D´Perspectivas siglo XXI

Teacher Training, Social Service and Community Projects. An Action Research Exercise in a National Pedagogical University

Josefa Bravo Moreno — 2025-07-14

This article aims to reflect on the potential of Social Service (SS) in teacher training and its links with projects located in vulnerable and marginalized environments. This research process was promoted by the National Pedagogical University, 151, Acambay, an institution located in an Otomi-Mazahua indigenous region in the north of the State of Mexico. A qualitative methodology was used through the action-research method, where SS was recognized as an enabling space for school-community ties; a proposal legitimized in the current basic education curriculum (2022). To this end, was first published for applications for students of the Bachelor's Degrees in Pedagogy and Indigenous Education who were in their fifth semester and chose the Community Social Service modality with the aim of generating projects linked to local problems, susceptible to being addressed through their own training. Among the main results is the participation of young people and adults who sought to improve their lifestyles through these meetings; as well as the appreciation of collective contact to pursue actions of social justice. One of the conclusions of this process was the recognition of the SS as a pedagogical space for teacher training and the promotion of a sense of responsibility and social reconstruction.

Diagnosis of Emotional Competencies in Bachelor Students of the Institute of Educational Sciences

Gustavo Alberto Nonato Reza — 2025-07-14

The study examines the emotional competencies of bachelor students from the Institute of Educational Sciences (ICE) using the TMMS-24 scale, with the purpose of identifying the levels of attention, clarity and emotional repair, which are considered important in the process of training and professional performance. The results indicate that women exhibit greater emotional attention; however, there is no evidence that socioemotional education curricular units influence the development. Additionally, the population sample show a low to moderate levels in emotional attention, clarity, and repair, highlighting the need to implement pedagogical strategies that foster the development of socioemotional skills. The analysis underscores the benefits of emotional intelligence in enhancing individual’s quality of life and teaching practices, achieving better classroom outcomes, promoting inclusive practices, and facilitating adaptation to various social changes.

Effects of a Suspension Training Program (TRX) on Physical Capacities in UDEC Undergraduates

Laura Alejandra Fernández Rojas — 2025-07-14

Suspension training, which uses body weight as resistance, focuses on improving muscular strength and postural stability of participants through the use of the TRX system. Objective: To evaluate the effects of a TRX suspension training program on physical capacities in university students at UDEC. Methods: A TRX training plan was carried out for 12 weeks with progressive exercises for lower and upper limbs and core, to impact on the physical capacities of the students. The anthropometric variables weight, height, BMI, physical capacities, lower limb strength, upper limb strength, abdominal area and flexibility were evaluated. Results: significant improvements in muscular strength and endurance of the participants were revealed. Prehensile strength increased by 2.5 %, push-ups increased by 25 %, horizontal jump showed an improvement of 22.56 %, and the number of burpees increased by 17.77 %, with notable differences between men and women. Conclusions: A notable increase in upper and lower body muscle strength, this study provides evidence that TRX is an effective method to improve physical abilities in young college students, contributing to better overall physical performance. It also highlights the importance of continuing research in this area to better understand the benefits of this type of training in different populations.

Perceptions of First Grade Students on Time

María Concepción Garabandal Morelos González — 2025-07-14

This research aimed to explore how first-grade children perceived and conceptualized time, an abstract yet essential concept for their cognitive and social development. The study was conducted in a primary school in Toluca de Lerdo, State of Mexico, where school routines such as writing the date and anticipating events provided an ideal context for investigating these notions. Sixteen children (11 boys and 5 girls), aged between 6 and 7 years, were observed, and their interactions and responses were analyzed. The analysis revealed key patterns in their understanding of natural cycles, personal growth, and time measurement. This research provides a deeper insight into how children begin to understand time, which is crucial for designing educational strategies that promote a clearer and more functional understanding of this concept. The findings offer valuable insights into how children develop these notions within a school context, contributing to the fields of pedagogy and child psychology. It was concluded that children's learning of time is closely related to their interaction and participation in the social and cultural environment.

Factors related to English flunking. A questioning of internationalization of universities

Erick Cajigal Molina — 2025-07-14

This research shows that internationalization in some universities has not been consolidated due to their context and the resources they have. Thus, the actions established to ascribe to internationalization are more of a problem than a benefit for the university community, especially for students. One measure that is taken in this sense is the learning of the English language, which is compulsory, which presents failure and, therefore, non-graduation or dropping out of school. Therefore, the objective of this study was to identify the factors that have the greatest impact on the failure of English courses, in order to reflect on the work that is considered as part of internationalization. For its fulfillment, a quantitative study with descriptive scope was created, using the questionnaire technique, from which the instrument Survey on the factors of failure in English courses was derived, applied to a convenience sample with voluntary subjects. The results show that none of the estimated indicators was rated as acceptable. The conclusion is that both the factors attributable to the students and the institutional factors present areas of opportunity that encourage reflection on the suitability of making English learning mandatory.

Normalista Experiences Regarding School Violence and Cultural Diversity: A View from Interculturality

Valdemar López Villalobos — 2025-07-14

The cultural diversity that exists in the classroom can be both a source of enrichment and a source of conflict in educational institutions, to the point of even generating situations of discrimination and exclusion. In this scenario, teachers have an indispensable role in guiding the school experiences present in educational contexts characterized by diversity. However, given this responsibility, it becomes necessary to question, in the same way, the experiences that teachers have during their learning stage on this subject. To answer this problem, the present research work, which took place among students of the Bachelor's Degree in Primary Education from the Normal School (a teacher training school) located in the Isthmus of Tehuantepec, in the state of Oaxaca, was developed. Through the use of questionnaires and interviews, from the methodological approach of well-founded theory, it was identified the existence of a scenario in which, although diversity and violence are not expressed through acts of discrimination or exclusion due to the use of an indigenous language or belonging to an indigenous group, they are indeed manifested through comments or mockery (psychological violence) due to the place of origin or residence of the students.

Being a student with a disability in higher education: inclusion and accessibility in question

Guadalupe Méndez Soriano — 2025-07-14

The objective of this study is to know the experiences of former and present students with disabilities related to accessibility and educational inclusion during their career in a higher education institution. The research is qualitative, empirical case study type. Semi-structured interviews were applied to 5 participants, 3 active students and 2 former students, with different types of disabilities. It was found that, although most have experienced inclusion and accessibility to the educational center, they have also faced significant barriers. The results reveal that students with disabilities have been discriminated against by their peers who, on occasion, exclude them from group activities. Likewise, although the center has adapted infrastructure (ramps and elevator), these have deficiencies that limit their complete accessibility. As for the teaching staff, there is a perceived lack of specific training in inclusion, which is manifested in overprotective attitudes or difficulties in identifying the individual requirements of students with disabilities. These findings underscore the need to implement more effective strategies to promote educational inclusion in the school, such as teacher training, student community awareness, and infrastructure improvements.

Detection of teacher training needs and their role in educational management in higher education

Abraham Camacho Trigueros — 2025-07-14

In recent decades, the demand for higher education has grown significantly. Global policies consider it a driver of economic growth in developing countries. However, public institutions' capacity for admission is declining, the flow of applicants seeking admission is increasing, and more students are being excluded from the education system. In this context, private initiatives have taken on a relevant role by establishing their own higher education institutions, thereby increasing availability and meeting the educational needs of those not accepted by public institutions. Although the knowledge imparted is regulated by the authorities and the programs are similar, it is expected that, as a private education, it will be of higher quality. Thus, educational management develops key elements to ensure the effectiveness of the teaching-learning methods that govern these universities, whether it involves allocating more resources to infrastructure, improving teaching strategies, or training their faculty, which together constitute the foundation of any educational institution. The following article details how identifying teacher training needs is a key activity for management decision-making in private universities. To this end, a qualitative documentary study is conducted, reviewing concepts from theorists such as Martínez, Saavedra and Burgos, Méndez, and Wing, who discuss the following in terms of educational institution, educational management, training, institutional evaluation, and decision-making.