Esta investigación se propuso analizar si el uso de WhatsApp se relaciona con la ortografía en estudiantes de nivel secundario. El estudio siguió un enfoque cuantitativo con un diseño descriptivo-correlacional. La muestra fue de 77 participantes seleccionados aleatoriamente de una población de 368, utilizando muestreo probabilístico simple. Se utilizaron como instrumentos el cuestionario sobre el uso de WhatsApp y el test de ortografía. El análisis descriptivo reveló que el dominio de WhatsApp se situó en un nivel "positivo" (97.4% en conocimiento de herramientas y 100% en funciones no lingüísticas), en tanto que las competencias ortográficas alcanzaron predominantemente el nivel "bueno" (100% en todas sus dimensiones). No obstante, el análisis correlacional mostró una asociación estadísticamente no significativa entre ambas variables (Rho=0.051, Sig.=0.662). Igualmente, las correlaciones entre WhatsApp y cada dimensión ortográfica (literal, acentual y puntual) resultaron débiles y sin significancia estadística. Por ende, se afirma que no existe una relación significativa entre el uso de WhatsApp y las habilidades ortográficas.

The teaching of entrepreneurship concepts in Latin American universities is at a critical juncture. With the emergence of artificial intelligence, we must rethink not only what we teach, but,more importantly, how we teach it. This paper introduces the P.I.V.O.T.E. model (Preparation and Pedagogy; Ideation and Augmented Research; Accelerated Validation and Feasibility; Optimization and Intelligent Operation; Traction and Learning Transformation; and, finally, Ethics and Continuous Evaluation), a conceptual framework intended to guide this transformation. Building on prior systematic reviews and adapting the SAMR model of technology integration, together with human-centered design principles, our aim with P.I.V.O.T.E. is not to fill classrooms with gadgets and apps. We are fully aware of the specific realities across Latin America-not everyone has access to high-speed internet, and many instructors are only now becoming familiar with these technologies. With these challenges in mind, we draw on established tools such as Kotter’s change management model and participatory methodologies like Design Thinking. The pages that follow include matrices, figures, and concrete examples meant to spark important conversations at each university about how we want to transform the teaching of entrepreneurship.

The fundamental purpose of this research was to propose a program to strengthen strategies related to emotional intelligence in university students, focusing on optimizing the comprehensive training process of future professionals. The study was based on the sociocritical paradigm, a mixed approach with a predominance of qualitative and applied approaches and a non-experimental design. Voluntary participation of 59 students was obtained, and teachers, administrators, and experts were interviewed. The study's findings revealed regular levels of emotional intelligence, with self-control being the highest percentage (72.9%) in terms of its appropriate management in daily life. This analysis allowed for the identification of emerging categories such as low will to act, irrational thinking, inattention, and anxiety that affect the performance and well-being of university students. Based on these results, the study proposes a set of didactic strategies aimed at strengthening self-knowledge, resilience, self-control, and emotional regulation, supported by updated motivational resources. It concludes that it is essential to implement institutional programs that integrate socio-emotional management as a core component of the educational process, thereby promoting a higher education model focused on emotional well-being, academic quality, and students’ comprehensive development.

This research focuses on the analysis of school management as a strategic tool to optimize pedagogical support in an educational setting south of Lima. Changes in curriculum design and educational demands to promote quality and excellence require transformative and innovative leadership that strengthens teaching practice. Therefore, the purpose of the study was directed toward the design of viable strategies aimed at improving actions such as pedagogical support, considering it indispensable and not limited to disciplinary supervision but rather to feedback and continuous change. The study was based on a mixed approach with a clear qualitative predominance, a socio-critical paradigm, where the integration of surveys and interviews was significant, as 40 participants were surveyed and 7 members of the educational institution were interviewed. The findings showed that support is average, with 50% of participants revealing the need to design actions that motivate the updating of teaching practice, emotional management, and classroom dialogue. It was possible to identify that the directors generate situations of insecurity, fear, and nervousness in teachers with their presence in the accompaniment, which is crucial to transform this action into advice and pedagogical support where trust and security prevail in an environment of collaborative interaction. The proposed model focuses on pedagogical accompaniment grounded in critical reflection on practice, continuous professional development, and active participation of the educational community. It is concluded that strategic school management, supported by innovation and meaningful feedback, is a key factor in strengthening teacher performance and improving institutional educational quality.

The research aimed to determine the effects of a psychopedagogical proposal on increasing educational attention among primary school students. The study was conducted under a quantitative approach, using a quasi-experimental design with an experimental group and a control group, to which a pretest and post-test were applied in order to contrast significant differences and support valid conclusions. The sample consisted of 70 fifth-grade primary school students, evenly distributed into 35 students per group. The results showed that, after the implementation of the psychopedagogical proposal, the experimental group exhibited statistically significant increases in students’ attention, both at a global level and across its dimensions of selective, sustained, and divided attention, with significance values below 0.05. In contrast, the control group did not show relevant variations between the pretest and post-test. These findings confirm that the intervention had a positive and effective impact on the development of students’ attentional processes. During the execution of the program, a greater level of interest, participation, engagement, and concentration was observed among students in the proposed activities, clearly differentiating them from traditional pedagogical practices. In conclusion, the research demonstrates the relevance and effectiveness of the psychopedagogical proposal, recommending its sustained and multidisciplinary implementation across the different levels of Regular Basic Education as a strategy to strengthen cognitive processes and improve school learning.

From a philosophical and critical methodology, this article offers an introductory analysis of certain reflective tensions arising from the advance of Artificial Intelligence (AI), particularly those involving the possible subordination of human subjectivity to the technical logic of calculation, efficiency, and automation. It argues that while AI can optimize tasks and data processing, its operation remains constrained by algorithmic structures that lack self-awareness, intrinsic ethics, and lived experience of meaning. In contrast, vital thought -understood as a form of critical reflection, embodied experience, and awareness of finitude-emerges as a path of resistance against the risks of emotional standardization, loss of personal autonomy, and, more broadly, dehumanization. Vital thought not only questions the power structures that sustain technoscientific expansion but also enables the production of existential meaning and the reaffirmation of the human. Thus, this text insists on the need to preserve and foster vital thought in educational processes, going beyond mere adaptation to technological advances, avoiding their fetishization, and recognizing that AI, though useful, must be subordinated to a horizon that places the highest human qualities at its center.

El desarrollo tecnológico y el cambio respectivo en los requerimientos y aspiraciones de los consumidores han generado la necesidad de reinvención de los procesos de las empresas a través del movimiento conocido como transformación digital. En Ecuador más del 90% de las empresas entran en la categoría de Pequeñas y Medianas Empresas – PYMES, las cuales enfrentan barreras como capital limitado y escasez de habilidades digitales, se ven en desventaja para competir en mercados cada vez más exigentes. Esta investigación tiene por objeto analizar la incidencia de la transformación digital sobre las estrategias de comercio electrónico de las PYMES. Para su desarrollo se utilizó un enfoque cualitativo con lógica inductiva y diseño fenomenológico, basado en siete entrevistas en profundidad con propietarios y gerentes de PYMES en Guayaquil. Los datos se analizaron mediante codificación temática con el soporte del software Notebook LM. Los resultados mostraron cinco categorías emergentes: perfil y contexto de la empresa, estrategias y herramientas digitales, impacto de la transformación digital, ventaja competitiva y posicionamiento, y visión futura y desarrollo. Los informantes destacan la dependencia del uso de marketing digital para potenciar las ventas y fidelizar a los clientes. Los autores concluyen que, aunque las PYMES participan activamente en la digitalización, a través del uso de marketing digital, se evidencian barreras que impiden una adopción profunda de la transformación digital.

The present study aimed to determine the relationship between pedagogical leadership and soft skills in teachers at special education institutions in Lima. A quantitative approach was adopted, with a non-experimental, cross-sectional design of correlational scope. A total of 101 teachers participated voluntarily. The instruments were validated by experts and Cronbach's alpha reliability test was applied, yielding 0.945 and 0.946, indicating high reliability. The results reveal a positive and significant relationship between pedagogical leadership and soft skills, indicating that a higher level of leadership in teaching management is associated with better development of social-emotional competencies. These findings are consistent with previous studies that highlight the role of pedagogical leadership in creating inclusive school climates and reducing barriers to learning. Therefore, teacher training should include strategies to strengthen both leadership competencies and soft skills, for the benefit of inclusive, quality education.

El presente estudio tuvo como objetivo determinar la relación entre la motivación laboral y la disposición al acompañamiento pedagógico en docentes de educación inicial de una Unidad de Gestión Educativa Local (UGEL) en Lima. Se enmarca en el paradigma positivista, con un enfoque cuantitativo, nivel correlacional y diseño no experimental de tipo transversal. La muestra estuvo conformada por 100 docentes del nivel inicial. Los resultados evidencian una correlación significativa entre la motivación laboral y la disposición al acompañamiento pedagógico (r = 0.928**). Asimismo, se encontró correlación positiva entre las dimensiones de la motivación (intrínseca, extrínseca y trascendente) y la disposición al acompañamiento pedagógico. Se concluye que una mayor motivación docente impacta favorablemente en su apertura al acompañamiento. Se recomienda fomentar estrategias de acompañamiento con enfoque formativo, socioemocional y colaborativo, que fortalezcan el compromiso y bienestar docente.