Yamileth Arteaga-Alcívar

Introduction: Higher technical training in the commercial marketing area has historically prioritized the maximization of short-term financial benefits, systematically relegating the critical, ethical, and moral analysis of organizational decisions on society and the environment in the contemporary context. Objective: To theoretically develop an innovative pedagogical model of responsible marketing for the technical curriculum update, explicitly aligned with the global sustainability goals of the 2030 Agenda, in order to prepare ethical leaders with solid competitive advantages. Method: Under a complementary design of descriptive-propositional scope with high internal validity, a systematic diagnosis was executed that integrated the documentary review of the curriculum, qualitative interviews with ten expert teachers, and the application of structured questionnaires based on psychometric scales oriented toward the market. Results: This mixed study exposed deep gaps of curricular fragmentation in commercial education, identifying 78% gaps in ethics and social responsibility, 74% in ethical leadership, 72% in business sustainability, 68% in responsible consumption, and 65% in ethical digital transformation. However, despite this disarticulation, 91% of the surveyed students expressed a proactive attitude of market ethical commitment, methodologically substantiating the viability of the proposed pedagogical model with five core theoretical components. Conclusions: Current education in technical marketing remains focused on short-term financial maximization; however, the high preparedness of students supports curricular reform, establishing ethical marketing as a strategic driver for responsible leadership.

Objective: To determine the effect of using pictograms as a methodological strategy on the development of oral language in children aged 3 to 4 years at Unidad Educativa “Jhon Dalton,” located in the Bombolí sector, Santo Domingo, during the 2025–2026 academic period. Methodology: A quantitative, applied, correlational-explanatory study with a pre-experimental one-group pretest-postest design was conducted. The sample consisted of 20 students selected through convenience sampling. Data was collected using an observation sheet organized into four dimensions: oral comprehension, vocabulary, oral expression, and communicative interaction. The intervention consisted of brief activities using pictograms of objects, actions, emotions, and daily routines. Data was processed in Microsoft Excel through descriptive statistics and the Wilcoxon signed-rank test for related samples. Results: The overall oral language score increased from a mean of 6.20 in the pretest to 9.90 in the posttest. Likewise, the achieved level increased from 5% to 65%, while the initial level decreased from 65% to 0%. The Wilcoxon test showed statistically significant differences in the total score, Z = -3.94, p < .001, with a large effect size, r = .88. Conclusions: Pictograms favored oral language development, especially in vocabulary, oral expression, and communicative interaction. Due to the pre-experimental design and the sample size, the results should be interpreted with caution and should not be generalized to the entire child population; however, they provide useful pedagogical evidence on the use of pictograms as a brief, accessible, and relevant didactic strategy for early childhood education.

Objective: To analyze the strategic dimensions of public policies for digital innovation and sustainable development in local governments, identifying the main institutional, technological, organizational, and participatory components that shape a local digital agenda. Methodology: A qualitative documentary review was conducted using content analysis as the main analytical technique. The main corpus consisted of 33 scientific and institutional documents selected according to thematic relevance, availability of verifiable information, and their relationship with the research topic. Additional conceptual sources and institutional documents were incorporated to support the interpretation of the findings. Results: Four strategic dimensions were identified: digital governance and regulatory frameworks; technological infrastructure and connectivity; development of digital capabilities and competencies; and citizen participation and transparency. The literature reviewed shows that sustainable digital transformation requires the articulation of institutional capacities, infrastructure, governance, innovation, and citizen participation. Furthermore, aligning digital strategies with the Sustainable Development Goals represents a relevant element for guiding territorial policies. Conclusions: Public policies for digital innovation can contribute to sustainable development in local governments when implemented through comprehensive strategies that incorporate sufficient institutional capacities, adequate infrastructure, participation mechanisms, and evaluation instruments. Strengthening coordination among levels of government, reducing digital divides, and developing indicators to assess the outcomes of digital transformation at the territorial level are recommended.

The intensive use of technological resources in educational institutions has led to an increase in e-waste and the need for sustainable strategies that integrate a digital circular economy. The literature shows that combining disruptive technologies such as AI, big data, blockchain, and IoT with innovative pedagogical models can optimize resource management and foster responsible sustainability practices. Objective: To analyze the impact of the digital circular economy on the management of technological resources in educational institutions, identifying e-waste management practices, pedagogical models, emerging technologies, and governance frameworks that contribute to institutional sustainability. Method: An RSL was conducted following the PRISMA 2020 protocol. The search was conducted in Scopus, Dimensions.ai, and Latindex 2.0, covering publications from 2020 to 2025. Inclusion criteria focused on studies on the digital circular economy, educational technology management, e-waste, and emerging technologies were applied. After a rigorous screening and critical evaluation process, 27 studies were included in the qualitative and bibliometric synthesis. Results: The findings show that e-waste management in education requires awareness programs and reverse logistics, supported by mobile apps and gamification. Hybrid and service-learning pedagogical models facilitate the integration of digital circularity into teacher training. Technologies such as AIoT, AR, and intelligent platforms improve the optimization of academic and administrative resources.

The expansion of higher education in virtual modalities demands that each online course be conceived as a training system requiring pedagogical planning, technological management, and quality assurance, with an emphasis on accessibility, inclusion, and continuous improvement. Objective: To analyze the extent to which integrated design and management strategies for ICT-supported virtual courses are related to improvements in quality, accessibility, monitoring, and learning outcomes, compared to fragmented implementations focused solely on the platform or content digitization. Methodology: A Systematic Literature Review (SLR) with narrative-thematic synthesis was conducted, guided by an adapted PICO framework and a PRISMA workflow, with searches in Scopus, Dimensions.ai, and complementary sources. Results: The evidence was organized around five axes: coherent instructional design, with a predominance of ADDIE and openness to adaptive models, was associated with learning improvements; LMS management is effective when it transforms the platform into a pedagogical ecosystem and is supported by notable indicators and interactions; the updating and governance of resources, including OVA/OAV, conditions relevance and scalability; continuous assessment and learning analytics strengthen monitoring and early intervention, with equity and reliability dilemmas when integrating AI; and institutional governance and teacher training support the sustainability of the system. Conclusions: Integrated strategies for designing and managing ICT-enabled virtual courses improve quality, accessibility, monitoring, and learning outcomes. In addition, instructional design, LMS management, resource upgrading, and teacher training are key factors in ensuring sustainable and effective virtual environments.

Objetivo: Esta investigación tuvo como propósito analizar las condiciones que determinan el éxito o fracaso de los procesos de innovación y emprendimiento universitario en América Latina, con énfasis en la transferencia de conocimiento al territorio. La relevancia del estudio radica en que los sistemas de educación superior de la región presentan brechas estructurales entre la generación de conocimiento científico y su conversión en valor socioeconómico tangible. Metodología: Se adoptó un enfoque cualitativo de tipo bibliográfico-documental, basado en la revisión y análisis crítico de 25 fuentes académicas indexadas en SCOPUS y WOS, publicadas entre 2020 y 2025. Se aplicaron matrices de análisis temático y fichas bibliográficas para organizar los hallazgos. Resultados: Los resultados revelaron que las universidades latinoamericanas que articulan el modelo de triple hélice, programas de incubación con mentores especializados y políticas institucionales de tolerancia al fracaso presentan tasas significativamente más altas de transferencia exitosa. Por el contrario, el fracaso se asoció a brechas de financiamiento, ausencia de propiedad intelectual formal, informalidad institucional y modelos de transferencia centrados en publicaciones antes que en prototipos. Conclusiones: Se concluye que la efectividad de la transferencia a territorio depende menos de la cantidad de programas disponibles y más de la coherencia institucional, la articulación con el ecosistema local y el diseño curricular orientado a competencias emprendedoras. Se recomienda el desarrollo de estudios comparativos longitudinales que incluyan indicadores de impacto territorial diferenciados por tipo de institución y contexto socioeconómico.

Teacher professional exhaustion represents a growing issue in contemporary educational systems, exacerbated by the massive implementation of digital environments, hybrid work, and continuous assessment. Objective: this study aimed to analyze the relationship between teacher burnout, job satisfaction, and occupational well-being in high digital load contexts, with emphasis on hybrid work models and ongoing assessment mechanisms. Methodology: a qualitative bibliographic-documentary approach was adopted through systematic review of 25 academic sources published between 2020 and 2025, indexed in SCOPUS, Web of Science, and SciELO. Results: findings indicate that digital overload significantly increases emotional exhaustion and depersonalization dimensions of burnout syndrome, while job satisfaction mediates the relationship between job demands and occupational well-being. Conclusions: educational institutions must implement comprehensive occupational well-being policies that address digital load, remote work boundaries, and teacher participation in decision-making as preventive strategies against burnout.