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BACKGROUND: The study of gratitude has been a trending subject in psychology and emerging in health sciences education. For the past several years, interest has been aroused through various published contributions that still lack scientific support, so it is necessary to have instruments that obtain valid and reliable data about it. Gratitude has proven to be sensitive to different cultures. This research aims to determine the psychometric properties using a combined scale to measure dispositional gratitude in health sciences faculty. METHOD: A quantitative study was conducted with a non-experimental trans-sectional design with a correlational scope, with a sample of 216 professors of health sciences in a northeastern Mexico private university divided into subsamples for an Exploratory Factor Analysis (n = 113) and a Confirmatory Factor Analysis (n = 103). The Gratitude Questionnaire, Work Questionnaire and Brief Interactive Optimism-Garcia was applied to 110 women, 104 men and 2 who prefer not to specify their gender. RESULTS: The result was a unifactorial measurement model composed of 10 items with evidence of construct validity (χ2 = 59.83, df = 20, p < 0.001, χ2/df = 59.83/20 = 2.99, SRMR = 0.11, GFI = 0.96; NFI = 0.93, RFI = 0.91, AGFI = 0.93), PRATIO = 0.78, PNFI = 0.73; concurrent validity with interactive optimism (r = 0.45, p < 0.001); convergent validity (AVE = 0.42); and reliability (α = 0.88; ω = 0.88). CONCLUSIONS: This model measures dispositional gratitude in health sciences Mexican faculty and contributes a vital instrument to advance future educational innovations involving this construct. The validation of the one-factor model with convergent reliability and validity suggests that the total scale score serves as an adequate measure of gratitude. Finally, it represents a valuable contribution to the teaching of health sciences since it generates healthy environments with prosocial attitudes that facilitate flourishing in personal and academic life, and in the future, health professionals with humanism as their standard.

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This study investigates the development of transversal skills and their association with academic performance in university students enrolled in on-campus programs with online activities. A cross-sectional, descriptive, and quantitative research was conducted with 252 students from a public university in Mexico. Transversal skills, socioformative project-based practices, learning strategies, and the relevance of online activities were assessed using validated rubrics. The results indicated a low level of development in three transversal skills: research, entrepreneurship, and English, with the latter being the poorest rated. Critical and creative thinking exhibited the highest level of development. In the didactic component, socioformative project-based pedagogical practices and learning strategies showed acceptable levels. Students expressed satisfaction with complementary online activities, showing a preference for interactive videos and short videos under 4 min. Regression analysis and structural equations were used to examine the relationships between various factors. Results demonstrated that socioformative project-based pedagogical practices, learning strategies, and online education positively correlated with the development of transversal skills. Furthermore, a higher level of transversal skills was associated with better academic averages among students. Socioformative project-based pedagogical practices also correlated with academic performance through transversal skills. The study concludes that integrating online activities into on-campus programs, based on the socioformative pedagogical model, can enhance the development of transversal skills and improve academic performance. Further research into the implementation of this educational model and its long-term impact on university education and professional success is recommended.

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BACKGROUND: Medical educators play a crucial role in the perpetuation of the medical profession. Recent concerns have arisen regarding the quality and quantity of current teachers. To comprehend this shortage, it is key to understand future physicians' attitudes towards venturing in education, their motivations and possible detracting factors. This study aims to explore graduating students' attitudes towards a future teaching role and identify motivating and hindering factors. METHODS: Sixty-eight students in their final year of medical training answered a digital questionnaire. Responses were processed using descriptive statistics and qualitative coding for the open-ended questions. RESULTS: Teaching was the second most prevalent aspiring role (59%) after the clinical one. The most mentioned motivations were contribution to the future of medicine (50%), passion (31.8%) and sense of social duty (18%). Conversely, top hindering factors revealed non-economic disadvantages (85%), economic disadvantages (39.7%) and cost-benefit rationale (11.7%). Students' recent experience across the undergraduate path provided insights about the influence of different agents, teachers' exemplary attributes, and their own projection for their future role. Teaching is predominantly viewed as an honorable and aspirational role but constrained by inadequate economic compensation. Students feel confident on this path, with limited understanding of teacher professionalization. CONCLUSIONS: Understanding students' perspective in pursuing teaching careers offers insight that can address longstanding issues in the field. Strategic initiatives should focus on amplifying motivational factors, and addressing demotivational factors, like the lack of economic incentives, to strengthen the appeal of the teaching profession, and offer better resources to aspiring medical educators that may heighten their satisfaction and attract new aspiring professionals keeping high standards in their professionalization and performance.

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This study analyzes the self-mention forms represented by first-person pronouns (I, me, my, we, us, and our), self-citations, and other forms of mentions made by the same author(s) in each article (e.g., this writer, the author, the authors, the research team) in a corpus of academic articles (625,195 words) in Design area disciplines to determine the similarities and differences in self-mention practices within these disciplines and the previous findings reported in the literature of authorial self-representation observed in hard and soft fields. A quantitative approach using the method employed by Hyland in 2001 [23] explored a corpus of 100 academic empirical and theoretical articles on visual arts, design, architecture, and art and design education (25 for each discipline) obtained from Q1 and Q2 journals listed in the Visual Arts and Performing Arts subject area of Scopus. The results suggest that self-mention practices in Design area disciplines share similarities and differences with the authorial self-representation in soft and hard fields previously reported in the literature by Hyland in 2001 [23] and Dixon in 2022 [24]. Overall, self-mentions in Design area disciplines resemble the authorial self-representation practices in soft fields. However, self-mentions in architecture tend to use the impersonal writing of hard fields because this discipline has a close historical relationship with engineering. This is the first corpus analysis of self-mention practices in academic articles in the Design area disciplines. The implications of the findings for academic literacy are also discussed.

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This dataset examines the interplay between socioeconomic status and educational outcomes among students at the Universidad Nacional de Colombia. Collected from publicly available data in collaboration with the National Directorate of Information, the dataset includes anonymized records of 3361 students from multiple university campuses during the first semester of 2021. It captures a diverse array of socioeconomic and academic variables, such as family income, residence type, tuition fee, and career choice, providing a unique basis for studying educational access in Colombia. Following authorization from the National Directorate of Information, the dataset underwent a rigorous anonymization and validation process, ensuring data integrity and reproducibility. The data was systematically cleaned and organized to highlight key demographic and socioeconomic variables relevant to student accessibility, persistence, and financial sustainability in higher education. With its detailed structure, this dataset is a valuable resource for policymakers and researchers focused on reducing educational inequalities. It supports analyses that reveal how socioeconomic conditions impact educational pathways, enabling the design of targeted interventions to enhance equity in university access and retention. This dataset contributes significantly to the understanding of educational challenges in Colombian public universities, providing a comprehensive basis for the investigation of the socioeconomic factors that influence students' access to and success in higher education.

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Self-efficacy is relevant in explaining performance and well-being in different domains of human behaviour. Despite this need, there are no instruments that assess self-efficacy in university teaching in virtual environments. Therefore, the objective of this study was to design the Self-Efficacy Scale for University Teaching in Virtual Environments (SSUTVE) and analyse its psychometric properties. Three studies were developed to achieve this. First, based on grounded theory, 31 university professors were interviewed in-depth, and the 10 categories that emerged were grouped into two dimensions of the construct. In the second study, 10 expert judges (university professors) evaluated the clarity, relevance, and pertinence of the items developed. In addition, 10 judges assessed the clarity of the items. Subsequently, 33 items were accepted, and the degree of agreement was acceptable (lower limit of confidence interval in Aiken's V above the expected). The third study analysed the internal structure. A total of 554 Peruvian university professors participated, and the scale presented adequate indexes of adjustment for a structure of nine correlated factors: basic technological skills, safety in virtual classes, ethical-legal aspects, guidance and/or advice in the use of technological resources (related to self-efficacy in digital competences) and planning, didactics, group management, mastery of the subject, and evaluation and feedback (related to self-efficacy in pedagogical competences). Additionally, the degree of reliability of the scores and constructs was acceptable. It was concluded that the SSUTVE presents psychometric evidence of validity and reliability for Peruvian university professors working in virtual environments.

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Objetivo: analisar fatores que causam sofrimento e comportamento suicida em universitários do campus de humanas de instituição federal. Método: pesquisa quantitativa, realizada com 67 universitários de seis cursos de humanas. Utilizou-se Teste Exato de Fisher entre as variáveis sociodemográficas, saúde mental e comportamento suicida. Resultados: maioria do sexo feminino, solteiro, sem religião, cisgêneros, sofreu violência física, psicológica ou sexual, histórico de tratamento em saúde mental na família, usava álcool, fez ou fazia acompanhamento em saúde mental; 22% tinham comportamento suicida na família, 33,40% tinham diagnósticos de transtornos ansiosos, 29,60% de transtornos de humor, 55,24% faziam uso de psicofármacos, 8,94% tentaram suicídio, 19,39% apresentaram comportamento suicida no último mês e 4,48% pretendiam se suicidar no futuro. Considerações Finais: a orientação sexual, sofrer violência e ter familiar com comportamento suicida estão significativamente associadas a maior possibilidade de tentativa de suicídio.

Objective: to analyze factors that cause suffering and suicidal behavior in university students from the humanities campus of a federal institution. Method: a quantitative survey of 67 university students from six humanities courses. Fisher's exact test was used between sociodemographic variables, mental health and suicidal behavior. Results: majority female, single, no religion, cisgender, suffered physical, psychological or sexual violence, history of mental health treatment in the family, used alcohol, had or was undergoing mental health monitoring; 22% had suicidal behavior in the family, 33.40% had diagnoses of anxiety disorders, 29.60% of mood disorders, 55.24% used psychotropic drugs, 8.94% attempted suicide, 19.39% had suicidal behavior in the last month and 4.48% intended to commit suicide in the future.Final considerations: sexual orientation, suffering violence and having a family member with suicidal behavior are significantly associated with a greater chance of attempting suicide.

Objetivo: analizar los factores que provocan sufrimiento y comportamiento suicida en estudiantes universitarios del campus de humanidades de una institución federal. Método: encuesta cuantitativa a 67 estudiantes universitarios de seis programas de humanidades. Se utilizó la prueba exacta de Fisher entre variables sociodemográficas, salud mental y comportamiento suicida. Resultados: mayoría mujeres, solteros, sin religión, cisgénero, sufrieron violencia física, psicológica o sexual, antecedentes de tratamiento de salud mental en la familia, consumieron alcohol, tuvieron o estaban en seguimiento de salud mental; 22% tuvieron conducta suicida en la familia, 33.40% fueron diagnosticados con trastornos de ansiedad, 29.60% con trastornos del estado de ánimo, 55.24% consumieron psicofármacos, 8.94% habían intentado suicidarse, 19.39% tuvieron conducta suicida en el último mes y 4.48% tenían intención de suicidarse en el futuro. Consideraciones finales: la orientación sexual, sufrir violencia y tener un familiar con conducta suicida se asocian significativamente con una mayor probabilidad de intentar suicidarse.

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RESUMEN El teletrabajo se ha constituido como modelo de prestación de servicios que requiere necesariamente el uso de herramientas tecnológicas. Esta forma de desarrollar las actividades se ha expandido en el sector educativo. Desde la época de la pandemia por covid-l9 se implementó con un mayor auge en el campo universitario enfrentando grandes retos y dificultades. El objetivo fue analizar las fortalezas, oportunidades, debilidades y amenazas del teletrabajo implementado en el contexto de la educación universitaria, durante los años 2020-2021 en la Universidad Católica de Cuenca, Campus La Troncal, Ecuador En la metodología se aplicó el enfoque cualitativo de tipo descriptivo, el análisis FODA, la técnica de revisión bibliográfica, así como la interpretación y descripción a través de los grupos focales. De los resultados se desprende que, los docentes requieren capacidades y competencias específicas para desarrollar las actividades en teletrabajo. La implementación del teletrabajo en la educación universitaria presenta oportunidades significativas, pero también desafíos, que deben ser abordados con estrategias efectivas y un marco jurídico sólido para garantizar su aplicación exitosa, prevenir la vulneración derechos fundamentales y la aparición de enfermedades ocupacionales que se vinculan con esta forma de organización laboral.

ABSTRACT Teleworking has become a model of service provision that necessarily requires the use of technological tools. This way of developing activities has expanded in the educational sector Since the COVID-19 pandemic, it has implemented a greater boom in the university field facing great challenges and difficulties. The objective was to analyze the strengths, opportunities, weaknesses, and threats of telework implemented in the context of university education, during 2020-2021 at the Catholic University of Cuenca, Campus La Troncal, Ecuador In the methodology applied the qualitative approach of descriptive type, SWOT analysis, the technique of literature review, as well as the interpretation and description through focus groups. From the results, it is clear that teachers require specific skills and competencies to develop telework activities.The implementation of telework in university education presents significant opportunities, but also challenges, which must be addressed with effective strategies and a solid legal framework to ensure its successful implementation, prevent the violation of fundamental rights, and the emergence of occupational diseases that are linked to this form of labor organization.

RESUMO O teletrabalho estabeleceu-se como um modelo de prestação de serviços que requer necessariamente a utilização de ferramentas tecnológicas. Esta forma de realizar actividades expandiu-se no sector educativo. Desde a época da pandemia de covid-l9, tem sido implementado com maior intensidade no âmbito universitário, enfrentando grandes desafios e dificuldades. O objetivo foi analisar os pontos fortes, oportunidades, fraquezas e ameaças do teletrabalho implementado no contexto do ensino universitário, durante os anos 2020-2021 na Universidade Católica de Cuenca, Campus LaTroncal, Equador: A metodologia aplicada foi uma abordagem qualitativa descritiva, análise SWOT técnica de revisão da literatura, bem como interpretação e descrição através de grupos focais. Os resultados mostram claramente que os professores necessitam de aptidões e competências específicas para desenvolver actividades de teletrabalho. A implementação do teletrabalho no ensino universitário apresenta oportunidades significativas, mas também desafios, que devem ser abordados com estratégias eficazes e um quadro jurídico sólido para garantir a sua implementação bem sucedida, evitar a violação dos direitos fundamentais e o aparecimento de doenças profissionais que estão ligadas a esta forma de organização do trabalho.

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En sociedades cada vez más centradas en la productividad laboral, reflexionar sobre el papel del ocio adquiere una relevancia creciente para comprender la vida contemporánea. Uno de los contextos laborales que ha cambiado sustancialmente en los últimos años es el universitario, lo que ha transformado el rol de los profesores. Aunque las investigaciones suelen enfocarse en aspectos profesionales de los profesores, explorar sus percepciones sobre el ocio revela facetas de su vida personal y cómo se adaptan a entornos laborales en constante cambio, así como los efectos de estas adaptaciones en su bienestar, especialmente en el equilibrio entre trabajo y ocio. Este artículo se basa en una investigación1 que buscó identificar los imaginarios de ocio en un grupo de profesores de una institución de educación superior en Colombia. Para ello, se profundizó en tres planos propuestos por Baeza (2003) para el análisis de fenómenos sociales desde la perspectiva de los imaginarios, en este caso de los imaginarios de ocio: el plano aparente (prácticas), el plano subyacente (emociones) y el plano ideacional (pensamientos). La metodología de recolección de datos incluyó una estrategia de recolección de datos mixta, mediante un cuestionario aplicado a 160 profesores (55% mujeres, 45% hombres) y entrevistas semiestructuradas con 12 de ellos, utilizando un enfoque de historia de vida temática. La triangulación de resultados permitió elaborar una propuesta interpretativa de los imaginarios sociales de ocio, tanto instituidos como instituyentes. Este documento profundiza en los hallazgos sobre los pensamientos y las significaciones de ocio de los profesores y presenta los resultados de la propuesta interpretativa de sus imaginarios de ocio.

In societies increasingly focused on labor productivity, reflecting on the role of leisure is becoming increasingly relevant to understanding contemporary life. One of the work contexts that has changed substantially in recent years is the university, which has transformed the role of teachers. Although research tends to focus on professional aspects of professors, exploring their perceptions of leisure reveals facets of their personal lives and how they adapt to constantly changing work environments, as well as the effects of these adaptations on their well-being, especially their work-leisure balance. This article is based on research that sought to identify the leisure imaginaries of a group of professors at a higher education institution in Colombia. To this end, we delved into three levels proposed by Baeza (2003) for the analysis of social phenomena from the perspective of imaginaries, in this case leisure imaginaries: the apparent level (practices), the underlying level (emotions) and the ideational level (thoughts). The data collection methodology included a mixed data collection strategy, through a questionnaire applied to 160 teachers (55% female, 45% male) and semi-structured interviews with 12 of them, using a thematic life history approach. The triangulation of results allowed the elaboration of an interpretative proposal of the social imaginaries of leisure, both instituted and instituting. This paper delves into the findings on teachers' thoughts and meanings of leisure and presents the results of the interpretative proposal of their leisure imaginaries.

Em sociedades cada vez mais focadas na produtividade do trabalho, refletir sobre o papel do lazer está se tornando cada vez mais relevante para a compreensão da vida contemporânea. Um dos contextos de trabalho que mudou substancialmente nos últimos anos foi a universidade, que transformou o papel dos professores. Embora as pesquisas tendam a se concentrar nos aspectos profissionais dos professores, explorar suas percepções de lazer revela facetas de suas vidas pessoais e como eles se adaptam a ambientes de trabalho em constante mudança, bem como os efeitos dessas adaptações em seu bem-estar, especialmente no equilíbrio entre trabalho e lazer. Este artigo baseia-se em uma pesquisa que buscou identificar os imaginários de lazer de um grupo de professores de uma instituição de ensino superior na Colômbia. Para isso, foram explorados três níveis propostos por Baeza (2003) para a análise de fenômenos sociais sob a perspectiva de imaginários, nesse caso, imaginários de lazer: o nível aparente (práticas), o nível subjacente (emoções) e o nível ideacional (pensamentos). A metodologia de coleta de dados incluiu uma estratégia mista de coleta de dados, usando um questionário aplicado a 160 professores (55% mulheres, 45% homens) e entrevistas semiestruturadas com 12 deles, usando uma abordagem temática de história de vida. A triangulação dos resultados permitiu a elaboração de uma proposta interpretativa dos imaginários sociais do lazer, tanto instituídos quanto instituintes. Este artigo discute as descobertas sobre os pensamentos e significados do lazer dos professores e apresenta os resultados da proposta interpretativa de seus imaginários de lazer.

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La importancia de la motivación académica en la educación universitaria, ha sido de gran interés en la investigación educativa, dado que se encuentra a la base del éxito académico, al estar relacionada con la autorregulación del aprendizaje. Por ello, esta revisión sistemática tiene por objetivo analizar los hallazgos de la producción científica relacionada con la motivación académica en la educación superior, publicada entre los últimos 5 años (2016-2021) en las bases de datos Web of Science, Scopus y SciELO, con el fin de orientar la toma de decisiones en los procesos educativos de la educación superior. El método corresponde a una revisión sistemática, de corte cualitativo, de análisis documental definidas en categorías y subcategorías emergentes. Los principales hallazgos indican que existe gran interés por abordar la motivación académica a partir de diferentes tipos de estudio metodológicos como son los descriptivos, relaciones/correlaciones, perfiles con análisis de conglomerados, modelos de ecuaciones estructurales. También, se encuentran, aunque en menor medida, investigaciones sobre creación y validación de instrumentos para medir la motivación académica en la educación superior. Se cree que los resultados de esta revisión pueden constituir un aporte a la elaboración de nuevas propuestas de constructos teóricos e instrumentos sobre motivación académica para la formación universitaria.

The importance of academic motivation in university education has been of great interest in educational research, since it is at the base of academic success, as it is related to self-regulation of learning. Therefore, this systematic review aims to analyze the findings of the scientific production related to academic motivation in higher education, published between the last 5 years (2016-2021) in the Web of Science, Scopus and SciELO databases. in order to guide decision-making in the educational processes of higher education. The method corresponds to a systematic, qualitative review of documentary analysis defined in emerging categories and subcategories. The main findings indicate that there is great interest in addressing academic motivation from different types of methodological study such as descriptive, relationships/correlations, profiles with cluster analysis, structural equation models. There is also, although to a lesser extent, research on the creation and validation of instruments to measure academic motivation in higher education. It is believed that the results of this review may constitute a contribution to the development of new proposals for theoretical constructs and instruments on academic motivation for university education.

A importância da motivação académica no ensino universitário tem sido de grande interesse nas pesquisas educacionais, tendo em vista que ela está na base do sucesso académico, pois está relacionada à autorregulação da aprendizagem. Portanto, esta revisão sistemática tem como objetivo analisar os achados da produção científica relacionada à motivação acadêmica no ensino superior, publicados entre os últimos 5 anos (2016-2021) nas bases de dados Web of Science, Scopus e SciELO, a fim de orientar a tomada de decisão nos processos educacionais no ensino superior. O método corresponde a uma revisão sistemática, qualitativa, de análise documental definida em categorias e subcategorias emergentes. Os principais resultados indicam que existe um grande interesse em abordar a motivação académica a partir de diferentes tipos de estudos metodológicos, tais como estudos descritivos, relações/correlações, perfis com análise de clusters e modelos de equações estruturais. Existe também, embora em menor escala, investigação sobre a criação e validação de instrumentos de medida da motivação académica no ensino superior. Acredita-se que os resultados desta revisão possam constituir um contributo para o desenvolvimento de novas propostas de constructos teóricos e de instrumentos sobre motivação académica para o ensino universitário.

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Abstract Objective: Body image is a predictor of physical, psychological, and social health. Therefore, it can be an indicator for detecting health problems, to be used in the context of higher education. The aim of this study was to assess body image satisfaction in higher education students and to determine whether body image dissatisfaction is related to lifestyle behaviours and life satisfaction. Methodology: This study included 166 Portuguese higher education students. Body image was assessed using the Figure Rating Scale. Active choices during everyday life were assessed using the Active Choice Index. The questionnaire also included questions about sleep behaviour and tobacco and alcohol consumption. Satisfaction with Life was assessed using a five-item scale previously adapted for the Portuguese population. Results: There was a predominance of boys dissatisfied with thinness (26.10%), while the majority of girls revealed that they were dissatisfied due to being overweight (55.70%). The results indicate statistically significant differences between boys and girls in terms of body image categories (p<0.001). However, when we analysed the behaviours separately according to gender, there were no differences. Active behaviours, as well as the other health behaviours analysed (hours of sleep per week and alcohol and tobacco consumption) did not differ between the different levels of body image satisfaction (p>0.05). Conclusion: Most of the students are dissatisfied with their body image, with the majority of girls showing dissatisfaction due to being overweight. Lifestyles and life satisfaction do not differ between students who are satisfied and those who are dissatisfied with their body image.

Resumen Objetivo: La imagen corporal es un factor predictivo de la salud psicológica, física y social. Por lo tanto, puede ser un indicador para detectar problemas de salud, para utilizar en el contexto de la educación superior. El objetivo de este estudio fue evaluar la satisfacción con la imagen corporal en estudiantes de enseñanza superior y determinar si la insatisfacción con la imagen corporal está relacionada con los comportamientos de estilo de vida y la satisfacción con la vida. Metodología: En este estudio participaron 166 estudiantes portugueses de enseñanza superior. La imagen corporal se evaluó mediante la escala Figure Rating Scale. Las elecciones activas durante la vida cotidiana se evaluaron mediante el Active Choice Index. El cuestionario también incluía preguntas sobre el comportamiento durante el sueño y el consumo de tabaco y alcohol. La satisfacción con la vida se evaluó mediante una escala de cinco ítems previamente adaptada a la población portuguesa. Resultados: Predominaron los chicos insatisfechos por delgadez (26.10%), mientras que la mayoría de las chicas revelaron estar insatisfechas por sobrepeso (55.70%). Los resultados indican diferencias estadísticamente significativas entre chicos y chicas en cuanto a las categorías de imagen corporal (p<0.001). Sin embargo, al analizar los comportamientos por separado en función del sexo, no se observaron diferencias. Las conductas activas, así como las demás conductas de salud analizadas (horas de sueño semanales y consumo de alcohol y tabaco) no difirieron entre los distintos niveles de satisfacción con la imagen corporal (p>0.05). Conclusiones: La mayoría de los estudiantes están insatisfechos con su imagen corporal, siendo mayoritaria la insatisfacción de las chicas por sobrepeso. Los estilos de vida y la satisfacción vital no difieren entre los alumnos satisfechos y los insatisfechos con su imagen corporal.

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This study explores the relationship between task-oriented behaviors, self-efficacy, and leadership emergence in women STEM students, grounded in the context of prototypical leadership theory and self-efficacy theory. Prototypical leadership theory emphasizes the alignment of leadership behaviors with group expectations, which, in STEM fields, are often task-oriented. The research examines how task-oriented behaviors, such as planning, decision-making, and supervision, influence women's self-perception of leadership ability and their subsequent emergence as leaders. Our results show a positive relationship between task-oriented behaviors and self-efficacy and a positive relationship between self-efficacy with leader emergence, with academic experience further ngthening this link. As students' progress through their programs, engaging in more teamwork and leadership tasks, their self-efficacy enhances, leading to stronger leadership emergence. Also, we found an indirect effect from task-oriented behavior to leader emergence via self-efficacy. These findings have significant implications for fostering leadership in women, particularly in STEM. The study calls for educational programs to enhance opportunities for women to develop these behaviors early on, ensuring their growth into leadership roles in STEM fields.

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This systematic review examined, through the UTAUT2 model, the factors influencing the acceptance of artificial intelligence (AI) applications in university contexts. A total of 50 scientific texts published between 2018 and 2023 were analyzed and selected after a rigorous search of specialized databases. These findings confirm the versatility of UTAUT2 in elucidating technological adoption processes in higher education. Performance expectancy and hedonic motivation emerged as significant predictors of intentions and effective use among students, faculty, and administrative staff. Among students, perceived ease of use and social influence were also relevant. The analysis revealed differences in adoption patterns between STEM and non-STEM disciplines and between public and private institutions. Despite widespread positive perceptions of AI's potential, barriers such as distrust and lack of knowledge persist. The research also identified moderating and mediating factors, such as prior technology experience and technological self-efficacy. These results have important implications for the implementation of AI in higher education, suggesting the need for differentiated approaches according to the characteristics of each group and institutional context. It is recommended to develop strategies that address the identified barriers and leverage facilitators, with an emphasis on training, ethical design, and contextual adaptation of AI applications. Future research should explore the longitudinal evolution of these factors and examine AI adoption in non-STEM disciplines in greater depth.

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The SARS-CoV-2 Coronavirus pandemic (COVID-19) forced educational institutions to move their programmes to the virtual world. Several tech-based solutions -including virtual training and tutoring, discussion forums, access to content and information, collaborative platforms, and Open Educational Resources (OER)- were implemented to address this shift and continue to be used in the post-pandemic era due to the advantages they offer, especially for hybrid and blended learning. However, the implementation of these tech-based solutions also revealed several accessibility issues that need to be addressed to fully leverage the technological benefits. This study aims to provide a framework to facilitate the adoption of good practices related to technological accessibility in virtual Higher Education. The implementation of the framework is divided into four basic actions, each of which should be tailored to the constraints and needs for improving accessibility in Higher Education Institutions (HEIs). The framework's instantiation in four HEIs serves as a proof-of-concept in real-world scenarios. The preliminary results suggest that the proposal is promising, as it was adaptable to the specific needs of each HEI fostering accessibility and inclusion through technological alternatives that align with their organisational structures and current levels of attention to accessibility.

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Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

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Introduction: This study aimed to develop, implement, and test a visuo-haptic simulator designed to explore the buoyancy phenomenon for freshman engineering students enrolled in physics courses. The primary goal was to enhance students' understanding of physical concepts through an immersive learning tool. Methods: The visuo-haptic simulator was created using the VIS-HAPT methodology, which provides high-quality visualization and reduces development time. A total of 182 undergraduate students were randomly assigned to either an experimental group that used the simulator or a control group that received an equivalent learning experience in terms of duration and content. Data were collected through pre- and post-tests and an exit-perception questionnaire. Results: Data analysis revealed that the experimental group achieved higher learning gains than the control group (p = 0.079). Additionally, students in the experimental group expressed strong enthusiasm for the simulator, noting its positive impact on their understanding of physical concepts. The VIS-HAPT methodology also reduced the average development time compared to similar visuo-haptic simulators. Discussion: The results demonstrate the efficacy of the buoyancy visuo-haptic simulator in improving students' learning experiences and validate the utility of the VIS-HAPT method for creating immersive educational tools in physics.

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Energy consumption of constructed educational facilities significantly impacts economic, social and environment sustainable development. It contributes to approximately 37% of the carbon dioxide emissions associated with energy use and procedures. This paper aims to introduce a study that investigates several artificial intelligence-based models to predict the energy consumption of the most important educational buildings; schools. These models include decision trees, K-nearest neighbors, gradient boosting, and long-term memory networks. The research also investigates the relationship between the input parameters and the yearly energy usage of educational buildings. It has been discovered that the school sizes and AC capacities are the most impact variable associated with higher energy consumption. While 'Type of School' is less direct or weaker correlation with 'Annual Consumption'. The four developed models were evaluated and compared in training and testing stages. The Decision Tree model demonstrates strong performance on the training data with an average prediction error of about 3.58%. The K-Nearest Neighbors model has significantly higher errors, with RMSE on training data as high as 38,429.4, which may be indicative of overfitting. In contrast, Gradient Boosting can almost perfectly predict the variations within the training dataset. The performance metrics suggest that some models manage this variability better than others, with Gradient Boosting and LSTM standing out in terms of their ability to handle diverse data ranges, from the minimum consumption of approximately 99,274.95 to the maximum of 683,191.8. This research underscores the importance of sustainable educational buildings not only as physical learning spaces but also as dynamic environments that contribute to informal educational processes. Sustainable buildings serve as real-world examples of environmental stewardship, teaching students about energy efficiency and sustainability through their design and operation. By incorporating advanced AI-driven tools to optimize energy consumption, educational facilities can become interactive learning hubs that encourage students to engage with concepts of sustainability in their everyday surroundings.

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Implementing and deploying advanced technologies are principal in improving manufacturing processes, signifying a transformative stride in the industrial sector. Computer vision plays a crucial innovation role during this technological advancement, demonstrating broad applicability and profound impact across various industrial operations. This pivotal technology is not merely an additive enhancement but a revolutionary approach that redefines quality control, automation, and operational efficiency parameters in manufacturing landscapes. By integrating computer vision, industries are positioned to optimize their current processes significantly and spearhead innovations that could set new standards for future industrial endeavors. However, the integration of computer vision in these contexts necessitates comprehensive training programs for operators, given this advanced system's complexity and abstract nature. Historically, training modalities have grappled with the complexities of understanding concepts as advanced as computer vision. Despite these challenges, computer vision has recently surged to the forefront across various disciplines, attributed to its versatility and superior performance, often matching or exceeding the capabilities of other established technologies. Nonetheless, there is a noticeable knowledge gap among students, particularly in comprehending the application of Artificial Intelligence (AI) within Computer Vision. This disconnect underscores the need for an educational paradigm transcending traditional theoretical instruction. Cultivating a more practical understanding of the symbiotic relationship between AI and computer vision is essential. To address this, the current work proposes a project-based instructional approach to bridge the educational divide. This methodology will enable students to engage directly with the practical aspects of computer vision applications within AI. By guiding students through a hands-on project, they will learn how to effectively utilize a dataset, train an object detection model, and implement it within a microcomputer infrastructure. This immersive experience is intended to bolster theoretical knowledge and provide a practical understanding of deploying AI techniques within computer vision. The main goal is to equip students with a robust skill set that translates into practical acumen, preparing a competent workforce to navigate and innovate in the complex landscape of Industry 4.0. This approach emphasizes the criticality of adapting educational strategies to meet the evolving demands of advanced technological infrastructures. It ensures that emerging professionals are adept at harnessing the potential of transformative tools like computer vision in industrial settings.

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La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue "Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile". Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el "Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física" de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.

The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.

A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.

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RESUMEN Este artículo tiene como objetivo desarrollar una herramienta computacional basada en la teoría de redes y vigilancia científico-tecnológica para fortalecer los procesos de investigación en una institución de educación superior: Corporación Universitaria Empresarial Alexander von Humboldt en Colombia. Se construyeron dos redes: una de investigadores y coinvestigadores, y otra de palabras clave de proyectos de investigación. El análisis de centralidad reveló grupos de colaboración interdisciplinarios y la existencia de investigadores aislados. Los resultados destacan la importancia de fomentar la colaboración entre investigadores y la interdisciplinariedad. Se proponen futuras investigaciones para mejorar la herramienta y su aplicación en la toma de decisiones estratégicas en una Institución de Educación Superior Esta aproximación basada en redes complejas proporciona percepciones sobre la investigación en la institución y su potencial para enriquecer la producción investigativa y el desarrollo tecnológico.

AВSTRАСT The objective of this article is to develop a computational tool based on network theory and scientific-technological surveillance to strengthen research processes in a higher education institution, case study: The Alexander von Humboldt University Business Corporation in Colombia. Two networks were constructed: one of researchers and co-researchers, and another of keywords of research projects. The centrality analysis revealed interdisciplinary collaborative groups and the existence of isolated researchers. The results highlight the importance of fostering collaboration among researchers and interdisciplinarity Future research is proposed to improve the tool and its application in strategic decision-making in a Higher Education Institution. This approach based on complex networks provides insights about research in the institution and its potential to enrich research production and technological development.

RESUMO Este artigo tem como objetivo desenvolver uma ferramenta computacional baseada na teoria de redes e na vigilância científico-tecnológica para fortalecer os processos de pesquisa em uma instituição de ensino superior, estudo de caso da Corporación Universitaria Empresarial Alexander von Humboldt na Colômbia. Foram construídas duas redes: uma de pesquisadores e co-pesquisadores e outra de palavras-chave de projetos de pesquisa. A análise de centralidade revelou grupos colaborativos interdisciplinares e a existência de pesquisadores isolados. Os resultados destacam a importância de promover a colaboração entre pesquisadores e a interdisciplinaridade. Propõe-se uma pesquisa futura para aprimorar a ferramenta e sua aplicação na tomada de decisões estratégicas em uma instituição de ensino superior Essa abordagem de rede complexa fornece percepções sobre a pesquisa na instituição e seu potencial para enriquecer a produção de pesquisa e o desenvolvimento tecnológico.