were applied; interviews were conducted with experts and a case study from the Universidad Autónoma del Estado de Morelos [Autonomous University of the State of Morelos] is reported. The following conclusions were highlighted: a) while Morelos has made significant progress in scientific and technological matters, challenges remain in order to be able to even speak of a knowledge society; b) the fact that institutions of higher education have ICT does not necessarily mean that they have adequately appropriated them and employ them to improve their processes; and c) institutions of higher education need to generate outreach programs that engage with the region so that technological developments are translated into benefits for the people of Morelos. [ABSTRACT FROM AUTHOR]

This paper presents an initial proposal to achieve digital alphabetization of university professors from a multidimensional research conducted at the Autonomous University of Chiapas, Mexico, which includes the situation of some Mexican higher education institutions that have made studies on the use and application that professors make of information and communication technologies. [ABSTRACT FROM AUTHOR]

Within the tradition of studies on the use or influence of research, this paper presents work on the relation between research and policy, based on the evaluation of higher education. The results show that educational research in Mexico has influenced the political agenda, by including arguments and reorienting debate, and even by modifying initiatives and programs; contributing factors have been the type of research, as well as the assumption or expansion of academic roles into circles of political decision-making. The report also identifies traits of interaction between researchers and government employees, while contributing to the comprehension of the use of research by weighing some of the involved elements. [ABSTRACT FROM AUTHOR]

This paper analyzes the finance policy through contestable extraordinary funds implemented by the Mexican Ministry of Public Education in the state public universities between 2001 and 2005. The results show that this allocation mechanism of public resources has been effective to reward their institutional consolidation. It has also improved their social returns and their contribution to the educational equity through a better quality higher education. [ABSTRACT FROM AUTHOR]

This paper presents a review of the research findings documented in literature about factors associated with academic scores in college students and their relationship with the quality of higher education in general, using as a reference studies carried out in Spain, Colombia, Cuba, Mexico, and Costa Rica. These factors are grouped in three categories: personal determinants, social determinants, and institutional determinants that, at the same time, hold their own indicators. Emphasis is given to the fact that the search for educational quality is a desired good for different sectors of society, and for which universities fight from different fields, with major concerns in the public sector due to the investment involved. The search for quality implies ah integral review of the university that includes studies about the academic results of students, because those results are an important input and allow the identification of limiting and enabling elements of academic performance and, consequently, facilitate the control of public resources and the social impact mediation. The analysis of the educational quality must include research results about the academic results of the students since it is of great use in the decision making process aiming for a more fair educational system. [ABSTRACT FROM AUTHOR]

This paper analyzes the impact of public financing policy to higher education in Mexico during the period 1988-2003, considering the experience of public state universities (PSU). It is said that governmental strategy of allocating extraordinary and competing funds has been successful to closing the budget gap between PSUs, reducing budget inequalities. However, existing results show no concluding evidence that access to greater resources is translating into more satisfactory academic results. This supposes a lack of reciprocity in some PSUs to establish the actions and changes needed to advance in processes of academic improvement and institutional consolidation, as well as a limited reach to following mechanism, assessment and governmental control to link resources allocation to palpable results. [ABSTRACT FROM AUTHOR]