La pandemia COVID-19 ha generado un impacto de gran relevancia en la educación superior de todo el mundo. En Perú, la situación de confinamiento vivida durante el estado de alarma supuso la suspensión de las clases presenciales y un proceso de adaptación a una realidad educativa que hizo que millones de personas continuaran con su formación desde casa. Esto significó un verdadero reto para el profesorado universitario, que, ante un modelo de educación a distancia de emergencia, tuvo que acomodarse a una modalidad docente compleja con diversas opciones tecnológicas y pedagógicas sin precedentes. Este fenómeno hizo desencadenó o aumentó el estrés conocido como Burnout del docente. El presente estudio de tipo transversal, descriptivo mediante encuesta, analizó el impacto del burnout sobre la competencia digital y su relación con factores sociodemográficos en docentes universitarios peruanos. Participaron 274 docentes (105 mujeres, 169 varones). Los resultados mostraron relación significativa entre el Burnout y las Competencias Digitales, así experimentaron mayor Burnout presentaron menor competencia digital. Por otro lado, existe diferencia significativa según los años de experiencia en la docencia, teniendo un mayor nivel de competencia digital en la dimensión pedagógica, y en la dimensión de despersonalización y falta de realización personal de Burnout.

La psicología, como disciplina, hasta hace unos años no requería el desarrollo de competencias digitales. Sin embargo, a medida que las Tecnologías de la Información y Comunicación (TIC) aumentan su incursión en los medios productivos se incrementa la necesidad de desarrollar habilidades tecnológicas para mejorar la articulación con el escenario laboral y las demandas del mercado. Por tanto, este estudio se propuso describir la articulación de las TIC dentro de la formación profesional de psicología en Colombia. Para lograrlo se diseñó un estudio descriptivo de enfoque mixto con cuatro momentos de observación que incluyeron la totalidad de programas académicos activos que conducen a la obtención del título profesional en psicología (n=134). Como resultado general se observa una integración alta de las TIC en procesos administrativos, específicamente en la digitalización del proceso de admisión, y moderada en lo que respecta a la articulación dentro de los programas de psicología lo cual se corresponde con el contexto laboral inmediato, esta articulación tiende hacia el desarrollo de competencias de uso, siendo poco representativas las competencias tecnológicas disciplinares o de creación. Está orientación en los procesos de desarrollo de competencias digitales podría limitar el impacto transformacional de las TIC y el acceso a las ganancias derivadas del sector tecnológico para los profesionales de psicología con todas sus implicaciones. Recomendamos estudios posteriores que aborden la temática de la formación y el ejercicio profesional de la psicología con relación a la articulación de tecnologías de la información y comunicación.

The purpose of this research is to conduct an analysis to identify which variables contribute to student giving to universities in the United States. For this study, data were collected from fifty U.S. universities, most of them in quantile 1 of The Times Higher Education World University Ranking (THE Ranking) list. Also, information from the universities' financial statements and annual reports for the period 2011 to 2020 and information from the National Association of College and University Business Officers (NACUBO). The data were arranged in a panel data structure with a repeated structure for each cross-section. This structure is composed of fifty universities and ten years, as a time period, giving a total of 500 observations. When we perform the corresponding analysis, we can find that the variables that contribute to donations depend on the growth of State GDP, the type of university, university size, state contributions by Full Time Equivalent Students (FTE), the ranking score, tax rebates due to donations. Empirical evidence has also been found in which public universities receive less private giving than private universities. For this research we performed a panel data quantile regression analysis, to more accurately capture the variability of the data because top-ranked universities receive the most donations.

The Predict-Observe-Explain method (POE) stands out as an efficient method in order to overcome misconceptions in human understanding. This approach is characterized by its flexibility and variability. Researchers have created an altered version of the POE which is based on discussion and therefore called “discussion-based POE” (short POE-DE). The current research aims to examine the effect of this teaching method by reviewing students’ academic success and the remediation of misconceptions. A total of 63 eight-graders (aged 12-14 years) took part in the underlying study. 32 pupils were part of the experimental group participating in courses with POE-DE based activities. The remaining 31 represented the control group with teaching activities in line with the current science curriculum. The subject of the unit was Simple Machines. The Simple Machines Academic Achievement Test (AAT) was employed to measure the change in the students’ academic accomplishmen. The two-tier Simple Machines Conceptual Test (SMCT) was administered to determine the students’ misconceptions and observe whether they had been rectified. According to the statistical data, POE-DE based teaching activities had a substantial impact on both the academic success rate and SMCT scores of the students.

Political communication is one of the important areas affected by technological developments today. As a matter of fact, it is observed that political parties commonly use viral marketing, a type of word-of-mouth marketing, in their campaigns conducted within the scope of political marketing. This study aims to investigate the impact of political marketing on both viral communication and political consent. Additionally, it seeks to analyze the relationship between viral communication and political consent to determine if there is a noteworthy influence. Generation Z constitutes the universe of the research in this study. In the context of this study, an examination of the data gathered from 511 participants through online research was undertaken to explore and analyze the interconnections between various variables. Descriptive statistics, confirmatory factor analysis, and structural equation modeling (SEM) were employed, utilizing statistical package programs for data analysis. The findings revealed that there was no statistically significant impact of political marketing on both viral communication and political consent. Conversely, it was established that there exists a statistically significant and extremely strong influence of viral communication on political consent. Based on these results, it can be said that viral communication activities can make a significant contribution to the implementation of marketing strategies.

This study aims to examine the influence of positive thinking, psychological well-being, and mental toughness on the recovery process following strengthening exercises in individuals diagnosed with a meniscus tear in the knee. The research cohort comprises 32 athletes diagnosed with a meniscus tear through Magnetic Resonance Imaging (MRI). Of these participants, 26 are male, and 6 are female, all aged above 18, engaged in amateur sports across diverse disciplines, and having sustained injuries during athletic activities. The participants were randomly assigned to two groups: Group A (experimental, n=16) and Group B (control, n=16). The study adopts a mixed model incorporating experimental, survey, and relational methodologies. The experimental model utilizes the experimental method with pretest-follow-up test and posttest control group design. Over an 8-week period, participants engage in exercises with each training session comprising 10 repetitions conducted twice daily. Assessments using the Positive Thinking, Psychological Well-Being, and Mental Resilience scales occur during the Pre-Test, Follow-up Test, and Post-Test stages throughout the study duration. Analysis of the research results reveals mean scores for positive thinking and psychological well-being scales above the medium level, whereas mental toughness scale scores approximate the middle level. The study concludes a moderate, yet statistically insignificant, positive correlation among positive thinking, psychological well-being, and mental toughness scale scores. Significantly, participants, guided by a physical therapist, exhibit a faster recovery rate compared to the control group. Consequently, it is inferred that the incorporation of psychological support alongside physical exercises contributes to an accelerated recovery process.

The main purpose of this study was to determine school administrators and teachers’ views on change fatique in education. The research was conducted with a qualitative research method. The study employed a phenomenological research design. The participants of the research were 10 school administrators and 15 teachers determined with purposive sampling technique. The data were collected with semi-structured interview technique and analyzed with content analysis technique. In this process, main themes, sub-themes and codes were developed. The research results revealed that both school administrators and teachers have experienced too many changes without getting informed, prepared, trained and motivated accordingly. These frequent changes create change fatigue, pressure and stress on both school administrators and teachers. In addition, as they do not participate in decision-making process of these changes, they are not implementing these decisions willingly. It is recommended that school administrators and teachers should participate in decisions, be supported, informed and trained about the change process.

El artículo revisa los puntos de encuentro entre las prácticas discursivas y las prácticas pedagógicas en la formación docente, la cual se deriva de un proyecto interinstitucional sobre Prácticas Discursivas sobre la Alta Dirección y los Servicios Educativos y su incidencia en las Políticas Educativas e Institucionales en Colombia y América Latina. El objetivo general de la investigación fue develar los constructos predominantes en relación con las prácticas discursivas y las categorías subyacentes en los artículos de revistas latinoamericanas indexadas en Scielo, Scopus y Web of Science, entre 2018 y 2022, en relación con el campo de la educación. Para ello, se propuso una revisión sistemática hermenéutico-comprensiva. Para la cual, se construyó una fórmula que permitió identificar los elementos selectivos necesarios para conformar el corpus; dicha fórmula fue aplicada en las bases de datos seleccionadas y se llevó a cabo una delimitación más precisa con colaboración de tres expertos a través de la herramienta Rayyan. Para la sistematización, se diseñó una matriz de múltiple-entrada. La codificación selectiva permitió obtener dos categorías: Las prácticas discursivas en constante tensión por el lenguaje, el discurso y el poder, y la formación docente como una construcción histórica, contextual y discursiva, permitiendo identificar la influencia de las perspectivas epistemológicas en su consolidación conceptual.