Juan José Bedolla Solano

Water is essential to life, yet scarcity and contamination remain persistent global challenges. This study analyzed the water situation in Las Vigas, a rural community in the Costa Chica region of Guerrero, Mexico, from a socioenvironmental perspective, focusing on three water sources: natural streams, artificial irrigation canals, and potable water from the community system. A mixed-methods approach was used, comprising participant observation, surveys, and interviews. The participant observation revealed that water issues are tied to economic marginalization, the presence of urban solid waste and agrochemical containers in water bodies, and insufficient institutional infrastructure. A structured questionnaire with 41 closed-ended questions was applied to 35 residents. In the socioeconomic dimension, 66% of respondents were women, 77% had stable jobs, and 60% lived in owned homes, although 43% had only a primary education, limiting access to technical knowledge. In the environmental dimension, 86% perceived stream contamination, 94% canal contamination, 97% recurrent droughts, and 83% a lack of water conservation culture. In the sociopolitical dimension, 89% perceived a lack of environmental education, and 86% attributed water shortages to institutional failures, especially in the pumping system (69%). Only 20% believed that wastewater treatment plants existed, although none currently do. Interviews with 42 key informants reinforced that water scarcity, contamination, and unequal access are interconnected challenges rooted in structural weaknesses. The findings highlight the urgent need for integrated strategies that promote water governance, environmental education, community participation, and infrastructure enhancement to ensure sustainable and equitable access to water in the Las Vigas community.

The teaching-learning process in higher education is undergoing a period of significant transformation, driven by the advent of innovative strategies and frameworks that are set to shape the future of education. Among these, gamification is particularly noteworthy as a key mechanism for cultivating competencies and digital culture among students. In the context of intensifying global digital competitiveness and the emergence of new technologies, it is imperative to focus on these evolving trends in order to enhance knowledge creation. This study offers a strategic overview of gamification tools, demonstrating their efficacy in developing training activities and evaluating competencies via the Teams platform. It emphasizes the integration of gamified online environments into the curriculum for courses such as Sustainable Development and Research Workshop II within the Computer Systems Engineering (CSE) program. The findings of this study present a list of tools that have been identified as having the potential to significantly enhance learning outcomes. 1. The following tools were identified as being particularly effective: Mentimeter, YouTube, Kahoot/Quizizz, Wordwall, History, and. Flipped Learning. Although the students demonstrated only a basic proficiency in the use of these technologies, they exhibited a notable level of engagement with game-based tools, videos, and storytelling. This resulted in a remarkable achievement rate of 71% in cognitive competencies across both groups. It is noteworthy that YouTube emerged as the most popular tool, generating substantial interest and learning impact. These findings highlight the imperative for higher education institutions to integrate gamified learning strategies into their pedagogical approaches. Such an approach enables the cultivation of essential competencies and a robust digital culture, thereby enhancing the quality and competitiveness of education in the context of an increasingly digital world.

El presente estudio describe el diseño y desarrollo de un sistema con tecnología web que se plantea como una estrategia para la educación a distancia o remota y una alternativa por la pandemia del COVID-19. Este sistema tiene como propósito ofertar las herramientas virtuales para que estudiantes y profesores de la educación básica desarrollen habilidades en alguna de las plataformas educativas básicas y generar competencias digitales en el proceso de enseñanza-aprendizaje. El problema de la pandemia del COVID-19, trajo consigo consecuencias en los diversos sectores, como en el servicio educativo; donde se incursionaron alternativas que permitieran continuar con la educación on-line. Para ello se implementaron programas como el aprende en casa y herramientas tecnológicas, que de alguna manera obligó a estudiantes y profesores a utilizar las plataformas para la educación a distancia; ello generó problemas para la sociedad, como la falta de recursos, infraestructura, y el desconocimiento del manejo de plataformas, que a la fecha sigue siendo un verdadero desafío. Los resultados determinaron que el desarrollo del sistema para la gestión b-learning que se plantea apertura las posibilidades de capacitación en la educación básica de profesores y estudiantes buscando promover las competencias digitales y apoyar en el proceso de enseñanza-aprendizaje.

Tourism is an economic and social activity of great importance at global and regional levels, but it can also generate negative impacts on the environment, especially in coastal and aquatic destinations. Traditional boats, powered by internal combustion engines, contribute to water and air pollution, as well as to the emission of greenhouse gases. In this context, electric boats are presented as a more sustainable and environmentally friendly alternative. Technologies and innovations in electric motors, lithium-ion batteries and electronics may be able to reduce the ecological footprint of tourism and improve the quality of the visitor experience, as well as boost the regional development of tourist areas where boats are used for transport or tourist use.