Armando De Giusti

N presenting this special issue of the *Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología* (Ibero-American Journal of Technology in Education and Education in Technology), I would like to thank, as always, the Editorial Committee for their collaboration throughout the process of making Issue 44 available to our readers. Special thanks go to the reviewers who contributed to this issue, which features 18 accepted papers. These reviewers—educators and researchers from various universities—evaluated the submissions in a responsible and selfless manner. For Issue 44, we present one special invited paper co-authored by the Brazilian Ministry of Education and 17 original contributions; an additional 15 papers have already been accepted for the regular issue scheduled for December 2026. Given the volume of submissions received by the TE&ET Journal, we have decided to shift to a schedule of three issues per year, adding a special issue each March to our two regular issues (June and December). Consequently, papers accepted from August 15, 2026, onwards may be published in the 2027 issues (March, June, and December), with a projected maximum total of 50 articles for the year. The 18 papers included here were selected from over 50 submissions, and there are currently another 62 contributions undergoing review for the 2027 issues. Accepted articles are published as "previews" on the journal's website. A total of 148 reviewers participated in this selection process, comprising both Editorial Committee members and specialists from Argentina and abroad. The authors of the published papers come from 10 countries, representing universities in Brazil (6), Argentina (7), Mexico (2), Spain (1), Ecuador (1), Colombia (1), Peru (1), Costa Rica (1), Chile (1), and Uruguay (1), as well as science and technology institutions from various countries linked to the journal's subject matter.

Digital Educational Content (DEC) has undergone significant changes in higher education, driven by the advancement of Information and Communication Technologies (ICT). These developments have transformed teaching and learning practices, while also posing new challenges for the design and evaluation of digital resources. This study aims to analyze the evolution of DEC and its relationship with autonomous learning among university students. A systematic literature review was conducted following the PRISMA methodology. A total of 424 articles were identified, of which 68 relevant studies were selected. The results reveal a significant transition from static digital materials to interactive content, which promotes self-regulation and critical thinking skills. Models such as TPACK, DigCompEdu, and CEREDA highlight the importance of instructional design. It is concluded that fostering autonomous learning requires the adoption of comprehensive approaches that integrate pedagogical, technological, and social dimensions.

This study used assessment techniques and methods to explore the impact of emotional intelligence on the academic performance of fourth-grade elementary school students at U.E. Ariel in the Durán canton of Ecuador, specifically in the educational areas of Physical Education and Mathematics. 28 students (13 boys and 15 girls) were included during an evaluation week. The students attended four tutoring sessions before their final assessment. In physical education, the topic was the correct starting technique for a race, while in mathematics, natural number operations were covered. Emotional intelligence was assessed using the MESQUITE Emotional Intelligence Test, which classifies students into four levels. Data collection was conducted daily during the experimentation phase, prior to classes and the final test, through questionnaires to ensure efficient and accurate data collection utilizing technological analysis tools. The results showed that students with higher levels of emotional intelligence tended to achieve better results in both subjects. The study concluded that emotional intelligence is a key component of academic performance, both positively and negatively, based on the analyzed data. Students with better emotional skills performed better in class. The Pearson correlation method revealed that higher emotional intelligence was associated with better exam grades. The technique known as ANOVA compared groups of subjects, identifying differences in their scores and revealing substantial discrepancies in effectiveness, emphasizing the relation between emotional intelligence and academic results. Future research line focuses on the importance of integrating Emotional Intelligence (EI) into the school curriculum.

En este caso hemos decidido incluir un breve análisis de un trabajo publicado en la Revista Educación Superior y Sociedad que avala la UNESCO, por la utilidad académica de alguna de sus conclusiones, así como la riqueza de las referencias bibliográficas que aporta. En el trabajo se presenta un análisis comparativo del estado a 2024 de la internacionali-zación de la Educación Superior en los 5 países de América Latina donde se encuentran las instituciones de educación superior (IES) más activas en este rubro: Argen¬tina, Brasil, Chile, Colombia y México. El estudio se basa en la II Encuesta Regional sobre Internacionalización de la Educación Superior en América Latina y el Caribe, realizada por la Cátedra UNESCO sobre Internacionalización de la Educación Superior y Ciudadanía Global de la Universidad de Guadalajara (Gacel-Ávila, et al., 2023). Esta encuesta constituye uno de los pocos estudios de alcance regional en el tema y sus resultados permiten obtener un análisis comparativo intra e interregional y reflexionar sobre el estado de avance de cada uno de los países que participaron en el estudio, en cuanto a su proceso de inter-nacionalización.

High Performance Computing (HPC) applies different techniques to complex or large-volume applications, relying on both parallel software and hardware, to reduce their execution time compared to running them on a simple computer. On the other hand, Quantum Computing (QC) emerges as a new paradigm that leverages the properties of Quantum Mechanics for computation. QC has an inherently parallel nature and it is expected to solve some problems faster than classical computing. This paper carries out a bibliographic review to examine the point of view of different authors regarding the relationship between HPC and QC. The objective is to determine the trend of this relationship: Will QC replace classical HPC computing?or Will they complement each other? Also, if they were complementary tools, the aim is to answer: How could they be integrated? How will users access these resources?