Vol. 34 No. 87 (2026)

Research Article

• Promoting Mathematical Inclusion in Secondary Education: Detection of Dyscalculia Using the Lizarazu Integral Diagnostic (DIL)

  Samuel Joseph Lizarazu Cerón, Sandra Luz Canchola Magdaleno

  1-11

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• Design of a Virtual Classroom for Language and Literature Focused on Students with SEN

  Fernando Sebastián Ramírez Quezada, Freddy Santiago Arias Rodríguez, Jessica Silvana Aynaguano Maisinchi, Virgen Areliys Ferrer Miyares, Lorena del Carmen Bodero Arizaga

  12-44

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• Design Thinking for the Creation of Gamified STEAM+G Environments: A Strategy to Strengthen Scientific and Technological Competencies in Teacher Education

  Javier Mauricio Morales Bermúdez, Martha Liliana Heredia Peña, Helvecia Mercedes del Rocío Velázquez, Olga Inés Toro Cárdenas

  45-63

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• Serious Video Games as a Strategy for Teaching and Learning the Sustainable Development Goals (SDGs) in Primary and Secondary Schools in Colombia

  Julian Andres Mera Paz, Ramón Fernando Colmenares Quintero, Kim Stansfield, Juan Carlos Colmenares Quintero, Luis Angel Guarín Garcia

  64-77

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• Computational Thinking and Technological Mediation in Vulnerable Early Childhood Education

  María Raquel Picornell Buendía, José Manuel Sáez López

  78-89

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• Video as a Tool for Inclusive Education

  José Emiliano Ramírez García, Clarisa Ramos Feijóo

  90-100

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• STEM Kit and IBPT Approach to Develop Research Skills in Engineering and Nursing Students

  Ronald Paucar-Curasma, Roberto Florentino Unsihuay-Tovar, Sara Hermelinda Gonzales Agama

  101-116

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• Application of STROBE in University Theses: A Strategy to Improve Research Quality and Scientific Publishing

  Jhosef Franck Quispe Pari, Lucia Karen Bellido Valladares

  117-126

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• Neofascist Ecosystem in Education: The Far Right’s “Educational Map” in Spain Ecosistema neofascista en educación: el “mapa educativo” de la extrema derecha en España

  Dr. Enrique-Javier Díez-Gutiérrez, Dr. Marcos-Alfonso Payá-Gómez, Dr. Andrés Villena-Oliver, Julián Macías-Tovar, Dr. Manuel Fernández Navas

  127-141

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• The Effect of Foreign Education on Labor Income in Panama: An Econometric Analysis

  Jheremy Moreno Williams, Javier Stanziola, Neidha Nadal, Mariana León

  142-151

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• Self-regulated Learning Strategies with Generative AI among Pre service Teachers

  Dra. Dilenia A. Marte-Marte, Dra. Carmen Yot-Domínguez, Dra. Paula Marcelo-Martínez, Dra. Carmen Mata de Salcedo

  152-165

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• Between Emotion and Belonging: Audiovisual Narrative Analysis and Identity Construction in Inca Kola’s “Celebra Nuestras Diferencias”

  Johana Milagros Villon Cristobal, Rodrigo Fabian Huertas Cornejo, Dra. Cinthya Virginia Soto Hidalgo

  166-174

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• Digital Competence in Smartphone Use Among Higher Education Faculty

  Dra. Ana Mas Miguel, Dr. Francisco-José Fernández Cruz, Dr. Juan Gabriel García Huertas

  175-186

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• Selective Agency and Platformized Privacy: Explaining Youth Participation in Datafied Social Media

  Khayrat Ayyad, Ibrahim Sabry, Nashwa Kamal

  187-200

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• AI Educational Responses: Quality and Reliability in ChatGPT and Gemini

  Gustavo Quintero Barreto, Aura L. López de Ramos, Yuly Esteves González, Nelly Meléndez

  201-211

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• Racist Discourses on Social Network X as a Delegitimization Strategy of the Indigenous Uprising: An Analysis of the October 2019 Protests in Ecuador

  Norma Allyson Armijos Triviño, Victoria Michelle Zambrano Freire, Manoly Andrea Villamar Pérez

  212-222

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• Development and Validation of a Brief Digital Fatigue Scale for University Students

  Angélica Lourdes Niño Tezén, Andrea del Rosario Pulache Morales, Susan Paola Agurto Ponce, Sandra Sofia Izquierdo Marin, Shirley Lisbet Peña Ruíz

  223-236

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• The Educational Power of Images on Social Media to Promote Animal Rights Awareness

  María Dolores Sánchez Arjona, Beatriz Cimadevilla Alonso

  237-249

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• Measuring Artificial Intelligence Literacy in Higher Education: Validation of the ECAE-AI Scale

  José Luis Girarte Guillén, Mariana Cavazos Ruiz

  250-260

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• Higher Education Under Fire: Historical Continuity, Legal Gaps, and a Proposed Framework for Global Academic Response

  Ali Gorji

  261-269

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