Runae

Artificial intelligence in educational practices in distance and online education

María José González Criollo, Carlos Antonio Granda Cruz — Tue, 29 Jul 2025 00:00:00 +0000

This study aims to identify the frequency with which artificial intelligence tools are used, and the types of tools used, in educational practices by teachers and students of the Unidad de Educación a Distancia y en Línea at a university in southern Ecuador. The study takes a quantitative approach with a descriptive, correlational and cross-sectional design. A survey was administered to 412 students and 55 teachers to collect information. The results reveal that ChatGPT is the most frequently used tool, at 61.2 %. Additionally, there is evidence that teachers use artificial intelligence tools more frequently than students, who report more limited use. However, a moderate correlation (r = 0.390) was found. These findings highlight the importance of higher education institutions promoting continuous training and designing educational policies that contribute to teaching and learning processes.

Gender mainstreaming as an educational policy in Mexico: analysis of fifth-grade textbooks in Mazatlán

Norma Miriam Rodríguez Domínguez, Ana Lizbeth Tisnado Osuna — Tue, 29 Jul 2025 00:00:00 +0000

The article examines the public policy of gender mainstreaming in education implemented by the Mexican government, focusing on the impact of roles and stereotypes in the content of Spanish and History textbooks for fifth-grade students in urban and rural schools in Mazatlán, Sinaloa (2022-2024). Using a mixed-methods approach, a content analysis was conducted on the texts, identifying sexist imagery and arguments, applying surveys and semi-structured interviews were administered to students to assess the reception and influence of these materials. The findings reveal a fragmented deconstruction of gender roles and stereotypes, which highlights persistent obstacles to full equality between men and women. The study concludes that it is necessary to restructure the mainstreaming of gender perspective as an educational public policy to enhance equity and inclusion in teaching.

From the prescribed curriculum and its impact on educational quality in Latin American contexts

Isabel Macías Galeas, Jefferson Eduardo Cabrera Amaiquema — Tue, 29 Jul 2025 00:00:00 +0000

This article critically analyzes the relationship between curriculum and educational quality in Latin America, from a theoretical perspective grounded in critical curriculum studies and Latin American pedagogy. Through a qualitative documentary review, six structural tensions are identified across curriculum design, implementation, and evaluation processes: the fragmentation between the prescribed, taught, and assessed curriculum; limited teacher participation in curricular processes; the predominance of technocratic evaluation models; the disconnection of the curriculum from the region’s sociocultural realities; the gap between the prescribed and lived curriculum; and the active role of teachers in curriculum construction. These tensions undermine the right to a relevant, inclusive education grounded in epistemic justice. The study proposes a rereading of the curriculum as a situated sociocultural and politically contested construction, highlighting the need to move toward more flexible, dialogic, and culturally responsive models. The central role of teachers is emphasized, as is the urgency of transforming normative and evaluative frameworks from an epistemic perspective of justice. Finally, the article offers practical implications for policymakers, school leaders, and educators, aiming to activate the lived curriculum as a space for pedagogical and social transformation.

The evaluation of the degree of Education Sciences at ICEUABJO: Teachers’ perspectives

Carlos Alberto Martínez Ramírez — Tue, 29 Jul 2025 00:00:00 +0000

Institutional evaluation has been a feature of Mexican higher education since the late twentieth century. During this period, teachers have played a significant role within higher education institutions, participating in, promoting, criticising, witnessing and/or driving change in various educational processes. They have developed a variety of perspectives, ideas, proposals and critiques on institutional evaluation, and on how this process —consequently, educational policy— has manifested itself in different academic, administrative, cultural, research, financing and management areas. For this reason, this article presents different perspectives on institutional evaluation developed by teachers of the Licenciatura en Ciencias de la Educación del Instituto de Ciencias de la Educación de la Universidad Autónoma Benito Juárez de Oaxaca (ICEUABJO).

Pedagogical practices for students with hearing disabilities at Instituto Superior Tecnológico Limón

Tue, 29 Jul 2025 00:00:00 +0000

This study analyses the teaching strategies employed for students with hearing impairments at the Instituto Superior Tecnológico Limón. The study aims to address the need for inclusive education. A qualitative methodology based on semi-structured interviews with teachers, administrative staff, students, and family members was employed, as well as classroom observations and documentary analysis. The findings reveal that, despite the use of visual and technological resources, barriers to academic communication and understanding persist. While teachers emphasise their efforts to adapt methods, it is clear that more training and specialised resources are needed. The study concludes that continuous teacher training and the use of assistive technologies are essential to ensure an equitable, quality education for all students.

Mathematics education in girls and boys from indigenous communities in Mexico. Gender and socialization

Tue, 29 Jul 2025 00:00:00 +0000

The gender gap in mathematical achievement is a situation that is exacerbated when inequalities of gender, class and ethnicity converge. Given the scarcity of information we have on the way in which children from indigenous communities experience these processes, we set out to identify experiences of mathematics education in girls and boys who are in primary education, as well as to know how some processes of gender socialization among peers are developed. An illustrated questionnaire was applied and ethnographic observation was carried out on students of a bilingual and multigrade primary school located in an indigenous community in southeastern Mexico. The results showed that girls manifest a low self-perception of performance in mathematics, but not boys who showed a more positive self-perception of their performance, while expressing relationships with girls that place them in a hierarchical position with respect to girls.

Gender and student participation in research. Approaches from the Universidad Nacional de Misiones, Argentina

Tue, 29 Jul 2025 00:00:00 +0000

The results of research carried out at the Facultad de Ciencias Exactas, Químicas y Naturales (FCEQyN) of the Universidad Nacional de Misiones (UNaM) in Argentina are presented. The research was conducted within the framework of a collaborative process between students and teachers of the Profesorado Universitario en Computación degree programme. The study adopted a quantitative and descriptive approach to characterise the projects and research work accredited in 2023, paying particular attention to the participation of female teachers and students. FCEQyN has the highest number of projects within UNaM, with 70% led by women, highlighting its institutional prominence. However, low student participation was identified, particularly in educational research, where six out of ten teams do not include students. This situation poses significant challenges for training future teacher-researchers. The study concludes that participation in research projects is essential for developing critical and reflective thinking skills in students, but requires greater institutional support. Finally, the need for public policies to strengthen higher education and the scientific system in a context of cutbacks and defunding is emphasised.

Teacher performance evaluation with a formative approach in Ecuador. Validation of an evaluation model using the Delphi method

Victor Hugo Espinoza Muela, Luis Rengifo Vásconez — Tue, 29 Jul 2025 00:00:00 +0000

This study examines large-scale teacher performance evaluation in Ecuador from a renewed perspective of quality. In this context, the Instituto Nacional de Evaluación Educativa (Ineval) redesigned its model toward a multidimensional approach aimed at strengthening teacher professionalism. The methodology employed combines a diagnostic review of the initial model (SMAE 2016) with a Delphi study to validate the 2024 evaluation model. This iterative process, carried out with the participation of experts, allowed for the achievement of the expected consensus. The redesign prioritizes a formative approach, emphasizing continuous feedback and a comprehensive evaluation that encompasses disciplinary knowledge as well as key dimensions: pedagogical and digital knowledge, socioemotional competencies, learning management, and professional responsibility. In conclusion, a formative and multidimensional evaluation approach is essential for improving educational quality in Ecuador.