Científica Nexus La Revista Científica Nexus es una publicación académica dedicada a la divulgación de investigaciones multidisciplinarias con un enfoque en la innovación y el desarrollo del conocimiento. Su misión es proporcionar un espacio para la difusión de estudios originales, revisiones críticas y avances científicos en diversas áreas del saber, promoviendo el diálogo entre investigadores, académicos y profesionales. Gracias a su proceso de revisión por pares, Nexus garantiza la calidad y rigor metodológico de los artículos publicados, contribuyendo así al fortalecimiento del pensamiento crítico y al avance de la ciencia. Además de su compromiso con la excelencia académica, la Revista Científica Nexus busca fomentar la accesibilidad y el impacto de la investigación a nivel global mediante su formato digital de acceso abierto. Esto permite que estudiantes, docentes y especialistas de distintas disciplinas puedan beneficiarse de los conocimientos compartidos sin restricciones. Con una periodicidad establecida y una plataforma moderna de publicación, Nexus se posiciona como un referente en la comunidad científica, incentivando la colaboración internacional y el intercambio de ideas para la solución de problemáticas actuales.
Integrating generative Artificial Intelligence and artistic expression to strengthen mathematical thinking
Mathematical thinking is one of the basic competencies for students’ academic, cognitive, and creative development, as it encompasses processes closely related to logical reasoning, problem solving, pattern recognition, representation, argumentation, and decision-making. In recent years, the emergence of generative artificial intelligence and the incorporation of artistic expression have highlighted new opportunities to transform mathematics learning experiences. This study aims to analyze the incorporation of generative artificial intelligence and artistic expression as a methodological strategy to strengthen students’ mathematical thinking. A documentary review of recent academic literature was conducted, specifically focusing on scientific articles published between 2022 and 2026. The review was structured into six analytical categories: generative artificial intelligence in education; mathematical thinking; artistic expression and mathematics learning; the integration of generative AI, art, and the STEAM approach; creativity and problem solving; and pedagogical strategies, benefits, and limitations. The analysis indicates that generative AI can provide explanations, examples, feedback, and alternative ways of representing problems, while artistic expression can help students represent concepts through images, patterns, shapes, compositions, and creative productions.
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Artistic experiences to promote emotional expression and self-regulation in children in early childhood education
El presente estudio tuvo como finalidad establecer la relación que existe entre experiencia artística y expresión y autorregulación emocional en los niños y niñas del nivel de educación inicial, y describir el desempeño de dos grupos de comparación. La investigación se trabajó bajo el enfoque cuantitativo con alcance descriptivo-correlacional no experimental y corte transversal. En este sentido, la población estuvo conformada por 72 niños y la muestra por 48 niños y niñas distribuidos en dos grupos de 24 niños y niñas cada uno. En cuanto a la recolección de información se usó la observación directa y una ficha de observación estructurada de 24 indicadores que se evaluaron mediante una escala ordinal de cuatro niveles: inicio, en proceso, logro esperado y logro destacado. El instrumento fue capaz de valorar las experiencias artísticas bajo la dimensión de participación artística, exploración de materiales y expresión creativa, siendo la expresión y autorregulación emocional medido bajo las dimensiones de expresión emocional, comunicación emocional y autorregulación. Los resultados simulados indicaron que el Grupo A obtuvo puntuaciones medias superiores al Grupo B en las dos variables que se estudiaron (experiencias artísticas y expresión y autorregulación emocional). Asimismo, el análisis mediante el coeficiente de correlación de Spearman puso de manifiesto una correlación positiva entre experiencias artísticas y expresión y autorregulación emocional. Por la naturaleza del estudio, que no es experimental y transversal, los resultados permitieron establecer asociaciones, pero no la clasificación de unas variables respecto a otras.
STEAM learning through playful experiences to develop mathematical thinking during early childhood
Mathematical thinking is a fundamental capacity that begins to develop during early childhood through experiences involving exploration, comparison, classification, pattern recognition, quantities, shapes, and the solution of everyday problems. This article aimed to analyze the contribution of STEAM learning mediated by playful experiences to the development of mathematical thinking during the early years of education. A qualitative, descriptive, and interpretive documentary study was conducted through the documentary analysis and comparison of sixteen academic publications, mainly located through Google Scholar and published between 2022 and 2026. The analysis was organized into five categories: STEAM integration, playful learning, mathematical thinking, problem solving, and teacher mediation.The findings show convergence among the studies regarding the value of construction, experimentation, project-based activities, robotics, classification, measurement, and artistic creation for supporting numeracy, visual-spatial reasoning, sequencing, creativity, and problem-solving skills. Challenges related to teacher preparation, interdisciplinary planning, and resource availability were also identified. It is concluded that the articulation between STEAM and playful learning provides a relevant educational alternative for strengthening young children's mathematical thinking when experiences have clear pedagogical intentionality, are developmentally appropriate, and assess both reasoning processes and the products generated by children. Keywords: STEAM learning, Mathematical thinking, Early childhood, Playful learning, Early childhood education. Sumário O pensamento matemático constitui uma capacidade fundamental que começa a se estruturar durante a primeira infância por meio de experiências de exploração, comparação, classificação, reconhecimento de padrões, quantidades, formas e resolução de problemas cotidianos. O objetivo deste artigo foi analisar a contribuição da aprendizagem STEAM mediada por experiências lúdicas para o desenvolvimento do pensamento matemático nos primeiros anos de educação. Desenvolveu-se uma pesquisa qualitativa, descritiva e interpretativa, de caráter documental, mediante a análise documental e comparação de dezesseis publicações acadêmicas localizadas principalmente no Google Acadêmico e publicadas entre 2022 e 2026. A análise foi organizada em cinco categorias: integração STEAM, aprendizagem lúdica, pensamento matemático, resolução de problemas e mediação docente. Os resultados mostram convergência entre os estudos quanto ao valor de atividades de construção, experimentação, projetos, robótica, classificação, medição e criação artística para favorecer numeracia, raciocínio visuoespacial, sequenciação, criatividade e resolução de problemas. Também foram identificados desafios relacionados à formação docente, ao planejamento interdisciplinar e à disponibilidade de recursos. Conclui-se que a articulação entre STEAM e aprendizagem lúdica constitui uma alternativa pertinente para fortalecer o pensamento matemático infantil quando as experiências apresentam intencionalidade pedagógica, são adequadas ao desenvolvimento das crianças e avaliam tanto os processos de raciocínio quanto os produtos obtidos.
Sensory activities and visual-motor coordination to strengthen fine motor skills in early childhood education students
Fine motor skills are a determining aspect of early childhood education, as they involve abilities that require precision, coordination, and control of small hand and finger movements. In this context, sensory activities are those in which children interact with different textures, shapes, sizes, and materials, while visual-motor coordination integrates visual perception with manual movements. The objectives of the study were, first, to determine the relationship between sensory activities, visual-motor coordination, and fine motor skills in early childhood education students; and second, to descriptively compare the performance of the two groups of students. The research was conducted using a quantitative approach with a descriptive-correlational scope and a non-experimental, cross-sectional design. The population consisted of 60 students, and the sample comprised 40 participants distributed into two groups, each consisting of 20 students. For data collection, a structured observation sheet was used, comprising 24 indicators determined through a four-level ordinal scale: Beginning, In Progress, Expected Achievement, and Outstanding Achievement. The activities considered included texture exploration, classification, threading, modeling, painting, cutting, transferring, and tracing. The analysis included descriptive statistics to establish comparisons between the groups, and more specifically, Spearman's correlation coefficient was used to determine the relationships among the variables. The example results indicate positive associations between sensory activities, visual-motor coordination, and fine motor skills.
Systematization of good tutoring practices in community Engagement for training future Chemistry and Biology teachers
Community engagement is one of the important components of preparing future teachers as it makes possible the connection between theoretical knowledge and community needs in education. The aim of this study is to systematize the successful practices of community engagement used in training the students of the Experimental Sciences Pedagogy program (majoring in Chemistry and Biology) from 2024 to 2026. The research employed qualitative methods and had a descriptive and interpretative focus. The design of the research was non-experimental and retrospective, and the modality used was documentary. The object of the research was the tutoring experience and activities carried out by 75 students who took 96 hours of community engagement. The materials for the research were collected by the analysis of the students’ reports, attendance sheets, photos, assessment products, reports on monitoring, and educational institutions’ documentation. The systematization revealed that success practices included preliminary induction, collaboration on planning, tutoring support throughout the process, feedback, and interaction with the partner organizations. Activities on environmental education, school gardening, recycling, landscaping, and educational spaces improvement were organized as well. The study concludes that the gained experience allowed the appropriate application of Chemistry and Biology knowledge, development of pedagogical skills, and fostering the social responsibility of future teachers.
Meaningful learning as a methodological strategy for teaching Chemistry and Biology in High school
The teaching of Chemistry and Biology at the high school level presents difficulties related to the abstract nature of their content, the predominance of memorization-based practices, and the limited connection between scientific concepts and students’ everyday experiences. The objective of this research was to analyze meaningful learning as a methodological strategy to strengthen the teaching of these subjects among first-year high school students. The study applied a mixed-method strategy using descriptive, non-experimental, and cross-sectional design. The research population comprised 25 students, three teachers, and two administrators at Vicente Rocafuerte Public Educational Institution. The data collection was done through the use of a Likert scale questionnaire, semi-structured interviews, and document analysis. The findings indicated that 72% of the students noted motivation increase from using previous knowledge; 76% appreciated explanations supported with the help of videos, images, and presentation materials; and 68% acknowledged importance of practicing activities. Furthermore, 48% of the students at Vicente Rocafuerte Public Educational Institution reported difficulties in learning Chemistry, demonstrating the need to strengthen the teaching strategies used. The interviews revealed limitations related to the availability of chemical reagents, technological resources, and teacher training. It was concluded that meaningful learning provides pedagogical conditions that promote the contextualization of content, motivation, and conceptual understanding. However, student participation remains an area that needs improvement. Nevertheless, due to the study design, the findings do not establish cause-and-effect relationships but rather reflect perceptions and observed trends.
Clinical manifestations and cognitive-behavioral treatment of agoraphobia in a young adult: a case study
Agoraphobia can limit the autonomy, social participation, and academic performance of individuals who experience intense fear in situations from which escape may be difficult. The objective of this study was to analyze the clinical manifestations and outcomes of a cognitive behavioral intervention in a young adult diagnosed with agoraphobia. A clinical case study was conducted with a 21-year-old participant whose identity was protected in accordance with confidentiality principles. The assessment included a clinical interview, anamnesis, observation, background review, and administration of the Hamilton Anxiety Rating Scale and Bandelow’s Panic and Agoraphobia Scale. The initial results revealed severe anxiety, with a score of 32 on the first scale, and severe symptoms of panic and agoraphobia, with a score of 36 on the second. The intervention comprised ten cognitive behavioral therapy sessions involving psychoeducation, diaphragmatic breathing, progressive muscle relaxation, cognitive restructuring, and gradual exposure, both imagined and in vivo. The process promoted the identification of dysfunctional thoughts, the development of coping strategies, and a greater willingness to approach previously avoided situations. It was concluded that the intervention contributed to strengthening autonomy and progressively confronting feared situations. However, the changes were assessed qualitatively; therefore, follow-up and a subsequent psychometric evaluation are required to verify their stability.
Family factors associated with socio-emotional well-being and Academic performance in basic education students
Co-responsibility between the family and the school is a fundamental component that enhances the educational processes for students in basic education. This is even more critical for students in instances where social, emotional, and economic factors directly affect their performance in school. The purpose of this article is to examine the relationship between co-responsibility between families and schools and the learning processes of students in basic education, specifically in the case of Ecuadorians. To accomplish the objective, a qualitative and documentary bibliographic methodology was employed, which was grounded in recent academic literature relating to family involvement, parental support, socio-emotional wellness, and student academic success. The results of the study indicated that family involvement, the establishment of a continuous and fluid line of communication with schools, family support for schoolwork and the provision of socio-emotional support for students positively impact student motivation, persistence, academic self-esteem and academic success. In contrast, the lack of co-responsibility between the family and school may result in disinterest in school, low performance, problems with behaviour and weak study habits. It is concluded that co-responsibility between the family and the school is not something that is done occasionally, but contains an established methodology and is a planned and collaboratively implemented practice among teachers, families and educational organisations that promotes the provision of a comprehensive, inclusive and contextualised education.
Recreational strategies as mediators of cognitive and social development in contemporary early childhood educational environments
This article analyzes the role of recreational strategies as mediators of cognitive and social development in early childhood educational settings, from a documentary–bibliographic approach. The study looks at the role of play in education by reviewing both scientific and pedagogical literature from both classical and contemporary writers who support the value of play in developing new ideas through play (or play-like activities). The results suggest that this kind of activity encourages students to be active builders of knowledge through combining their preceding knowledge to those experiences that are meaningful; this is in accordance with both the constructivist and/or meaningful learning theories. The emotional development of children is also enhanced through the use of these activities by allowing for greater self-confidence and positive feelings about oneself, as well as providing opportunities to express those feelings. The teacher is viewed as a key mediator in implementing these activities and how to use them, especially by planning educationally focused play-based lesson plans for use in the classroom. In addition, students who engage in recreational activities will develop better social skills, such as cooperation, empathy, and resolving conflicts; thus improving relationships long after they leave the classroom. However, the analysis also reveals limitations related to teacher training and curricular rigidity. In conclusion, recreational strategies are consolidated as a fundamental axis for comprehensive child development, highlighting the need for their systematic integration into contemporary educational practices.
Active methodologies for developing critical thinking in social studies teaching
Social Studies education is vital in helping learners better understand historical events, various social problems, and how to engage in their communities. However, the reliance on lecture-based, memorization-based approaches to teaching may limit students' ability to analyze, argue, and participate in discussions. The present study aimed at assessing the effect of active methodologies on students' critical thinking, understanding, and engagement. A mixed-methods descriptive non-experimental cross-sectional field study was conducted with the use of 80 students, three teachers and one school authority from Guayaquil. Quantitative data were collected using Likert-type surveys and qualitative data – via semi-structured interviews. Based on the data analysis process, we found that the implementation of visual and technological aids along with collaborative activities was viewed positively, whereas the scores associated with participation was relatively low. Overall, it should be concluded that with proper pedagogical planning and teachers training active methodologies can promote students' critical thinking.
Inclusive education: pedagogical responses to classroom diversity
Inclusive education has become a fundamental approach within contemporary educational systems, aiming to ensure access, permanence, and active participation of all students regardless of their individual characteristics. The goal of this paper is to examine how teachers have responded to diversity in their classrooms through inclusive education methods. We used a qualitative approach of gathering information and analyzing educational resources through scholarly publications and by documenting educational practices for inclusion. Through this analysis of educational resources, we are examining inclusion's theoretical foundation and identify key teaching strategies that will help provide equitable education opportunities to all students. Four of the identified main strategies include adapting curriculum, using flexible teaching strategies, providing student’s opportunities to work cooperatively with each other, and having an awareness of the socio-emotional support required by students. In addition to these strategies, the teacher, as a change agent, is critical in establishing an inclusive classroom that values and embraces equity, inclusion and diversity. The results of the study indicated the systematic and planned use of these strategies, in response to diversity in the classroom, led to increased student engagement, improved classroom environment, and higher academic achievement. In conclusion, we believe that inclusive education serves a dual purpose in not only enhancing academic performance but also developing critical, compassionate, and socially responsible people who can help create an equal and socially just society.
Diseño Universal para el Aprendizaje (DUA) para el aprendizaje e inclusión de estudiantes con necesidades educativas especiales
El presente artículo realiza una aproximación al Diseño Universal para el Aprendizaje (DUA). Este es considerado como una estrategia pedagógica con el propósito de potenciar la inclusión de los estudiantes con necesidades educativas especiales en Educación Básica Media. La investigación fue llevada a cabo en la Unidad Educativa Albert Einstein, situado en Milagro (Ecuador) trabajando con una muestra conformada por 45 estudiantes. El trabajo se desarrolló principalmente desde un enfoque mixto, de tipo descriptivo y no experimental; realizando para tal finalidad un trabajo de campo a través de una encuesta estructurada y de una guía de observación a través de una hoja de evaluación. En esta ocasión, el análisis se ha centrado en cuatro dimensiones: la accesibilidad de los contenidos, en participación activa, en diversidad de estrategias metodológicas y en percepción de inclusión. Los resultados muestran que, aunque existen prácticas pedagógicas en favor de la inclusión, se requiere de una formación más flexible, en el uso de recursos más multisensoriales, en la adaptación de las actividades y la evaluación diferenciada, tal y cómo se utilizó en la planificación curricular. Conclusiones a las que se llegó: el DUA es una alternativa válida para reducir las barreras del aprendizaje, propiciar la participación de todos los estudiantes y establecer ambientes educativos más equitativos. Por otro lado, fue puesta de manifiesto la necesidad de realizar una formación continua a través de distintas instancias y de una gestión institucional que favorezca la inclusión desde la planificación curricular.
Cooperative dynamics to strengthen understanding of inorganic compounds in upper secondary education
The teaching of inorganic chemistry faces challenges related to the theoretical nature of its content, the use of symbolic language, and the limited student participation in methodologies that rely solely on teacher lectures. The purpose of this research was to analyze students' evaluations of cooperative learning activities used to facilitate the understanding of inorganic compounds at the high school level. A mixed-methods, non-experimental, cross-sectional design with an exploratory-descriptive scope was employed. The study included 82 first-year high school students from the Clemente Yerovi Indaburu Public School, selected from the available student population. Data was collected through a Likert-scale questionnaire, field observation, and an interview with school officials. The study found that the teaching guide for understanding inorganic compounds received positive feedback (70.7%), as did the assignment of roles (69.5%) and the formulation of common objectives to coordinate group work (67.1%). In contrast, the Jigsaw method was rated positively by only 36.6% of participants, with a high proportion of neutral responses. It is concluded that cooperative learning activities are a suitable teaching option for promoting participation and aiding in the learning of inorganic compounds, although they require teacher planning, systematic monitoring, and activities focused on reflection and analysis.
The role of play as a pedagogical mediator in synchronous virtual learning in early childhood education
This study analyzes the role of play as a pedagogical mediator in synchronous virtual learning among children in early childhood education. In the context of contemporary digital education, playful strategies have gained relevance as didactic resources that promote active participation, motivation, and meaningful learning at early ages. The research was conducted under a mixed-method approach, with a descriptive and field-based design, involving students, teachers, and families in the educational process. Data collection occurred via either direct-observation or by providing participants with pre-structured questionnaires to complete before they went into a play-based learning experience (PBLE). The results of this research suggest that there are positive relationships between the inclusion of play and the development of children's cognitive/social/emotional skills, and greater engagement/interaction during the PBLE assignment for all students. Limitations identified included limited access to technology, poor Internet connection (or Wi-Fi), and limited synchronous session time. It is concluded that play constitutes an effective pedagogical strategy to enrich learning in virtual contexts, fostering meaningful experiences adapted to current educational demands.
Pedagogical Feedback as a Formative Resource to Promote Autonomous Learning in Educational Contexts
Education uses feedback as a way for students to become self-sufficient learners and therefore an important factor of this process. This article examines how teaching feedback can foster independent learning using a document analysis of previous research studies in the area of formative assessment; self-regulation; metacognition; and instructional practices. A qualitative methodology was employed for the document review of journal articles; dissertations; books; and other resources from academic institutions. The research indicates that by providing students with feedback, they will be able to see their progress and difficulties in learning and to understand what actions they will need to take to better their academic performance. However, teachers should not provide students with feedback only by identifying mistakes the students have made. Feedback must also be: clear; prompt; specific; constructive; and focused toward future enhancement so that students will be encouraged to reflect critically about the learning process and to actively participate in the learning process. The review also revealed that student autonomous learning does not happen by accident, but rather it requires some type of guidance from the teacher, clear grading criteria, opportunities to discuss their progress; and a place for students to revise their work according to the feedback they received from their teachers. As such, feedback becomes a link between the formative assessment and self-regulated learning processes and provides an opportunity for the student to take greater ownership of their educational growth and development.
Historical evolution of the teacher's role in modern educational systems
In this article, an assessment of how the role of teachers has evolved throughout time within modern educational systems through a documentary-bibliographic approach. The main transformations that have occurred within the profession of teaching due to changes within society, pedagogical methods and/or technologies have been determined through a literature review and analysis of peer-reviewed articles. The findings indicate that the role of a teacher has transitioned from the traditional model based primarily on knowledge transmission and classroom management to a contemporary model based on pedagogical mediation, student active participation in learning, and constructing meaningful learning. Additionally, key pedagogical trends such as active learning and constructivism help to redefine the role of a teacher as an educational process facilitator, guide and change agent. Furthermore, in order to meet the challenges of educational diversity and integration of digital technologies, continuous training and professionalization of teachers will be vital. The analysis identifies some barriers to innovative practice, including rigid curricula, high demands of teacher workload, and institutional barriers which limit or restrict the ability to implement innovative pedagogies. Ultimately, the contemporary role of a teacher is to be an important component in transforming education, and therefore needs to be analyzed from a broad and holistic viewpoint in order to link theory to practice effectively to meet current educational requirements.
Early aquatic stimulation and psychomotor development in babies aged 6 to 12 months
Using early aquatic stimulation has provided an innovative method of stimulating and supporting the total development of the child during the early years, due to the long range of benefits associated with stimulating the motor, cognitive, emotional, and social capacities. The purpose of this research was to study the effects of aquatic stimulation on psychomotor development in children between the ages of 6 and 12 months using structured participatory play at the Acualobos recreational swim center. This project used a quantitative analysis; it had a descriptive field design, and was completed using a non-experimental cross-sectional methodology. The research consisted of a total of 30 participants (teachers, parents, children) from the target population. Surveys were administered to both teachers and parents, and an observation sheet was used to gather data for participating infants. Results revealed a positive perception of the use of aquatic stimulation and its effects for psychomotor development. High levels of family involvement in aquatic sessions were identified, as well as improvements in motor coordination, body balance, adaptation to the water, and socialization. Therefore, aquatic stimulation is a powerful pedagogic tool that is applicable to enhancing physical, cognitive, and emotional development throughout early childhood, and improves the child's learning and overall well-being through increased sensory stimulation and motor skills.
Aquatic strategies applied to the strengthening of motor coordination in children diagnosed with Asperger syndrome
This study analyzes the impact of an aquatic-based intervention aimed at enhancing motor coordination in children diagnosed with Asperger syndrome. The research was conducted using a pre-experimental approach with a pretest–posttest design, applied to an intentional sample of two children aged 8 and 9 years. The Motor Coordination Test 3JS was used as the assessment instrument to measure coordination levels before and after the intervention. This proposal aimed to implement an organized program of water movement activities structured over a 12-week period to promote basic motor development, such as basic movement skills, balance, coordination, and overall body control. The findings suggested a marked increase in the participants' degree of motor coordination from an immature stage through to a well-developed stage and indicated there was evidence of success in relation to the intervention. Parents, also related to the new intervention, indicated that they had very little knowledge of either the importance of motor skills development through stimulation and/or the potential of swimming as a source of therapy; therefore, it is essential to have educational and experimental programs designed specifically for this population. Overall, aquatic activities promote not only physical development but also emotional and social well-being among children with Asperger syndrome. Therefore, the use of structured aquatic strategies as a method for improving motor coordination will provide an effective alternative to promote the overall development and inclusion of children with special educational needs.
Problem solving as a pedagogical strategy for the development of logical-mathematical thinking
The development of logical–mathematical thinking is a fundamental component in the teaching and learning process of mathematics. However, in many educational contexts, students still experience difficulties in understanding mathematical concepts due to the predominance of traditional teaching methods based mainly on memorization and procedural practice. In response to this situation, the present study aimed to analyze problem solving as a pedagogical strategy to strengthen logical–mathematical thinking in students. The research was conducted under a descriptive approach with qualitative support, focused on examining the influence of problem-solving activities within the mathematics teaching process. The study involved 25 students, who were assessed through an initial diagnostic test (pretest) and a final evaluation (posttest) in order to identify the level of development of logical–mathematical thinking before and after the implementation of the pedagogical strategy. Performance levels were defined as low, medium, and high. The criteria evaluated were problem comprehension, method of solution, logical reasoning, and result verification. Students' performance was also compared from pre- to post-intervention. Of the 118 students who were evaluated pre-intervention, 48% had a performance level of low and 12% had high. After students participated in the intervention, there was an increase in the number of students who now had a high level performance (from 12% to 40%), and a decrease in the number of students with a low performance level (from 48% to 16%). Therefore, the conclusion is that the problem solving approach fosters mathematical reasoning and supports a more meaningful and successful mathematical experience for students.
Therapeutic aquatic exercise and its influence on postural control in older adults
The purpose of this investigation is to determine the impact of therapeutic aquatic exercises on the ability of older adults (60-78) to maintain balance, based on changes in the physiological, sensory, and neuromuscular systems associated with aging. Using an 8-week structured aquatic exercise program, 20 participants were initially assessed using the Berg Balance Scale (BBS), the Timed Up and Go test (TUG), the Romberg test, and a balance task observation checklist. The exercise program consisted of water adaptation exercises, core strengthening, weight transfer exercises, dynamic balance, controlled instability within the three-dimensional environment of water. Results demonstrated significant improvement in all outcomes (BBS + improvement in static/dynamic balance; TUG - decrease in time = improvement in functional mobility). All results indicated that improvement in both anticipatory and compensatory postural storage mechanisms occurred as a result of the inclusion of water's hydrodynamic properties (buoyancy, multidirectional resistance, hydrostatic pressure), thereby increasing movement efficiency and maintaining improved neuromuscular responsiveness. The results support the conclusion that therapeutic aquatic exercise is an important strategy for improving postural stability and independence in older adults. Communities and health care facilities are encouraged to provide therapeutic aquatic exercise programs for their members and to conduct large-scale longitudinal follow-up studies to determine whether the improvements will be maintained over time.
Neuroscience and its criteria for strategies in phonetic discrimination and speech
Phonetic discrimination in the English language is very complex, with intersections between neuroscience, psycholinguistics, and pedagogy. This study is a documentary-bibliographic study that considers the research of various authors to better understand how the brain receives and processes, holds, and produces sounds in language; it focuses on the importance of the neocortex, el neural networks, and phonological memory for the acquisition of sound. This study considers specific challenges related to how English sounds are pronounced, including certain consonant clusters, fricatives and interdentals that do not occur in Spanish; therefore, an auditory-based approach to the teaching of English needs to be undertaken so students can perceive the sound contrasts used to pronounce English accurately on the basis of both comparative analysis and an anatomical understanding of the articulatory system. The study further investigates the practicality of traditional methods of repetition for achieving accurate pronunciation, and indicates this method is ineffective for that purpose. In light of this, the study offers a proposal for the integration of neuroscientific criteria, along with constructivist principles, to create more effective methods for teaching phonetics. Furthermore, the study highlights the need for the creation of institutional phonological records and the development of a neuro-centric approach to educational pedagogy as part of the process of improving phonetic discrimination for learners of English through the articulation of cognition, symbolization, and educational experience.
Constructivism in current education: relevance, contributions and challenges
Constructivism has established itself as one of the most influential pedagogical approaches in contemporary education, as it conceives learning as an active process of knowledge construction mediated by experience, social interaction, and context. The aim of this study was to analyze the relevance, contributions, and main challenges of constructivism in current educational settings. The research adopted a qualitative approach with a descriptive and documentary design, based on the review and analysis of indexed scientific literature published between 2021 and 2026. The analysis identified central categories related to meaningful learning, the student’s active role, the teacher’s mediating function, formative assessment, and the pedagogical integration of educational technologies. The results show that constructivism continues to provide solid theoretical foundations for the design of educational practices focused on the development of competencies, critical thinking, and learner autonomy. However, challenges related to teacher training, institutional conditions, and the alignment between pedagogy and technology were also identified. It is concluded that constructivism remains fully relevant, provided that it is applied through continuous processes of reflection, innovation, and adaptation to contemporary educational contexts.
Transformations of pedagogical models in the face of contemporary educational challenges
Pedagogical models have undergone significant transformations in response to the ongoing changes in current educational contexts related to globalization, digitalization, educational diversity, and new societal demands. The purpose of this study was to analyze, from a qualitative perspective, the transformations that pedagogical models have undergone and how they articulate with the new challenges facing contemporary educational systems. Utilizing a descriptive-documentary study design and analyzing 45 (2019-2024) academics (peer-reviewed) based literature through available bibliographic resources using established criteria as appropriate to the context of the study. The findings indicate a trend away from teacher-centered (conventional-based) learning and toward student-focused, inclusive (learner-centered) processes utilizing digital technology, as well as competency-based instruction. Furthermore, there has been an increase in the role/identity of teachers as facilitators of learning/agents of change. In conclusion, it is observed that contemporary pedagogical models tend to be flexible, hybrid, and contextualized, capable of responding to complex and uncertain educational scenarios.
VAK model and its contribution to the development of listening comprehension in English learning
A qualitative research project was conducted to evaluate the effect of visual, auditory, and kinesthetic learning styles, as specified by the VAK model, on students' development of their ability to listen in English. Understanding how students learn best can help teachers develop effective ways to teach English to improve student language development (e.g., listening). Listening is a difficult skill to develop for many people, especially in English contexts, where students often have difficulties developing their listening ability. The project used a non-experimental, descriptive, and cross-sectional methodology for data collection. Surveys for students, interviews with teachers and school administrators, and classroom observation calendars were used to identify the predominant student learning style and its relationship with how teachers taught English. The data indicate that students' listening abilities increased when teachers implemented learning strategies aligned with the VAK model, which increased student motivation and encouraged them to be more active in class. Many students were not aware of their predominant learning style and were not taking advantage of the appropriate learning strategies that would improve their academic performance. The integration of visual aids, audio activities that are related to real-life situations, and kinesthetic activities helped students experience more meaningful and dynamic learning and improved students' ability to learn independently. Using the VAK model provides educational practitioners with an effective pedagogical option to improve students' listening comprehension in English; therefore, its implementation will support inclusive and student-centered teaching practices and allow students to develop their language skills through varied and engaging instructional methods.
Influence of family stimulation on reading comprehension in early childhood education through flipped classroom
Reading comprehension in early childhood is a key predictor of later academic success; however, its development largely depends on the stimulation processes provided within the family environment. The goal of this research was to assess how much influence the family stimulation has on the children's early reading comprehension skills at Early Childhood Education Level 2, and design a didactic guide with flipped classroom methodology to enhance the family's role in supporting their children's learning. The research was conducted from a quantitative perspective with a non-experimental, descriptive-correlational cross-sectional research design. The sample included school administrators, teachers, students and their parents from a public educational institution located in a rural setting of Ecuador. The data for this study were collected through the use of structured questionnaires, observational checklists, and semi-structured interviews to identify the relationship between the variables tested. The study found a statistically significant association between family stimulation and the early reading comprehension of the children. The study findings support the recent literature indicating that the family has a mediating effect on language development and emergent literacy. In addition to demonstrating this association, the research also revealed that active pedagogical approaches, like the flipped classroom approach, help to establish a shared responsibility between school and family for early learning, thereby maximizing the potential for successful early learning experiences. The study's authors conclude that by increasing the family stimulation utilizing innovative didactic resources, will enhance the family's role in supporting reading comprehension in early childhood education. This provides an excellent opportunity to improve the overall quality of education for the children and the community in rural Ecuador.
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The pedagogical workshop as a didactic strategy to improve language and communication in basic education
This article analyzes the pedagogical workshop as a didactic strategy to strengthen the Language and Communication area in fifth-grade basic education students. The study follows a qualitative approach through a systematic bibliographic review, grounded in the theoretical contributions of meaningful learning, constructivism, and project-based learning. When viewed from these perspectives, the analysis reveals that the pedagogical perspective and theoretical perspectives both indicate that the development of communicative skills (writing, reading comprehension, and oral expression) is also directly related to the limitations associated with traditional methods of teaching, which rely heavily on memorization-based models. Theoretical analysis provides evidence that the employment of pedagogical workshops encourages students to actively participate in their educational experience and develops intrinsic motivation, as well as assists in the merging of students' prior knowledge with their newly learned concepts (metacognition) through collaborative efforts. Likewise, the reviewed authors agree that this strategy allows curricular content to be contextualized and linked to real-life situations, progressively strengthening communicative competencies in a meaningful way. It is concluded that the pedagogical workshop represents a relevant methodological alternative for improving learning in the Language and Communication area, as it promotes a student-centered, flexible approach aligned with current educational demands, contributing to the achievement of meaningful learning in basic education.
Social media among young people: The effect of academic motivation versus digital distraction on students
The purpose of the current study is to determine when young people typically start using social media, how often they use it, and why they use it as a primary reason for using social networks. In addition, this study will explore the correlation between the frequency of social media use and students' academic motivation, and investigate the potential for distractions caused by social media. Participants in the research plan will include a sample of 155 high school students between 15 and 17 years of age from a public high school in southwest Guayaquil. The quantitative methodology used in this research consists of a survey with non-exclusive nominals that have been vetted by a group of Educational Technology Experts to validate the survey tool. Results of the research indicate that students generally begin accessing social media around age 12.5, with a strong emphasis between ages 12-14. Ninety percent of respondents reported they use social media; 73.6 percent of those respondents use it daily. The social dimension of social media is the primary motivation for students' use, as evidenced by interactions with peers, sharing of experiences, and need for social validation. Psychological and social factors contribute to the second-tier motivations of social media usage (psychological well-being; acceptance; self-expression). The results corroborate the idea that social media tools compensate for a lack of motivation and socialization, but they can also become sources of distraction and/or risks to the studies or academic performance of young people who use them if their use is not self-regulated. Therefore, the study highlights the need to create conditions for developing digital literacy strategies and pedagogical support that allow for a conscious, balanced, and educational approach to the use of social media within the educational setting.
Gamificación en acción: Estrategias didácticas lúdicas para transformar la enseñanza del inglés en contextos educativos
Este artículo científico examina el impacto de la gamificación y el aprendizaje basado en juegos en la enseñanza del inglés en el sistema educativo de Guayaquil, empleando un enfoque interpretativo cualitativo. Dados los bajos niveles de competencia lingüística que se observan en las evaluaciones nacionales e internacionales, es necesario incorporar metodologías activas que respondan a los intereses, estilos de aprendizaje y contextos socioculturales de los estudiantes de hoy en día. La gamificación, entendida como la aplicación de elementos de juego en entornos educativos, y el aprendizaje lúdico, como estrategia centrada en la experiencia significativa, permiten transformar el aula en un espacio dinámico, colaborativo y motivador. A través de componentes como retos, recompensas, narrativas y trabajo en equipo, estas metodologías promueven el desarrollo de habilidades lingüísticas, socioemocionales y digitales. El estudio emplea técnicas cualitativas, como la observación participante, entrevistas semiestructuradas y grupos focales, para comprender las percepciones y experiencias de los estudiantes con estas estrategias. Los resultados esperados incluyen una mayor motivación, un mejor rendimiento académico y una participación activa en el aprendizaje del inglés. Por último, se analizan los beneficios, los riesgos y las condiciones necesarias para la implementación eficaz de estas metodologías, destacando la importancia de la formación del profesorado, el diseño pedagógico contextualizado y la escucha activa de las opiniones de los estudiantes. Se concluye que la gamificación puede ser una herramienta transformadora para una educación más inclusiva y significativa, conectada con los retos del siglo XXI.
The impact of Google Meet on the development of Speaking competence
When the COVID-19 epidemic broke out, hybrid learning was the most widely used educational approach in the world. It also began to emerge at the same time as other forms of education. The educational system is constantly creating new techniques and advancements in an attempt to deliver effective instruction and raise student standards. Hybrid education is a crucial strategy to guarantee the continuance of academic activities and the learning of the English language. In order to provide effective instruction and boost student achievement even further, Ecuador's educational system also implements innovative methods. But the expectations students face are challenging due to the difficulty they have in communicating in English. Consequently, it becomes a barrier to face the new task and educational demands. The use of diverse media and technology resources is necessary for the development of communicative skills. Thus, the main goal of the study is to examine how the use of Google Meets enhances speaking skills. The use of Google Meet and other tools, which are part of its platform (e.g., forums, announcements, and text publications), will be given priority to develop and improve reading, writing, and oral expression. A survey will be applied in 30 students of a high school who will be part of a sample for a qualitative research study. Inductive and deductive research methods will be considered to provide explanations and descriptions. In Addition, a questionnaire with ten questions will be provided to 4 teachers to know the relevance and importance of using Google Meets in the development of communication abilities.
El uso de juego como herramienta para el aprendizaje eficiente del idioma inglés como segunda lengua
El aprendizaje del idioma inglés como segunda lengua se erige como un eje vertebrador del desarrollo académico, social y cultural dentro del contexto globalizado en el que se desenvuelven los estudiantes. La enseñanza de esta lengua, en la actualidad, ha de enfrentarse a las limitaciones para utilizar estrategias de aprendizaje innovadoras, y es especialmente en las instituciones educativas en las que persiste el uso de la enseñanza de tipo tradicional donde estas limitaciones resultan más evidentes. Este trabajo se ocupa del análisis de la influencia del juego en la enseñanza del inglés en estudiantes de educación básica. La idea clave es que la infancia es una de las etapas más privilegiadas para la construcción de conocimiento, gracias a una exploración activa, curiosidad y la interacción social como condiciones idóneas para lograr aprendizajes significativos. En este sentido, el juego se convierte en un recurso pedagógico clave, un medio que está a favor de la creatividad y de la motivación; en definitiva, un lugar donde se puede contar con una serie de actividades que fomentan una serie de habilidades comunicativas. La investigación se ha desarrollado en la Unidad Educativa Particular Gabriela Mistral, en la que se ha trabajado con un conjunto de entrevistas y encuestas planteadas al profesorado que trabaja allí. Los resultados que se obtuvieron indican que todo el profesorado (100%) afirma que el juego contribuye al desarrollo cognitivo, promueve la interacción, mejora la comprensión, promueve la producción oral del idioma inglés. Se evidenció también la necesidad de establecer ambientes de aprendizaje virtuales al tiempo que también se requiere llevar a cabo la capacitación del docente para mejorar su práctica docente. La conclusión del estudio viene a confirmar que el juego es una herramienta necesaria para facilitar el aprendizaje del inglés como lengua extranjera, ya que el juego favorece procesos para la creación de experiencias significativas, el desarrollo de la competencia comunicativa y el establecimiento de ambientes dinámicos de aprendizaje. Se recomienda su inclusión en la planeación curricular y en las prácticas de aula del docente.