The student, with their unique cultural, emotional, physical, psychological, and cognitive characteristics, is gaining prominence in both syllabus design and classroom dynamics. Today, it is the educational environment that adapts to the student, not the other way around. As a result, education is becoming increasingly heterogeneous. Contemporary policies support this student-centered approach, acknowledging the individual's specific interests and the singular projection of their intellectual, physical, emotional, social, and ethical capacities. Research on the present and future of education is increasingly focused on this holistic perspective.

This number of D’Perspectivas Siglo XXI features studies that, on one hand, explore the particularities of students and, on the other, reflect the diversity of goals, purposes, and missions that define the modern university within the Latin American context.

The new agendas and policies in education, which reconsider its objectives and functions, promote the dignity of the individual, foster their rights, and are led by principles of equity, equality, and social justice. They view inclusion as a cornerstone for social life. Education holds the potential to contribute to the future of humanity (…) In this new number of the journal D’Perspectivas Siglo XXI, the focus of research is higher education; the authors discuss its social purpose, the challenges posed by digital technology, decision-making processes, emotional health, the awareness of its identity, food production and management, gender issues, and writing competencies. The university advances alongside social changes, it is also entrusted with leading these developments. The challenge remains to conduct freedom, autonomy, creativity, and critical thinking towards understanding how to be and live with others.

A frequently posed question from society, institutions, and academic communities concerns the future of education. To outline any scenario, other questions can be delineated: What reality is imagined? What is expected of the new generations? What can be offered today in schools and universities? How will political, economic, ideological, and cultural interests be reflected in the procedures and resources allocated to education? Nevertheless, digital technologies have been shaping this direction in the early part of this century; the use of ICTs and ICKDLT (Information, Communication, Knowledge, and Digital Learning Technologies) is being utilized to meet the expectations of integral education: implementing them is necessary.

The question about the quality of education provided to individuals can lead to scrutiny of the programs, methods, or resources employed. However, one of the key factors considered for evaluating this quality is performance in the workplace or professional field. The premise is that it is reflected in what graduates are capable of doing and how they do it. Production and the economy continue to define the educational horizon; in turn, politics, society, and individuals continue to value it in this way, leading to a conception of education from a useful and practical perspective. In this context, an attempt can be made to identify the ways in which educational quality contributes to human development and personal satisfaction, i.e., what one is and accomplishes…

The authors contributing to this number (…) argue for a paradigm shift, both in terms of conceptualization and methodological approach, with regard to knowledge, action, and being. An awareness of history and of the future being constructed is essential for rethinking the role of schools and reshaping the trajectory of education. Throughout these manuscripts, the authors reflect on the purpose of education, the place of non-scientific knowledge, and how violence is understood and resisted in classrooms —particularly gender-based violence. Their vision is that of a humanistic transformation.

Education represents a pathway for transforming individuals, allowing for the recreation of all their capacities, including imagination and reason, language, communication, and socialization. It provides a renewed perspective of the world, enhances one's ability to perceive and analyze, and offers a basis for forming opinions, constructing judgments, or building arguments. The impact is not limited to consciousness; it also affects the body. The body plays a more active role than merely participating in learning; it is captivated by new knowledge (through the senses) and serves as a pathway for expressing the emotions or discomfort that this knowledge may evoke. This process is reciprocal: the individual is transformed entirely, as does their universe.

This number contains articles that address a wide range of elements related to education, from curricular, technological, and psychological components to marketing.

The pressing need to return to in-person teaching materialized, and now, after the health crisis, there is a retrospective effort to recover experiences and analyze the events that arose. This number of D’Perspectivas magazine presents articles that explore the educational phenomenon, specifically on what has commonly been referred to as online education, within the context of a society confined to their homes.

The current number will guide the reader through a path that seems to follow a deductive logic, moving from the generality of a discussion about the theoretical and practical nature of pedagogy to a specific case of educational praxis during the pandemic.

Academic life is characterized by the development of activities that are intrinsically linked: among other things, research is conducted to expand and update the knowledge, which is then transmitted through the educational processes that take place in academic institutions, as well as disseminated through academic events and specialized publications. Thus, teaching, research, and diffusion are interwoven tasks within the educational sphere.

This number of Revista D’Perspectivas is dedicated to education in the health sector. It presents studies that are all quasi-experimental, characterized by high methodological quality and aimed at both healthcare workers and patients, with the objective of contributing knowledge to improve the care of the health-disease process. Diseases have been an intrinsic part of human history since humans began organizing into societies and creating communities that share the same territorial space. Infectious diseases gained particular prominence, and as the world’s population grew, these diseases spread and affected various regions of the planet, becoming a threat to the population.

In this number, the reader will find the teacher as the central focus of the articles, in terms of their training, practice, and use of several strategies to enrich their work. Thus, in the educational context, this character—often treated impersonally as an interchangeable and moldable element depending on the prevailing policies—will stand out. Over the years, the social image of teachers has deteriorated, and their competence has been questioned. They are even blamed as one of the main culprits for educational failure in Mexico. However, it is necessary to realize a detailed and objective analysis of the work they perform and their role in education is necessary to adopt a critical stance on both their achievements and the challenges that remain.

Este número de la Revista D’ Perspectivas se distingue por la presencia casi total de ensayos académicos, un tipo de escrito que demanda la capacidad reflexiva y crítica del autor. La revisión de fuentes documentales y el examen exhaustivo de éstas, se traduce en una aportación teórica de gran valor para el campo educativo, lo cual, para este número, se ve reflejado en diversas líneas temáticas.

Con los escritos de esta edición, el lector podrá analizar y cuestionar diversos elementos que cruzan lo educativo sin ser, aparentemente, un componente inherente; no obstante, la complejidad de lo educativo queda expuesta al revisar que hay debates filosóficos, psicológicos y artísticos que tienen cabida en su ámbito, además de lo pedagógico y didáctico.

En este número de la Revista D’ Perspectivas contamos con escritos que pueden agruparse en dos líneas discursivas que, al final del camino, se cruzan entre sí: relaciones interpersonales en las comunidades académicas y formación del ser en los centros escolares. (...)  Sin duda, nos encontramos en una sociedad que no puede seguir haciendo las cosas de la misma manera, entre éstas, formando a la persona bajo los mismos cánones y procesos. Las escuelas deben mutar, las estrategias didácticas tienen que adaptarse a nuevas condiciones tecnológicas y sociales, pero, sobre todo, el ser que actualmente se está formando ya no puede ser el mismo que hace unas décadas se formaba.  

Las Escuelas Normales no siempre han sido valoradas plenamente, su aportación social se ve mermada en el imaginario social, debido en parte al desgaste de la imagen del docente, pero también por el olvido de las autoridades educativas quienes han postergado tareas como actualizar sus planes de estudio, fortalecer sus recursos materiales, humanos y tecnológicos, entre otras cosas. Conocer la historia de la educación Normal posibilita comprender la evolución que ha tenido y los propósitos subyacentes a las reformas implementadas en este sistema, con lo que se configura una perspectiva más clara sobre sus logros y tareas pendientes.

La complejidad de la sociedad mexicana en torno a su cultura, geografía y sociodemografía, exige que en el ámbito educativo se pongan en juego estrategias diversas para armonizar los contenidos de aprendizaje con las características socioculturales de los actores escolares. 

Los artículos que conforman el presente número abordan dos elementos: la comunicación entre actores educativos y los cambios que ha traído consigo el correr del tiempo en cuanto al ser docente y el ser estudiante. Elementos que consideramos de gran interés para el lector interesado en la educación