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This research reports the implementation of an evaluation instrument of the slope concept in high school students. The design of this study was based on four dimensions: Skills, Properties, Uses and Representations (SPUR model; Thompson & Kaur, 2011) and on three conceptualizations: constant ratio, behavior indicator and trigonometric conception. This work adopts a qualitative approach to analyze the students' productions and a quantitative approach when obtaining the percentages of the student's responses. The general objective of the work is to evaluate the effect produced by a group of tasks designed with the SPUR model on the slope concept in high school students. The results show that students have traditional conceptualizations of the slope as a constant ratio and trigonometric conception. However, these conceptualizations emphasize more procedural aspects than conceptual ones. This finding could partially explain why students can solve certain tasks of procedural nature but not conceptual tasks that usually require a multifaceted view of the slope.

This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.

In education, technological advances have boosted digital processes that expand training possibilities, such as xMOOCs (eXtended Massive Open Online Courses). The purpose of this study was to analyze the design of the xMOOC in the light of open and collaborative innovation and the social construction of learning. The quantitative method and descriptive statistical analysis were used to analyze the perceptions of eight expert's MOOC developers based on the results of a Likert scale questionnaire. The results were integrated with a previous study carried out with inferential statistics on 217 xMOOC students. The findings revealed two approaches to innovation to support the social construction of learning and its challenges: (a) design and teaching-learning strategies that integrate social learning activities; (b) learning objectives to strengthen social learning activities through pedagogical and technological innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and stakeholders in MOOC design, the social construction of learning, and open and collaborative innovation.

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

This study presents the design and application of a didactic sequence aimed at enhancing high school students understanding of recyclable plastic polymers. The proposed teaching strategy incorporates cooperative learning activities to identify different types of plastics, particularly recyclable ones. The goal is to increase student's scientific knowledge, enabling them to make informed decisions to mitigate environmental pollution caused by plastic waste. The study also addresses the research question: How can I recycle plastic materials in my everyday life to avoid contributing to environmental pollution?

Objectives: Analysis of the player profiles of professors is a fruitful line of research because player profiles may influence the design of gamified situations. We studied a sample of 243 university professors in Mexico to analyze the player profiles with which they identify and those they consider most effective didactically in gamified situations. Method: Descriptive quantitative research was used to analyze the distributions of the responses to a questionnaire given to a group of 243 professors from different Mexican universities. These responses have been statistically analyzed by computing the proportions of player profile choices and applying Pearson's chisquare test of independence to identify significant differences in these choices. Results: 42.4% of the participants identify as Explorers, the most frequent player profile among the participants. However, about 15.6% of them consider that their player profile is not the most suitable for learning. Player profiles chosen by the Mexican professors diverge from the player profiles of the students described in previous studies. Significant differences by gender, area of knowledge, and previous training in gamification are also identified. Conclusion: There is a strong gap between the player profiles of the participating professors and the profile that, in their opinion, is most suitable for learning. In addition, it has been identified that gender, area of knowledge, and previous experience in the use of gamification are influential factors in the player profiles of the professors. Implication for Practice: The training of professors in gamification should be adapted to the specificities of each area of knowledge. This will allow professors to develop pedagogical skills in gamification that will help them adapt gamified didactic situations to the needs of students.

The literature reports that students have difficulties connecting different meanings, multiple representations of the derivative, and performing reversibility processes between representations of f and f'. The research goal is to analyze the mathematical connections that university students establish when solving tasks that involve the graphs of f and f' when the two functions do not have associated symbolic expressions. Seven students from the first year of undergraduate studies in mathematics from a university in southern Mexico participated. For data collection, two tasks involving the graphical context of the derivative were applied. An analysis of the mathematical activity was carried out by the participants with the analysis model proposed by the onto-semiotic approach, and thematic analysis with types of mathematical connections from the extended theory of connections was carried out to infer the connections made in that mathematical activity, which allowed us to consider the reversibility connection between the graphs of f and f' as the encapsulation of a portion of the mathematical activity. Four students establish the reversibility relationship between the graph of f and the graph of f'. It has been concluded that some students can establish the reversibility connection between the graphs of f and f', but the complexity of the mathematical activity that encapsulates the connection explains (by showing everything that the student must do) why some students are not able to establish it.

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students' learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students' and professors' experience with an Adaptive Learning Strategy evaluated platform's usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students' learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

Purpose: Professional Identity Formation is the dynamic evolution to "think, act and feel" to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students. Design/methodology/approach: MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented. Findings: The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use. Research limitations/implications: Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity. Originality/value: MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.

It is imperative that a profound transformation be carried out in the traditional way in which we teach science subjects, so it is necessary that the role of student change from being a mere recipient of information to being the main player in the construction of his knowledge. One of the strategies to achieve this is to make use of ICT, within which are educational simulators, as a support resource to facilitate the teaching-learning processes taught in the classroom. The didactic strategy developed in this work was carried out with the PhET (https://phet.colorado.edu) simulator was used to improve the teaching of the Law of Conservation of the Matter and its relationship with chemical reactions. To evaluate the learning acquired by students, the Hake factor was determined. In terms of the implementation of this didactic strategy, students demonstrated greater recognition, understanding, and appropriation of the knowledge gained about the importance of this law in chemical reactions. This teaching strategy is useful for higher middle-level schools that do not have a school science lab.

There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are direct observation and verbal reports. Even though what is observed or reported depends on theoretical frameworks regarding didactic interactions, these must be related to teacher functions such as supervision, providing feedback, and evaluation of student performance. In this study, instruments for observational recording and verbal reports were developed and validated considering teacher functions and their student performance counterparts to compare the degree of correspondence or divergence between data gathered from both strategies. 135 students enrolled in a science class and their teachers participated. The class was taught in a public high school located in center/south Mexico. Classes were videotaped and the corresponding observational records were analyzed. Two months later, verbal reports were administered to students and teachers. Coincidences and differences that were found revealed that observer-observe interaction is conditioned by social norms. These results were interpreted considering the notion of silence as a communicative element.

Choosing a major is one of the most important decisions in one's life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.

Analyzing the writing skill of English language learners emerges from understanding the accuracy, fluency, and complexity of texts and classifying written errors according to syntax, morphology, and lexicon. In this quantitative descriptive-analysis study, the participants included thirty one Spanish-speaking, Mexican English language learners who were enrolled in an English skills development course designed for B1-B2 English language learners. The participants had 50 minutes to write a narrative essay based on an image that served as context. Of the 31 texts, the findings show that 901 total errors were classified into three metalinguistic categories (i.e., syntax, morphology, and lexicon) and in terms of written development (i.e., accuracy, fluency, and complexity), suggesting that a holistic approach to instruction and assessment in the English language classroom can provide a clearer context when developing writing skills.

The quality of the intra-mathematical connections made by Mexican university students when solving tasks on the derivative was characterized. The typology of mathematical connections and the quality levels of mathematical connections were used. Interviews were conducted based on eight tasks applied to three case studies. The results showed that the quality of the intra-mathematical connections: different representations, procedural, implication, part-whole and meaning of the students, is found mostly at level 2 (consistent and argued mathematical connections) and only one student presented inconsistencies to find the correctness equation of the tangent line to the curve at a point (quality level 0 connection). Likewise, the metaphorical connection was identified when a student mentioned the metaphorical expression "the graph has no holes", which suggests the conceptual metaphor "the graph is a path" referring to the continuity of a function. We believe that quality level 2 mathematical connections ensure understanding, and the quality level 0 mathematical connections are the reasons why students have difficulty understanding the derivative.

Elementary school teaches children to read and write, develop math skills, live together, explore the world, understand that world at a basic level, and grow as people. The objectives of this article are to examine the beliefs of elementary school teachers regarding sex education, to gain a notion of the limits and scope of sex pedagogy in the approach to content, and to provide accurate information for decision-making and public policy. A descriptive study was conducted using a qualitative methodology. The data were collected between October and December 2019 in two public elementary schools in the City of Veracruz, State of Veracruz, Mexico. A non-probabilistic sampling method with a maximum variation was used in the study. In total, nine teachers of ages ranging from 22 to 64 years participated. The teachers reported that the students must have reached sexual maturity to talk about sexuality. Likewise, a discourse that emphasizes the biological aspects and the belief that abstinence is the best way to prevent unwanted pregnancy predominates. Finally, there were different opinions regarding the need for training teachers to teach sex education.

The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who taught in a variety of schools, including K-12 and university settings. These participants shared how they changed their teaching practice, the challenges they faced, and the support they required. The digital divide represented a key challenge for both teachers and their students. In the face of inconsistent, unclear, or non-existent government support, most rural teachers showed commitment, resilience, and resourcefulness. They took control of, and responsibility for, their professional development by seeking ways to fill gaps in their knowledge and continue supporting their learners. Recommendations for institutional authorities and policy makers are discussed.

Purpose: The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. Design/methodology/approach: A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument. Findings: The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. Research limitations/implications: The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work. Originality/value: COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

The evaluation of learning in mathematics is a worldwide problem, therefore, new methods are required to assess the understanding of mathematical concepts. In this paper, we propose to use the Item Response Theory to analyze the understanding level of undergraduate students about the real function mathematical concept. The Bayesian approach was used to make inferences about the parameters of interest. We designed a test containing twelve items, to which a reliability analysis and validation test were applied. The experiment consisted in administer our test to 48 undergraduate students (18-20 years old) who are in a math career. We concluded that 25% of the students reached a high level of understanding, 39.6% a medium level of understanding and, 35.4% a low level of understanding. Furthermore, that students obtained low levels of understanding for tasks with high cognitive demand, and they obtained high levels of understanding for tasks with low cognitive demand.

Endeavors supporting college students' positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.

In the resolution of problems in chemical kinetics and catalysis the mathematical models relate the independent variable that is usually time, with the dependent variable which is normally the concentration of a reactant. They conform to linear models, whose parameters such as the ordering to origin and the slope are kinetic parameters, applying linear regression to the experimental data can be obtained linear models that are the simplest to be found. On other side, multiple models can be found with two or more independent variables, however, there are models that are not feasible to linearize and therefore you can make use of nonlinear regression. This paper is exemplified by the Problem-Based Learning (PBL) scheme and the use of software such as Stat graphics and Polymath to solve the resulting mathematical models. The results obtained are compared with traditional methods as multiple linearized least squares, in this way the learning teaching process is strengthened, since the student raises the kinetic model and then solves it with computer tools. Through the PBL cycles generated in the resolution of real problems in chemical kinetics and catalysis, significant learnings are achieved on difficult comprehension topics such as initial rate for the determination of the reaction order, half-life times, temperature effect and heterogeneous catalysis.

In Mexico, as in other countries, several circumstances have converged to inform political decisions that have driven a series of reforms in higher education. The reforms are designed to improve the performance of higher education institutions and their adaptability to new economic and social scenarios, as well as foster changes to the way they operate and to the way work is organised in them, and especially the work related to teaching. This article describes the impact the reforms have had on the organisation of teaching activity in several centres belonging to the University of Guadalajara. This description has been made under the assumption that the reforms may simultaneously prompt organisational tendencies of very different natures and effects. Finally, the article outlines the manner in which the changes in teaching activities have influenced the job satisfaction of teaching staff.

Although there is a body of literature that addresses victimization of adolescents based on their membership in stigmatized groups, there is little that focuses on this type of aggression delivered digitally. Furthermore, the extant literature typically focuses on the targets of such aggression, but scant attention has been paid to the aggressors. To address this gap, the current study investigated characteristics of perpetrators of bias-based cyberaggression in a sample of 554 self-reported cyber-aggressors among 1695 12- to-15-year-old adolescents in northwestern Mexico. Approximately one-fourth of these cyber-aggressors engaged in bias-based cyberaggression. Demographic characteristics were investigated in an attempt to describe those most at risk for perpetration of bias-based aggression. In addition, the influence of moral disengagement was examined in this unique sample. Results showed that cyber-aggressors who were male and younger were disproportionately represented among those whose cyberaggression was motivated by some type of bias. Bias-based cyberaggression was associated with higher levels of several types of moral disengagement. Possible explanations and implications of the findings are discussed.

Purpose: The objective of this study was to compare three distinct methods of test monitoring in the context of distance education--non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software--to analyze if the method in which tests are monitored influences the obtained grades. Design/methodology/approach: The experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified. Findings: The results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score. Practical implications: The results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method. Social implications: The authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring. Originality/value: Not exist another paper to compare three distinct methods of test monitoring in the context of distance education.

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%-24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening.

COVID-19 has disrupted higher education globally, and there is scarce information about the "learning loss" in university students throughout this crisis. The goal of the study was to compare scores in a large-scale knowledge diagnostic exam applied to students admitted to the university, before and during the pandemic. Research design was quasi-experimental with static group comparisons, taking advantage of the pandemic "natural experiment," to assess knowledge in students admitted to the National Autonomous University of Mexico. Four student cohorts were analyzed: 2017 and 2018 (prepandemic, paper-and-pencil exams), 2020 and 2021 (transpandemic, online exams). The same instruments were applied in each pair of cohorts (2017-2021; 2018-2020) to decrease instrumentation threat. Propensity score matching was used to create balanced comparable groups. 35,584 matched students from each of the 2018 and 2020 cohorts were compared and 31,574 matched students from each of the 2017-2021 cohorts. Reliability and point biserial correlation coefficients were higher in the transpandemic online applications. Knowledge scores were 2.3 to 7.1% higher in the transpandemic assessments, Spanish scores in the 2018-2020 comparison were 1.3% lower, and English results in 2021 were 7.1% lower than in 2017. Before the pandemic, there was a 3.1% higher test performance in men; this gap decreased to 0.34% during the pandemic. There was no documented learning loss in this large student population, with an increase in knowledge in the pandemic cohorts. Some influence in scores due to the online testing modality cannot be ruled out. Longitudinal follow-up is required to continue evaluating the impact of the pandemic in learning.

This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.

In the case of Chemistry subjects at the higher middle level, students tend to have a low performance in terms of academic exploration, either because of lack of motivation or lack of preparation in previous courses. In order to improve not only the academic performance of students in some topics of thermodynamics, but also the quality of teaching, this work proposes the use of some technological tools and practices combined with a constructivist methodology for teaching learning the subject heat capacity at constant pressure. A didactic sequence is designed that includes the use of interactive board as a learning teaching tool, as well as a teaching sequence that did not include the use of the board, to determine the influence of this tool on academic performance. To assess the scope in learning teaching, a questionnaire was designed, which was previously validated with groups of university students. The evaluation was designed for the topic of heat capacity, thus identifying the main alternative conceptions of students, the degree of learning regarding thermodynamic concepts in order to compare the pre- and post-teaching knowledge applied. The results of the post-didactic sequence evaluation, from the point of view of the student who learned using the interactive board, identify an improvement in understanding the main topics, a better willingness to work in the classroom, the ability to molecular representation of phenomena and an improvement in their verbal expression.

Basic Education in Mexico faces growing challenges arising from the use of Information and Communication Technologies (ICTs). However, formal education requires a critical and contextualized awareness that rescues the experiences of students to resignify adverse situations, while emphasizing resilience from learning ecologies. The objective of this document is to account for the ubiquitous learning acquired by nine distance education, secondary students in a rural context of Hidalgo, Mexico and the benefits of raising awareness of their own learning ecology. Emphasis is placed on the resignifying process that emerged through the different communication channels. The study presents results of a case approached with a mixed methodology, by means of a phenomenological, multisource, quantitative and qualitative information triangulation with hermeneutic analysis, organized in three stages, by means of a questionnaire, semi-structured interviews, focal groups and the use of Google Classroom. The hermeneutic analysis of autobiographies and the use of technological resources boosted the personal analysis of experiences generating learning that may be invisible in formal education, but which might empower the students' critical thinking, collaboration and autonomy to become aware of their own learning and the scope of their social contribution throughout their lives.

This study aimed to examine the institutional and organizational characteristics of Mexican state public universities' outreach with the surrounding area, by identifying and comparing best practices to design a new model for collaboration with the environment. The central question was: "What are the regulatory foundations for the planning and educational philosophies that underpin the outreach approaches of public universities in Mexico?" In methodological terms, this research was of a qualitative nature, and used institutional documents as its main data. It was a documentary review of regulations, planning documents, educational models, and organizational structure of the nine universities considered. Qualitative evidence was collected through deductive content analysis, on the basis of preconceived theoretical and conceptual precepts that guide the search for and analysis of documentary information. One key finding was that the regulations of the institutions examined did acknowledge the importance of strengthening ties between the university and the regional surroundings but were ambiguous in their definition of collaborative activities. In most universities, outreach was seen as a support for teaching and research, and its importance was not acknowledged. This is why it is necessary for universities to make promoting economic and social development a substantive function, to be reflected in specific regulations for outreach. Similarly, greater visibility is needed in organizational structures to position outreach within universities' roles and activities.

A problem-based online learning (PBe-L) teaching sequence was designed for calculating the shelf life (expiration date) of an on-site solution of refrigerated drug as part of activities of a Pharmaceutical Physical Chemistry course of Pharmacy major at FES Cuautitlán UNAM in Mexico. The teacher presents students the problem, a group collaborative activity is carried out to search for information in PBL cycles. Students are then shown a virtual experiment that includes experimental results. Another group collaborative activity is carried out for the search of information, for the procedural analysis of the results. Applying knowledge and understanding of the topics of chemical kinetics, temperature effect on the rate of chemical reactions and drug degradation reactions, etc., students solve the problem. Hake's factor was determined for the conceptual gain. A Likert-type satisfaction survey was conducted and compared to the results of a group that was applied to the PBL strategy in person. At the end of the sequence students achieved recognition, comprehension and application learnings and conceptual gain was high. Allowing an integration of its cognitive framework of kinetics topics.

The goal of this research is to make a theoretical reflection about connections that contributes to the development of the model for mathematical connections originally proposed by Businskas, and extended with the contributions of other researchers. This model is used in the most relevant investigations in this field. As a consequence of the reflection, the introduction of a new type of connection is proposed. The context for the reflection was the transcription of several episodes of a lesson on derivative. We first analysed the connections given in this transcription grounded in a qualitative methodology based on a-priori categories given by the theoretical model. We then selected some paragraphs where the model proved to be ambiguous, and finally, argued the need to clarify or extend the categories in the model to deepen the study of the connections in the transcription. In particular, we propose metaphorical connections as a new type of connection.

The objective of this study was to evaluate the perception of different educational agents regarding the application of a conflict prevention programme through restorative practices. Eighteen teachers, 203 relatives and, 242 students from a Primary School located in the Mexican state of Sonora participated in this study. A pre-test and post-test questionnaire were applied to teachers, families, and students, about their perception of school coexistence. In addition, an attempt was made to confirm the importance of creating an integral educational climate, with educational references that favour healthy and respectful coexistence. The results showed that after applying the conflict prevention programme for five months, the students showed a positive vision regarding the use of dialogue to prevent and solve problems peacefully. In conclusion, it is necessary to build and maintain the bonds of the union to promote a positive coexistence that favours social well-being and an adequate climate of coexistence in schools.

This article presents a networking of two theories, the Extended Theory of Mathematical Connections (ETC) and the Onto-semiotic Approach (OSA). In particular, concordances and complementarities are identified in the respective conceptions of mathematical connections, as a result of applying these theoretical frameworks to a student's response protocol when solving a task on the derivative. First the mathematical connections were identified from the perspective of the ETC and, second, an onto-semiotic analysis was carried out where the mathematical practices, the primary mathematical objects activated in them and the semiotic functions established between these objects were analysed. The main conclusion is that both theories complement each other to make a more detailed analysis of the mathematical connections. In particular, the more detailed analysis carried out with the OSA tools, visualizes a mathematical connection like the tip of an iceberg of a conglomerate of practices, processes, primary objects activated in these practices and semiotic functions that relate them, which enables a thorough analysis that details the structure and function of the connection.

Purpose: To test a structural equations model that analyzes the effects from satisfaction and frustration of the basic psychological needs on motivation types and the same effects on engagement and disaffection in physical education class, and to validate invariance among gender groups. Method: The participants were 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo León, Mexico. Results: The model showed satisfactory data fit. The results underscore the importance of fulfilling basic psychological needs to generate both autonomous motivation and engagement, as well as to prevent amotivation and disaffection in the students, regardless of sex. Discussion/Conclusion: The findings were discussed and are deemed consistent with other studies, sustaining the idea of basic psychological needs universality as set forth by the self-determination theory.

With the aim of improving the teaching and learning of chemistry functional groups, a didactic strategy was designed based on real-life situations. This strategy was used at the high school level, in the subject of "Chemistry II." One group of students was taught functional groups using interactive board software through different dynamics (experimental group), and another group was taught traditionally (control group). Learning was evaluated through a series of questions, exercise solving, and scientific problems. Results indicate that the group of students in which the interactive board software was used achieved higher learning levels in comparison to the control group, which was traditionally taught.

The aim of the study was to analyze the conceptions of giftedness of average university students as they influence attitudes and behaviors that positively or negatively influence the emotional, academic and social wellbeing of the gifted. The study design was mixed method; the sample was non-probabilistic with 74 participants who answered an open-ended question about the characteristics and behaviors of the gifted. The results showed that conceptions of giftedness are formed by socioemotional characteristics and intellectual characteristics. Some students reported a single category of characteristics, whilst other students showed a combination of components from both categories. The socioemotional characteristics were perceived by some students as negative, whilst others were positive, and some presented a mixture of these two valences. The above-average intelligence was related to the ease, speed and passion for learning and the negative socioemotional characteristics of the gifted.

The institutional drive to implement innovation in higher education institutions, in line with the goals of the European Higher Education Area, is insufficient to achieve the effective implementation, as it is conditioned by a number of factors, most importantly, the motivation and training of university teachers. This study aims to analyse the level of innovation competence among teachers of higher education, establishing a framework adapted to the university environment and creating a questionnaire to determine the innovation competence profile of teachers. A sample of 1,404 teachers in Spain, Mexico and Bolivia was used to conduct a comparative study of their innovation skills and resources which will aid the development of possible strategies for improvement. The results will facilitate decision-making in designing training policies to raise the level of innovation competence among university teaching staff and the adaptation of the teaching/learning process for the acquisition of 21st century competences.

Purpose: The paper aims to present what is known from the school principals who participated in the International Successful School Principalship Project (ISSPP) in Mexico. The paper reviews 14 publications (5 articles, 5 conference papers and 4 books) on successful school principals in Mexico that were published between 2009 and 2021 as part of the ISSPP. The papers were analysed using a conceptual framework consisting of perceived qualities of the principal, school organisation, suitability of teachers and principals, educational materials and methods and educational infrastructure. Design/methodology/approach: A scoping study review methodology was used to explore publications and conference proceedings on ISSPP research on Mexican principals and schools in order to answer the question: What do we know about successful school principals in the Mexican context? Conference papers, journal articles, book chapters and books formed the knowledge base for the review. Findings: As a result of the analysis across the five analysis categories it was found that the principals emphasised improving the educational quality of their schools and understood this as the basic criterion to judge their leadership success. Principals were central to school success and a nested model was produced to show how the successful school is built from the core of the principal, as a socio-emotional skills role model, to a culture of continuous improvement. The model included principal socio-emotional skills, school organisation, continuous improvement of teaching and principal practices and having appropriate educational materials, methods and infrastructure. Originality/value: The ISSPP has produced a large amount of research. The paper is the first review of the substantial contribution from ISSPP research in Mexico. The model produced from the review adds to the several models produced in the ISSPP.

The purpose of this study was to determine if there is a structure of variables that allows us to understand the level of Anxiety towards Mathematics in high school students from the municipalities of Zacatal and Jamapa, Veracruz, Mexico. This was based on the seminal works of Richardson and Suinn [1972], who developed the Mathematics Anxiety Rating Scale (MARS) instrument with 98 items. This was later modified by Alexander and Martray [1989] to develop the Revised Mathematics Anxiety Rating Scale (RMARS) with only 25 items. For this study, the test was applied to a sample of 200 high school students of first, third and fifth semesters. The reliability of the test was a: 0.934 per item and 0.693 per dimension, which suggests acceptable validity and consistency in terms of what Hair, et al. point out [1979]. For the test of the H1 and H2 hypotheses, Exploratory Factor Analysis with extraction of the Principal Components and the Chi[superscript 2][subscript c]> Chi[superscript 2][subscript t]> statistic suggest that, as a whole, the dimensions of the RMARS scale explain mathematical anxiety. In addition, they indicate that anxiety towards mathematics classes is greater than anxiety towards exams and mathematical tasks; all this accounts for 74 % of the assimilable variance. For H3, the ANOVA test is used to show if there is a difference in means. The results suggest that there are no differences by Gender, Age, Or School Grade, although the MATHTEST dimension in Gender, showed differences in variances.

The global pandemic caused by coronavirus disease-2019 (COVID-19) disrupted both public and private life for many. Concerning medical students, practical teaching and classrooms were substituted with a virtual curriculum. However, how this new academic environment has affected students' health and lifestyles has yet to be studied. In this study, we surveyed 2,776 students from nine different countries about changes in their university curricula and potential alterations in their daily habits, physical health, and psychological status. We found negative changes across all countries studied, in multiple categories. We found that 99% of respondents indicated changes in their instruction delivery system, with 90% stating a transition to online education, and 93% stating a reduction or suspension of their practical activities. On average, students spent 8.7 hours a day in front of a screen, with significant differences among countries. Students reported worsened studying, sleeping, and eating habits with substantial differences in Latin American countries. Finally, the participants frequently expressed onset and increase in both mental and physical health symptoms: backache, asthenopia, irritability, and emotional instability. Altogether, these results suggest a potential risk in the health and academic performance of future doctors if these new academic modalities are maintained.

The objective of our study was to evaluate the frequency of treatable inborn errors of metabolism (IEM) in a clinical sample of Mexican children and adolescents with neurodevelopmental disorders (NDD). Amino acids and acylcarnitines in blood samples of 51 unrelated children and adolescents were analyzed by tandem mass spectrometry to detect treatable IEM of small molecules. One patient with isovaleric acidemia and autism spectrum disorder (ASD) and another with beta-ketothiolase deficiency and ASD/intellectual disability/attention-deficit/hyperactivity disorder (ADHD) were diagnosed, indicating an IEM frequency of 3.9% (1:26 subjects). The high frequency of treatable IEM indicates the need to perform a minimum metabolic screening as part of the diagnostic approach for patient with NDD, particularly when newborn screening programs are limited to a few disorders.

The present studies objective was to determine the digital level capabilities of primary school teachers and their relation with certain sociodemographic factors. The focus was quantitative and a cross-sectional survey design for two or more groups was used. The sample was non-probabilistic and included 88 fifth and sixth grade teachers from 32 schools from Cd. Obregón and Navojoa, Sonora. The results showed that 65.9% of the teachers, were perceived at a intermediate level of their digital skills. That in the Operation and Concepts of ICT, the set of teachers was placed at an expert level with an average of 4.33 (0.64). While in the Communication and Collaboration, they were perceived at the level without the use of the ICT, an average of 1.78 (0.59). On their part, the test t of Student revealed significant differences between the digital skill variable and its factors: Operation and Concept of the ICT, Communication and Collaboration, and Critical Thinking and Information Management, with the contrasting variables: daily hours that the teacher destines to the use of the computer/tablet to support their subjects, weekly hours that the teacher destines to the use of the computer/tablet in the classroom to support their subjects and related training with the use of the ICT. Finally, the results are discussed as well as their possible implications.

Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.

In a globalized and media society with unprecedented technological development, institutions of higher education are adapting their training models to face this new challenge. This study aimed to determine students' self-perception of their media competence and the differential influence of an ecosystemic model of training that is being implemented experimentally. The research methodology is mixed, as both a quantitative (descriptive and inferential analysis) as well as a qualitative analysis (are made of the contents of the open reports). A total of 808 university students enrolled in the 2015-16 course in different university centres and countries (Faculty of Teacher Training and Education, and Faculty of Economics-Business of University of Oviedo (Spain) and Technological Institute of Mexico), completed a questionnaire about media competence and wrote open reports about their experience with ecosystemic models. The results showed that university students have a favorable self-perception of their level of media competence, and they consider it important to develop by means of transversal training and ecosystemic training models. Significant differences between the students of the different degrees also emerged depending on whether or not an ecosystemic approach was used to develop the subjects. In conclusion, the study shows that these models favor teaching-learning processes in the university by adapting the technology to the users and improving their media competence.

Education in society especially in Mexico, seems to be a powerful instrument of intergenerational social mobility to produce individuals with "capabilities and functions" allowing them to obtain a greater well-being. "Education as schooling," in the first instance, improves the individuals living conditions, since this is a path to a better way of living and a privileged way to achieve a higher economic and social position within a society. However, education's purpose is not only to be thought as schooling for economic well-being, but also as an element of cultural integration and general well-being within a society. Based on that, we have studied the educational inequality in two states in Mexico during the years 2008 and 2010. To this end, we have incorporated into a model of multi-dimensional logistic regression, and index of educational inequality. This index, consist of three focal variables: educational backwardness, access to technologies of information and communication, and family education spending. These variables allowed us to quantify more accurately this form of inequality. The observed results are worrisome, even more because; this derives other inequalities for the families of these societies, including reducing opportunities for better employment, and thus provoking lower standards in health, housing, nourishment, and social participation among others. Educational inequality is, therefore, another factor that originates poverty in the society.

In the tourism industry, the implementation of effective strategies to promote destinations is considered of utmost importance. Taking advantage of social media, Destination Management Organizations (DMOs) have embraced these platforms as direct channels of communication with potential visitors. However, it remains unclear to what extent these efforts work to effectively construct the desired image and influence visitors' behavior. In order to explore this phenomenon, this study proposes a comparison of destination images within Instagram, used by both DMOs and visitors (user generated content). Thus, a deep-learning method is presented to automatically compute differences between destination images. Four destinations were selected from Mexico (two urban destinations and two beach destinations). The findings suggest that the images of urban destinations share more significant similarities, particularly in dimensions related to culture, tourist infrastructure, and natural resources when compared to beach destinations. Conversely, the images of beach destinations tend to converge on dimensions such as sun and sand, gastronomy, and entertainment, while differing in aspects related to tourist infrastructure and eco-tourism offerings. It is worth noting that these results underscore the importance of tailoring marketing strategies to the unique characteristics of each destination, taking into account the divergences and similarities in the perceptions of potential visitors. [ABSTRACT FROM AUTHOR]

Gerontology programs in higher education are needed and offered all around the world. In the past two decades, in Mexico there has been a rapid spread of bachelor programs in gerontology, and the number of programs continues to increase. The aim of this paper is to analyze the orientation of the bachelor programs in gerontology offered in Mexico from the perspective of the competencies suggested by the Academy for Gerontology in Higher Education (AGHE) for bachelor programs in gerontology. Seventeen bachelor programs in gerontology officially recognized by the Secretary of Public Education were analyzed, their curricula were classified into the categories and domains of the gerontology competencies recommended by the AGHE. As a result, it was found that programs were mainly oriented to contextual competencies across fields of gerontology, specifically in domains related to health, mental health, social health, and well-being. The understanding of gerontology as a broader scientific field, the need for recognition of the gerontologist as a professional, and the relevance of education in the field of gerontology is discussed.