Fiorela Anaí Fernández-Otoya

El estudio desarrolla una revisión sistemática de literatura concerniente al uso de las redes sociales en el fortalecimiento del aprendizaje en estudiantes y estudia cómo se las emplea a manera de recursos educativos. El objetivo es analizar su contribución al fortalecimiento de los aprendizajes en los estudiantes de los diferentes niveles educativos. Para seleccionar los artículos se empleó el método prisma, con sus criterios de selección y exclusión en la base de datos de Scopus, para 3.980 artículos en inglés y español. El análisis de 85 estudios seleccionados revela que redes sociales como Facebook, YouTube, Instagram, TikTok y otras, utilizadas de forma pedagógica, contribuyen positivamente en el aprendizaje de los estudiantes mediante el uso de los recursos principalmente audiovisuales. Se concluye que las redes sociales fortalecen el aprendizaje universitario cuando se integran con intencionalidad pedagógica, mediación docente y alineación curricular, y cuando actúan como espacios de interacción y construcción colaborativa del conocimiento, pero su efectividad depende de condiciones didácticas y éticas claras, pues su uso informal o no planificado puede limitar su impacto formativo.

In the context of digital transformation, teachers’ information literacy has become a key factor for critical and effective teaching. This study seeks to determine its assessment and strengthening through a training intervention based on the Flipped Classroom model with a Massive Open Online Course (MOOC), supported by the DigComp Framework. To this end, a quasi-experimental pre-test–post-test design with a single group was used, complemented by comparative and correlational analyses according to sociodemographic variables. The study involved 810 primary school teachers from the Lambayeque region of Peru, considering sociodemographic variables such as age, gender, educational level, teaching experience, UGEL, and geographic area. It was found that teacher training based on the Flipped Classroom model with MOOC produced a statistically significant improvement in teachers’ information and digital literacy skills, evidenced by the increase in the post-test compared to the pre-test and confirmed by the Wilcoxon test (p < 0.05). It is concluded that training through Flipped Classroom with MOOC significantly strengthened teachers’ information skills; however, sociodemographic variables influence the levels and improvement achieved, which requires differentiated training strategies.

The aim of this research was to determine the impact of the implementation of an information and communication technologies (ICT) program on strengthening the digital competencies of first-year students in the College of Education at a university in Lima, Peru. The study was conducted according to a quantitative applied approach, with a single-group pre-experimental design that employed a pretest and a posttest. The population consisted of the 156 incoming students in 2024; the sample, selected by non-probabilistic convenience sampling, was made up of 78 students from different majors. Data was collected by means of a structured questionnaire, validated by expert opinion and with an appropriate level of reliability. Descriptive and inferential statistics were used for data analysis, applying a Student’s t-test for related samples, with a level of significance of p < 0.05. The results showed a significant improvement between the pretest and the posttest. In the initial measurement, 38.5% of the students were at the basic level, 30.8% at the intermediate level, 28.2% at the advanced level and 2.6% at the expert level. Following the intervention, the basic level was reduced to 0% and the intermediate level to 1.3%, and accordingly, the advanced level increased to 62.8% and the expert level to 35.9%. Likewise, the t-test showed statistically significant differences between the two measurements. It was concluded that the implementation of the ICT program has a significant effect on the strengthening of the digital competencies, which highlights the importance of systematically incorporating ICT training programs in higher education, primarily in initial teacher training, in order to meet the needs of the current digital educational environment.

Esta investigación incorporó cascarilla de aguaymanto (Physalis peruviana) en proporciones de 0.2%, 0.4% y 0.6%, y mucílago de tuna al 6%, 8% y 10% (Opuntia ficus-indica) como estabilizadores. La tierra usada se obtuvo del distrito de San José, Lambayeque, Perú, siguiendo la norma E.080. Los mejores resultados se lograron con 0.2% de cascarilla y 10% de mucílago. La compresión en adobes fue de 16.82 kg/cm2, mejorando un 8.4% respecto al patrón. La resistencia en pilas de adobes aumentó un 35.8%. El ensayo de tracción mostró una mejora del 22.4% con una resistencia de 1.04 kg/cm2. En el ensayo de absorción, se obtuvo un 13.16%, mejorando un 14.6%, y el ensayo de succión registró 12.09%, una mejora del 30.3% comparado con el patrón.

We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society.

En la actualidad, el reciclaje de materiales es una de las soluciones para combatir la contaminación. Esta investigación reutilizó EPS (poliestireno expandido) y PVC-U (cloruro de polivinilo rígido) en mezclas para fabricar bloques de concreto estructural, analizando su comportamiento en la resistencia a la compresión. Se emplearon porcentajes de sustitución del 10% y 20%, donde el EPS reemplazó al agregado fino y el PVC-U al agregado grueso. Los resultados de propiedades físicas (alabeo, absorción, succión, variabilidad dimensional) cumplieron con las normas RNE E.070 (Reglamento Nacional de Edificaciones – albañilería) y NTP 399.602 (Norma Técnica Peruana – Unidades de albañilería). La resistencia a la compresión del bloque con EPS se redujo en un 14% y 21.63%, mientras que la del bloque con PVC-U disminuyó un 12.69% y 21.79%, pero ambos valores se mantuvieron dentro de lo establecido en la NTP 399.602.

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

In recent years, various studies have been developed regarding academic performance related to self-esteem, cognitive commitment, motivation, among others. However, there is still a limitation in works that analyze to what extent study habits function as mediating factors of academic performance in students. This work aimed to determine to what extent study habits explain academic performance in university students in northern Peru.

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

La vida y la academia se integran en la educación que investiga, entendida como formación integral en sus distintas formas y modalidades, pues la educación es la vida misma. Por eso, el libro “Investigación para la formación integral” es un producto académico del equipo investigador conformado por docentes universitarios de distintas especialidades y universidades del norte peruano vinculados en la común afinidad de enseñar-aprender investigando. Contiene seis estudios compartidos y debatidos conjuntamente, que van desde el sentido de la investigación, el conocimiento ético-actitudinal contextualizado, la formación en competencias TIC y las perspectivas sobre educación sexual en docentes, e incluye -in memoriam- el aporte del colega Wiliam Tapia sobre antropología del cuidado intercultural. El eje transversal del libro es la convicción inspiradora de Dewey quien afirma que educar es reconstruir continuamente la experiencia profundizadora de lo social.