Éditorial

Editorial

The object of study: Epistemological core of all scientific research

At the heart of every research endeavor lies an essential element that determines its direction,

depth, and relevance: the object of study. Defining it is no trivial act; on the contrary, it represents

a decisive epistemological operation, as it constitutes the delimitation of the fragment of reality

one seeks to understand (Tamayo y Tamayo, 2006). This element articulates the questions, ob-

jectives, theoretical categories, and methods of research, and its proper formulation directly im-

pacts the validity of the knowledge produced.

From classical thought to contemporary epistemologies, the object of study has been conceived

in multiple ways. According to Bunge (2000), all scientific research must begin with the precise

identification of the problem or phenomenon to be studied, based on a rigorous and coherent

conceptual framework. This precision requires distinguishing between the empirical-observable

and the theoretical-explicable, demanding a critical attitude that avoids taking objects as given.

In current scientific practice, particularly in the social sciences and humanities, the object of

study is not only constructed but constantly reinterpreted within dynamic contexts. Morin (1990)

argues that every object of knowledge is inherently complex, entangled with multiple dimensions

of reality, and irreducible to a single variable or cause. This complex vision requires researchers

to transcend reductionist views and adopt transdisciplinary logic.

De Sousa Santos (2009) proposes that science must relearn to listen to objects from a plural

perspective, recognizing the multiple forms of knowledge that interact with social realities. Thus,

the object of study is not merely a phenomenon to be investigated but a theoretical construction

with ethical, political, and cultural implications.

Hermeneutic and critical perspectives complement this view. Gadamer (1997) emphasizes the

interpretive nature of knowledge, anchored in the historical and linguistic horizons of both the

researcher and the reality being studied. Similarly, Habermas (1987) warns of the need to situate

objects of study within contexts of communicative action, acknowledging the power dynamics,

domination, and consensus that permeate all scientific practice.

Methodologically, Hernández, Fernández, and Baptista (2014) recommend that the object of

study be clearly defined by delimiting specific variables or dimensions that can be observed,

measured, or interpreted, depending on the adopted approach. This clarity does not imply ri-

gidity but must coexist with the interpretive flexibility required by any authentic research process.

Guba and Lincoln (1994) argue that objects of study in the social sciences are intersubjectively

constructed, and their understanding demands dialogue and negotiation among the actors in-

volved in the research.

Finally, Lakatos (1978) and Kuhn (1962) agree that science progresses through redefinitions of

objects of study, conditioned by paradigmatic shifts, research programs, and social contexts. In

this sense, scientific journals, as spaces for knowledge circulation, play a fundamental role in

promoting updated reflections on research objects, understood as dynamic constructions that

encode not only the "what" but also the "why" and "how" of science. Dussel (1994) cautions that

Revista Digital de Investigación y Postgrado, 6(12), 19-21

Electronic ISSN: 2665-038X

Editorial

the object of study also reflects society's ethical-political priorities, while Popper (1972) reminds

us that all objects are revisable and perfectible in light of new evidence.

This purpose becomes particularly relevant in the contemporary context, characterized by te-

chnological acceleration, the complexity of social phenomena, and growing global interdepen-

dence. Scientific journals not only document and disseminate produced knowledge but also

help build epistemic communities that engage with current grand challenges. Interdisciplinary

journals especially bear the responsibility of making visible the diversity of approaches, methods,

and objects of study, creating spaces where different perspectives can complement and enrich

debate. The training of critical and committed researchers depends significantly on access to

publications offering updated conceptual frameworks and case studies illustrating the tensions

and potentials of research processes.

Accordingly, this issue of our journal aims to contribute to this collective task by showcasing re-

search that demonstrates the richness and complexity of objects of study addressed by educa-

tors, researchers, and professionals across various fields. Each contribution reflects a

commitment to rethinking formative, scientific, and social processes through interdisciplinary,

contextualized, and critical lenses.

The topics featured in this edition include:

Student Scientific and Investigative Competencies from an Interdisciplinary Perspective in •

General Secondary Education, by Carmen Eloísa Sánchez Molina.

Sayings and Doings: Comprehensibility of Knowledge Significance Among Teachers Re-•

garding Reading and Writing in Colombian Rural Education, by Adrián Filiberto Contreras

Colmenares and Alba Lucía Barajas Lizcano.

Material and Normative Dimension of the International System and Law (SI-DI), by Iván •

Agustín Cevallos Zambrano.

Educommunication: Dialogic Approach to Innovate Teaching Practice, by Delmy Janeth •

Andrade Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero.

Distance Education: Digital Platforms and Autonomy of 21st Century Students, by Custódio •

Cazenga Francisco.

ICT Integration in Transdisciplinary Teaching in University Education, by Juan Acacio Ro-•

sales Vivas.

Influence of Information and Communication Technologies in University Professional Trai-•

ning Processes, by Ezequiel Landinez Blanco.

Curriculum Revision in Higher Education and Its Implications for Teaching Quality: Cha-•

llenges for University Education, by Mário Adelino Miranda Guedes.

Artificial Intelligence Implementation: A Strategy for Learning Planning and Assessment, •

by Sergio Alberto Mejía Rivera.

Éditorial

Revista Digital de Investigación y Postgrado, 6(12), 19-21

Electronic ISSN: 2665-038X

School Dropout, Access and Retention Strategies in Official Educational Institutions of •

Tunja, by Jorge Fernando Vargas Cruz.

Quality Indicator System: Evaluation of Investigative Training in Nicaraguan Higher Edu-•

cation, 2021-2023, by Jossarys Gazo Robles.

Teaching Challenges When Guiding Competitive Learning in Fields Beyond One's Specialty, •

by Mayra Daniella Escobar Rivas.

Each of these works reminds us that the object of study is not a static entity, but a construct

that must be problematized and redefined according to the social, technological and educa-

tional transformations of our time. We invite our readers to peruse these pages with a critical

and reflective perspective, confident they will find valuable contributions for the collective cons-

truction of relevant, rigorous and committed knowledge.

References

Bunge, M. (2000). La investigación científica: su estrategia y su filosofía. Siglo XXI Editores.

De Sousa Santos, B. (2009). Una epistemología del sur. CLACSO.

Dussel, E. (1994). El encubrimiento del Otro: hacia el origen del mito de la modernidad. Nueva

Visión.

Gadamer, H.-G. (1997). Verdad y método. Sígueme.

Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research. Sage.

Habermas, J. (1987). Teoría de la acción comunicativa. Taurus.

Hernández, R., Fernández, C., y Baptista, P. (2014). Metodología de la investigación (6.ª ed.).

McGraw-Hill.

Kuhn, T. (1962). La estructura de las revoluciones científicas. Fondo de Cultura Económica.

Lakatos, I. (1978). La metodología de los programas de investigación científica. Alianza Editorial.

Morin, E. (1990). Introducción al pensamiento complejo. Gedisa.

Popper, K. (1972). La lógica del descubrimiento científico. Tecnos.

Tamayo y Tamayo, M. (2006). El proceso de la investigación científica. Limusa.

Dr. Omar Escalona Vivas

https://orcid.org/0000-0003-2560-0339