About the Journal

 

The goal of REDIP is to disseminate research, essays, scientific articles, and innovative experiences conducted by postgraduate students in the fields of social sciences, education, and epistemology. The purpose of the journal is to communicate scientific information to its readers.

REDIP is indexed in selective international databases, journal evaluation platforms, selective directories, selective newspaper archives, publisher copyright policies, and self-archiving platforms. Additionally, our journal is part of multiple international library catalogs. The journal is also a signatory of the San Francisco Declaration (DORA), the Budapest Open Access Initiative (BOAI), and the Cape Town Open Education Declaration (CPT+10). Furthermore, REDIP has a presence on social media platforms such as LinkedIn, Instagram, and Facebook.

The journal operates under a Creative Commons Attribution-NonCommercial 4.0 International License; any derivative work must be published and distributed under the same open-access license CC-BY-NC-SA granted in the original publication. The Legal Deposit number TA2019000041 was assigned on September 4, 2019, by the Autonomous Institute of the National Library and Library Services in Venezuela, in accordance with the legal provisions of Article 14 of the Legal Deposit Law, and Articles 31 and 41 of the Regulations of said Law. The ISSN was assigned by the Autonomous Institute of the National Library and Library Services in Venezuela.

Access to REDIP can be made through the following links:

redip.iesip.edu...

Google: www.google.com/...

Bing: www.bing.com/se...
Yahoo: search.yahoo.com.

Current Issue

Vol. 7 No. 13 (2026): Enero/Junio
					View Vol. 7 No. 13 (2026): Enero/Junio

This issue examines contemporary education from multiple, intertwined perspectives. It begins by observing how technology is integrated into classrooms and how it coexists with students' emotional well-being and family dynamics. Next, it examines the concrete effectiveness of these digital tools and the type of leadership required to manage schools in complex environments.

The scope broadens to consider the quality of research underpinning educational practice and the new critical skills demanded by artificial intelligence. Without losing sight of reality, these advancements are contrasted with the persistent challenge of inclusion and equitable access to education. Finally, a philosophical reflection on knowledge invites us to understand this plurality not as fragmentation but as a necessary dialogue to navigate the inherent complexity of the current educational landscape, emphasizing that technical progress and management must always serve human development and social justice.

Published: 2026-01-11

Artículos de Investigación

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Instituto de Estudios Superiores de Investigación y Postgrado