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This paper investigates the role of active learning in two undergraduate research courses. It discusses how active learning improves research teaching; to this end, an inquiry based on Dewey's principles on the subject is carried out. The research design is mixed. The quantitative phase is a non-experimental design, and the qualitative phase is basic. A total, 57 students from two public universities in Mexico participate. A Likert-type questionnaire and focal interviews were applied to two groups of students. The results show that research is reflective learning about action. In this, the professor acts as an external conscience about the what, how, and why of the research, hence the importance of learning by doing and connecting with significant problems for students. This study provides clues for academies of research methodology and for professors working in these subjects. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to ascertain whether the concepts of quality held by academic staff influences their job satisfaction. The paper defends the thesis that the lack of congruence between the meaning that academics give to quality, on the one hand, and the quality policies implemented by higher education institutions, on the other, generates an (usually latent) conflict that negatively influences the job satisfaction of academics. In addition, this type of disagreement could reduce the effectiveness of quality policies and systems as well as the overall functioning of higher education. Consequently, the identification and measurement of this phenomenon acquires importance. The paper is based on a quantitative research, based on 911 questionnaires from academics in Mexico. Evidence gathered shows that, when academic staff feel that the university where they work does not share their own values and personal convictions about what educational quality should be, it is more likely that they declare job dissatisfaction with their work. The paper also recommends the introduction of variables measuring the symbolic conflict between academic personnel and managers in the models of academics' job satisfaction in higher education. [ABSTRACT FROM AUTHOR]

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 discusses the origins and content of the framework that guided the creation of the Center for Public Health Research in 1984 and the modernization of the School of Public of Health of Mexico, established in 1922. These two institutions eventually merged with the Center for Research in Infectious Disease to create, in 1987, the National Institute of Public Health of Mexico, one of the leading institutions of higher education and research in public health in the developing world. [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]

Historically, higher education is considered one of the main routes of upward social mobility. However, given the plurality of options offered by the education system at this level, there may be a distinctive pattern not only of socioeconomic origin but also of economic results after graduating from a specific higher education institution (hei), which can inhibit the promotion of social mobility through hei. Using data from the Intergenerational Social Mobility Module 2016, this paper analyzes whether the hei in Mexico promote the social mobility of their graduates. The results suggest a potential mediating effect of hei in the intergenerational transmission of wealth. This means that the wealth of the original household is an important determinant of the type of hei from which the respondents graduate, furthermore, the type of hei also explains part of the variation in the wealth of the current household of graduates. Specifically, individuals who reported having completed their university studies at the National Polytechnic Institute (ipn, Mexico) present the lowest intergenerational correlation of wealth, 0.18. In contrast, normal schools and the National Pedagogical University (upn, Mexico) have the highest intergenerational persistence rates, 0.48 and 0.47, respectively. Under these findings, it is argued that the type of hei from which individuals graduate can complement the explanation of the mechanisms of intergenerational persistence of wealth. [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 work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside. [ABSTRACT FROM AUTHOR]