Revista Digital de Investigación y Postgrado
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.
IESIP - Instituto de Estudios Superiores de Investigación y Postgrado
Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y desarrollar el material en cualquier medio o formato únicamente con fines no comerciales, y solo siempre que se atribuya al creador. Si remezclas, adaptas o construyes sobre el material, debes licenciar el material modificado bajo términos idénticos. CC BY-NC-SA incluye los siguientes elementos: POR: se debe dar crédito al creador. NC: Sólo se permiten usos no comerciales de la obra. SA: Las adaptaciones deben compartirse en los mismos términos.
Weaving Own Education from Oraliture and Territory: Construction of an Integral Pedagogical Model for the Zenú Indigenous Reserve
This scientific article offers an academic and epistemic reflection on the configuration of an Integral Pedagogical Model from and for the Zenú people, based on the articulation of ancestral knowledge, community educational practices, oraliture, territoriality, and spirituality. Rooted in the epistemologies of the South, the proposal constitutes a decolonial response to the imposition of a hegemonic school system that fails to recognize the cognitive plurality of Indigenous peoples. Through a hermeneutic-interpretative methodological approach, the pedagogical logics of the Zenú people are reconstructed, and a model is designed that integrates epistemic, cultural, territorial, spiritual, and communal dimensions. The proposed model transcends the dichotomy between tradition and modernity, proposing a situated, living, and relational pedagogy, where education becomes an act of memory, dignity, and re-existence.
Indigenous education, Zenú people, decolonial pedagogy, oraliture, epistemologies of the South, educational model.
Copyright (c) 2020 Revista Digital de Investigación y Postgrado https://creativecommons.org/licenses/by-nc-sa/4.0
The object of study: Epistemological core of all scientific research
Copyright (c) 2025 Revista Digital de Investigación y Postgrado https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges faced by teachers when guiding competitive learning in areas outside their field of expertise
This essay examines the challenges faced by university educators when teaching subjects outside their expertise, advocating for a competency-based approach that fosters critical thinking, autonomy, and problem-solving skills. It critiques traditional, behaviorist teaching models for stifling student creativity and proposes a transdisciplinary, humanistic framework integrating technology (e.g., artificial intelligence). The text emphasizes the need for adaptable, ethically grounded educators who create meaningful learning environments. Additionally, it addresses Venezuela’s teacher shortage crisis, worsened by migration and poor working conditions, calling for policies to train non-specialist faculty. The author argues that true competitive teaching transcends technical knowledge, requiring reflective educators committed to holistic student development and societal transformation. Ultimately, the essay highlights the urgency of rethinking higher education to produce professionals capable of addressing complex global challenges
competency-based education, teacher adaptability transdisciplinary learning, educational crisis (Venezuela), critical pedagogy.
Indicators have become key instruments to improve decision-making in the research management of institutions and for better definition, development, and evaluation of policies, reforms, and programs. Under this reality, the present research is developed, which arises from the doctoral thesis in Gestión de la Calidad de Investigación Científica. The methodology was characterized by a constructivist paradigm, a mixed approach, and an explanatory type of study. methods, techniques, tools, and instruments were used to collect and process data. The objective of the research is: to develop a quality indicators system for the evaluation of research in the university context, based on efficacy, effectiveness, and efficiency.
Quality, Indicators, Research, System, University.
School desertion, access and permanence strategies in the official educational institutions of Tunja
Student retention constitutes a fundamental educational challenge, as no child should remain outside the education system. This study critically examines the structural, contextual, and individual causes of school dropout—manifested through abandonment, exclusion, and academic failure—to understand its multiple consequences on social fabric and human development. Framed within a critical paradigm, this qualitative research employs basic descriptive methodology with correlational scope, utilizing documentary analysis and information systems while incorporating enrollment data and interviews with staff from Official Educational Institutions in Tunja. The analysis reflects on local strategies for educational access and retention, proposing transformative approaches through initiatives like the Educational Trajectories Observatory. These evidence-based strategies aim to enhance permanence and academic success for vulnerable student populations by addressing systemic barriers to continuous education, ultimately contributing to more equitable educational outcomes.
School dropout, academic failure, school attendance, educational inclusion.
Implementation of artificial intelligence: A strategy for learning planning and evaluation
This research is relevant because it analyzes how university professors in Nicaragua use emerging technologies in learning planning and assessment. This study sought to identify the degree of AI use by faculty, as well as the most commonly used tools. A descriptive qualitative approach was used, utilizing surveys and interviews with a sample of 30 higher education professors. The data were processed through statistical analysis and thematic categorization.The results revealed that 62.5% of professors have basic knowledge of AI, and a similar percentage already use it in planning and assessment. ChatGPT was the most commonly used tool. Benefits were identified such as time savings, improved educational quality, and personalized learning. It is recommended to implement B-learning training courses to ensure broader and more responsible adoption of AI in higher education.
B-learning, Learning evaluation, Artificial intelligence, Educational planning, Emerging technologies.
Curriculum review in higher education and its implications for teaching quality: Challenges for university education
Curriculum review is a dynamic, ongoing process grounded in human rights and contextual relevance, aimed at enhancing educational quality. This qualitative, descriptive study—based on documentary analysis—identified three key pillars: (1) transparency and coherence (from design to pedagogical/social impact), (2) self-directed learning (learner-defined goals), and (3) democratic values (justice, equity, and diversity). Findings reveal that curriculum review transcends academic discourse: it fosters meaningful learning, addresses contemporary educational needs, and promotes socio-political integration, advancing societal democratization. However, further research is needed to compare outcomes and generate new scientific contributions.
Curriculum review in higher education: quality assurance and contemporary challenges.
Influence of information and communication technologies on the university professional training process
This study examines the influence of Information and Communication Technologies (ICTs) on higher education professional training, highlighting their potential to enable flexible, personalized, and interactive teaching-learning methods. Through systematic literature review, the research analyzes the reconfiguration of university educational environments, revealing: (a) faculty efforts to implement technology-based teaching models, (b) persistent gaps in teachers' digital-pedagogical competencies for effective strategy design, and (c) the urgent need to update teaching profiles to meet student expectations. The findings demonstrate a contrast between technological adoption and actual pedagogical integration. From a pragmatic perspective, the study concludes universities must: Critically incorporate emerging technologies. Redesign ICT-based teaching strategies. Ensure continuous teacher training aligned with current trends. The research emphasizes the ongoing challenge of balancing technological innovation with educational quality, proposing targeted faculty development as key to bridging the gap between technology access and meaningful pedagogical application.
proceso, formación, actualización, tecnologías de información y comunicación
Integration of ICT in transdisciplinary teaching in university education
This article examines how Information and Communication Technologies (ICT) are integrated into transdisciplinary teaching in university education. The objective is to analyze the role of ICT in promoting transdisciplinarity. To this end, the researcher conducted a literature review in databases such as Scopus, Redalyc, and Scielo, using terms like "ICT," "transdisciplinary teaching," and "university education." The results reveal that platforms like Zoom and Moodle enable global connectivity and resource sharing, enhancing learning and collaboration across disciplines. The conclusions indicate that ICT serve as mediators in transdisciplinary teaching in university education and as an integrative tool, though evidence of digital gaps persists. Universities continue training their faculty to improve digital competencies.
Transdisciplinarity, university education, Information and Communication Technologies, integration.
This article aims to reflect on distance education: digital platforms and student autonomy in the 21st century. The present text consists of a narrative literature review, using scientific databases to encompass proposed authors. The intention was to bring relevant content to the theme, focusing on various theories. An analytical and bibliographical qualitative approach was conducted on the subject through books, articles, and video classes from databases such as Pepsic, Scielo, and Google Scholar. Subsequently, an inclusion of the most relevant materials was performed, excluding content that did not pertain to the theme. It is concluded that digital platforms have great potential to transform 21st-century distance education, promoting student autonomy and transforming the role of teachers to maximize the benefits of the teaching-learning process.
Distance education, digital platforms, student autonomy.
The objective of this study was to establish the importance of Educommunication as a dialogic approach to innovate teaching practices. It was addressed from five theoretical perspectives: educational, communicative, media-related, social, and technological. The methodology involved a documentary review of previous theories and approaches. For this purpose, 42 documents were selected, focusing on topics such as educommunication, educational innovation, and the integration of technologies in the classroom. Inclusion criteria were applied, such as open access, publication between 2010 and 2024, and availability in English and Spanish. Content analysis and theoretical synthesis were employed. The results showed that educommunication fosters participatory and critical learning, promotes teaching for empowerment, and cultivates citizens capable of analyzing, questioning, and producing ethical content. In conclusion, the study highlighted the need for teachers to redesign their practices using an educommunicative approach, incorporating dynamic and inclusive learning experiences that contribute to the development of collective knowledge.
Educommunication, dialogic approach, innovation, teaching practice.
Material and regulatory dimension of the system and international law (SI-DI)
This study analyzes the material and normative dimensions of the International System, International Law, and International Organizations through bibliographic and documentary research. The objective focuses on identifying the origin and evolution, characteristics, elements, sources, concepts, and basic principles of international law. It also addresses international law from its beginnings, with the regulation of borders and peace treaties. It also examines the role of States with their sovereignty, consent, and will. It also examines international organizations, their elements, sources, and principles that govern them. It also arrives at a description of various geopolitical problems, such as the tensions of cultural diversity, war conflict, displacement and migration, and the role of legal organizations.
International System, Public International Law, Private International Law, International Organizations.
To discuss about the sayings and doings seeks to establish the relationship between what people do and say. In this writing act, from the theoretical point of view, it is based on Goffman's (1959) social action. Herrera and Soriano (2004: 71) indicate: “The world of face-to-face relationships is also governed by an articulated and persistent system of rules, norms and rituals”. The comprehensibility of teachers' knowledge connects doing and saying, with respect to reading and writing. The interpretative paradigm made it possible to understand reality through ethnography. Three teachers with their own training and four with MEN Excellence Scholarship training were interviewed. Semi-structured interviews were conducted with both groups; as well as analysis of the learning guides, curricular guidelines and Spanish Language Standards. All of this made it possible to determine the importance of promoting continuous training for teachers.
Career guidance, aptitude, ability, career choice, intelligence.
Scientific and research competencies of students from an interdisciplinary perspective in general secondary education
The document examines the development of scientific and investigative competencies among secondary education students from an interdisciplinary perspective. Its purpose is to build a theoretical approach to these competencies, aimed at fostering the holistic development of students. The research follows a qualitative approach, applying hermeneutic methods and grounded theory, and is based on in-depth interviews with experienced natural science teachers in institutions in Santa Bárbara de Barinas. Results indicate that the integration of interdisciplinary approaches promotes critical skills among students. Data analysis revealed 44 emerging codes and two axial categories, enabling theorization that culminates in the construction of new theoretical concepts. Finally, the conclusions emphasize the importance of strengthening scientific competencies within the Venezuelan context, aligning education with national policies. This study presents itself as an innovative contribution to educational and scientific advancement in Venezuela, intending to enhance teaching quality and promote the country’s scientific and technological independence
Scientific competencies, Secondary Education, Natural Sciences, Venezuela.
In this special edition of our journal, we present a diverse and enriching collection of research aimed at addressing the complex challenges facing the contemporary educational and social environment. These contributions cover a wide spectrum of topics from multidisciplinary perspectives, weaving together theories, practices, and critical reflections that invite readers to rethink traditional paradigms. Within these pages, readers will find a blend of transformative knowledge that will undoubtedly contribute to the generation of innovative ideas and applicable solutions to current challenges.
Interview with Dr. Daniel GolemanAuthor of the Book Óptimo
Emotional intelligence, encompassing emotions, their neurological basis, and management, has transformed fields such as education, psychology, sociology, and business leadership. Daniel Goleman’s groundbreaking theory on emotional intelligence highlights it as crucial for personal and professional success, on par with cognitive intelligence. In his latest book, Óptimo (2024), Goleman presents purpose-centered strategies, offering techniques for self-awareness, conscious perception, burnout management, empathy, and building collaborative teams—all within a highly technological context to boost satisfaction and productivity. This summary introduces an imaginary interview with Goleman, aiming to explore the key elements of Óptimo. In conclusion, Goleman emphasizes that a fulfilling life is closely tied to developing emotional abilities.
“The UNA: Challenges and trends shaping our future" is a reflective analysis on the present and future of higher education, with a specific focus on the National Open University (UNA). It examines the adoption of hybrid pedagogies, which play a substantial role in the educational debate. The essay discusses the role of universities in being a key player in society and advocates for a strong commitment to creativity and improvement. The future of the NOU is promising; it can be achieved through careful planning and visionary leadership, in order to overcome challenges and establish itself as a leading institution in the training of professionals committed to the future. Overall, this study provides a comprehensive and structured overview of university challenges and trends, emphasizing the need for adaptation and continuous improvement in the field of education.
The objective of the study was to analyze the impact of narrative texts on reading comprehension in primary school students. The methodology adopted was documentary in nature, where 30 documents related to reading were analyzed. The study explored the connections between pleasurable reading and comprehension, identified both internal and external difficulties affecting reading, and evaluated the benefits of narrative texts. The results highlight the importance of narrative texts in the development of reading comprehension and suggest effective strategies for its improvement. It was concluded that reading comprehension in students is positively influenced by exposure to narrative texts, which foster imagination, enrich vocabulary, promote empathy, and stimulate critical thinking. Additionally, various internal and external difficulties that affect reading comprehension were identified, such as lack of motivation, cognitive difficulties, and a low vocabulary level.
Integration of the use of information and communication technologies in the teaching process
The learning process in educational institutions is the result of the development and society changes in benefic of the state. For this reason, the education system require changes to adapt to the needs of the education environment. With the digital age, the technologies are been used in all spaces of the daily life, including education, they are more frecuent, because it can be used it inside or ourside the classroom. In that sense, the porpouse of this investigation is manager to analize the technological tools used for the integration of ICT in the teaching process. The theoretical context that underpins the research contributed to the description of theories and concepts based on the technological tools implemented by teachers for pedagogical development. The research was developed with a qualitative methodology, with an interpretive approach, under the hermeneutic method in order to collect information from bibliographic reviews. It is concluded that there are various technological tools known to students but they are not addressed in a timely manner by teachers. They help in collective work, self-training, research, critical and reflective thinking, developing creative skills and actively participate in the development of the class.
Technological competencies and the academic performance of university students
The objective of the study was to determine the relationship between technological competencies and the academic performance of university students. The research was framed within the positivist paradigm, employing a quantitative approach, of a basic type, descriptive level, and correlational scope. The design was field-based, non-experimental, and cross-sectional. The sample consisted of 64 students from a public university in Maracaibo, Venezuela, selected through convenience sampling. Data collection was conducted using a survey based on a questionnaire validated by experts, with a reliability score of 0.92. Data analysis was performed using SPSS software. The results revealed a correlation of 0.648, indicating a moderate-to-high positive relationship, suggesting that the greater the development of students' technological competencies, the better their academic performance tends to be. In conclusion, the strengthening of technological competencies positively impacts students' academic performance.
Inflation, free cash flow and profitability in companies in the food and beverage sector of the municipality of San Cristóbal, period 2014-2018
The objective of the research was to determine the relationship between inflation and free cash flow with the profitability of companies in the food and beverage sector, San Cristóbal municipality, Táchira state, period 2014-2018. The research is descriptive, supported by descriptive-correlational, field research that uses the inductive method. The selected population was made up of 115 food and beverage outlets in restaurants, cafes and other establishments with table service and counters, the sample was made up of the same population, the main data collection technique applied was the interview combined with review of documents, where the financial statements of the companies were used, supported by the interview used with the general managers. Frequency distribution tables, bar and dispersion graphs, and correlations were used to analyze the data, which determine the behavior of the variables.
Artificial intelligence and academic fraud in the university context
The study arises from the growing observation of the use of AI in education and the inability of students to explain their processes, suggesting the misuse of AI in their work. The objective was to determine the relationship between the use of AI and academic fraud in the university context. The methodology was positivist, with a quantitative approach and correlational level. A virtual questionnaire was used, with a reliability of 0.980 and validated by five experts, applied to a sample of 144 faculty advisors (48 from Venezuela, 48 from Colombia, and 44 from Peru). The results showed a Pearson correlation of 0.980 between the use of AI and academic fraud, indicating a very strong positive relationship
Emotional law based on justice and equity
This article is based on my doctoral thesis that arose as a new construct epistemic legal called emotional law. Emotional law correlates in the base of justice and equity and is a universal alternative for resolving conflicts. It involves the participation of neurolaw which is rooted from neuroscience. The article focuses on the connection between law, reason, and emotion and how, through justice and equity, conflicts of any nature can be prevented and resolved using empathy. I discuss the evolution of these concepts and highlight the close link between emotion and law. The aim is to better understand society as an emotional entity composed of human beings.
Experimental spaces for the teaching of biology in university education
The study presents an analysis of the importance of experimental spaces in the teaching of biology in university classrooms, specifically in the Bachelor's Degree in Education, Biology emphasis, and Animal Production Engineering. The methodology used was quantitative in nature, with a descriptive type of research and a non-experimental cross-sectional design, involving a population of twenty (20) students. The technique employed was a survey, complemented by observation. The results revealed weaknesses in practical biology activities, particularly in field trips and experimental work. These findings suggested responses to real challenges in the biological field, through the development of skills using tactical elements that foster abilities in thinking, observation, analysis, integration, organization, creativity, decision-making, problem-solving, reflection, and evaluation. This was achieved through the planning of objectives, practical exercises, familiarization with phenomena, illustrative activities, concept learning, and research.
Axiological theory of open and distance education
This article presents an axiological theory of Open and Distance Education as a transdisciplinary didactic approach in university education, focusing on the Santa Bárbara Academic Program in Barinas, at the National Experimental University of the Llanos "Ezequiel Zamora" (Unellez). With a qualitative approach and a post-positivist interpretive paradigm, the phenomenological method was used to explore the subjective experiences of four participating faculty members. Conducted in a b-learning modality, the research integrated Information and Communication Technologies. In-depth interviews served as the data collection technique, and the analysis was performed using Atlas.ti 23 software through coding and theorizing. The findings indicate that faculty members play diverse roles and have significant, valuable experiences within the context of open and distance education.
El artículo derivado de la Tesis Doctoral realizada en la Universidad Nacional Experimental de Los Llanos Occidentales Ezequiel Zamora, Barinas - Venezuela.
Pedagogical didactics is considered an integrating element within the teaching-learning process, whose objective is to implement in the teacher a linkage of strategies for the education of students with special educational needs (SEN) from a social, educational, and pedagogical perspective, in an organized manner to achieve short, medium, and long-term objectives. It is imparted in various educational tasks by the teacher through a globalizingdidactics that ensures the application of specific attention techniques, resulting in the real diagnosis corresponding to the functioning of the psychofunctions according to the interests and needs of each student, through technocratic education based on experience. This will facilitate the acquisition of competencies guided by the execution of educational programs that allow the application of strategies to maximize the development of skills and abilities within the different levels or modalities of the Venezuelan educational system
Didactics, special educational needs, psychofunctions, globalizing didactics, technocratic education.
Copyright (c) 2024 Revista Digital de Investigación y Postgrado https://creativecommons.org/licenses/by-nc-sa/4.0
Education in the use of artificial intelligence through prompt engineering.
The present essay aims to address the topic of ethical education in the use of Artificial Intelligence (AI) through Prompt Engineering. AI represents a constantly growing and evolving discipline, seeking to endow machines with human-like capabilities such as learning, perception, and reasoning. Prompt Engineering, on the other hand, refers to the technique used to guide and control the behavior of artificial intelligence systems through specific instructions. In this sense, it is essential to analyze the importance of eduethics, i.e., ethics applied to education, in the context of artificial intelligence, to ensure a responsible and beneficial use of this technology in various fields.
Eduethics, artificial intelligence, prompt engineering.
The article addresses the challenges that teachers face in higher education to enhance student knowledge through digital platforms. The importance of dedication and training for both students and teachers is emphasized, as they must foster a dynamic environment. The research was based on a quantitative methodology, surveying teachers in virtual environments to analyze skills, knowledge, and challenges. These challenges include adapting to changes in virtual education, using digital tools to create interactive materials, and training in Information and Communication Technologies (ICT). In conclusion, the need to empower student knowledge is highlighted, underscoring the importance of teachers adapting to virtual education and mastering digital tools, requiring training programs that provide them with essential skills and knowledge.
Training, virtual education, tools, Moodle platform, teaching challenges, technologies
Theoretical-practical approach of the inclusion of students with intellectual disability in Colombia.
The study examined the inclusion of students with intellectual disabilities in Colombia, comparing the theoretical and practical aspects of educational inclusion. A quantitative and descriptive approach with a positivist methodology was used, surveying 59 teachers. The results revealed discrepancies between theory and practice in inclusion. While a significant percentage of teachers believe that the "Right to Equality" and "Non- discrimination" are addressed, few indicated that individualized learning plans are always developed. Regarding the "Right to Participation" and "Individualization," although positive actions are perceived, there is a lack of consistency in their implementation, especially in the removal of physical barriers and pedagogical obstacles. These findings suggest a disconnect between perception and practice in the implementation of educational inclusion in Colombia.
intellectual disability, education, inclusion
Emotional component and academic performance.
The present article is part of a doctoral thesis, which emphasizes emotional components and academic performance, focusing on determining the relationship between emotional components and academic performance of students in educational institutions in Medellin, Antioquia. The study followed positivist paradigm procedures with a quantitative approach, using a basic study type and correlational level. The sample consisted of 24 teachers and 36 students, who were administered a 60-item instrument. The results showed a strong and significant positive correlation coefficient between the variables (r = 0.878, p < 0.005). This indicates that as the emotional component increases, so does academic performance. It was concluded that the strength of this correlation is high, supporting the relevance of addressing students' emotions in teaching. Furthermore, the statistical significance of the results indicates that this relationship is not random but a significant finding.
Emotional components, academic performance, relationship, education.