REDIP

Revista Digital de Investigación y Postgrado

Volume 7, número 13 (january-june, 2026

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ISSN: 2665-038X

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REDIP, Digital Journal of Research and Postgraduate Studies, a biannual publication, Vol. 7 Nª 13 January-june 2026. Res-

ponsible Editor: Omar Escalona Vivas. Publication Address: Institute of Higher Studies in Research and Postgraduate Stu-

dies (Iesip). San Cristóbal, Táchira State, Venezuela. Phone: (+58) 4147158835. Email: redip@iesip.edu.ve © Redip.

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production of texts is allowed with proper citation.

Objective and Scope of REDIP

The objective of REDIP is to disseminate research, essays, scientific articles, and innovative experiences

carried out by postgraduate students in the fields of social sciences, education, and epistemology. Li-

kewise, given that the purpose of the journal is to communicate scientific information, it is necessary

to refer to the recipients throughout the process, who are none other than the readers.

REDIP is indexed in the Latin American Network of Journals in Social Sciences LatinREV, Google Scholar,

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ternational License; any derivative work must be published and dis-tributed under the same CC-BY-

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REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Institute of Higher Sudies in Research

and Postgraduate Studies

CEO

Dra. Danny Soledad Méndez Márquez

Email: danny.mendez@iesip.edu.ve

General Academic Coordinator

marco.roa@iesip.edu.ve

General Secretary

Dr. Oscar Enrique Cárdenas Duarte

Email: oscar.duarte@iesip.edu.ve

Revista de Investigación y Postgrado

Volume 7, Number 13 (january-june), 2026

Editorial Committee

Editor-in-Chief

Omar Escalona Vivas. PhD in Educational Sciences. Institute of Higher Studies in Research and Pos-

tgraduate: San Cristóbal, Venezuela. Email: omar.escalona@iesip.edu.ve

International Coordinators

Ronald Humberto Ordoñez Silva. PhD in Educational Sciences. International Corporation for Know-

ledge Management Corpcigec, Quito, Ecuador. Email: ronald.cigec@gmail.com

Yan Carlos Ureña Villamizar. PhD in Sciences, with a Mention in Management. Dr. Rafael Belloso

Chacín Private University. PhD in Technology and Innovation Management. Postdoctoral in Human

Sciences, University of Zulia. Technological Institute of Antioquia, Antioquia – Colombia. Email:

yan.ureña@tdea.edu.co

Wit Jay Vanegas. PhD in MSc Research and Development Project Management. National Open and

Distance University. Barranquilla, Colombia. Email: wittjayvanegas001@gmail.com

Advisory Board

David Gerardo Colina Gómez. PhD in Managerial Sciences. Institute of Higher Studies in Research

and Postgraduate, San Cristóbal, Venezuela. Email: dagercol@gmail.com

Jonathan de Jesús Pernía Pérez. PhD in Social Sciences. Simón Rodríguez National Experimental

University, Venezuela, La Grita, Venezuela. Email: perniaperezjonathanjesus@gmail.com

Instituto de Estudios Superiores de Investigación y Postgrado

Dilka Consuelo Chacón Hernández. PhD in Educational Sciences. Institute of Higher Studies in Re-

search and Postgraduate, San Cristóbal, Venezuela. Email: chacondilka113@gmail.com

Marco José Roa Méndez. PhD in Environment and Development. Institute of Higher Studies in Re-

search and Postgraduate, Venezuela. Email: mendezmarcosjose@gmail.com

Lidiz Thamaira Pérez Meneses. PhD in Educational Sciences. Institute of Higher Studies in Research

and Postgraduate, San Cristóbal, Venezuela. Email: tamyperezmeneses@hotmail.com

Iraima Zoraida Pérez Meneses. PhD in Educational Sciences. Pedagogical Experimental University

Libertador, Rubio, Venezuela. Email: iraimaperez@hotmail.com

Lesbia Ferrer Cayama. PhD in Educational Sciences. National Experimental University of the Western

Plains Ezequiel Zamora, Santa Bárbara, Barinas, Venezuela. Email: lesbiaferrer68@gmail.com

Álvaro Sánchez Romero. MSc in Educational Technology Management. Carlos Vicente Rey School,

Piedecuesta, Colombia. Email: grupo.investigacion.cavirey@gmail.com

Damian Islas Mondragón. PhD in Philosophy of Science. Institute of Social Sciences, Juárez University

of the State of Durango, Mexico. Email: damianislas@ujed.mx

International Reviewers Board

Diego Fernando Coral Coral. PhD in Physics, Postdoctorate in Nanotechnology. University of Cauca,

Popayán, Cauca, Colombia. Email: dfcoral@unicauca.edu.co

Fermín Aceves de la Cruz. PhD in Physical Sciences. University of Guadalajara, Guadalajara, Mexico.

Email: fermin.adelacruz@academicos.udg.mx

Mauricio Gerardo Duque Villalba. PhD in Educational Sciences. Nicolás Buenaventura District Edu-

cational Institution, Santa Marta, Colombia. Email: mageduvi@hotmail.com

Cristóbal E. Vega G. PhD in Statistics and Operations Research. University of Carabobo, Valencia, Ca-

rabobo, Venezuela. Email: cvega@uc.edu.ve

Gerardo Fabian Goya. PhD in Physics. University of Zaragoza, Institute of Nanoscience of Aragon,

Zaragoza, Spain. Email: goya@unizar.es

Gerson José Márquez. PhD in Condensed Matter Physics. Technological University of Peru, Arequipa,

Peru. Email: gmarquez@utp.edu.pe

José Rafael Prado Pérez. PhD in Education with a Mention in Curriculum. University of Los Andes,

Mérida, Venezuela. Email: jrpp@ula.ve

Otilio Arturo Acevedo Sandoval. PhD in Biological Sciences and PhD in Chemical Sciences. Autono-

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

mous University of the State of Hidalgo: Pachuca de Soto, Hidalgo, Mexico. Email:

acevedo@uaeh.edu.mx

Rosmary Guillén Guillén. Master in Physics and Physical Technologies. Technological University of

Peru, Arequipa, Peru. Email: c21372@utp.edu.pe

José Armando Santiago Rivera. PhD in Educational Sciences. University of Los Andes, San Cristóbal,

Táchira, Venezuela. Email: asantia@ula.ve

Juan José Milón Guzman. PhD in Mechanical Engineering. Technological University of Peru, Arequipa,

Peru. Email: jmilon@utp.edu.pe

Jesús Tanori Quintana. PhD in Social Sciences. Sonora Institute of Technology, Obregón, Sonora, Me-

xico. Email: jesus.tanori@itson.edu.mx

Publisher Institutional Unity

Coordination

Oscar Enrique Cárdenas Duarte. PhD in Educational Sciences. Institute of Higher Studies in Research

and Postgraduate, Venezuela. Email: oscarduarte@iesip.edu.ve

Technical Council

Marcos José Roa Méndez. PhD in Environment and Development. Institute of Higher Studies in Re-

search and Postgraduate, Venezuela. Email: mendezmarcosjose@gmail.com

Lira Soledad Roa Méndez. PhD in Social Sciences. Institute of Higher Studies in Research and Pos-

tgraduate, Venezuela. Email: lyrasoledad@gmail.com

Translator

Ronald Humberto Ordoñez Silva. PhD in Educational Sciences. International Corporation for Know-

ledge Management (Corpcigec), Quito, Ecuador. Email: ronald.cigec@gmail.com

Technical Management

Yossella Valdez. Systems Engineer. Email: yosella.valdez@iesip.edu.ve

Ysabel Sánchez. Systems Engineer. Email: ysabel.sanchez@iesip.edu.ve

Indexations

Our journal is indexed in the following Databases and scientific information systems:

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Journal Evaluation Platforms

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Selective Periodical Libraries

Publishers Copyright Policies and Self-Archiving

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

International Library Catalogs

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Instituto de Estudios Superiores de Investigación y Postgrado

Signatories of

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Editorial

Education at the crossroads: Digital realities, persistent inequalities, and new para-

digms

Dear academic reader community,

This issue of our journal stands as a deliberate mosaic, where each investigative piece illuminates a

critical facet of the complex contemporary educational landscape. The eight articles gathered here,

along with the final conference paper, do not constitute a random collection but a carefully arranged

reflective itinerary. This journey guides us from the concrete transformation of classrooms toward

the deepest human challenges, passing through management frameworks and ethical imperatives,

to culminate in a fundamental reflection on the very foundations of knowledge. The proposed se-

quence —from Schneewele to Medina Borges— is not chronological but conceptual, revealing an

intrinsic dialogue between the digital, the human, the organizational, and the philosophical.

We open this dialogue on the ground of immediate practice. The study by Manuel Schneewele on

the PrimOT platform in France places us at the heart of the everyday digitalization of primary school.

His analysis demonstrates widespread adoption and effective integration of this digital workspace,

normalizing its use in pedagogical routines. This success, however, is not an endpoint but a starting

point that immediately forces us to look beyond the tool.

Because technology is implemented in complex human contexts. The revealing systematic review

by Celia Gallardo Herrerías on the relationship between the child with ADHD and the family en-

vironment reminds us forcefully that the educational process transcends digital or physical space; it

is rooted in bidirectional emotional and relational dynamics. The cycle of negative emotionality, pa-

rental styles, and clinical symptomatology described shows that any pedagogical innovation —in-

cluding digital ones— must be sensitive to the student's psychosocial well-being and their support

system. One cannot optimize teaching without understanding these fundamental interdependen-

cies.

Precisely, the effectiveness of the digital tool when the human context is considered is strengthened

by the research of María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo. Their quan-

titative evaluation confirms that the pedagogical application of ICT in subjects like Geography and

History significantly favors academic performance. This empirical finding validates the direction

indicated by Schneewele, but, like him, its authors warn: success depends on teacher training and

strategic suitability. The tool is powerful, but its power is channeled by professional competence and

contextual awareness.

Faced with this reality of digitized classrooms and complex human realities, the question arises about

the leadership that can guide these transformations. The research by Beisy Lisbeth Romero Luzardo

on Conscious Educational Management offers a paradigmatic answer. In a BANI (Brittle, Anxious,

Non-Linear, Incomprehensible) world, it proposes transcending traditional managerial models to-

wards a Conscious Transpersonal Educational Administration. This approach cultivates ethical, re-

silient, and collaborative leadership, integrating mindfulness and integral human development. It is

the necessary framework for managing institutions that must simultaneously integrate technology

Instituto de Estudios Superiores de Investigación y Postgrado

(like PrimOT), welcome diversities (as in ADHD cases), and enhance learning (through ICT), all with

wisdom and adaptability.

How does this conscious leadership translate into the daily practice of management? The study by

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite in Maracaibo provides a crucial

piece by demonstrating, with quantitative evidence, the positive correlation between management

indicators and effectiveness in decision-making. For administrators, this relationship is particularly

strong. Conscious management does not dispense with data; it requires and humanizes it. Indicators

are the compass, but consciousness is the ability to navigate with it in turbulent waters.

Excellence in management and teaching must, in turn, be supported by the quality of the knowledge

generated and transmitted. The work by Jossarys Gazo Robles on evaluating the research quality

of university teachers based on efficiency, efficacy, and effectiveness positions research as the fun-

damental pillar of the educational ecosystem. Without rigorous scientific production, digital tools,

inclusive strategies, and management models lack a valid and reliable knowledge substrate.

Advancing in this layer of critical thought, the analysis by Thais Raquel Hernández Campillo on ar-

tificial intelligence literacy and content curation in France points to the horizon of complexity we

face. It is not enough to use technology (Schneewele) or measure its impact (Di Tillio and Lobo); it

is now imperative to develop critical and ethical competence to interact with AI systems. Content

curation emerges as the key skill to discriminate, contextualize, and give meaning to information in

an algorithm-mediated environment. It is the necessary antidote against misinformation and super-

ficiality.

However, all this conversation about digital vanguard and critical thought may seem abstract when

contrasted with realities where the basics are in question. The reflection by Mário Adelino Miranda

Guedes on access to primary education in Angola is an unavoidable ethical reminder. The figure

of 22% school exclusion confronts us with persistent inequality as the greatest global educational

challenge. The socioeconomic, geographic, and health factors limiting access in Angola and so many

other places demand that any innovative paradigm include, as its first mandate, the fight for equity.

We cannot debate AI while millions of children do not even have a classroom.

Finally, to give coherence and depth to this mosaic of realities —digital, emotional, managerial, critical,

and unequal— we turn to the conference by Rosa María Medina Borges, "Philosophy or Philo-

sophies?". Her radical questioning of the single canon and her defense of the plurality of knowledges

provides us with the ultimate philosophical framework. Education at the crossroads does not need a

monolithic answer but the capacity to dialogue with multiple paradigms. Her reflection validates

the necessary coexistence and dialogue between technological efficacy, human sensitivity, conscious

management, investigative rigor, critical literacy, and social justice.

In conclusion, the sequence of this issue reveals to us a journey from the tool toward meaning. It

shows that digital reality (Schneewele, Di Tillio and Lobo, Hernández Campillo) is inseparable from

human reality (Gallardo Herrerías, Miranda Guedes), and that both require new paradigms of mana-

gement (Romero Luzardo, Puche and Acosta) and professional practice (Gazo Robles), all under a

plural and critical philosophical gaze (Medina Borges). The crossroads is not a dead end but an in-

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

tersection where the direction to take will depend on our capacity to integrate, with wisdom and jus-

tice, all these dimensions. The articles presented here not only diagnose this crossroads but offer

valuable lights to navigate it.

Dr. Omar Escalona Vivas

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

Contenido

Editorial committee...............................................................................................................................................9-11

Indexations..............................................................................................................................................................13-17

Editorial....................................................................................................................................................................19-21

Reseach articles................................................................................................................. 23-150

Use of digital workspaces by primary school teachers in France.....................................................................25-44

Uso de espacios digitales de trabajo por maestros de enseñanza primaria en Francia

Manuel Schneewele

Relationship between children with ADHD and the family environment:

a systematic review..................................................................................................................................................................45-57

Relación entre el niño con TDAH y el entorno familiar: una revisión sistemática

Celia Gallardo Herrerías

Evaluation of academic performance by applying ICT in teaching and learning

processes................................................................................................................................................................59-68

Evaluación del rendimiento académico aplicando las TIC en los procesos de enseñanza y aprendizaje

María Elena Di Tillio Cárdenas y Luis Alejandro Lobo Caicedo

Conscious educational management as a path for human development in the

re-signification of managerial theory and praxis in BANI environments......................................69-81

Gestión educativa consciente como vía para el desarrollo humano en la resignificación de

la teoría y praxis gerencial en entornos BANI

Beisy Lisbeth Romero Luzardo

Management indicators and decision-making in national educational units of Maracaibo,

Venezuela.....................................................................................................................................................................................83-99

Indicadores de gestión y la toma de decisiones en unidades educativas nacionales de

Maracaibo, Venezuela

Deinny José Puche Villalobos y Savier Fernando Acosta Faneite

Teacher-researchers: Evaluation of research quality based on efficiency, efficacy,

and effectiveness..................................................................................................................................................................101-109

Docentes investigadores: Evaluación de la calidad investigativa desde la eficiencia, eficacia y efectividad

Jossarys Gazo Robles

Artificial intelligence literacy and content curation: challenges and opportunities for

teachers and university students in France.................................................................................................111-128

Alfabetización en inteligencia artificial y curación de contenidos: desafíos y oportunidades para do-

centes y estudiantes universitarios en Francia

Thais Raquel Hernández Campillo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Paradigm of school education: A reflection on children's access to primary education

in Angola..............................................................................................................................................................129-134

Paradigma de la educación escolar: Una reflexión sobre el acceso de los niños a la

educación primaria en Angola

Mário Adelino Miranda Guedes

Conference......................................................................................................137-144

Philosophy or philosophies? Debates surrounding academia and life.......................................137-144

¿Filosofía o Filosofías? Polémicas en torno a la academia y la vida

Rosa María Medina Borges

Journal's editorial policy.................................................................................145-146

Procedure followed for the reception, selection, and evaluation of manuscripts...........147-148

Instituto de Estudios Superiores de Investigación y Postgrado

Research articles

Artículos de investigación

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

https://doi.org/10.59654/y31kpr60

Use of digital work spaces by primary

teachers in France

Uso de espacios digitales de trabajo por maestros

de enseñanza primaria en Francia

Abstract

The study presents an analyze of implementing the PrimOT platform as a digital workspace in the Central France

academic region. The methodology employs a mixed-methods approach, including administering a questionnaire

to primary school teachers and conducting semi-structured interviews with school principals. The results offer insights

into the level of interaction with the platform, as well as perceptions and satisfaction, the use of digital tools for lear-

ning, and PrimOT's impact on various aspects of the educational environment. The study concludes that PrimOT has

been widely adopted by teachers, effectively integrating into daily teaching, and learning routines. However, areas

for improvement and challenges are identified to maximize the platform's potential in response to the evolving needs

of the educational setting.

Keywords: educational technology, teacher, primary education, learning.

Resumen

El estudio presenta un análisis de la implementación de la plataforma PrimOT como espacio digital de trabajo en la

academia de la región central de Francia. La metodología utilizada se sustenta en la perspectiva mixta de la inves-

tigación social, mediante la aplicación de un cuestionario a maestros de escuelas primarias y de entrevistas semi-

estructuradas a directores educativos. Los resultados permitieron comprender el nivel de interacción con la

plataforma, así como la percepción y satisfacción, la utilización de herramientas digitales para el aprendizaje y el

impacto de PrimOT en diversos aspectos del entorno educativo. Se concluyó que PrimOT ha sido ampliamente

adoptada por los maestros, integrándose de manera efectiva en las rutinas diarias de enseñanza y aprendizaje. No

obstante, se identificaron áreas de mejora y desafíos para maximizar el potencial de la plataforma, según las nece-

sidades cambiantes del entorno educativo.

Palabras clave: tecnología de la educación, profesor, enseñanza primaria, aprendizaje.

How to cite this article (APA): Schneewele, M. (2026). Use of digital work spaces by primary teachers

in France. Revista Digital de Investigación y Postgrado, 7(13), 25-44. https://doi.org/10.59654/y31kpr60

Manuel Schneewele*

National Higher Institute of Teaching and Education, Centre Val de Loire, Research Team on Con-

texts and Actors in Education, University of Orléans, Orléans, France.

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

Introduction

The adaptation of educational systems to digitalization has been transformed into a central axis in

today's society. In that sense, diverse countries and organizations allocate programs and budgets to

equip schools with devices, connectivity, and digital educational platforms. In the case of the European

Union, the Digital Education Action Plan (2021-2027) is adopted, an initiative aimed at a high-quality,

inclusive, and accessible digital education that has as its object to support the adaptation of education

systems to the digital age (European Commission, 2021).

Due to the global confinement originated by COVID-19, the work environment and daily life are in-

creasingly linked to digital tools. It is thus how the massive use of online educational platforms impacts

and integrates into the daily work of different educational actors such as teachers and students. The

above implies not only having the necessary infrastructure, it also requires a better capacity to navi-

gate, understand, and effectively utilize technologies.

As part of the digitalization of education in France, the Digital Workspace (Espace Numérique de

Travail) is introduced to modernize pedagogy and school management tools. Its implementation, in

the French educational system, in the year 2020, responds to a superior level of digital education, in

that it promotes opportunities to modernize the management and organization of educational ins-

titutions. The definition of the term alludes to “an ensemble intégré de services numériques choisis et

mis à disposition de tous les acteurs de la communauté éducative d'une ou plusieurs écoles ou d'un

ou plusieurs établissements scolaires dans un cadre de confiance défini par un schéma directeur et

par ses annexes” [a set of chosen digital services made available to all actors of the educational com-

munity of one or more schools or one or more educational establishments within a trusted framework

defined by a master plan and its annexes] (Ministère de l'Education Nationale et de la Jeunesse. Di-

rection générale de l'enseignement scolaire, 2024). In practical terms, it can be conceptualized as

an integrated digital platform composed of communication and collaboration services, information

and documentation, support for student life, pedagogical and educational production, as well as

other useful services.

The digital workspace is also denominated, by the academic community, as a digital educational plat-

form. Both terms are framed within the process of educational digitalization, allow the development

of new forms of school organization and management, update pedagogical strategies and practices

in the classrooms, in addition to promoting the relationships between educational structures. In relation

to the above, diverse studies focus their analyses on the incorporation of digital contexts into educa-

tion, attending to their use by students (Jiménez y Fernández, 2021; Rivera et al., 2024; Velasteguí,

2019; Flores y Meléndez, 2024) and their employment by teachers and professors of different educa-

tional systems (Barragán et al., 2024; Chávez, 2021; Mujica, 2020; Chugh et al., 2023).

On the other hand, Jacovkis et al. (2022) explains how the adoption of educational digital platforms

influences the family sphere. The introduction of digital workspaces into the French educational system

constitutes a support for the relationship between the school and the family. In this manner, it aims to

strengthen the cooperation between parents and the school in the territories, involving the family in

school life. On the other hand, it seeks to improve the communication between the institution and

the parents, in a context of trust and transparency. In that sense, the security and confidentiality of

the handled data is guaranteed by applying the General Data Protection Regulation of the European

Union (Conseil européen, 2018).

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

The implementation of digital workspaces in French academies is realized and financed by the local

authorities, who offer personalized accompaniment to the users. Said digital tools promote a discourse

of change centered on the potential benefits of technology. According to statistics from the Ministry

of Education, more than 90% of public colleges and lycées currently count on a digital workspace,

which represents an increase with respect to the year after its implementation. Nevertheless, its in-

corporation in primary schools is progressive but limited (Ministre de l'Éducation nationale et de la

jeunesse, 2023).

As has been expressed previously, digital workspaces have generated a change in the practices and

relationships among the actors involved in the school context. In that sense, this investigation yields

as principal results an analysis of the utility, the usability, and the acceptability of the digital workspace

by primary school teachers. It is considered that these spaces can create links among their users, in

addition to being a source of pedagogical innovation and facilitating co-education. The idea that they

can facilitate access and communication with a distant public is also highlighted.

Another of the investigation's results is to determine the impact of educational digital platforms on

diverse aspects of the educational environment, as well as the challenges in the implementation and

adoption of these technological tools, from the perspective of primary school administrators. Despite

the possibilities offered by educational digital platforms, discrepancies persist between the institutional

discourses, the platform designers, and the perceptions of the educational actors.

In correspondence with what is described and based on the review of academic literature, a theoretical

void related to the scarce generation of investigations in French primary education is confirmed, which

examine the uses of digital workspaces as a central piece of contemporary educational systems and

the global educational agenda. In this manner, this inquiry exposes as an objective to analyze the uti-

lization of digital workspaces in primary schools belonging to the Orléans-Tours Academy, located in

the central region of France.

Contextual framework of the study

With the purpose of fundamenting the ideas expressed previously and of situating the reader in the

context where the investigation is developed, a characterization of the Orléans-Tours Academy and of

the digital environment PrimOT is presented. These sections allow establishing the study in a specific edu-

cational context, whose digital policies, institutional structure, and technological resources directly influence

the observed teaching practices. In investigations of a descriptive-interpretative nature, the comprehension

of the institutional and technological framework is key for the rigorous analysis of the data.

Characterization of the Orléans-Tours Academy

Located in the Centre Val de Loire Region, to the South of Paris and part of the Île-de-France region, it

is one of the thirty academies that compose the educational system of France. Its headquarters is found

in the city of Orléans and has under its charge the supervision and management of the educational ins-

titutions of six cities that integrate the region. The educational supervision includes the implementation

of national educational policies at a regional level in primary schools, secondary schools, and universities.

Another of its functions is the management of human resources, above all teachers and administrative

personnel, as well as the administration of the budget assigned for education in its jurisdiction.

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

The Academy ensures the quality of education through the evaluation of academic results and

the implementation of improvement programs. In that sense, it promotes educational innova-

tion and the use of new technologies in the classrooms. For this, it provides continuous training

for teachers, facilitating their professional development and mobility within the educational

system.

The students corresponding to the Academy have diverse support services, such as professional and

personal orientation, scholarships, and financial aid. In turn, they have programs for inclusion and

academic success, also adapted for students with special needs.

The themes of the research projects that the Orléans-Tours Academy promotes are related to edu-

cational innovation taking into account the development of modern pedagogical methods, with the

integration of digital technologies in teaching and the promotion of educational research. In this man-

ner, it plays a crucial role in the educational development of the region, contributing to growth and

social cohesion. Furthermore, it works in collaboration with local authorities, businesses, and other

organizations to promote an education that responds to the needs of the labor market and society

in general.

In that sense, it can be affirmed that the Orléans-Tours Academy is a key entity in the French edu-

cational system, dedicated to guaranteeing a quality education, adapted to the needs and challen-

ges of its region. Its labor is framed, principally, in administrative management, support for students

and teachers, and the promotion of educational innovation. Nevertheless, among its challenges

can be cited the rapid implementation of national educational reforms and the maintenance of

educational quality due to budgetary restrictions. Likewise, among the opportunities that the Or-

léans-Tours Academy possesses are the strengthening of collaboration with regional and national

actors, the application of new technologies and innovative pedagogical methods, as well as the

promotion of student and professional mobility programs. The implementation of digital works-

paces, starting from the year 2021, provides a cohesive environment that enables teachers to per-

form their work functions in a more efficient and flexible manner, taking advantage of the benefits

of technology to overcome physical or geographical limitations. These virtual platforms integrated

by diverse tools and computer applications allow, also, collaborative work among teachers and

other actors of education.

The digital workspace PrimOT in the Academy of Orléans-Tours

The digital workspace PrimOT, acronym for Primaire Orléans-Tours, is an online service, under paid

subscription, available in early childhood education centers and in the primary schools that belong

to the Orléans-Tours Academy.

The purpose of its launch, on December 1st, 2021, was to facilitate administrative and educational ma-

nagement, as well as to improve communication among the different actors of the educational com-

munity (teachers, students, parents, and service administrators). Accessible from any device with

internet access, it integrates educational and pedagogical tools and resources. In turn, it offers a

service to families that allows the monitoring of school life and the activities of their children, as well

as communication with teachers.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Figure 1

PrimOT Interface

Nota: Taken from https://www.primot.fr/auth/login

PrimOT is supported on the Beneylu platform interface, destined principally to communication, ad-

ministrative and pedagogical management in the primary schools of France. In this manner PrimOT

presents as essential characteristics: the organization of classes, the management of schedules, aca-

demic monitoring, the availability of unlimited resources and learning tools, school-family communi-

cation, as well as collaborative work student-student, teacher-teacher. Although it possesses an intuitive

design for users of all ages, it guarantees the security of personal data and the sensitive information

shared by the users. In that sense, the access control manages the permissions so that only authorized

persons can access certain information.

Figure 2

Notebook tool, used to organize the development of the class and the activities of the students

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

The users of the mentioned platform are the teachers, the students and their families, the school principals,

the municipal administrators and public establishments for intercommunal cooperation, administrative

structures that promote intermunicipal cooperation to improve the quality of local public services.

According to its user typology, PrimOT differentiates the services it provides: for classes and schools

it makes available textbooks, multimedia content for learning, digital library, class challenges, news

bulletin, school report, activity agenda, and messaging. For municipalities and public establishments

it offers services such as a blog, "parents' corner", publication of municipal information, cafeteria

menus, news, leisure center activities, among others. Furthermore, it provides a media library for sha-

ring documents, account creation, and personalization of the digital space with logos and links to ex-

ternal services used by schools and families.

Figure 3

Instant messaging tool "The Parents' Corner", dedicated to transmitting information to families

and to parent-teacher communication

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

Figure 4

Multimedia resources of the platform as support for the different subjects

Note: Taken from https://www.snc.recia.fr/interface-et-outils-primot

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

The implementation of PrimOT has brought diverse advantages to primary education in the central

region of France, among which are cited its ease of use, its intuitive ergonomics, the performance of

work functions in a flexible manner through its dissimilar services, and the security it offers in data

treatment. Some years after its deployment in the Academy of Orléans-Tours, it constitutes an aspect

of interest for the author of this investigation, as it allows them to analyze the uses of this virtual work

platform and establish conclusions about its utility and impact through the criteria of its principal users.

Methodology

The present article is based on the mixed research perspective, by combining qualitative and quan-

titative instruments. Hernández et al. (2014) indicate that "the necessity of utilizing mixed methods is

the complex nature of the great majority of the phenomena or research problems addressed in the

different sciences, represented or constituted by two realities, one objective and the other subjective"

(p.536). On the other hand, a descriptive investigative scope of the research is assumed due to its

most important characteristics among which can be mentioned "theory constitutes a reflection in and

from praxis, attempts to understand reality, deepens the different motives of the facts, the individual

is an interactive, communicative subject, who shares meanings" (Walker, 2016, p.21).

Attending to what is expressed, firstly, the quantitative phase was developed where a questionnaire

directed to the teachers who used the platform was applied. The objective was to investigate the

utility, the usability, and the accessibility of the platform. Subsequently, the qualitative approach was

proceeded with, through the application of a semi-structured interview to administrators about the

adoption of digital workspaces and their specific utilization by teachers in communication with pa-

rents.

Sample

In the research participated a total of 34 persons, belonging to three primary schools of the academy

under study. A quantity based on the acceptance of informed consent and the adequacy to the se-

lection criteria such as:

For the selection of teachers: (a) Level of experience in the use of PrimOT. (b) Quantity of subjects,

areas or disciplines taught using PrimOT.

For the selection of school administrators: (a) Level of pedagogical responsibility (administrator,

academic year responsible, pedagogical coordinator, digital referent). (b) Working in a primary school

belonging to the Orléans-Tours Academy. (c) Experience with the platform for at least one year.

In this manner, the sample was constituted by 23 teachers and 11 school administrators. The selection

of said subjects was motivated by the importance they have in guaranteeing that technology is an

effective and secure tool that supports the educational objectives of the institution. Access to the

sample was realized in a presential and remote manner, without any distinction, utilizing tools inte-

grated by online chat.

Instruments

For the realization of this study was administered, firstly, a questionnaire about the use that the inquired

subjects made of PrimOT. The questionnaire (Annex 1), besides questions concerning professional

data and demographic information, was composed of 14 items in which the informant expressed their

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

experiences relative to: level of interaction and frequency of use of PrimOT (block 1), perception and

satisfaction with PrimOT (block 2), impact on teaching and learning (block 3), technical aspects and

support (block 4) and security and privacy (block 5). The instrument was applied virtually during the

months of May and June of the year 2022, with the collaboration of educational inspectors from the

Cher and Loiret regions, who were responsible for the technological implementation in the primary

schools participating in the research.

On the other hand, semi-structured interviews were applied to administrators of primary schools. The

guide of the instrument (Annex 2) was focused on the real or perceived uses according to 4 thematic

axes: the students, the teachers, the parents and the school.

The duration of the interviews was between 30 and 45 minutes. The ethical requirements of all research

process were complied with, formalized through an informed consent for the realization and recording

of the interview. Subsequently, the interviews were transcribed literally in their entirety, anonymized

and coded with the software ATLAS.ti, web version. The interviews were applied in the months of

September and October of 2022.

Data analysis

All statistical calculations were realized through the Microsoft Excel calculation processor, which per-

mitted the graphic analysis of the information collected.

For the analysis of the responses yielded by the interviews, the arguments of the interviewees were

grouped and categorized, identifying consensuses and dissensuses. Also, the method of free word

associations was utilized, where the order of appearance of the words and their frequency is analyzed

(Ramírez, 2024). The theoretical foundations of this method evidence discourse as a social practice

based on actions and manifestations of actors. Then, the transcriptions were grouped and the process

of coding was developed taking into consideration the axes defined for each participant (director or

teacher). Finally, the most pertinent collective narratives directly related to the central objective of this

study and the elementary categories managed by the investigation are highlighted.

Results

Consequently, the principal conceptions and positionings of the studied subjects are presented, in re-

lation to the utilization and functioning of digital work environments. In that sense, the collected data

are grouped by the application of the research techniques, with the objective of structuring the des-

cription of the data following a logical and clear sequence.

Application of the questionnaire to teachers

The first block of the questionnaire focused on evaluating the level of interaction of the users with the

PrimOT platform, as well as the frequency with which they utilized the different functionalities it offers.

The obtained results reveal a satisfactory level of interaction with the tool, which is reflected in the

daily use of PrimOT by the majority of the participants. This frequency of use suggests that the platform

has been integrated in a solid manner into the daily routines of the teachers, both for the planning

and execution of academic activities. Only a small percentage (10%) of the informants reported spo-

radic or limited use, which could be related to factors such as the nature of their roles or the availability

of time.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Regarding the perception and satisfaction with the platform (block 2), the participants in the study

showed a positive tendency, highlighting the ease of use and the intuitive manner of the interface as

the principal factors of satisfaction. However, some informants pointed out areas of improvement,

principally related to the visual design of the tool, alleging that the quantity of functionalities hinders

the selection of the desired function and the lack of an available technical support to contact in case

of problems.

Towards the impact on teaching and learning was focused block 3. The users reported utilizing a wide

variety of the functionalities that PrimOT offers. Among the most prominent are: the communication

notebook (cahier de liaison, in French) employed for communication between the school and the pa-

rents, the homework notebook or cahier de texte, resource utilized by the teacher to organize daily

school work and ensure that assigned tasks are not forgotten, messaging, as well as other tools for

content management, the creation of interactive activities, and evaluation mechanisms. This finding

indicates that the platform is not only used as an information repository, but as a dynamic resource

that facilitates interaction and the participation of the students. Below, the percentage of utilization of

the mentioned tools is represented graphically.

Figure 5

Most used functionalities of PrimOT by teachers, students, and parents

Note: Own elaboration.

The notable utilization of these tools is related to the regularity with which the users explore and apply

them in their pedagogical labors. Many teachers described their use of the platform as intensive and

constant, which suggests a high degree of confidence in the functioning of PrimOT to support their edu-

cational activities. This level of utilization may be related to the perception of PrimOT as a reliable and ef-

ficient tool for teaching and learning.

Regarding the technical aspects and support (block 4), the surveyed generally rated these elements fa-

vorably. Nevertheless, some mentioned occasional connectivity problems and the necessity of a more

agile technical support during critical situations, such as examination periods or evaluative activities.

Finally, in block 5 relative to security and privacy, the participants manifested confidence in the security

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

measures implemented by PrimOT. The majority showed themselves (80%) satisfied with the privacy po-

licies, although some suggested improvements related to transparency in the handling of personal and

academic data and the encryption of information shared with the students' parents.

When comparing PrimOT with other similar tools, the surveyed mentioned that they prefer PrimOT

due to its consistency in performance and the wide range of functionalities it offers in a single place.

The following graphic represents the reasons for preference of the surveyed in the utilization of the

platform.

Figure 6

Motivations for the utilization of PrimOT

Note: Own elaboration.

The results of the questionnaire verify the utility, the usability, and the acceptability of the digital work

environment. These three elements are considered in a positive manner by all the teachers who res-

ponded to the questionnaire. One of the most recognized aspects is the benefit for communication

with parents, which strengthens the school-family relationship. The obstacles mentioned by the sur-

veyed focus on the recent implementation of the digital platform, therefore, training is necessary both

for teachers and parents who do not feel comfortable with digital tools or who simply are not accus-

tomed to using them.

Application of interviews to school administrators

In complement to the applied questionnaire, semi-structured interviews were conducted with admi-

nistrators from diverse primary schools. These interviews had as an objective to explore the real or

perceived uses of the PrimOT platform through the thematic axes alluded to in the methodological

section. Likewise, the most relevant positionings for the investigation are explained, above all the key

points that emerged during the interviews with the administrators.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

The first issues were directed to the impact of digital work environments on the learners. The admi-

nistrators highlighted that PrimOT has had a significant effect on the commitment and motivation of

the students. It was observed that the platform facilitates the personalization of learning, allowing the

students to advance at their own pace and according to their individual needs. Furthermore, some

administrators mentioned that PrimOT has improved the digital skills of the students, preparing them

better for the use of technologies in future academic contexts.

For the directors, PrimOT is "the school platform at the level of the children", principally "made for the

students because they are the ones who will have more actions on the platform". The academic ma-

nagers refer that the objective is for it to be visually attractive for the children in order to motivate

them for learning. On the other hand, it must offer functionalities adapted for teachers and parents.

In relation to the teachers, the administrators agreed that the platform has been a valuable tool for

the planning and management of educational activities. It was highlighted that the platform allows a

greater organization of didactic materials and facilitates communication among teachers, which has

improved collaboration and coherence in teaching. Furthermore, it is perceived that the professors

have developed new digital competencies, improving their capacity to integrate technologies into

their pedagogical practice.

The directors consider that it is the teacher who will generate uses because they will publish words or

information and the parent will receive this information, will respond, will consult the tasks, and will

aid in the educational formation of their child. The interviewees specify the importance of access to

the platform from a mobile device, which will facilitate use by the parents, especially in preschool

when the children do not master the functionalities of the platform. Until now, the platform is only ac-

cessible via a computer, which generates inconveniences for some families, as the mobile phone is

the most used and most accessible device for the parents.

According to the directors, PrimOT integrates a multitude of applications in constant evolution. Among

the most utilized applications are the communication notebook, the school notebook, and email, res-

ponses that correspond with the results yielded by the questionnaire applied to the teachers. Nevert-

heless, the use of other tools such as the media library, which stores educational digital resources,

and the blog, which serves especially as a life notebook for preschool where parents convey their

concerns about their children's learning, is evidenced. In the case of the communication notebook, its

relevance in teacher-parent interaction is highlighted.

Regarding the parents, the interviews revealed that PrimOT has allowed for greater involvement in

the educational process of their children. The administrators indicated that the platform offers parents

more direct access to information about academic progress and school activities, which has improved

communication between the school and the families. However, some administrators also mentioned

challenges related to the training of parents for the effective use of the platform.

The directors explained that the tool called The Parents' Corner will facilitate chat communication with

the school principal, and will offer the possibility to conserve the conversations, with the objective of

rereading them at the precise moment. In this manner, the communication will be more instantaneous

and integrated and will offer an update of the platform.

At an institutional level, the administrators expressed that PrimOT has contributed to the moderniza-

tion of the administrative and pedagogical practices of the schools. The platform has been seen as a

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

catalyst for the digital transformation of the schools, promoting a culture of innovation and techno-

logical adaptation. Furthermore, a positive impact was identified in the coordination between different

areas of the school, improving efficiency in management and the monitoring of educational activities.

In summary, the semi-structured interviews with primary school administrators reflect a positive per-

ception about the impact of PrimOT on diverse aspects of the educational environment. Although

challenges in the implementation and adoption of the platform are recognized, the administrators

value its contribution to the improvement of teaching, learning, and school management.

Discussion

The results originating from the application of the explicated instruments allow a multifaceted cha-

racterization of the use of the PrimOT platform in primary education within the Academy of Orléans-

Tours. In this manner, the findings point towards a progressive and functional integration of this digital

tool in pedagogical practices, with different but complementary impacts among teachers, students,

parents, and educational administrators.

The daily use of PrimOT reported by the majority of the teachers suggests an effective appropriation

of the tool, aligned with the considerations of authors such as Liriano (2024) and Meridja and Abdel-

baki (2024), who identify recurrence in use as an essential element for technological integration in

primary education. Unlike other investigations where an instrumental or marginal use of digital plat-

forms is observed (Pérez and García, 2023), the yielded data reveal an active and frequent functionality,

encompassing not only administrative but also pedagogical aspects. In that sense, the potential of

PrimOT as a solid and adaptable digital work environment is validated.

The sporadic use of the platform, expressed by a small group of teachers, invites profound reflection

on the contextual variables that determine the frequency of utilization. In that order of ideas, the work-

load, the digital training of the user, and institutional support, could explain the resistance or the scarce

technological appropriation, according to the factors found by Arotoma (2024) relative to internal

barriers for the adoption of ICT in a research context similar to that of this investigation.

The favorable perception towards the platform's interface reinforces the idea that usability is a key

component for technological integration in the educational teaching process in primary education.

This affirmation corresponds with the study of Arreola et al. (2022) where usability, utility, administrative

management, and digital skills are examined as aspects that allow improving the quality of primary

education through the integration of technologies in the teaching process. Nevertheless, the criticisms

relative to the visual design and functional saturation point towards a complexity paradox: a tool with

multiple options can become, in the eyes of the user, less accessible if it does not count on adequate

technical support. The above coincides with the investigation of Carballo and González (2023) that

underlines the importance of user-centered design in digital work environments.

In relation to the pedagogical impact, both teachers and administrators highlighted that PrimOT not

only facilitates the organization of teaching work, but also enhances the interaction and autonomy of

the student body, in concordance with principles of active and personalized learning (Enríquez & Na-

varro, 2024). From that perspective, the platform is perceived as an added value, to the extent that it

allows for management of work pace, an improvement in communication with families, and a strengt-

hening of the school-home link. In this manner, the platform fulfills a role that goes beyond techno-

logical support and becomes a didactic and social mediator.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

An emerging dimension of special relevance is the involvement of parents in the educational process

offered by PrimOT. The arguments manifested by teachers and administrators about the utility of tools

such as the Parents' Corner, is also reflected in recent studies on educational co-responsibility in digital

environments to strengthen family accompaniment and improve the academic performance of stu-

dents (Teherán, 2025). However, the availability of a mobile application of PrimOT represents a barrier

in communication with the family, especially in homes where the computer is not the principal device.

This situation indicates the necessity of a multiplatform design, if broader participation of families is

desired.

From the institutional point of view, the administrators valued the platform as a catalyst for the digital

transformation of the schools. This perception is coherent with the results of the study realized by

Gonon et al. (2024) that analyzes digital transformation through the objectives, structures, cultures,

and practices of the school. The improvement in interdepartmental coordination and the streamlining

of administrative processes are positive collateral reasons that evidence the reach of the tool beyond

the classroom.

Despite the advances, challenges linked to the training of all involved actors persist. Although teachers

have developed digital competencies, a gap in the mastery of these tools by some parents is still per-

ceived, especially in the initial levels. This finding reaffirms the necessity of continuous and inclusive

training, not only for teachers, but also for families, in order to consolidate a digitally competent edu-

cational community.

In synthesis, the results support the usability and utility of PrimOT in the school environment, but its

effectiveness depends on infrastructural factors (accessibility, support, training) and cultural factors

(attitudes towards change, digital competence). The study confirms some patterns identified in pre-

vious investigations on educational digital environments, but also points out unresolved areas, such

as usability from mobile devices or transversal training, which must be addressed for a more equitable

and effective implementation.

Conclusions

The present study explored the implementation and impact of the PrimOT platform in the educational

context of primary schools, addressing the perspective of teachers and school administrators. The

obtained results allow confirming that PrimOT has been widely adopted by the teachers, integrating

itself in an effective manner into the daily routines of teaching and learning. The frequency of use

suggests that the platform is perceived as an essential resource that contributes to the efficiency and

effectiveness of the educational process.

The satisfaction with the platform, yielded by the quantitative data of the questionnaire and the qua-

litative data of the interviews, reveal a predominantly positive perception towards PrimOT. The users

value the ease of use, the intuition of the interface, and the offered functionalities. This generalized

satisfaction, however, comes accompanied by the identification of areas of improvement, especially

regarding the personalization of the experience and technical support.

The research has demonstrated the significant impact of PrimOT on teaching and learning, facilitating

the organization and assimilation of contents. The role of the platform in the development of digital

competencies in the teachers is also highlighted, which suggests a transformative effect on pedago-

gical practices. The platform has improved the communication and participation of parents in the

Use of digital work spaces by primary teachers in France

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

educational process, providing direct access to academic information and facilitating greater involve-

ment in the education of their children. At an institutional level, PrimOT has contributed to the mo-

dernization of management and coordination practices, driving a culture of innovation within the

schools.

Nevertheless, in primary education, there are few direct investigations on the deployment of these

digital spaces, which is due in part to the limited deployment of the ENT (Digital Work Environments)

at this educational level and to the difficult digital transition of primary schools.

Based on the results of this inquiry, the necessity to improve technical support and offer broader trai-

ning to all involved actors, especially parents, is identified as important challenges. These challenges

suggest that, to maximize the potential of PrimOT, a continuous focus on the improvement and adap-

tation of the platform to the changing needs of the educational environment is necessary.

The study focused on teachers and administrators because these actors are the principal users and

managers of the PrimOT platform in the school environment. The teachers are directly involved in

the daily implementation of digital educational tools, while the administrators play a crucial role in

the supervision and decision-making about the adoption and use of technologies in the institution.

The parents were not included in this study because their interaction with PrimOT is more limited and

secondary in comparison with that of the teachers and administrators. This focus allows a more de-

tailed analysis of the efficacy and challenges of the platform from the perspective of those who use it

directly in the educational environment.

In relation to the above, the author of this investigation proposes as a new horizon of study the ex-

ploration of the use of PrimOT by the parents of primary education students in France.

Privacy: Not applicable.

Statement on the use of artificial intelligence: The author of this article declares that she did

not use Artificial Intelligence in its preparation.

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en Educación, 22(2), 85-99. https://doi.org/10.15366/reice2024.22.2.005

Teherán, V. E. (2025). Estrategias pedagógicas para fortalecer el acompañamiento familiar en el proceso

educativo de los estudiantes de la sede Rodrigo Vives de Andréis, Institución educativa Juana Arias

de Benavides. (Diplomado de profundización para grado). Universidad Nacional Abierta y a Dis-

tancia, Colombia. https://repository.unad.edu.co/handle/10596/69163

Vital, M. (2021). Plataformas Educativas y herramientas digitales para el aprendizaje. Vida Científica

Boletín Científico De La Escuela Preparatoria, 9(18), 9-12.

https://repository.uaeh.edu.mx/revistas/index.php/prepa4/article/view/7593

Walker, W. (2016). Algunas consideraciones para el uso de la metodología cualitativa en investigación

social. Foro educacional, (27), 13-32. https://dialnet.unirioja.es/descarga/articulo/6429426.pdf

Date of article receipt: July 5, 2025

Date of article acceptance: August 2, 2025

Date approved for layout: August 5, 2025

Date of online publication: January 10, 2026

Notes on the author

* Manuel Schneewele holds a Doctorate in Educational Sciences and is a tenured professor at the University of Orléans,

France, within the research laboratory ERCAE (Research Team on Contexts and Actors in Education), Research Unit 7493.

His work lies at the intersection of Educational Sciences and Information and Communication Sciences. He focuses on the

appropriation of digital tools for monitoring and supporting learning processes. Email: manuel.schneewele@univ-orleans.fr

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Appendix 1

Questionnaire applied to teachers

Introduction: This questionnaire has as its objective to collect information about your experience

and perception in the use of the PrimOT platform. Please, respond to the questions in a sincere man-

ner, based on your personal experience. The collected information will be used exclusively for research

purposes and will be kept in confidentiality.

Professional data

Years of professional experience in education: ______

Role in the educational institution: __________________________

Block 1: Level of Interaction and Frequency of Use of PrimOT

1. With what frequency do you use PrimOT in your daily work?

(a) Every day

(b) Several times a week

(d) Occasionally

(e) Never

2. Which functionalities of PrimOT do you use the most? (Select all that apply).

(a) Content management

(b) Creation of interactive activities

(d) Communication with students

(e) Other (specify): ____________

3. To what extent do you consider that PrimOT has facilitated your educational work?

(a) Very much

(b) Quite a bit

(d) A little

(e) Not at all

Block 2: Perception and Satisfaction with PrimOT

1. How would you rate your overall level of satisfaction with PrimOT?

(a) Very satisfied

(b) Satisfied

(d) Dissatisfied

(e) Very dissatisfied

2. Which aspects of PrimOT do you consider most positive? (Select all that apply).

(a) Ease of use

(b) Intuitiveness of the interface

Manuel Schneewele

Instituto de Estudios Superiores de Investigación y Postgrado

(d) Technical support

(e) Other (specify): ____________

3. Is there any aspect of PrimOT with which you are dissatisfied? (Specify): ____________

Block 3: Impact on Teaching and Learning

1. To what extent do you consider that PrimOT has improved your students' learning?

(a) Very much

(b) Quite a bit

(d) A little

(e) Not at all

2. Has PrimOT changed the way you organize and manage your teaching?

(a) Yes, to a great extent

(b) Yes, to some extent

(d) It has not changed at all

Block 4: Technical aspects and support

1. How satisfied are you with the technical support for PrimOT?

(a) Very satisfied

(b) Satisfied

(d) Dissatisfied

(e) Very dissatisfied

2. Have you experienced technical problems while using PrimOT?

(a) Yes, frequently

(b) Yes, occasionally

(d) No, never

3. What technical improvements would you suggest for PrimOT? (Specify): ____________

Block 5: Security and privacy

1. How do you evaluate the security and privacy measures of PrimOT?

(a) Very satisfactory

(b) Satisfactory

(d) Unsatisfactory

(e) Very unsatisfactory

2. Do you have any specific concerns about security or privacy when using PrimOT? (Spe-

cify):____________

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Use of digital work spaces by primary teachers in France

Appendix 2

Semi-structured interview guide for primary school principals

Objective: To explore the real or perceived uses of the PrimOT platform from the perspective of ad-

ministrators, considering the impact on students, teachers, parents, and the school as a whole.

Section 1: Impact on students

(a) How would you describe the impact of PrimOT on student learning in your school?

(b) What type of activities or educational resources provided by PrimOT have been most use-

ful for students?

Section 2: Teacher Support

(a) How has PrimOT influenced the planning and execution of pedagogical activities by tea-

chers?

(b) What type of training or support has been provided to teachers for using PrimOT?

PrimOT?

Section 3: Parental Involvement

(a) How has PrimOT influenced communication and parental involvement in the educational

process?

(b) What functionalities of PrimOT are most valued by parents, according to your perception?

involvement?

Section 4: Effects on the School

(a) How would you describe the impact of PrimOT on the overall management and organiza-

tion of the school?

(b) Has PrimOT contributed to the modernization or digital transformation of the school?

(d) How has the experience been in terms of technical support and maintenance of PrimOT at

the institutional level?

(e) To conclude, is there any other aspect related to PrimOT that you consider important to

mention and that has not been covered in this interview?

Section 4: Effects on the School

(a) How would you describe the impact of PrimOT on the overall management and organiza-

Manuel Schneeweleo

Instituto de Estudios Superiores de Investigación y Postgrado

tion of the school?

(b) Has PrimOT contributed to the modernization or digital transformation of the school?

(d) How has the experience been in terms of technical support and maintenance of PrimOT at

the institutional level?

To conclude, is there any other aspect related to PrimOT that you consider important to mention and

that has not been covered in this interview?

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

https://doi.org/10.59654/33k8a578

Relationship between the child with ADHD the fa-

mily environment: A systematic review

Relación entre el niño con TDAH y el entorno familiar:

una revisión sistemática

Abstract

The present study focuses on understanding the possible interdependence between a ADHD diagnosis, the response

to it among the family members, and how this bidirectionally affects the relationships, functioning and, ultimately,

the mental health of all the cohabitants. The methodological design is that of a systematic review following the

PRISMA protocol. The studies were analyzed using a qualitative approach based on an initial group of 143 works, of

which ten were included in the final sample. The selected studies show a clear tendency towards experiencing ne-

gative emotionality, which leads to permissive and/or authoritarian parenting styles, resulting in an increased clinical

symptomatology of the child affected by ADHD and acting as a cyclical influx of unwanted feelings and behaviors.

Keywords: ADHD, family, social relationships..

Resumen

El presente estudio se centra en comprender la posible interdependencia entre un diagnóstico de TDAH, la respuesta

al mismo entre los miembros de la familia, y cómo esto afecta bidireccionalmente las relaciones, el funcionamiento

y, en definitiva, la salud mental de todos los convivientes. El diseño metodológico es el de una revisión sistemática

siguiendo el protocolo PRISMA. Los estudios se analizaron mediante un enfoque cualitativo partiendo de un grupo

inicial de 143 trabajos, de los cuales diez se incluyeron en la muestra final. Los estudios seleccionados muestran una

clara tendencia a experimentar una emocionalidad negativa, lo que conduce a estilos parentales permisivos y/o au-

toritarios, lo que resulta en un aumento de la sintomatología clínica del niño afectado por TDAH y actúa como un

influjo cíclico de sentimientos y comportamientos no deseados.

Palabras clave: TDAH, familia, relaciones sociales.

How to cite this article (APA): Gallardo, H. C. (2026). Relationship between the child with ADHD

and the family environment: A systematic review. Revista Digital de Investigación y Postgrado, 7(13),

45-57 https://doi.org/10.59654/33k8a578

Celia Gallardo Herrerías

University of Almería, Almería, Spain

Instituto de Estudios Superiores de Investigación y Postgrado

Celia Gallardo Herrerías

Introduction

Attention deficit hyperactivity disorder (ADHD) refers to a persistent pattern of inattention, impulsivity,

and hyperactivity that alters the normal functioning of the social, family, work, and/or school spheres

of the affected person, lasting for a period of more than six months (American Psychiatric Association,

2022).

From a clinical perspective, ADHD is one of the neurodevelopmental disorders with the highest pre-

valence in the child and adolescent population worldwide (at around 5%) although its incidence in

adulthood is more evident since the clinical picture can be confused with prototypical childhood be-

haviors (Berenguer et al., 2019; D’Onofrio & Emery, 2019).

To understand the scope of the ADHD presentation, it is necessary to refer to the analysis of its diag-

nostic journey, undertaken in the eighteenth century by the pediatricians and psychologists of the

time, who attributed to it a strong moralistic etiology linked to environmental factors and, especially,

to the parenting patterns developed within the family (Gómez & Ortiz, 2019) - a moral defect that

years later was complemented by the idea of minimal brain dysfunction, pointing to the alteration of

certain neuronal regions and synaptic connections as factors causing a symptomatic condition linked

to attention deficit., learning difficulties, excessive motor activity, and behavioral control problems.

Currently, a multifactorial etiological position is accepted in which both the genetic predisposition of

the person affected and the environmental features present in the social reference context play an

important role in the severity and symptomatology with which the disorder manifests itself (González

et al., 2022).

The etiological journey undertaken by ADHD over the years has been accompanied by multiple no-

menclatures ranging from minimal brain dysfunction, as previously mentioned, to the currently ac-

cepted attention deficit hyperactivity disorder. With the publication of the third edition of the Diagnostic

and Statistical Manual of Mental Disorders (DSM-III), the new nomenclature of attention deficit hype-

ractivity disorder created another controversy regarding its symptomatology, as to whether it was de-

pendent on or unrelated to hyperactive patterns (Morales & Mosquera, 2022).

ADHD is also highly predisposed to presenting comorbidly with other mental disorders such as autism

spectrum disorders, tic disorders, depressive disorders, learning difficulties or language disorders,

among others, which aggravate the core symptomatology of the dominant and comorbid disorders.

Both ADHD and its recently accepted comorbid presentations listed in the Diagnostic and Statistical

Manual of Mental Disorders (DSM-V-TR) have acquired greater social visibility, facilitating new diag-

nostic instruments and treatment options thanks to scientific advances in the study of this neurops-

ychological condition (American Psychiatric Association, 2022).

On the other hand, the current way of socially understanding ADHD sets aside a reductionist and uni-

personal position as it is necessary to study this disorder as more than an individual health problem,

and rather one that is directly linked to the social and family sphere closest to the affected person,

capable of altering the patterns of socio-family functioning and the quality of life of the cohabitants

(Stadelmann et al., 2021). Nevertheless, living with a child who has ADHD can be experienced in very

diverse ways according to the social circumstances, the values or experience of family members, and

the social sphere closest to an analogous disorder (Urbano et al., 2022). Coexistence with a person

with ADHD affects the organization and the established family model in a two-way manner, requiring

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

adjustments of varying significance in the personal and professional lives of the cohabitants so that

efforts are combined in response to the same purpose to improve the quality of life of all the figures

involved in the family nucleus.

The objective of the present study is to collect the available scientific evidence to determine the pos-

sible concomitance between ADHD and the family’s response to a diagnosis, the repercussions that

this situation has on the relationships and functioning of the household, and vice versa - that is to say,

how the attitudes of family members affect the clinical picture of ADHD - trying to determine if the

parental style conditions the disorder’s progression. The intention is to determine to what degree an

ADHD diagnosis influences the family dynamics, and vice versa, and how family functioning affects

the clinical development of a child with ADHD, taking into account the possible effects that parental

training can have on family responses. Specifically, the present review sets the following objectives:

(a) To know how family implication affects ADHD´s conditions. (b) To analyse if parental styles causes

any influence ADHD, and vice versa. (c) To identify the impact of ADHD diagnosis in parents' mental

health.

Method

In accordance with the set objectives, the method followed was based on developing a systematic re-

view to analyze the influence that ADHD-associated symptomatology has on the family environment

and how the family’s predisposition and parental styles affect the ADHD prognosis, the purpose being

to obtain a more comprehensive understanding of the subject. The systematic review presented here

searched bibliographic documents via the Web of Science (WOS), Scopus, PubMed, Redalyc, Scielo,

and Dialnet databases using attention deficit hyperactivity disorder, quality of life and family as des-

criptors in the title, abstract and/or keywords fields. These databases were chosen based on their in-

ternational recognition and prestige, as well as their direct link to the specific research content. After

searching, collecting, and selecting the articles considered most relevant to the study, we proceeded

to analyze them, extracting descriptive information and their main findings, from which we obtained

the evidence for the results.

Search procedures

An initial search of bibliographic documents published until 2023 was carried out via the Web of

Science (WOS), Scopus, PubMed, Redalyc, Scielo and Dialnet databases using attention deficit hype-

ractivity disorder, quality of life, and family as the descriptor combination. The initial search results

were limited to complete, open-access documents and restricted to the TDAH/ADHD and family ca-

tegories for works prepared in English or Spanish.

A total of ten articles were finally included (Figure 1) after being analyzed from two perspectives: on

the one hand, the descriptive information, and findings of the studies and, on the other, the quality of

the selected articles and the validity of the information they contained. To do this, the researchers had

to assess the articles’ eligibility with regards to the review objectives, highlighting thematic aspects

such as the impact of ADHD on the family and the bidirectional role of influence between mental

health, parental styles, quality of family life, and ADHD. Table 1 shows the literature search and selection

process using the PRISMA flowchart (Preferred Reporting Items for Systematic Reviews and Meta-

Analyses) for systematic reviews (Moher et al., 2009).

Relationship between the child with ADHD and the family environment: A systematic review

Instituto de Estudios Superiores de Investigación y Postgrado

Celia Gallardo Herrerías

Figure 1

PRISMA flowchart

Note: Own elaboration (2025).

Selection of studies: inclusion and exclusion criteria

To select the articles related to the topic under study, a series of inclusion criteria were established.

These criteria were: (A) research articles or empirical studies, (B) non-duplicated articles, (C) work fo-

cused on studying the implications that the diagnosis of a case with ADHD generates on the family

household, as well as the effects that family dynamics have on the course of the ADHD, (D) documents

published from 1990-2024. Likewise, in this study, the search focusing on articles published in peer-

reviewed journals, excluding communications, theses, and book chapters. These inclusion criteria were

essential since they allowed us to focus attention on studying the repercussions that an ADHD diag-

nosis has on the family environment and how the affected person and family members see their emo-

tional state altered in a bidirectional way.

Similarly, articles were excluded based on the following exclusion criteria: (A) Book chapters, theses,

and conference proceedings, (B) duplicated studies, (C) research outside of the study of ADHD and

its repercussions on family life, (D) Studies not published in peer-reviewed journals, (E) Reports or edi-

torial comments without original data, (F) Studies with ethical issues in their conduct.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Results

Identification of the selected publications

The articles identified in this section cover different research studies focused on analyzing the impact

that an ADHD diagnosis has on the family environment and, reciprocally, how managing and living

with a child with ADHD affects the parents’ mental health and parenting patterns, detailing a panorama

of confluent factors such as an increase in the state of tension, stress, changes in the parents’ own

perception of their role and its effectiveness, modifications in family dynamics, and parental styles. Al-

terations in the cognitive and behavioral functioning of children with ADHD impact coexistence in the

family sphere as they require almost continuous attention; this compromises the mental health not

only of the parents but also of siblings and any other cohabitants, causing serious disturbances in

overall family functioning.

In this regard, the information collected is structured following a sequence that starts from training

for positive parenting in a family affected by ADHD, analyzing the parental styles and dynamics and

their reciprocal influence on ADHD, and ending with a study of the effects that the ADHD diagnosis,

and living with a person who has it, have on one’s emotional state, on experiencing stress, and on the

prevalence of other psychopathogens.

Description of the included items

The family is the first social agent with which the child comes into contact. In addition to the family

being a complex system of interrelationships - conjugal, filial, and fraternal - it is a sphere of reference

for the growth and integral development of all its members. That is why this phenomenon is studied

as a whole, where each party will be influenced bilaterally. Thus, the behavioral alterations associated

with one of its members having ADHD will affect the entire family system, changing the way relations-

hips form, handling the behavior of the affected person, and exercising parenting styles oriented to-

wards finding mental balance and social management of the disorder (Agha et al., 2020).

In many cases, the lack of support and advice given to the relatives of these children with ADHD se-

riously hinders their self-perception and ability to cope with such an anomalous parenting situation.

Therefore, it is fundamentally important to develop skills for appropriate parenting in cases where fa-

milies have a member with ADHD, not only to minimize the impact that the child’s diagnosis has on

the family’s functionality and the relationships between cohabitants, but also to help stimulate the

child’s overall development. In this sense, the results of the study carried out by Andrades et al. (2019)

corroborate how a lack of information and training considerably conditions the family's ability to help

their child with ADHD, compromising the consistency of their parenting style. In this research, three

families with ADHD children participated and the information was obtained through interviews.

Along the same lines, Fabra (2021) considers that the training of family members and legal guardians

responsible for children with ADHD helps to address the disorder more positively, providing tools and

information to understand the real needs of the affected person; this was evidenced in the results ob-

tained after applying a training intervention program. The study sought to demonstrate the effecti-

veness of a six-week family intervention program, observing significant improvements in family

relationships and the home environment. The parental behavioral training program was a key tool in

changing the educational style, making it more respectful and understanding of those affected, while

reflecting a more friendly and relaxed environment rather than one that was disciplinarian.

Relationship between the child with ADHD and the family environment: A systematic review

Instituto de Estudios Superiores de Investigación y Postgrado

Celia Gallardo Herrerías

De la Rosa (2019) obtained results that did not accord with those of Andrades et al. (2019) and Fabra

(2021). In this case, no significant evidence was observed before and after parental participation in a

psychoeducational workshop on ADHD. A total of 80 family members participated, each living with a

person with ADHD. Referencing the results, the same author concedes that possibly the workshop fai-

led to adjust sufficiently to the training needs of the participants (See Figure 2).

Figure 2

Evolution of family intervention

Note: Own elaboration (2025).

It is important to note that, when trying to manage the behavioral patterns of the disorder, parents

begin to manifest very varied adaptive responses. These are determined by various factors associated

with the severity of the pathological presentation, their training in this disorder, their perception of the

parental role, and their patience - the most recurrent being parental patterns associated with excessive

permissiveness or excessive rigidity (Morales & Mosquera, 2022; Orjales, 2019). Family dynamics and

parental styles will directly affect the manifestation and clinical progression of ADHD, with the extreme

positions being dysfunctional to positive parenting while also being detrimental to the disorder’s prog-

nosis. Among other factors, this is because usual discipline methods are less effective or totally inef-

fective in children with ADHD given the difficulties, they have in inhibiting impulsive responses or

obeying parental orders. This then generates coercive and unconscious disciplinary procedures by

the parents while triggering a negative understanding of their own parental roles. Therefore, it is hard

to identify a unidirectional and unique parental style in families who have children with ADHD. Indeed,

many types of emotional reactions to a diagnosis can be observed, such as disapproval of the disorder,

rejecting one’s responsibility to address it, and attributing it to malpractice on the part of the various

specialists (typical of a permissive parenting pattern) or marked overprotection that takes away the

autonomy of someone affected by this pathology in terms of their maturational development (Romero,

2022).

Castiblanco et al. (2020) shows in their study how the immature and dysfunctional behavior of the

parents affects the development of relational situations as well as the family dynamics, with this effect

remaining latent in the results after applying the Family Apgar Instrument.

The risk factors associated with the course of ADHD are multiple. Furthermore, it is probable that dif-

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

ferent variables interact, giving rise to the disorder’s symptoms evolving either positively or negatively.

However, in this case, the family environment (especially the nuclear family) negatively impacts the

child’s development and their symptoms, factors affecting the severity of the ADHD (Segura, 2019).

Following on from these ideas, Patiño and Martínez (2020) investigated how these family influences

affected a specific case, reflecting on how the parenting difficulties arising from having a child with

ADHD impacted the immediate environment, generating mismatches and imbalances among all the

members of the nuclear family. This is due to ignorance regarding the ineffectiveness of traditional

educational guidelines to channel these children’s behavior. Consequently, a failure to sufficiently adjust

the parental styles to the needs of the child with ADHD leads to the parents feeling guilty when faced

with setbacks and failed attempts to control their child’s behavior. Moreover, this is a dysfunctional

parenting practice, which aggravates the disorder’s symptomatology, making it difficult for the child

to establish social relationships with peers because the negative parenting style provides an inadequate

socialization model. This mechanism, resulting from a family psychopathology in which the members

are overcome by despair or frustration, has a direct effect on the child’s disruptive and antisocial be-

havioral manifestations, which are aggravated in a reciprocal way. In short, parenting skills significantly

interfere with the etiopathogenesis of a child with ADHD, and while the challenging behavior of ADHD

negatively impacts the parents´ emotional state, such behavioral problems in the child can be lessened

by improving parental skills. For Patiño and Martínez (2020), the way the parenting style is addressed

becomes one of the best predictors of ADHD prognosis, distinguishing between the passive role or

active role that the parent assumes in a stressful or threatening situation. Therefore, when evaluating

the impact on the family of having a child with ADHD, one must focus attention not only on the af-

fected person’s age, sex, core symptomatology, and the comorbidity of their pathological presentation,

but also on the parents’ skills and abilities in managing the disorder, their educational style, and the

expectations generated by their parental role, all of these being determining factors in them expe-

riencing anxiety, stress, guilt, depression, and dissatisfaction (Patiño & Martínez, 2020).

To the unsuitability of permissive or authoritarian parenting styles, Freitas et al. (2019) add the influence

of the parents' mental health as a significant determinant in the clinical progression of ADHD. Accor-

ding to them, low self-esteem and feelings of guilt have repercussions on the emotional development

of a child with ADHD, generating a whirlwind of feelings of failure and frustration, as well as negative

interactions that will threaten the psychological and emotional stability of both the family and the

child. Among the multiple instruments used in their study are the Parenting Styles Inventory and the

Short Measure for Assessing the Quality of Life, the results of which indicate how ADHD directly affects

the conjugal relationship, destabilizing it, and even leading to its breakdown due to a lack of consensus

in understanding and managing the disorder. Thus, feelings associated with dissatisfaction and inef-

fectiveness regarding parental styles are recurrent in families that have children with ADHD, fostering

a vicious circle of negative interactions and dysfunctional educational practices in which the supervision

of tasks is abandoned, either out of frustration or desperation, when faced with the ineffectiveness of

their actions (Fabra, 2021).

Although experiencing stress is part of the parenting process of any child, Zambrano et al. (2020)

have confirmed how high levels of parental stress are linked to oppositional behavioral patterns, im-

pulsivity, hyperactivity, and other types of behavioral problems. This indicator is also a certain predictor

of psychological well-being and the status of mental health. Therefore, it is an issue of vital importance

given that experiencing high levels of stress in the family household involves the parents having a ne-

Relationship between the child with ADHD and the family environment: A systematic review

Instituto de Estudios Superiores de Investigación y Postgrado

Celia Gallardo Herrerías

gative perception of their own capacity to implement appropriate interventions and treatments to

care for their child with ADHD. Likewise, the study identified how reducing parental stress favors more

effective management of the children’s problematic behaviors, reflected in a more positive and de-

mocratic parental style. Their study, which used the CMAS-R anxiety scale, consisted of a large parti-

cipant sample (302 subjects) including both children with ADHD and their families (See Figure 3).

Figure 3

Parental stress levels and their influence on ADHD

Note: Own elaboration (2025).

Agha et al. (2020) endorse the idea that the distinct behaviors and personalities of the children directly

influence the family dynamics, showing in their empirical study the degree to which the children’s

hyperactive and impulsive behaviors caused tension and anxiety among the family members. In this

way, greater symbiosis between attitudes related to affability, respect for rules, discipline, and self-

control would predictably occur compared to the non-ADHD control group. Thus, there is a correlation

between anxiety states, parental social distress, negative discipline, and the severity of the clinical ma-

nifestation of ADHD. In addition, these factors were linked to poorer social functioning and a marked

decrease in the quality of life of both the parents and the other family members.

In this research line, Insa (2020) reports a higher psychopathological prevalence rate in parents who

have children with ADHD compared to those who have children with no disorder, the most common

being personality disorders and affective disorders. Parents of children with ADHD are more predis-

posed to experiencing some type of mental disorder, either due to parenting or due to academic and

social difficulties concomitant with the pathology. However, depending on the age of the parents, the

presence of personality disorders would almost certainly predate having children with ADHD. Not

acknowledging that parents can have psychopathology prior to having children with ADHD negates

the bidirectional nature of ADHD and psychopathology, and the fact that in the bio-psycho-social

model, genetics and other factors are present before a child is born with ADHD. Their results showed

that, in the 115 families interviewed, there was a clear tendency towards psychopathogenic manifes-

tations in family members living with someone with ADHD compared to those in the control group.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

The challenging and demanding nature of children with ADHD often generates conflicts in the family

household, affecting the psychological functioning of the parents and their affective relationship. The

couple’s bond is clearly altered when feelings of low self-esteem, dissatisfaction, and doubts about

their parental capacity are put to the test, fostering a model of difficult coexistence that affects all the

family members (Patiño and Martínez, 2020).

Mental health, quality of life, and the family support one receives decisively influence parental practices,

as demonstrated by Berenguer et al. (2019). They point to the importance of emotional support groups

aimed at and extending to family members. Regardless of the family characteristics, the diagnosis of

a child with ADHD is complex, requiring constant advice and support to understand and try to manage

this pathology in the most appropriate way possible, in the search for a specialized and comprehensive

treatment response. Becoming parents of a child with ADHD demands a high emotional and personal

investment, not only in terms of the daily attention given to the child but also in terms of protection

and stimulation to enhance their optimal level of development. Therefore, planning and carrying out

those household tasks unrelated to attending to the child with ADHD can be somewhat arduous, ma-

king parenting difficult while neglecting the couple’s relationship (Quintero et al., 2021). In addition,

being exposed to constant social criticism due to the inappropriate behavior of a child with ADHD

usually translates into self-exclusion from situations of social exchange for fear of being rejected or

pointed out by other families (Insa, 2020). At the same time, the training received about the disorder

will help parents adopt a parenting style that is more understanding of the needs and particularities

of their child with ADHD, mitigating their feelings of guilt and frustration when faced with failed be-

havioral control attempts (Zheng, 2019).

Discussion and conclusions

This systematic review comprises a total of 10 articles which address the bidirectional influence that

an ADHD diagnosis has on both the functioning and the mental health of family members, and how

these affect the disorder’s clinical progression. More specifically, it has attempted to fulfil the following

objectives:

(a) To know how family implication affects ADHD´s conditions

Regarding this first objective, the study highlights the beneficial effect of training family members and

other social entities, both in terms of the clinical progression of the child affected by ADHD and in pro-

viding tools to help parents manage this disorder more effectively. Indeed, the participation of family

members in training processes has been shown to have a positive influence, not only in terms of greater

knowledge and better management of the intra-family situation, but also the positive influences on the

participants’ mental health, helping them to release tension and reduce their frustration. In this way,

the feelings and attitudes of the parents lead to greater positivity and patience towards their children

with ADHD. Likewise, when parents of children with ADHD participate in training processes, this brings

significant inter- and intra-family social life benefits, improving coexistence, the relationships between

siblings, and the friendship between the parents themselves (Andrades et al., 2019).

(b) To analyse if parental styles causes any influence ADHD, and vice versa

As for the second objective, the role that the family plays in the care and protection of the child is in-

disputable, even requiring the different cohabitants to restructure their roles in order to respond as

appropriately as possible to the child’s needs. Exercising a positive parenting style is conditioned by

Relationship between the child with ADHD and the family environment: A systematic review

Instituto de Estudios Superiores de Investigación y Postgrado

Celia Gallardo Herrerías

the parents’ ability to deal with the disruptive behaviors of their child with respect and understanding.

All this pressure seems to fall exclusively on the couple and the other family members, who experience

recurrent feelings of being abandoned by the voluntary and health sectors, and even by the educa-

tional institutions.

In contrast, training, visibility, and social awareness of this disorder help generate more empathetic

social networks within which families can feel supported and understood. Support from these entities

will determine an early parental response that is more effective and better adjusted to the needs of

the child with ADHD, also determining the progression of the disorder (Patiño & Martínez, 2020). Un-

doubtedly, this is a difficult challenge given the ineffectiveness of traditional disciplinary methods that

only exacerbate situations and lead to feelings of guilt, anxiety, stress, and a negative self-perception

of the parental role.

The different family dynamics either positively or negatively influence the evolution of the clinical pic-

ture of ADHD, although they are mostly self-destructive, given the problems to manage the symptoms,

and to some extent due to a lack of information and support. Thus, parents of children with ADHD

tend to be less permissive and stricter compared to parents of children without this disorder, with a

certain recurrence towards temperamental responses and coping strategies being observed. These

lead to social isolation and frustration due, in part, to a negative self-perception of their own parenting.

The more disrupted the family social sphere, the greater the likelihood of developing an authoritarian

and punitive parental style marked by rigidity and rejection of challenging behaviors. Moreover, these

factors significantly influence the marital bond, impacting on the parenting styles, which become pre-

dominantly punitive, thus increasing the already latent aggressiveness and impulsivity of the child in

a negative way. Conversely, proactive parenting encourages behavioral modelling by reinforcing po-

sitive behaviors, helping the affected person to self-regulate and as to suppress inappropriate conduct

(De la Rosa, 2019).

In response to the last of the study objectives, after analyzing the results, we consider how the maels-

trom of family attitudes and feelings affects the symptomatic progression of ADHD in a bidirectional

way. The experiencing of emotional imbalances between the spouses related to depression, stress,

anxiety, or frustration when carrying out their parental functions aggravates the child’s behavior and

may alter the relational bonds between the different cohabitants, especially those of the couple, ending

in many cases in separation or divorce (D’Onofrio & Emery, 2019).

Unlike families that do not have children diagnosed with ADHD, parents that do are subjected to grea-

ter physical and psychological strains from having to deal publicly with the disruptive behaviors of

their child. These are accompanied by a series of conflicts linked to the child’s academic difficulties or

the demands of a social environment unrelated to the disorder’s clinical characteristics. Thus, this

maelstrom of emotionality converges bidirectionally to affect the progress and behaviors of the child

with ADHD, causing serious mental imbalances in their relatives and even leading to the presentation

of psychopathologies.

Being the child’s main agents of reference, the family members play a fundamental role in this regard,

with their mental imbalances, commonly associated with depression, causing acute setbacks in the child’s

clinical picture while also affecting the mental health of all the household members (Agha et al., 2020;

Berenguer et al., 2019). Thus, the characteristics of the family sphere and the child with ADHD influence

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

each other in such a way that the lack of parental skills, ineffective and incoherent parenting practices,

or marital dysfunction condition the expression and course of the ADHD (D’Onofrio & Emery, 2019).

Finally, it should be noted that the present study has certain limitations due to the scarcity of published

research regarding ADHD and its repercussions on coexistence. The recent emergence and growing

visibility of ADHD has brought with it the need to expand and update the research on this neurode-

velopmental disorder and its vulnerabilities. The present study has sought to delve into this area of

knowledge and give an overview of its implications in the family context, reaffirming the bidirectional

effect of the ADHD-progenitor influence. According to the results, the lack of training and information

that characterizes the family response is undoubtedly an aspect of vital importance since it determines

both the clinical progression of the ADHD and the mental health of all those living with an affected

person. As we have indicated, family training is fundamental to being able to respond efficiently to

the needs of a child with ADHD without becoming filled with guilt and hopelessness.

In addition to providing an overview of ADHD and how it affects the immediate family, we believe

that this analysis of the literature will help provide a more complete understanding of the disorder

and the erroneous parenting styles that result, giving readers who find themselves in a similar situation

a more appropriate way to manage it and to empower them by feeling accompanied throughout this

process. It will also encourage future researchers to advance in this field of study.

Undoubtedly, the family sphere plays a primary role in this disorder’s identification and development,

thus requiring the acquisition of a series of skills related to patience and assertiveness to ensure positive

and proactive parenting. In this way, parents can come to understand the challenging nature of their

child’s behavior as an effect of the disorder’s clinical symptomatology rather than as an arbitrary de-

cision adopted voluntarily by the child (Zheng, 2019).

Privacy: Not applicable.

Statement on the use of artificial intelligence: The author of this article declare that we did not

use Artificial Intelligence in its preparation.

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Date of article receipt: July 14, 2025

Date of article acceptance: August 25, 2025

Date approved for layout: September 1, 2025

Date of publication: January 10, 2026

Notes on the author

* Celia Gallardo Herrerías holds a Bachelor's Degree in Early Childhood Education, a Master's Degree in Special Education,

and a Ph.D. in Education from the University of Almería: Almería, Spain. She has been a guest professor at the Catholic

University of Santiago de Guayaquil, Ecuador, and for the Miami Department of Parks and Recreation, United States. She

is the author of the work Research on Educational Attention and Comorbidity in Autism Spectrum Disorder. Furthermore,

she is a lecturer and co-author of research articles in various international scientific journals. She works as a professor in

the Education Department of the University of Almería: Almería, Spain. Email: cgh188@ual.es

Relationship between the child with ADHD and the family environment: A systematic review

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

https://doi.org/10.59654/vkcb8150

Evaluation of academic performance through the

application of ICT in teaching and learning processes

Evaluación del rendimiento académico aplicando las TIC en los

procesos de enseñanza y aprendizaje

Abstract

The present study aimed to evaluate academic performance through the use of ICT in the teaching and learning

processes of the subject Geography, History, and Citizenship. A quantitative approach was adopted, with a descriptive

level and field design. The data collection technique was the survey, using a questionnaire applied to two populations:

the first composed of 65 students, and the second of two subject facilitators. The results showed that the integration

of ICT significantly enhances academic performance. However, it is recommended that teachers have access to the

necessary resources and training to select the most appropriate strategies according to the characteristics of their

groups. Likewise, it is essential that students receive both training and adequate tools to manage information and

communication technologies effectively, in order to optimize the teaching and learning process and achieve better

academic outcomes.

Keywords: Academic performance, Information systems, Teaching methods, Learning processes.

Resumen

El presente estudio tuvo como objetivo evaluar el rendimiento académico mediante la aplicación de las TIC en los

procesos de enseñanza y aprendizaje en la asignatura Geografía, Historia y Ciudadanía. Se adoptó un enfoque

cuantitativo, con nivel descriptivo y diseño de campo. La técnica de recolección de datos fue la encuesta, utilizando

como instrumento un cuestionario aplicado a dos poblaciones: la primera conformada por 65 estudiantes, y la se-

gunda por dos facilitadores del área. Los resultados permitieron concluir que la incorporación de las TIC favorece

significativamente el rendimiento académico. Sin embargo, se recomienda que los docentes dispongan de los re-

cursos y capacitación necesarios para seleccionar las estrategias más adecuadas según las características del grupo.

Asimismo, se resalta la importancia de que los estudiantes reciban formación y equipamiento para el uso efectivo

de las tecnologías de información y comunicación, a fin de optimizar el proceso de enseñanza y aprendizaje.

Palabras clave: Rendimiento académico, Sistemas de información, Métodos de enseñanza, Procesos de aprendizaje.

How to cite this article (APA): Di Tillo, C.. M. y Lobo, C. L. A. (2026). Evaluación del rendimiento académico

aplicando las TIC en los procesos de enseñanza y aprendizaje. Revista Digital de Investigación y Postgrado,

7(13), 59-68. https://doi.org/10.59654/vkcb8150

María Elena Di Tillio Cárdenas*

Assistant Professor at the Universidad de los Andes, Venezuela. Táchira Campus (NUTULA), attached

to the Department of Pedagogy.

Luis Alejandro Lobo Caicedo**

Assistant Professor at the Universidad de los Andes, Táchira Campus (NUTULA), affiliated with the

Department of Sciences.

Instituto de Estudios Superiores de Investigación y Postgrado

Introduction

Assessment as a continuous process properly addresses any educational process, provided the indi-

vidual is aware of the objectives they intend to assess at specific times and of both the internal and

external environment. Assessment must be a reflective framework that allows for the optimization

and improvement of educational and teaching-learning processes. Students require dynamic proces-

ses, which necessitates the inclusion of strategies tailored to their needs, without forgetting that the

teacher's priority is to teach with perseverance and provide students with conceptual, attitudinal, and

procedural skills.

Today's demands are shaped by the vast amount of information existing in the world; what matters is

understanding this information. Information and communication technology (ICT) has facilitated tea-

ching and learning processes through technological resources that aid in understanding the thematic

structures involved in a specific area of study. For this research, the focus is on Geography, History,

and Citizenship. However, the current context requires technological tools to develop assessment

strategies that foster meaningful learning.

Now, History, Geography, and Citizenship, whether national or global, is certainly an extensive field

of study with a deeply traditionalist approach to teaching and learning. It is often viewed as a discipline

with very few strategies for engagement, and in certain aspects, it involves the memorization of dates,

events, structures, designs, and norms, with very little interpretation, leading to significant issues in

student performance.

Faced with this, another reality is the great disinterest among students toward Geography, History,

and Citizenship, seen as a tedious area that does not respond to current reality. It is perceived as li-

mited to books, written exams, and endless lectures, condemned to not breaking its mold and drifting

further away from innovation and alignment with the reality of new generations of students.

This study on the evaluation of academic performance contributes to teaching and learning processes

by recognizing the teaching of strategies through ICT. It is vitally important that both teachers and

students are aware of technological assessment resources and know how to develop them, considering

that all resources used must always be adapted to learning needs, teaching purposes, and the specific

context. Currently, students respond to and use ICT in their daily lives as the primary means for de-

veloping their daily, school, personal, and other activities. So, why not harness this tool for teaching

and learning processes, specifically in the field of Geography, History, and Citizenship?

Therefore, the following objectives were developed: to diagnose the use of ICT in the teaching and

learning processes of 4th-year high school students in the field of Geography, History, and Citizenship;

to determine the appropriate ICT for teaching and learning processes in this field; and to specify the

impact generated by the use of ICT in teaching and learning processes on the academic performance

of students in Geography, History, and Citizenship.

Global-scale changes, a product of globalization, have made education, throughout history, the most

suitable process and the guiding axis for all social development and renewal. It is the foundation for

the formation and preparation of the human resources necessary for a well-rounded individual.

Through the educational process, fundamental values and the preservation of cultural and civic identity

are transmitted. This continues to position the school as the place for acquiring and disseminating

relevant knowledge and as the means for multiplying productive capacities.

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Education is viewed from an elementary perspective, as affirmed by Ibarra (2012). Although education

is an essential and permanent element of individual and social life, it has not always been conducted

in the same way. Instead, it has varied according to the needs and aspirations of each people and

each era. For example, Socrates conversed with his disciples about the need to travel to increase their

body of knowledge. Thus, education and its style varied according to the different cultures of peoples

and evolved at the same pace as human thought.

There have been many changes that the educational process has undergone over time, which leads one

to believe that the development of societies, at different stages and moments in human history, has always

been notably centered on education, as the vehicle guaranteeing the transmission of knowledge.

The various definitions of information and communication technologies encompass a very broad and

variable concept, referring to a range of services, applications, and technologies. These use various

types of electronic equipment (hardware) and software programs (software), primarily employed for

communication through networks. Regarding ICT, Cebreiro (2007) indicates that they "revolve around

four basic media: computing, microelectronics, multimedia, and telecommunications" (p.163). Most

importantly, they operate in an interactive and interconnected manner, enabling the creation of new

communicative realities and enhancing those that can exist in isolation.

In these various definitions, there is some agreement in considering technologies as technical instru-

ments that revolve around information or its transmission. That is, they are implicitly seen as means

for carrying out the communication process.

The teaching profession requires mastery of a series of elements and procedures belonging to the

diversity formed by the school context. Among these is the didactic axis, which consists of planning

and the assessment of learning, as well as the teaching strategies that allow for the completion of the

two aforementioned procedures.

These statements highlight the importance of didactic strategies in the educational endeavor. Didactic

strategies consist of the affective, cognitive, and procedural processes that enable the student to cons-

truct learning and allow the teacher to carry out instruction. Consequently, it is affirmed that didactic

strategies are fundamentally deliberate procedures by the teaching or learning entity, with defined

intentions and motivations. This entails a diversity of differing definitions where the complexity of their

elements has diversified, depending on subjectivity, available resources, and the specific context in

which didactic actions occur.

The diversity in the use and definition of the elements of a didactic strategy by the teaching staff

transforms, in most cases, into a complication at the time of its design and subsequent implementation.

In this regard, Díaz and Hernández (2003) note: "Didactic strategies are the procedures that the tea-

ching agent uses in a reflective and flexible manner to promote the achievement of meaningful lear-

ning in students" (p.70). Likewise, they are defined as the means or resources to provide pedagogical

assistance to students. This type of strategy in current teaching practice must focus on breaking away

from traditional teaching, giving way to teaching and learning processes that achieve the formation

of an autonomous, critical student, capable of transforming their reality—that is, nurturing through

education a dynamic being.

Teaching strategies are defined, according to Díaz and Hernández (2003), as "the procedures or re-

sources used by teaching agents to promote meaningful learning." Various teaching strategies can

Evaluation of academic performance through the application of ICT in teaching and learning processes

Instituto de Estudios Superiores de Investigación y Postgrado

be included before (pre-instructional), during (co-instructional), or after (post-instructional) specific

curricular content, whether in a text or in the dynamics of teaching work. In this sense, Díaz and Her-

nández (2003):

Pre-instructional strategies generally prepare and alert the student regarding what and how •

they are going to learn (activation of relevant prior knowledge and experiences) and allow

them to situate themselves in the appropriate learning context. Some typical pre-instructional

strategies are: objectives and the advance organizer.

Co-instructional strategies support curricular content during the teaching process itself or •

the reading of instructional texts. They cover functions such as: detection of main information;

conceptualization of content; delimitation of the organization, structure, and interrelationships

among said contents; and maintenance of attention and motivation. Strategies such as the

following can be included here: illustrations, semantic networks, concept maps, and analogies,

among others.

Post-instructional strategies are presented after the content to be learned and allow the student •

to form a synthetic, integrative, and even critical view of the material. In other cases, they allow

students to assess their own learning. Some of the most recognized post-instructional strategies

are: embedded questions, final summaries, semantic networks, and concept maps.

Another valuable classification by Díaz and Hernández (2003) can be developed based on the cog-

nitive processes that strategies use to promote better learning. Thus, a second classification is propo-

sed, which is briefly described below.

Strategies for activating (or generating) prior knowledge and establishing appropriate expec-•

tations in students: These are strategies aimed at activating students' prior knowledge or even

generating it when it does not exist. In this group, we can also include those strategies that

focus on clarifying the educational intentions that the teacher aims to achieve by the end of

the cycle or educational situation.

In this regard, Díaz and Hernández (2003) state the following: A learning strategy “is a procedure (a

set of steps and skills) that a student acquires and employs in a traditional manner as a flexible instru-

ment for meaningful learning and for solving academic problems and demands” (p.70). This means

that the specific objectives of any teaching strategy can consist of affecting the way new knowledge

is selected, acquired, organized, or integrated, or even modifying the learner's affective or motivational

state, so that they learn curricular and extracurricular content more effectively.

The classification of learning strategies is a difficult task, given that different authors have approached

them from a variety of perspectives. In this regard, Pozo (1990) points out: “Learning strategies can be

classified according to how general or specific they are, the domain of knowledge to which they are

applied, the type of learning they promote, the type of particular techniques they combine…” (p.16).

Methodology

The research was framed within the positivist paradigm, understood as the search for causes in social

phenomena through systematic observation, the correlation of variables, and the formulation of ge-

neralizations (Arias, 2012). This approach allowed for the evaluation of academic performance based

on the incorporation of Information and Communication Technologies (ICT) in the teaching and lear-

ning processes in the area of Geography, History, and Citizenship.

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

According to the nature of the problem and the stated objectives, a descriptive research level was

defined, whose purpose is to collect and analyze information to identify characteristics, dimensions,

and key aspects of the phenomenon (Hernández et al., 2006). In this sense, the study sought to des-

cribe the use and perception of ICT as a pedagogical resource in the subject.

The research design was a field study, as data were collected directly in the context where the events

occur, without manipulation of variables (Palella and Martins, 2010). Data collection was carried out at

the selected educational institution during April 2023, through the application of surveys.

The population consisted of 4th-year high school students (section A = 33 students and section B =

32 students), with a total of 65 enrolled students according to data provided by the institution's ad-

ministration and the two facilitators responsible for the subject. The definition of the population fo-

llowed Malhotra's criteria (2016). Regarding the sample, intentional sampling (Sabino, 2010) was used,

taking the entire population: 65 students and 2 teachers (a census sample). This decision allowed for

the coverage of all relevant analysis units for the study's objectives.

Table 1

Population A and B according to Malhotra

Source: Lobo and Di Tillio (2023).

The data collection technique used was the survey, understood as a systematic search for information

through questions directed at participants (Vidal, 2001). As an instrument, structured questionnaires

were applied, defined as a system of logical and coherent questions that facilitate obtaining data from

primary sources (García, 2004). Two instruments were developed: Questionnaire A, aimed at students,

and Questionnaire B, administered to facilitators. Both questionnaires were standardized, with clo-

sed-ended questions inquiring about the use, acceptance, and perceived impact of ICT in teaching

and learning processes.

Results

Regarding students

Students believe that the study methods used for teaching and learning processes in the area of Geo-

graphy, History, and Citizenship do not benefit academic performance. This was observed in the aca-

demic results obtained during the first term of the 2022-2023 academic period, from October to

December 2022, where the average score for the curricular unit was 13.14 points on a scale of 1 to 20.

All students believe that the area of Geography, History, and Citizenship has become tedious when

developing the programmatic content. According to the instrument's results, this likely generated low

motivation and, consequently, affected academic performance.

In line with this, a higher proportion, specifically 48 participants representing 74%, consider that the

strategy currently applied to the teaching process does not adapt to their needs. On the contrary, te-

Criterion Population A Population B

Element Educations institution Educations institution

Unidad muestral Institución educativa Geography, history, and citizenship facilitators / instructors

Scope 4th-year students A and B Municipio San Cristóbal

Time April 2023 April 2023

Evaluation of academic performance through the application of ICT in teaching and learning processes

Instituto de Estudios Superiores de Investigación y Postgrado

chnological advancement has notably influenced the educational process. Students' current needs

are oriented towards the secure use of technology; they prefer to interact with technological tools,

software, among others. It is notably affirmed that the strategies currently used by facilitators in the

area of Geography, History, and Citizenship are not adapted to the current context. Just as globaliza-

tion advances at paradigmatic levels, the strategies applied in the teaching process must change. In

the current context, Information and Communication Technologies are a viable alternative.

Regarding Teachers

Although teachers show willingness to apply and develop teaching and learning strategies, they have

not been trained to implement them in the learning environment. However, they consider it interesting

to improve the training process by using new technological learning methods. Meaningful learning is

a study variable that must be acquired by students in such a way that they do not forget the knowledge

required for subsequent academic periods. Therefore, all facilitators affirm that through technologies,

participants can achieve meaningful learning.

The findings also argue that students are currently not motivated by the strategies used in the area

of Geography, History, and Citizenship. Therefore, the variable of tedium is related to students' low

motivation to carry out the different assessment strategies employed in the area.

Regarding teaching and learning strategies

Table 2 below shows the ICT resources most commonly used in education, along with their functionality

in relation to the defined assessment strategy. Following a documentary review of various sources

presenting ICT resources, the most suitable ones for the teaching and learning processes of 4th-year

high school students in the field of Geography, History, and Citizenship were determined.

Tabla 2

Herramientas TIC`s empleadas con frecuencia en la educación

Note: Belloch (2018).

ICT Tool Strategy to be used

Google Apps for education

Create work environments (concept maps, mind maps, outlines, among others).Edmodo

Goconqr

Padlet

Debates, communication, and collaboration.

Prezi

Popplet

Glogster

Kahoot Interactive games.

Moodle Virtual classrooms.

Camtasia Screen recordings, presentations.

Wix Websites.

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Regarding the impact of ICT on academic performance the planning developed during the first aca-

demic term of the 2022-2023 school year shows only traditional assessment strategies, such as written

tests, presentations, and essays assigned without implementing information and communication te-

chnology tools. For the first assessment, a workshop in the learning environment, students brought

support material on the thematic unit of Gran Colombia corresponding to the History subject. Sub-

sequently, the facilitator assigned a series of questions to be answered based on the researched sup-

port material.

For the assessment strategy of the second thematic unit, corresponding to Venezuela's economic

structure from 1830-1870 in the History subject, a presentation was conducted using a sheet of bond

paper as a visual aid. For the third thematic unit, Venezuela's social structure from 1830-1870 in the

History subject, an individual written test was administered with true/false questions, multiple-choice,

and open-ended response items. Finally, for the last thematic unit on the abolition of slavery, an essay

was assigned in the learning environment. The facilitator provided the title, and participants began

writing according to the given instructions.

In comparison with the planning for the first term, during the second term, to assess the first thematic

unit, Venezuelan Political Process 1870-1899 for the History subject, a video was produced using the

technological tool Camtasia. Each participant created a series of slides in Microsoft PowerPoint, then

recorded an explanation of the assigned content. Upon completion, they uploaded the videos to the

corresponding YouTube channel and shared the link via email to 4toañoghc@gmail.com, provided

by the teacher.

Regarding the second thematic unit, “Venezuelan Economic Structure 1870-1899” in the History sub-

ject, they developed a presentation using the Prezi program and submitted it similarly via email. For

the third and fourth thematic units, titled Governments of Cipriano Castro and Juan Vicente Gómez

and Venezuelan Economic and Social Structure between 1899-1935 for the History subject, they used

the GoConqr program to create a concept map and a mind map.

The results obtained regarding the academic performance of the 4th-year high school students in

the first two academic terms are presented in the following table.

Table 3

Academic performance of 4th-year high school students

Note: Data provided by the evaluation coordination department.

An increase in academic performance is observed for each of the 4th-year high school sections, as well

as in the overall index. Furthermore, the number and proportion of passing students increases from one

term to the next. This positive outcome contributes to the comprehensive development of the student,

Section Average in the subject area

for the first term

Average in the subject area for

the second term

A 12,18 points 14,63 points

B 14,10 points 14,23 points

General 13,14 points 14,43 points

Evaluation of academic performance through the application of ICT in teaching and learning processes

Instituto de Estudios Superiores de Investigación y Postgrado

teaching them to use technological tools within the current context and meeting their needs. It reduces

tedium, and students become motivated to complete the applied assessment strategies.

Discussion

The study's results revealed that the majority of students had not used information and communication

technologies in their learning processes, although they showed a high willingness to integrate them

into the classroom. This finding aligns with what was noted by Belloch (2018), who states that the use

of ICT creates more motivating and engaging learning environments, reducing the tedium associated

with traditional strategies.

On the other hand, it was observed that teachers maintained conventional methodologies, which limited

the pedagogical use of ICT. This situation reflects the gap between the potential of technology and teaching

practices, which is consistent with what was highlighted by Cebreiro (2007), who points out that ICT imple-

mentation requires not only infrastructure but also teacher training to design effective strategies.

The increase in academic averages obtained after the incorporation of digital resources corroborated

the assertion by Díaz and Hernández (2003), who emphasize that innovative didactic strategies sti-

mulate meaningful learning. Likewise, it was confirmed that students felt more motivated and engaged,

reinforcing what was proposed by Pozo (1990) regarding the importance of strategies that develop

student autonomy and participation.

However, the teachers' lack of proficiency in handling technological tools constitutes a significant li-

mitation. This finding relates to what was presented by Ibarra (2012), who argues that changes in edu-

cation require overcoming methodological inertia and embracing innovation as a central axis in

pedagogical practice. The willingness shown by teachers to receive training, nevertheless, constitutes

an opportunity to transform teaching and learning processes in this disciplinary field.

Consequently, the research provided evidence that the use of ICT contributes to improving the quality of

learning, provided there is coherence between didactics and the use of technological resources. Further-

more, the results suggest that the inclusion of virtual environments, applications, and educational software

not only elevates academic performance but also fosters digital competencies essential in today's society.

Finally, it should be noted that this study was limited to a small population of students and teachers

at a single educational institution, which restricts the generalization of the results. Future research

could expand the sample and explore comparisons between different institutions or curricular areas,

thereby strengthening the external validity of the findings.

Conclusions

The educational endeavor influences all facets of life; it constitutes an essential activity in the formation

of the individual within the school environment and is oriented towards a fundamental benefit: mea-

ningful learning. Education must be appreciated in all its breadth, opening doors to the world of in-

formation and new ICT trends in a globalized context.

Currently, the strategies employed in the area of Geography, History, and Citizenship are not entirely

adequate for the educational process. Traditional methods persist, generating tedium and low moti-

vation among students, while teachers lack technological resources for planning ICT-based lessons,

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

limiting the learning that students require for their comprehensive development as future professionals.

Hence, the concern of this research arises: to assess academic performance, identify deficiencies, and

propose opportunities for improvement in teaching and learning processes through innovative tools.

The study focused on 4th-year high school students, diagnosing the use of ICT as a study method

and as a teaching strategy in planning. Since cognitive processes lead to the development of skills

and the acquisition of new knowledge, it is expected that students achieve more meaningful learning

and master various strategies.

By recognizing the student's inclination towards using ICT, the teacher must assume that planning

based on these technologies improves teaching and academic performance. The inclusion of appli-

cations, software, and online resources represents an advantage, as it allows young people to select

and combine strategies that enhance their own cognitive process.

The teacher's work, although often conditioned by policies, guidelines, and regulations, requires will,

enthusiasm, and creativity to design innovative proposals that strengthen autonomous learning, wit-

hout neglecting pedagogical support. Thus, the student will face the world with appropriate and mea-

ningful resources, valuing the classroom not only as a space for content but for formative experiences,

where the relationships between geography, history, and citizenship become an enriching, aesthetic,

and transformative process.

Confidentiality: Not applicable.

Funding: This work has not received any type of funding.

Conflict of interest: The authors declare that they have no conflict of interest.

Artificial intelligence use statement: The authors of this article declare that we have not used

Artificial Intelligence in its preparation.

Referencias

Arias, F. (2012). El proyecto de investigación: Introducción a la metodología científica. 5.ª ed. Episteme.

Belloch, C. (2018). Las tecnologías de información y comunicación en el aprendizaje. Club Universitario

España. https://medac.es/articulos-educacion-infantil/las-herramientas-tic-en-la-educacion/

Cebreiro, J. (2007). Metodología de la investigación. Editorial Club Universitario España.

https://books.google.co.ve/books?isbn=8484546160

CRediT authorship statement

Author Roles performed

MEDTC Conceptualization, Data Curation, Formal Analysis, Writing – Original Draft.

LALC Conceptualization, Data Curation, Project Administration.

Evaluation of academic performance through the application of ICT in teaching and learning processes

Instituto de Estudios Superiores de Investigación y Postgrado

Díaz, F. y Hernández, G. (2003). Estrategias docentes para un aprendizaje significativo: Una interpre-

tación constructivista. McGraw-Hill.

García, M. (2004). El cuestionario: Recomendaciones metodológicas para el diseño de cuestionarios. Limusa.

Hernández, R., Fernández, C. yBaptista, P. (2006). Metodología de la investigación. 4.ª ed.. McGraw-Hill.

Ibarra, Y. (2012). Juran y la calidad por el diseño. Madrid: Díaz de Santos.

http://books.google.co.ve/books?isbn=8479782153

Malhotra, N. (2016). Investigación de mercados: Un enfoque aplicado. (4.ª ed.). Pearson Educación.

Palella, S. y Martins, F. (2010). Metodología de la investigación cuantitativa. Elizcom.

Pozo, I. 1990 Estrategias de aprendizaje. En Coll, C., A. Marchesi y J. Palacios (Comps.) Desarrollo psi-

cológico y educación. II. Psicología de la Educación. Alianza.

Sabino, C. (2010). El proceso de investigación. (9.ª ed.). Panapo.

Silva, L. (2006). Juicio de expertos en investigación educativa. Universidad Central de Venezuela.

Vidal, C. (2001). Manual de trabajo de campo en la encuesta. Trotta.

Article received: August 14, 2025

Article accepted: September 4, 2025

Approved for layout: September 9, 2025

Publication date: January 10, 2026

Notes on the contributors

•María Elena Di Tillio Cárdenas holds a Bachelor's degree in Education with a specialization in Geography and Earth

Sciences from the Universidad de Los Andes, Táchira, Venezuela. She earned a Magister Scientiae (M.Sc.) in Educational

Assessment from the Universidad de Los Andes, Táchira, Venezuela. She is currently developing a research line in Edu-

cational Assessment. She is a student in the Doctorate in Humanities with a specialization in Education at the Instituto

de Estudios Superiores de Investigación y Posgrado, Táchira, Venezuela. She is a Full-time Assistant Professor at the Uni-

versidad de los Andes, Táchira Campus (NUTULA), affiliated with the Department of Pedagogy. Contact email: ditillio-

maria15@gmail.com

** Luis Alejandro Lobo Caicedo holds a degree in Industrial Engineering from the Universidad Nacional Experimental del

Táchira. He earned a Higher Technical University Diploma in Personnel Administration from the Instituto Universitario

Jesús Enrique Lozada. He is a Licensed Educator specializing in Mathematics from the Universidad Nacional Experimental

de los Llanos Occidentales Ezequiel Zamora. He holds a Master's in Business Management with a specialization in

Finance from the Universidad Nacional Experimental del Táchira. He is a Lawyer, graduated from the Universidad Nacional

Experimental de los Llanos Occidentales Ezequiel Zamora. He holds a Doctorate in Mathematics from the Instituto de

Estudios Superiores de Investigación y Postgrado. He is a Full-time Assistant Professor at the Universidad de los Andes,

áchira Campus (NUTULA), affiliated with the Department of Sciences. Contact email: luis.lobo0811@gmail.com

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

https://doi.org/10.59654/r7v8qs32

Conscious educational leadership as a means of

human development in the resignification of ma-

nagerial theory and practice within BANI contexts

Gestión educativa consciente como vía para el desarrollo hu-

mano en la resignificación de la teoría y praxis gerencial

en entornos BANI

Abstract

The study examined the re-signification of managerial theory and practice in BANI environments through Transpersonal

Conscious Educational Administration (AETC). A qualitative approach, interpretative paradigm, and ethnographic design

with ethnographic systematization were adopted, involving one participant per hierarchical level: senior management,

leading management, and technical management. Data collection included participant observation, interviews, field

diaries, and systematization workshops, processed through coding and thematic categorization. Results showed that

conscious educational management strengthened ethical leadership, holistic human development, resilience, and co-

llaboration, integrating transpersonal competencies, neurointelligence, and mindfulness. Managerial praxis transformed

into transpersonal, adaptive, and ethical leadership capable of addressing fragility, anxiety, nonlinearity, and incompre-

hensibility characteristic of BANI environments. In conclusion, Fundaunamor functioned as a practical laboratory for

organizational transformation, validating an integrated, conscious, and humanistic educational and managerial model.

Keywords: Theory, Management, Management, Leadership, Integration.

Resumen

El estudio investigó la resignificación de la teoría y praxis gerencial en entornos BANI mediante la Administración Edu-

cativa Transpersonal Consciente (AETC). Se adoptó un enfoque cualitativo, paradigma interpretativo y diseño etnográfico

con sistematización etnográfica, incluyendo un participante por nivel jerárquico: alta gerencia, gerencia líder y gerencia

técnica. La recolección de datos integró observación participante, entrevistas, diarios de campo y talleres de sistema-

tización, procesados mediante codificación y categorización temática. Los resultados mostraron que la gestión educativa

consciente fortaleció liderazgo ético, desarrollo humano integral, resiliencia y colaboración, promoviendo la integración

de competencias transpersonales, neurointeligencia y atención plena. Se evidenció que la praxis gerencial se transformó

hacia un liderazgo transpersonal, adaptativo y ético, capaz de enfrentar fragilidad, ansiedad, no linealidad e incom-

prensibilidad propias de los entornos BANI. En conclusión, Fundaunamor funcionó como laboratorio práctico de trans-

formación organizacional, validando un modelo educativo y gerencial integral, consciente y humanista.

Palabras clave: Teoría, Administración, Gestión, Liderazgo, Integración.

How to cite this article (APA): Romero, L. B. L. (2026). Conscious educational leadership as a means of human

development in the resignification of managerial theory and practice within BANI contexts. Revista Digital de

Investigación y Postgrado, 7(13), 69-81. https://doi.org/10.59654/r7v8qs32

Beisy Lisbeth Romero Luzardo*

Head of Administration Coordinator for the International University of Love Foundation.

Instituto de Estudios Superiores de Investigación y Postgrado

Beisy Lisbeth Romero Luzardo

Introduction

In the contemporary organizational context, environments are characterized by fragility, anxiety, non-

linearity, and incomprehensibility, constituting the BANI paradigm (Cascio, 2018). This reality demands

that educational and organizational systems develop resilience, adaptability, and awareness in mana-

gerial action. Traditional models prove insufficient, making the reframing of management theory and

praxis highly relevant, steering towards human and sustainable values, as proposed by Transpersonal

Management (Romero & Piña, 2024).

Given all this, the research is conducted under a qualitative approach and an interpretative paradigm,

adopting an ethnographic design with ethnographic systematization (Hernández et al., 2014; Denzin

& Lincoln, 2017; Pereira, 2016). One representative from each hierarchical level participated: senior

management (diploma program coordinator), leading management (teacher), and technical mana-

gement (teaching assistant). Data collection integrates participant observation, interviews, field diaries,

and systematization workshops, processed through coding and thematic categorization, with ethno-

graphic triangulation to ensure interpretive validity (Spradley, 2016; Kvale, 2009; Miles, Huberman &

Saldaña, 2014; Creswell & Poth, 2018; Flick, 2015).

Certainly, the results show that conscious educational management strengthens ethical leadership,

comprehensive human development, resilience, and collaboration across all hierarchical levels. The

diploma coordinator integrates institutional objectives with ethical values, prioritizing well-being and

curriculum adaptability; the teacher applies humanized pedagogy and reflective decision-making;

and the teaching assistant implements mindfulness, self-management, and transpersonal practices in

technical processes. These actions reflect the reframing of managerial praxis towards conscious, ethical,

and adaptive leadership in the face of the fragility, anxiety, and non-linearity of the BANI environment

(Cascio, 2020; Cobo, 2023; Hernández et al., 2014).

Furthermore, Conscious Transpersonal Educational Management (CTEM) integrates purpose, self-ma-

nagement, inner connection, transpersonal neuro-intelligence, and empathetic leadership. The ap-

plication of the Stella Method of Organizational Freedom, communities of practice, methodological

tools, and educational neuroscience enables leaders to manage consciously, transforming uncertainty

into collaborative learning, innovation, and institutional resilience (Wilber, 1990; Romero, 2022; Romero

& Piña, 2024; Goleman, 2020; Senge, 2006).

Thus, the reframing of management theory and praxis in BANI environments promotes a compre-

hensive, humanistic, and adaptable educational and organizational model. Fundaunamor functions

as a practical laboratory for this transformation, demonstrating that integrating human values, ethical

awareness, mindfulness, and transpersonal competencies empowers the formation of leaders capable

of facing contemporary complexity, consolidating conscious, resilient, and purpose-oriented organi-

zations (Romero & Piña, 2024; Cascio, 2020).

Similarly, the epistemology underpinning the theoretical foundations is oriented towards Conscious

Educational Management in BANI environments characterized by fragility, anxiety, non-linearity, and

incomprehensibility (Fundaunamor, 2019). This approach drives the reframing of management theory

and praxis through transpersonal competencies and ethical leadership. In this framework, Cascio

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

(2018) highlights organizational adaptability, while Immordino & Damasio (2007) demonstrate the role

of reflective consciousness and emotions in decision-making and resilience, applying to the hierarchical

levels of Senior Management (Diploma Coordinator), Leading Management (Teacher), and Technical

Management (Teaching Assistant).

Furthermore, Conscious Educational Management emphasizes reflective leadership, ethical decision-

making, and mindfulness of educational processes, promoting resilient and sustainable environments

(Senge, 2006; Zohar & Marshall, 2000). This approach enhances pedagogical innovation, continuous

improvement, and the comprehensive development of students and teachers, contributing to the re-

framing of managerial praxis in complex contexts (Spreitzer & Cameron, 2012; Drago-Severson, 2012).

All of this, Organizational Human Development, strengthens individual and collective capacities, pro-

moting a healthy, collaborative, and learning-oriented work environment. Strategies such as assertive

communication, teamwork, and continuous training drive professional development and the impro-

vement of educational processes (García Bucheli et al., 2023; Rondón & Ammar, 2016).

Meanwhile, within BANI Environments in Educational Management, characterized by fragility, anxiety,

non-linearity, and incomprehensibility, educational institutions need to strengthen their resilience and

capacity for adaptive learning to manage change with strategic awareness (Cascio, 2020; Tshetshe,

2025). In this context, transformational leadership promotes innovation and institutional commitment,

facilitating the integration of personalized educational technologies that optimize pedagogical effec-

tiveness and community satisfaction (Pennel, 2023; Román et al., 2025).

Meanwhile, Conscious Transpersonal Educational Administration (CTEA) integrates transpersonal awa-

reness, organizational learning, and knowledge management, promoting comprehensive develop-

ment and optimizing educational processes. This approach reframes managerial praxis, strengthens

institutional resilience, and facilitates self-management and meaningful learning (Rodríguez & Gairín,

2015; Scharmer, 2009; Romero, 2024).

Therefore, Transpersonal Neuro-intelligence articulates neurocognitive processes and transpersonal

awareness, fostering resilience, conscious decision-making, and human development (Llinás, 2003;

Doria, 2021). Its application in educational management optimizes strategic planning, team coordi-

nation, and the comprehensive development of the institution's members.

However, Organizational Behavior studies actions, attitudes, and relationships within the institution,

considering individual, group, and organizational factors (Robbins & Judge, 2018; Lussier & Achua,

2022). This understanding allows for the design of strategies that foster cooperation, innovation, and

resilience, strengthening cohesion and well-being in the educational community (Bolman & Deal, 2017).

In this way, Organizational Learning enables the acquisition, sharing, and application of knowledge to im-

prove educational and administrative processes (Argote & Miron-Spektor, 2011; Crossan, Lane & White,

1999). It promotes collaboration, critical reflection, and the collective creation of knowledge, consolidating

institutional resilience and the professional development of teachers and administrators (Edmondson, 2012).

Likewise, the Educational Management Toolkit integrates strategies and resources to implement ma-

nagement practices and promote comprehensive development, including strategic planning, reflective

Conscious educational leadership as a means of human development in the resignification of managerial

theory and practice within BANI contexts

Instituto de Estudios Superiores de Investigación y Postgrado

Beisy Lisbeth Romero Luzardo

leadership, conflict resolution, and transversal and transpersonal competencies (Bolívar, 2016; Mar-

quardt, 2011). Its application strengthens resilience, self-management, and the reframing of managerial

praxis (Senge, 2006; Heifetz et al., 2009).

On the other hand, the Stella Method of Organizational Freedom is articulated in six phases: Inner Si-

lence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action, fos-

tering self-observation, emotional regulation, and ethical coherence (Echeverría, 1994; Freire, 2004).

Its implementation strengthens resilient, collaborative educational environments centered on the com-

prehensive development of institutional actors.

Methodology

It is worth emphasizing that the research was conducted under a qualitative approach and an inter-

pretative paradigm, aimed at understanding the meanings organizational actors attribute to conscious

educational management (Hernández et al., 2014; Denzin & Lincoln, 2017). An ethnographic design

with ethnographic systematization was adopted (Pereira, 2016), with one representative participating

from each hierarchical level: Senior Management (Diploma Coordinator), Leading Management (Tea-

cher), and Technical Management (Teaching Assistant). Data were obtained through participant ob-

servation, in-depth interviews, field diaries, and systematization workshops, processed through coding

and thematic categorization (Spradley, 2016; Kvale, 2009; Miles et al., 2014; Creswell & Poth, 2018). Fi-

nally, ethnographic triangulation among the three hierarchical levels consolidated interpretive validity

and allowed for the emergence of a substantive theory that reframed managerial praxis based on

the participants' experiences (Denzin, 2009; Flick, 2015).

Results

Analysis of Findings: Ethnographic Record 1. Senior Management

Category: Conscious educational management. The diploma coordinator revealed that they alig-

ned institutional objectives with ethical values and the comprehensive development of the student

(Ethnographic Record 1, Fundaunamor, 2025, p. 1). This practice responded to the fragility and anxiety

inherent in the BANI environment, where uncertainty demanded curriculum adaptability and emo-

tional attention. In this sense, the reframing of management theory and praxis was evident in the shift

from a technical-administrative function towards ethical and humanistic action, consistent with the

tenets of Cascio (2020), Hernández et al. (2014), and Denzin & Lincoln (2017), who affirm that the in-

terpretive understanding of experiences allows for transforming educational management modes.

Category: Organizational human development. The diploma coordinator implemented scholarship

programs, mindfulness, and job rotation, prioritizing well-being and comprehensive learning (Ethno-

graphic Record 1, Fundaunamor, 2025, p. 1). This action facilitated the reframing of management

theory and praxis towards conscious, empathetic, and resilient leadership, capable of confronting the

anxiety and non-linearity of the BANI environment, integrating the human dimension as the axis of

institutional effectiveness (Cascio, 2020; Chiavenato, 2017; Robbins & Judge, 2017).

Category: BANI environments in educational management. The diploma coordinator observed

that technological pressure and environmental complexity generated anxiety and non-linear situations,

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

requiring collaborative and strategic responses from the coordinator (Ethnographic Record 1, Fun-

daunamor, 2025, p. 1). In this context, the reframing of management theory and praxis gave rise to

resilient and inclusive leadership, capable of handling the fragility and uncertainty inherent in the BANI

environment (Cascio, 2020; Cobo, 2023).

Category: Conscious Transpersonal Educational Administration (CTEA). The diploma coordinator

indicated that the director prioritized inner connection through meditation and clarity of purpose

(Ethnographic Record 1, Fundaunamor, 2025, p. 2). This practice allowed for the reframing of mana-

gement theory and praxis, promoting compassionate and facilitative leadership capable of confronting

the anxiety and non-linearity of the BANI environment, maintaining stability and institutional coherence

(Cascio, 2020; Wilber, 1990; Romero & Piña, 2024).

Category: Transpersonal neuro-intelligence. The diploma coordinator indicated that the director

practiced conscious breathing and metacognition before evaluating or making decisions (Ethnograp-

hic Record 1, Fundaunamor, 2025, p. 3). This practice allowed for the reframing of management theory

and praxis, promoting leadership capable of managing the fragility, anxiety, and non-linearity of the

BANI environment, maintaining serenity and ethical focus (Cascio, 2020; Goleman, 2020; Siegel, 2020).

Category: Organizational behavior. The diploma coordinator indicated that relationships among

members were horizontal and based on mutual trust, with frequent and direct communication (Eth-

nographic Record 1, Fundaunamor, 2025, p. 3). This approach allowed for the reframing of manage-

ment theory and praxis, promoting distributed leadership capable of confronting the uncertainty and

anxiety inherent in the BANI environment, strengthening cohesion and institutional effectiveness (Cas-

cio, 2020; Robbins & Judge, 2018; Mintzberg, 2017).

Category: Organizational learning. The diploma coordinator indicated that communities of practice

among instructors were encouraged, documenting experiences and lessons learned (Ethnographic

Record 1, Fundaunamor, 2025, p. 4). This practice allowed for the reframing of management theory

and praxis, promoting leadership capable of confronting the anxiety and non-linearity of the BANI

environment, sustaining institutional innovation and resilience through collective learning (Cascio,

2020; Nonaka & Takeuchi, 2019; Senge, 2006).

Category: Educational management toolkit. The diploma coordinator evidenced the application

of active methodologies such as Design Thinking and ethical matrices, integrated into technological

platforms (Ethnographic Record 1, Fundaunamor, 2025, p. 4). This practice allowed for the reframing

of management theory and praxis, promoting leadership capable of confronting the fragility and non-

linearity of the BANI environment, strengthening institutional adaptability and strategic thinking (Cas-

cio, 2020; Drucker, 2014; Romero, 2022).

Category: Stella method of organizational freedom. The diploma coordinator implemented the

phases of Inner Silence and Liberation, applying reflection practices and relinquishing control over

instructors. These actions promoted resilience, self-management, and ethical coherence, while pro-

gressively integrating the phases of Transcendence, Vibrational Elevation, Light of the Soul, and Cons-

cious Action (Ethnographic Record 1, Fundaunamor, 2025, p. 5). This allowed for the reframing of

management theory and praxis, developing leadership capable of confronting the fragility, anxiety,

Conscious educational leadership as a means of human development in the resignification of managerial

theory and practice within BANI contexts

Instituto de Estudios Superiores de Investigación y Postgrado

Beisy Lisbeth Romero Luzardo

and non-linearity inherent in the BANI environment, strengthening inner freedom, conscious deci-

sion-making, and institutional ethical coherence (Cascio, 2020; Pereira, 2016; Wilber, 1990).

Analysis of findings: Ethnographic record 2. Leading management (Teacher, Fundaunamor)

Category: Conscious educational management. The teacher guided their leadership through hu-

manized pedagogical practice, incorporating mindfulness and ethics into their decisions (Ethnographic

Record 2, Fundaunamor, 2025, p. 1). This orientation allowed for the reframing of management theory

and praxis, promoting leadership capable of confronting the fragility and anxiety of the BANI envi-

ronment, strengthening conscious pedagogical reflection and sensitivity to institutional change (Cascio,

2020; Hernández et al., 2014; Denzin & Lincoln, 2017; Spradley, 2016).

Category: Organizational human development. The teacher strengthened self-knowledge through

training processes and collaborative dialogues, promoting well-being and empathy as axes of mana-

gerial action (Ethnographic Record 2, Fundaunamor, 2025, p. 1). This practice allowed for the reframing

of management theory and praxis, transforming their leadership into a conscious and adaptive model,

capable of handling the anxiety and non-linearity of the BANI environment, consolidating resilience

and institutional coherence (Cascio, 2020; Chiavenato, 2017; Robbins & Judge, 2018; Miles et al., 2014).

Category: BANI environments in educational management. The teacher confronted environ-

mental fragility through flexibility, resilience, and collaboration, essential attributes in conscious edu-

cational management (Ethnographic Record 2, Fundaunamor, 2025, p. 2). Fragility and anxiety

promoted emotional self-regulation and conscious educational innovation. Managerial praxis trans-

formed towards reflective, cooperative, and adaptive leadership, capable of responding to the com-

plexity and volatility of the BANI environment (Cobo, 2023; Cascio, 2020; Hernández et al., 2014).

Category: Conscious Transpersonal Educational Administration (CTEA). The teacher reflected

and applied CTEA by integrating being, feeling, and doing, consolidating compassionate decisions

and emotional self-management (Ethnographic Record 2, Fundaunamor, 2025, p. 2). This practice

allowed for the reframing of management theory and praxis, developing transpersonal and conscious

leadership capable of managing the anxiety and uncertainty inherent in the BANI environment,

strengthening collective well-being (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).

Category: Transpersonal neuro-intelligence. The teacher managed their emotions through mindfulness,

maintaining serenity and balance in the face of educational challenges (Ethnographic Record 2, Fundau-

namor, 2025, p. 3). This practice allowed for the reframing of management theory and praxis, developing

emotionally intelligent leadership capable of confronting the fragility, anxiety, non-linearity, and incompre-

hensibility of the BANI environment (Cascio, 2020; Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).

Category: Organizational behavior. The teacher promoted empathetic communication and hori-

zontal cooperation, strengthening team trust and cohesion (Ethnographic Record 2, Fundaunamor,

2025, p. 4). The incomprehensibility of the environment was mitigated by horizontal and participatory

relationships. The reframing of management theory and praxis was reformulated towards shared, re-

lational, and distributed leadership, focused on collaboration and transparency (Cascio, 2020; Mintz-

berg, 2017; Salas, Rico, & Passmore, 2017; Robbins & Judge, 2018).

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Category: Organizational learning. The teacher fostered communities of practice and co-learning,

ensuring the sustainability of knowledge in contexts of non-linearity within the BANI environment

(Ethnographic Record 2, Fundaunamor, 2025, p. 4). The reframing of management theory and praxis,

through the collaborative construction of knowledge and institutional resilience, evidenced an orga-

nization that learns continuously (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi, 2019; Argyris, 1999).

Category: Educational management toolkit. The teacher used reflective methodologies and self-

knowledge tools to make ethical and conscious decisions (Ethnographic Record 2, Fundaunamor,

2025, p. 5). This practice allowed for the reframing of management theory and praxis, developing

leadership capable of confronting the fragility, anxiety, non-linearity, and incomprehensibility of the

BANI environment, centered on human development and continuous improvement (Cascio, 2020;

Drucker, 2014; Porter, 2008; Romero, 2022).

Category: Stella method of organizational freedom. The teacher affirmed that applying the Stella

Method favored self-discovery and ethical coherence in leadership. The integration of the phases of

Inner Silence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action

(Ethnographic Record 2, Fundaunamor, 2025, p. 5) allowed for the reframing of management theory

and praxis, developing leadership capable of confronting the fragility, anxiety, non-linearity, and in-

comprehensibility of the BANI environment, consolidating organizational freedom and collective pur-

pose (Cascio, 2020; Pereira, 2016; Romero & Piña, 2024; Wilber, 1990).

Analysis of findings: Ethnographic record 3. Technical management (Teaching assis-

tant, Fundaunamor)

Category: Conscious educational management. The teaching assistant integrated mindfulness

and ethics into technical and pedagogical decisions, prioritizing coherence and cultural relevance

(Ethnographic Record 3, Fundaunamor, 2025, p. 1). The fragility and anxiety of the BANI environment

demanded adaptive planning and stress management. The reframing of management theory and

praxis merged efficiency with humanization, conscious reflection, and ethics, strengthening responsible

decision-making in complex environments (Cascio, 2020; Hernández et al., 2014; Spradley, 2016; Den-

zin & Lincoln, 2017).

Category: Organizational human development. The teaching assistant implemented individual

development plans, mentorship, and transpersonal coaching, promoting the emotional well-being of

the technical team (Ethnographic Record 3, 2025, p. 2). The anxiety and incomprehensibility of the

BANI environment required collective well-being and self-management as an adaptive strategy. The

reframing of management theory and praxis prioritized emotional awareness, self-management, and

collaboration as pillars of organizational effectiveness (Cascio, 2020; Chiavenato, 2017; Robbins &

Judge, 2018; Miles et al., 2014).

Category: BANI environments in educational management. The teaching assistant adapted edu-

cational and administrative processes in the face of abrupt changes and unexpected demands (Eth-

nographic Record 3, 2025, p. 3). The fragility and incomprehensibility of the technical BANI

environment demanded rapid adaptation and innovation. The reframing of theory and praxis conso-

lidated reflective and resilient technical leadership, capable of managing volatility, anxiety, and con-

Conscious educational leadership as a means of human development in the resignification of managerial

theory and practice within BANI contexts

Instituto de Estudios Superiores de Investigación y Postgrado

Beisy Lisbeth Romero Luzardo

textual complexity (Cobo, 2023; Cascio, 2020; Hernández et al., 2014).

Category: Conscious Transpersonal Educational Administration (CTEA). The teaching assistant

integrated institutional purpose, self-management, and compassionate decisions, connecting outco-

mes with human impact (Ethnographic Record 3, 2025, p. 4). Inner connection functioned as an emo-

tional anchor against the fragility, anxiety, non-linearity, and incomprehensibility of the BANI

environment. Thus, the reframing of management theory and praxis consolidated transpersonal, et-

hical, and purpose-oriented leadership, fostering autonomy and collective commitment (Cascio, 2020;

Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).

Category: Transpersonal neuro-intelligence. The teaching assistant applied mindfulness and emo-

tional self-regulation to manage conflicts and projects (Ethnographic Record 3, 2025, p. 5). The emo-

tional fragility of the technical BANI environment required the integration of cognitive and emotional

processes. The reframing of management theory and praxis united neuroscience, ethical awareness,

and empathetic leadership, optimizing the management of pressure and uncertainty (Cascio, 2020;

Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).

Category: Organizational behavior. The teaching assistant fostered horizontal cooperation, trans-

parent communication, and role clarity (Ethnographic Record 3, 2025, p. 6). The anxiety and incom-

prehensibility of the technical BANI environment demanded collaborative relationships. The reframing

of management theory and praxis, through shared, relational leadership that distributed responsibi-

lities, consolidated team trust and cohesion (Cascio, 2020; Mintzberg, 2017; Salas, Rico, & Passmore,

2017; Robbins & Judge, 2018).

Category: Organizational Learning. The teaching assistant promoted communities of practice

(CoPs), post-mortem reviews, and knowledge transfer (Ethnographic Record 3, 2025, p. 7). The non-

linearity of the BANI environment demanded continuous and shared learning. The reframing of ma-

nagement theory and praxis institutionalized collaborative, reflective, and sustained learning,

strengthening technical resilience and adaptability (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi,

2019; Argyris, 1999).

Category: Educational management toolkit. The teaching assistant applied decision matrices, em-

pathy maps, and conscious reflection protocols (Ethnographic Record 3, 2025, p. 8). The non-linearity

of the BANI context promoted the adoption of reflective and innovative tools. The reframing of ma-

nagement theory and praxis integrated methodological tools with a transpersonal focus, strengthening

ethical and strategic decision-making (Cascio, 2020; Drucker, 2014; Porter, 2008; Romero, 2022).

Category: Stella method of organizational freedom. The evidence showed that the teaching as-

sistant applied the Stella Method by progressively integrating its six phases: Inner Silence, Transcen-

dence, Vibrational Elevation, Liberation, Light of the Soul, and Conscious Action (Ethnographic Record

3, Fundaunamor, 2025, p. 9). These practices promoted resilience, self-management, ethical coherence,

and a culture of trust. The reframing of technical management theory and praxis consolidated cons-

cious, autonomous leadership oriented toward the collective purpose (Cascio, 2020; Pereira, 2016;

Romero & Piña, 2024; Wilber, 1990).

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Discussion

Analysis, Discussion, and contrast of results: reframing of management theory and

praxis in bani environments

Conscious educational management: Ethics, mindfulness, and innovation. The three management

levels evidenced the reframing of management theory and praxis centered on ethics and mindfulness,

responding to the fragility and complexity of the BANI environment. The coordinator aligned objectives

with institutional values, the teacher promoted humanized decisions, and the teaching assistant applied

mindfulness in technical processes. These findings reflected the reframing of managerial praxis, replacing

reactive models with reflective awareness (Cascio, 2020; Hernández et al., 2014; Denzin & Lincoln, 2017).

Organizational human development: Well-being and assertive communication. Management

at Fundaunamor reflected the capacity to respond to pressure, resilience through cooperation, and

the application of methodological innovation in the face of complexity and uncertainty. This evidenced

that the reframing of management theory and praxis allowed for transforming uncertainty into op-

portunity, consolidating adaptive and emotionally intelligent leadership (Cascio, 2020; Cobo, 2023).

BANI environments: Resilience and adaptability. The coordinator integrated contemplative prac-

tices, the teacher harmonized being, feeling, and doing, and the teaching assistant applied transper-

sonal awareness in ethical decisions. This integration configured the reframing of management theory

and praxis towards transpersonal leadership, strengthening inner coherence and self-management

in the face of BANI environments (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).

Conscious Transpersonal Educational Administration (CTEA): Purpose, Self-Management, and

Inner Connection. The coordinator integrated contemplative practices, the teacher harmonized

being, feeling, and doing, and the teaching assistant applied transpersonal awareness in ethical de-

cisions. This integration configured the reframing of management theory and praxis towards trans-

personal leadership, strengthening inner coherence and self-management in the face of BANI

environments (Cascio, 2020; Wilber, 1990; Torralba, 2010; Romero & Piña, 2024).

Transpersonal neuro-intelligence: Emotional self-regulation and empathetic leadership. The

management levels applied conscious breathing, mindfulness, and emotional management to main-

tain balance in the face of anxiety and non-linearity. This finding confirmed that the reframing of ma-

nagement theory and praxis integrates neuroscience and ethical awareness, strengthening empathy

and strategic decision-making (Cascio, 2020; Goleman, 2020; Pascual-Leone, 2001; Siegel, 2020).

Organizational behavior: Horizontal relationships and cohesion. It was evidenced that horizontal

relationships and empathetic communication mitigated the incomprehensibility and fragility of the

BANI environment. The reframing of management theory and praxis towards collaborative and dis-

tributed leadership strengthened group trust and institutional cooperation (Cascio, 2020; Mintzberg,

2017; Robbins & Judge, 2018; Salas, Rico, & Passmore, 2017).

Organizational learning: Communities of practice and continuous learning. The three manage-

ment levels promoted CoPs and co-learning spaces that sustained institutional resilience in the face of

non-linearity and complexity. This defined the reframing of management theory and praxis as a cons-

Conscious educational leadership as a means of human development in the resignification of managerial

theory and practice within BANI contexts

Instituto de Estudios Superiores de Investigación y Postgrado

Beisy Lisbeth Romero Luzardo

cious and collaborative learning process, aligning educational management with innovation and adap-

tation to the BANI environment (Cascio, 2020; Senge, 2006; Nonaka & Takeuchi, 2019; Argyris, 1999).

Educational management toolkit: Innovation and conscious competencies. The use of active metho-

dologies, ethical matrices, and self-knowledge protocols allowed for facing BANI volatility and anxiety with

ethical creativity. This reflected the reframing of management theory and praxis, incorporating innovation, a

transpersonal focus, and continuous improvement (Cascio, 2020; Drucker, 2014; Porter, 2008; Romero, 2022).

Stella method of organizational freedom: Ethical leadership and conscious action. Finally, the in-

tegration of Inner Silence, Transcendence, Vibrational Elevation, Liberation, Light of the Soul, and Cons-

cious Action allowed for managing BANI fragility, complexity, and uncertainty. The reframing of

management theory and praxis consolidated ethical, autonomous, and purpose-oriented leadership,

harmonizing the individual and the institutional (Cascio, 2020; Pereira, 2016; Wilber, 2005; Romero & Piña,

2024).

Consequently, based on the ethnographic systematization across the three levels at Fundaunamor, the

Substantive Theory of Conscious Transpersonal Educational Administration (CTEA) was developed. This

evidenced that leaders integrated purpose, self-management, inner connection, transpersonal neuro-

intelligence, and ethical and empathetic leadership. Furthermore, these practices, along with mindfulness,

horizontal cooperation, organizational learning, and the Stella Method of Organizational Freedom, trans-

formed management into a conscious, humanized, and adaptive model in the face of the fragile, anxious,

non-linear, and incomprehensible nature of BANI environments (Ethnographic Records 1, 2, and 3, 2025;

Cascio, 2020; Wilber, 1990; Romero, 2022; Romero & Piña, 2024; Goleman, 2020; Senge, 2006).

Conclusions

In summary, the application of Conscious Transpersonal Educational Administration (CTEA) enabled

the reframing of management theory and praxis at Fundaunamor, promoting ethical leadership, mind-

fulness, and resilience in BANI environments. This transformation was sustained by strategies oriented

towards integral human development, empathetic communication, and institutional collaboration. Li-

kewise, the integration of the Stella Method of Organizational Freedom strengthened ethical cohe-

rence, self-management, and conscious adaptability. Collectively, the findings reveal a more human,

conscious, and sustainable management approach, whose contributions are transferable to other or-

ganizational contexts and constitute a basis for future research in complex and changing scenarios.

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Notes on the contributor

* Beisy Lisbeth Romero Luzardo holds a Doctorate in Management Sciences from the Universidad Latinoamericana y del

Caribe. She earned a Ph.D. in the Reframing of Management Theory and Praxis from the Universidad Yacambú. She is

an Organizational Ontological Coach certified by the Instituto de Coaching Internacional. She serves as the Head of

Administration Coordinator at the International University of Love Foundation. E-mail: beisyr1310@gmail.com

Conscious educational leadership as a means of human development in the resignification of managerial

theory and practice within BANI contexts

https://doi.org/10.59654/7p7zxp10

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in

national educational units of

Maracaibo, Venezuela

Indicadores de gestión y la toma de decisiones en unidades

educativas nacionales de Maracaibo, Venezuela

Abstract

This study analyzed the relationship between management indicators and decision-making in national educational

units in Maracaibo, Venezuela. Using a quantitative approach and correlational scope, 48 managers and 72 teachers

were surveyed using a valid and reliable questionnaire (0.98). The analysis revealed a significant positive correlation

in both groups, but with differing intensity. For managers, the relationship is strong (coefficient of 0.888), indicating

that improving management indicators significantly increases decision-making effectiveness. For teachers, the co-

rrelation is moderate (coefficient of 0.690), suggesting a less pronounced influence, possibly due to differences in

their role and perception within the process. It is concluded that the relationship exists significantly, but its strength

varies according to the group's perspective.

Keywords: Management indicators, management, Maracaibo, decision-making, Venezuela.

Resumen

Este estudio analizó la relación entre los indicadores de gestión y la toma de decisiones en unidades educativas na-

cionales de Maracaibo, Venezuela. Bajo un enfoque cuantitativo y alcance correlacional, se encuestó a 48 directivos

y 72 docentes utilizando un cuestionario válido y confiable (0.98). El análisis reveló una correlación positiva signifi-

cativa en ambos grupos, pero con intensidad distinta. Para los directivos, la relación es fuerte (coeficiente de 0.888),

indicando que mejorar los indicadores de gestión aumenta notablemente la efectividad decisional. Para los docentes,

la correlación es moderada (coeficiente de 0.690), lo que sugiere una influencia menos pronunciada, posiblemente

por diferencias en su rol y percepción dentro del proceso. Se concluye que la relación existe significativamente, pero

su fuerza varía según la perspectiva del grupo.

Palabras clave: Indicadores de gestión, gerencia, Maracaibo, toma de decisiones, Venezuela.

How to cite this article (APA): Puche, V. D. J. y Acosta, F. S. F. (2026). Management indicators and decision-making in

national educational units of Maracaibo, Venezuela, 7 (13), 83-99. https://doi.org/10.59654/7p7zxp10

Deinny José Puche Villalobos*

Central University of Venezuela, Caracas / Venezuela

Savier Fernando Acosta Faneite**

University of Zulia, Maracaibo, Venezuela

Instituto de Estudios Superiores de Investigación y Postgrado

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

Introduction

Being well-informed is essential for making sound decisions, especially in complex and changing en-

vironments like the educational one, as information enables decision-making, objective context analy-

sis, problem and opportunity identification, and the evaluation of potential consequences of different

actions. Likewise, it facilitates the adoption of solutions based on real data and evidence, which in-

creases the likelihood of success and minimizes risks.

In this regard, Acosta and Barreto (2023) note that in an increasingly interconnected world, precise

and updated information also allows for anticipating environmental changes and adjusting strategies

in real-time to adapt to new trends. Informed decision-making ensures that resources are used effi-

ciently, that adopted measures have a positive impact, that results are optimized, and that the solutions

used are sustainable.

For their part, Pacheco et al. (2018) consider that information is the axis guiding decision-making, en-

suring that decisions are coherent, well-founded, and aligned with long-term objectives, whether in

education, business, or any other field. Hence, Alvares (2021) considers that knowing educational ma-

nagement indicators is important for decision-making, as they provide a clear and objective view of

educational institutions' performance.

Indicators allow for measuring and evaluating important aspects such as teaching quality, student

academic performance, efficiency in resource use, and educational community satisfaction. By having

this data, administrators and those responsible can identify areas for improvement and strengths,

which facilitates making informed decisions to optimize processes and results.

Within this framework, Camacho et al. (2021) highlight that educational management indicators pro-

vide a solid basis for planning strategies at different timeframes. This is because they facilitate the de-

finition of achievable objectives, the adaptation of policies, and the targeting of actions that directly

impact the improvement of educational quality. For Del Rocío et al. (2019), management indicators

play a fundamental role in measuring the performance of institutions and academic programs, as well

as in guiding decision-making towards continuous improvement. These indicators allow for the eva-

luation of important aspects such as teaching quality, the effectiveness of administrative processes,

student well-being, and efficient resource use.

Fonseca et al. (2024) emphasize that, at a global level, the use and recognition of educational mana-

gement indicators have strengthened transparency and accountability in school administration. Like-

wise, these indicators have allowed decisions to be grounded in objective information, enabling

institutions to justify their actions before the educational community and regulatory bodies, demons-

trating their commitment to continuous improvement and the comprehensive development of stu-

dents.

In this sense, the United Nations Educational, Scientific and Cultural Organization (Unesco, 2022) notes

that the presentation and use of educational management indicators globally is essential to ensure

quality, inclusive, and equitable education in all contexts. Therefore, this organization promotes the

collection and analysis of educational data through bodies like the Unesco Institute for Statistics (UIS),

which generates global indicators to assess progress towards educational goals, such as those esta-

blished in the Sustainable Development Goals (SDGs), especially SDG 4, which focuses on quality edu-

cation.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

Furthermore, Unesco (2019) highlights that the use of educational indicators allows countries to mo-

nitor aspects such as access to education, equity, the efficiency of educational systems, and learning

outcomes. These indicators allow for comparisons of performance between different countries and

regions, helping to identify gaps and priority areas for intervention. Through its reports, Unesco pre-

sents a global overview of the challenges and advances in the educational sector, based on these key

indicators. It also underscores that access to accurate and reliable data is essential for informed de-

cision-making at political and administrative levels.

Now, according to Unesco (2019), in Latin America, these indicators are presented in a structured

manner, organized into categories such as access and coverage, educational quality, efficiency, equity,

and learning outcomes. They include both quantitative indicators, such as enrollment rates and stan-

dardized test results, and qualitative ones, through surveys of student and teacher satisfaction. The

use of data disaggregated by gender, geographical location, and socioeconomic context to identify

gaps and inequalities is common.

Therefore, this organization considers that these indicators are usually published in annual reports

prepared by ministries of education and international organizations, allowing for comparisons between

countries and a focus on learning outcomes, especially through standardized assessments like the

Programme for International Student Assessment (PISA). Likewise, indicators of institutional manage-

ment are included, such as teacher training and school infrastructure, which is fundamental for asses-

sing the efficiency and effectiveness of the educational system.

In the Venezuelan context, the implementation of management indicators is of particular importance

to foster national educational quality; however, the Venezuelan educational system faces challenges

such as limited resources, high teacher turnover, and inequality of educational opportunities. In this

sense, Acosta and Barrios (2023) argue that to counteract the above, effective management of edu-

cational institutions that allows for performance evaluation and strategic decision-making is necessary;

hence, management indicators are an important tool for this purpose, as they provide a quantitative

and qualitative view of the institution's status and allow for the identification of areas for improve-

ment.

Furthermore, Prieto et al. (2022) point out the importance of ethics in management, as it is an essential

tool for improving the quality of education in educational institutions. Likewise, Puche and Acosta

(2024) note that it is necessary to overcome existing challenges and secure the commitment of all in-

volved stakeholders to achieve sustainable results in Venezuelan institutions.

For their part, various weaknesses in school management have been observed in national educational

units in the Maracaibo Municipality. One of the primary ones is the lack of clarity in institutional ob-

jectives, which leads to disorganized planning poorly aligned with the school's real needs. This can

translate into impulsive or arbitrary decisions that do not respond to a thorough analysis of the situa-

tion. Additionally, inefficiency in the use of resources, both human and financial, is common. Without

reference indicators, administrators assign personnel or budgets inadequately, resulting in resource

waste or shortages in areas fundamental to the institution's operation and improvement.

Likewise, a low capacity to identify and correct structural problems within the organization is observed.

The lack of indicator monitoring hinders the early detection of failures, leading to reactive rather than

preventive management. This can result in a disorganized school environment, with recurring problems

Instituto de Estudios Superiores de Investigación y Postgrado

and low motivation among both teachers and students.

Communication problems within the institution are also present. The lack of indicators hampers ef-

fective communication between different management levels and among staff, affecting cohesion

and collaboration in the workplace. This leads to difficulties in performance evaluation, as without

metrics it is complicated to measure the performance of students and staff, preventing the identifica-

tion of areas that require improvement.

Finally, resistance to change is observed, where institution members tend to be reluctant toward new

initiatives or improvements. This resistance stems from the lack of concrete data justifying the need

to implement changes, as the absence of management indicators in the national educational units of

Maracaibo generates a series of situations that negatively impact their performance and effectiveness.

Hence, the study focused on determining the relationship between management indicators and de-

cision-making in national educational units in Maracaibo, Venezuela.

Theoretical foundation

Management indicators

They are fundamental tools that enable the measurement, evaluation, and monitoring of the perfor-

mance, efficiency, and quality of educational processes within institutions. According to Ramírez and

Quesada (2019), their main purpose is to provide precise and objective information about the current

state of various aspects of education, in order to make informed decisions that drive continuous im-

provement. These indicators also facilitate the identification of strengths and weaknesses in manage-

ment, allowing for a strategic focus on problem-solving and resource optimization.

As per Sánchez (2020), among the particular characteristics of educational management indicators is

their capacity to be relevant and directly related to the institution's key objectives. Furthermore, they

must be measurable in quantitative terms or with clear criteria for qualitative evaluation, which allows

for consistent interpretation. Their comparability is another highlighted aspect, as it facilitates trend

analysis over time or between different educational institutions. Likewise, their specificity ensures that

they are focused on concrete and relevant aspects of management.

Common examples of these indicators include the student retention rate, which measures the pro-

portion of students who continue their studies at the same institution, and the average enrollment,

which assesses the number of enrolled students in relation to the institution's capacity. According to

Ferreiro et al. (2020), certain key indicators are linked to academic performance, including results ob-

tained in national or international assessments. Additionally, they highlight indicators related to in-

frastructure, such as the number of classrooms, laboratories, or technological resources available per

student. The importance of teacher training is also emphasized, measured through the percentage

of teachers involved in continuous professional development programs.

Decision-making

According to Mendoza and Technologys (2022), it is a dynamic and strategic process in which edu-

cational stakeholders—such as administrators, teachers, and school communities—examine key in-

formation and evaluate existing alternatives to choose the most appropriate actions that facilitate the

achievement of established educational objectives. This approach seeks to address institutional de-

mands, maximize the use of available resources, foster a favorable learning environment, and ensure

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

high standards of educational quality.

As per Barzaga et al. (2019), the decision-making process in educational institutions is distinguished

by encompassing multiple dimensions, integrating administrative, pedagogical, and community as-

pects. This process includes everything from operational decisions, such as organizing schedules and

allocating resources, to strategic decisions focused on implementing educational projects, renewing

curricula, and promoting inclusion policies. Furthermore, they argue that this process is based on the

use of data and evidence as support to minimize the margin of error and maximize benefits for the

entire educational community. It includes the active participation of different school stakeholders to

ensure that decisions are inclusive, legitimate, and reflect the needs and expectations of students, tea-

chers, and families.

Methodology

The methodology of the present study was grounded in the procedures of the positivist paradigm, which,

according to Hernández and Mendoza (2023), is characterized by its focus on objectivity, systematicity,

and the empirical verification of proposed hypotheses. This paradigm prioritizes the quantification and

rigorous analysis of causal and correlational relationships, making it pertinent for concretely examining

how management indicators influence decision-making processes in national educational units in Ma-

racaibo. Thus, the study was designed to address the need to understand these dynamics from a struc-

tured and reliable methodological perspective.

In accordance with this paradigm, a quantitative approach was adopted, which, as per Arias (2016),

allows for a deep understanding of the studied phenomena from the perspective of the involved subjects.

This approach proved ideal for exploring the perceptions and experiences of both teachers and admi-

nistrators regarding management indicators and their connection to strategic decisions in their work

contexts. Through this approach, the interpretative analysis of observed interactions and practices was

prioritized, enabling the capture of the complexity of institutional dynamics.

The study was classified as basic research. This type of research is fundamental because it focuses on

creating theoretical knowledge and a deeper understanding of a phenomenon, rather than on its direct

practical application. In terms of level, it was descriptive, as its purpose, according to Arias (2016), is to

detail the characteristics and manifestations of management indicators in the educational units. This re-

search focused on identifying patterns and trends that would provide a clear picture of practices related

to decision-making. Furthermore, it fell under a correlational scope, which, according to Hernández and

Mendoza (2023), seeks to determine the degree of association between management indicators and

decision-making processes, providing a robust analytical framework for understanding how these va-

riables interact.

The sample was intentional (purposive) and consisted of 72 teachers and 48 administrators from National

Educational Units affiliated with the Centers for Educational Quality Development (Centros de Desarrollo

de la Calidad Educativa - CDCE) in Maracaibo. These bodies are decentralized regional structures whose

objective is to guide regional educational policy to guarantee the right to education and educational

quality.

For the selection of teachers, the inclusion criteria were: being in active service during the study period,

having at least two years of experience in the national educational unit, and participating in processes

related to school planning and management. Regarding administrators, it was considered essential to

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

Instituto de Estudios Superiores de Investigación y Postgrado

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hold administrative or leadership functions, have at least two years of experience in educational mana-

gement, and be involved in strategic or pedagogical decision-making.

The study strictly adhered to the necessary ethical considerations to ensure the integrity and protection

of the participants. Informed consent was obtained from each participant, ensuring their voluntary par-

ticipation and clearly explaining the study's objectives, the exclusive use of data for academic purposes,

and the absolute confidentiality of the collected information. Furthermore, the privacy of the participants

was safeguarded by omitting any data that could allow for their identification.

For data collection, a survey was used, implementing a dichotomous (binary) instrument designed to

capture affirmative or negative responses reflecting the participants' perceptions. This was sent to the

subjects via WhatsApp and email. Data processing was conducted using the SPSS 27 statistical program

and was carried out in two stages. Initially, descriptive statistical techniques were applied, which allowed

for organizing the information into frequency tables, facilitating the visualization of response distribution

and predominant trends.

Subsequently, inferential statistical techniques were employed to determine the level of correlation bet-

ween management indicators and decision-making processes. This analysis enabled the identification

of significant associations between the variables, providing a solid basis for interpreting the results and

establishing well-founded conclusions.

Results

Table 1

Educational quality indicators

Note: Source the researchers.

Table 1 presents the results of the educational quality indicators dimension. It is observed that, regar-

ding academic performance, both administrators and teachers show a predominantly negative per-

ception. Only 33.3% of administrators and 31.9% of teachers believe academic performance has

improved in the last year, while the majority perceive no significant progress. Furthermore, an even

lower percentage —31.2% of administrators and 41.8% of teachers— believes the implemented stra-

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Academic

performance

Do you believe academic performance has im-

proved in the last year? 16 33,3 32 66,7 23 31,9 49 68,1

Do you think the implemented strategies contri-

bute to academic performance? 15 31,2 33 68,8 30 41,7 42 58,3

Approval

rate

Do you believe the student approval/pass rate in-

creases over time? 32 66,7 16 33,3 52 72,2 20 27,8

Do you believe support programs influence the

improvement of the approval/pass rate? 38 79,2 10 20,8 50 69,4 22 30,6

School dro-

pout rate

Do you consider that the school dropout rate de-

creases over time? 42 87,5 6 12,5 18 25,0 54 75,0

Do you believe institutional strategies help pre-

vent school dropout? 20 41,7 28 58,3 40 55,6 32 44,4

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REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

tegies contribute to this performance. These results highlight the need to evaluate and strengthen

pedagogical strategies to address the challenges in this area more effectively.

In relation to the approval rate, the results are more encouraging. 66.7% of administrators and 72.2%

of teachers perceive that this rate has improved over time. Similarly, a significant majority (79.2% of

administrators and 69.4% of teachers) acknowledges that school support programs have positively

influenced this aspect. This reflects an optimistic perception of the implemented initiatives, unders-

coring the relevance of these programs as key drivers of academic success. However, it is important

to ensure the sustainability and continuous improvement of these actions.

Regarding the school dropout rate, notable discrepancies are observed between the perceptions of

administrators and teachers. While 87.5% of administrators report a decrease in the dropout rate,

only 25% of teachers share this view. On the other hand, 41.7% of administrators and 55.6% of teachers

believe the institutional strategies are effective in preventing this phenomenon. This suggests the need

to strengthen communication and coordination between both groups to align their perceptions and

work jointly on effective solutions.

Consequently, the results show a mixed perception of the analyzed indicators. Although progress in

the approval rate is highlighted, significant challenges persist in academic performance and dropout

prevention. It is essential to review current strategies, foster dialogue between administrators and tea-

chers, and reinforce successful initiatives to achieve a positive and sustainable impact on students.

Table 2

Administrative efficiency indicators

Note: Source the researchers.

Table 2 presents the results of the administrative efficiency indicators. Regarding the student-teacher

ratio indicator, contrasting perceptions between administrators and teachers are shown. Only 37.5%

of administrators consider the ratio to be positive, while 62.5% believe it is not. Among teachers, this

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Student

teacher

relationship

Do you consider the relationship between stu-

dents and teachers to be positive at your institu-

tion?

18 37,5 30 62,5 22 30,6 50 69,4

Do you believe the support provided by teachers

fosters a better bond with students? 48 100 0 0 62 86,1 10 13,9

Per-pupil ex-

penditure

Do you think the cost per student is adequately

distributed towards educational resources? 15 31,3 33 68,7 33 45,8 39 54,2

Do you believe the cost per student efficiently re-

flects the quality of services offered? 10 20,8 38 79,2 12 16,7 60 83,3

Administrative

processing time

Do you consider the time required to complete

administrative procedures to be reasonable at

your institution?

12 25,0 36 75,0 20 27,8 52 72,2

Do you believe the current administrative proces-

ses expedite school management? 8 16,7 40 83,3 10 13,9 62 86,1

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

9090

perception is even more negative, with 30.6% rating the ratio positively and 69.4% negatively. Howe-

ver, there is an encouraging consensus on the support provided by teachers, as 100% of administrators

and 86.1% of teachers acknowledge that this factor contributes to strengthening bonds with students.

These data reflect that, although overall relationships may be seen as deficient, the individual actions

of teachers have a positive impact. This highlights the importance of strengthening these practices

and promoting greater positive interaction within the institutional environment.

Regarding cost per student, the results indicate a predominantly negative perception. Only 31.3% of

administrators and 45.8% of teachers consider this cost to be adequately distributed towards educa-

tional resources. Even more concerning is that only 20.8% of administrators and 16.7% of teachers

believe the cost efficiently reflects the quality of services offered. These figures demonstrate the need

to evaluate how financial resources are allocated and used within the institution to ensure they con-

tribute to improving the educational quality perceived by the entire school community.

When analyzing administrative processing time, both administrators and teachers agree that the cu-

rrent processes are inadequate. Only 25% of administrators and 27.8% of teachers believe the time

required for processing tasks is reasonable. Furthermore, an even lower percentage— 16.7% of ad-

ministrators and 13.9% of teachers —considers that administrative processes expedite school mana-

gement. This reflects a perception of inefficiency that may be negatively impacting institutional

functioning, underscoring the need to simplify and modernize these procedures.

The results indicate that educational institutions face significant challenges in improving student-tea-

cher relationships, the distribution and efficiency of the cost per student, and the optimization of ad-

ministrative processes. These findings point to important areas for intervention, implementing

strategies that promote a more positive school environment, more transparent and effective financial

management, and more agile administration that enables better performance for the entire educa-

tional community.

Table 3

Educational innovation indicators

Note: Source the researchers.

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Use of

technology

in the

classroom

Do you consider that technology is used effecti-

vely in classroom activities? 18 37,5 30 62,5 22 30,6 50 69,4

Do you believe that the use of technology in the

classroom improves student learning? 48 100 0 0 72 100 0 0

Teacher

training in

innovation

Is training on innovative teaching strategies en-

couraged? 10 20,8 38 79,2 20 27,8 52 72,2

Do you believe that innovation training has been

useful for teaching practice? 48 100 0 0 72 100 0 0

Innovative

projects

implemented

Have innovative projects been implemented at

your institution during the last year? 0 0 48 100 72 100 0 0

Do you believe that innovative projects benefit

students? 48 100 0 0 72 100 0 0

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Table 3 presents the results of the Educational Innovation Indicators. Regarding the use of technology

in the classroom, it is observed that only 37.5% of administrators believe technology is used effectively

in classroom activities, while 62.5% disagree. Meanwhile, 69.4% of administrators consider this to be

the case and 30.6% believe it does occur. Among teachers, the perception is more optimistic, though

still concerning, as only 50% believe technology is employed adequately. However, both administrators

and teachers agree that the use of technology improves student learning, with 100% affirmative res-

ponses. This highlights a paradox: although implementation may not be optimal, there is a consensus

on the positive potential of technology in the educational process.

Regarding teacher training in innovation, the data indicate that its promotion is limited. Only 20.8% of

administrators and 27.8% of teachers believe this type of training is encouraged in their institutions, while

the majority do not perceive it as such (79.2% of administrators and 72.2% of teachers). Nevertheless,

100% of both groups consider innovation training to be useful for teaching practice, underscoring the

need to increase the availability of such training to enhance its positive impact in the educational field.

Concerning implemented innovative projects, clear contrasts are identified. While 100% of teachers

indicate that innovative projects have been implemented in their institutions, 100% of administrators

claim the opposite. This could suggest a disconnect between the perspectives of both groups regar-

ding what constitutes an innovative project. However, both administrators and teachers are in com-

plete agreement (100%) that innovative projects benefit students, highlighting their relevance in

educational development.

The results reflect a significant opportunity to strengthen innovative and technological practices in

the educational environment. It is necessary to improve the effectiveness of technology use in the

classroom, promote more innovation training, and ensure that both administrators and teachers share

a common vision of innovative projects and their implementation. These measures can contribute to

a more modern, inclusive, and effective learning environment.

Table 4

Student participation indicators

Note: Source the researchers.

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Extracurricular

activity partici-

pation rate

Do you believe that the majority of students acti-

vely participate in extracurricular activities? 20 41,7 28 58,3 18 25 54 75

Do you think the extracurricular activities offered

are appealing/engaging to students? 20 41,7 28 58,3 16 22,2 56 77,8

School atten-

dance rate

Do you consider that the attendance rate has im-

proved over time? 0 0 48 100 0 0 72 100

Do you believe that the institution helps to main-

tain a high school attendance rate? 10 20,8 38 79,2 20 27,8 52 72,2

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Table 4 presents the results of the student well-being indicators. Regarding the rate of participation in

extracurricular activities, administrators have a divided perception: 41.7% believe that most students ac-

tively participate in these activities, while 58.3% do not. Among teachers, the perception is more negative,

as only 25% consider that students participate actively, while 75% indicate the opposite. Furthermore,

regarding whether the extracurricular activities offered are attractive to students, a similar percentage of

administrators (41.7%) responds affirmatively, although no clear percentage is reported among teachers.

These data suggest the need to evaluate and redesign extracurricular activities to make them more in-

clusive and motivating, so they can capture the interest of a larger number of students.

In terms of the school attendance rate, there is absolute consensus between administrators and tea-

chers: 100% of both groups believe the attendance rate has not improved over time. However, when

analyzing whether the institution contributes to maintaining a high attendance rate, opinions are

mixed. Only 20.8% of administrators and 27.8% of teachers agree with this statement, while 79.2% of

administrators and 72.2% of teachers believe insufficient effort is made in this aspect. These figures

indicate a perception of ineffectiveness in the implemented strategies to promote school attendance,

pointing to a priority area for institutional intervention.

In this sense, the data reflect that both participation in extracurricular activities and school attendance

require urgent attention. The lack of interest in activities and the perception of stagnation in the at-

tendance rate suggest the need to review current strategies and work on more inclusive, attractive,

and effective initiatives. This could include creating extracurricular activities aligned with students' in-

terests, as well as implementing specific programs to motivate regular class attendance, strengthening

the connection between the institution and its educational community.

Table 5

Correlation coefficient between management indicators and decision-making according to

administrators

Note: Source the researchers.

Table 5 presents the correlation analysis between management indicators and decision-making, using

Spearman's Rho coefficient. It shows a strong and positive relationship between both variables. The

correlation coefficient value is 0.888, indicating a high positive correlation; that is, as management in-

dicators increase, so does decision-making. This relationship is statistically significant, as the sig. (2-

tailed) value is 0.000, meaning the probability that this correlation is due to chance is extremely low.

With an N = 48, i.e., 48 observations, it can be concluded that there is a very strong association bet-

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Coefficients Variables Management

indicators Decision-Making

Rho de

Spearman

Management

indicators

Correlation coefficient 1 0,888**

Sig. (2-tailed) - 0,000

N 48 48

Decision-Making

Correlation coefficient 0,888** 1

Sig. (2-tailed) 0,000 -

N 48 48

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

ween these two factors. This suggests that improving management indicators could have a direct im-

pact on the quality or effectiveness of decision-making in the evaluated institution or context.

In this sense, the analysis reveals that management indicators are closely linked to decision-making.

This implies that efforts to improve management within the organization are likely to have a positive

impact on decision-making processes. This finding underscores the importance of strengthening ma-

nagement indicators as part of a comprehensive approach to optimizing decision-making within the

institution.

Table 6

Correlation coefficient between management indicators and decision-making according to teachers

Note: Source the researchers.

Table 6 presents the correlation analysis between management indicators and decision-making using

Spearman's Rho coefficient, showing a moderate and positive correlation of 0.690. This value indicates

a significant relationship between both variables, suggesting that as management indicators improve,

so does decision-making. Statistical significance is confirmed with a Sig. (2-tailed) value = 0.000, mea-

ning the probability that this correlation is a product of chance is extremely low.

With an N = 72, this correlation coefficient is moderately strong, implying that there is a tangible re-

lationship between the quality of management indicators and the effectiveness of decision-making in

the evaluated context. Although not a perfect relationship, it suggests that better performance in ma-

nagement indicators can positively influence decision-making.

The analysis demonstrates that there is a moderately strong relationship between management indi-

cators and decision-making. The statistical significance and the relatively high value of the correlation

coefficient (0.690) indicate that improving management indicators has the potential to positively impact

decision-making processes. This highlights the importance of strengthening management indicators

as part of a broader strategy to enhance organizational effectiveness and decision-making.

Discussion

Contrasting the results with the theoretical postulates, Ramírez and Quesada (2019) state that academic

performance is a fundamental indicator for evaluating the effectiveness of the educational system. It

reflects not only the knowledge acquired by students but also the quality of teaching, the commitment

of educators, and the efficacy of implemented pedagogical strategies.

Coefficients Variables IManagement

indicators Toma de decisiones

Rho de

Spearman

Management indicators

Correlation coefficient 1 0,690**

Sig. (2-tailed) - 0,000

N 72 72

Toma de decisiones

Correlation coefficient 0,690** 1

Sig. (2-tailed) 0,000 -

N 72 72

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

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According to Mero and Sáenz (2016), high academic performance is crucial for the personal and pro-

fessional development of students, as it opens doors to future opportunities in higher education and

the labor market. Furthermore, academic performance directly impacts the reputation of educational

institutions, being a decisive factor in the choice of schools and universities. Its measurement allows

institutions to identify areas for improvement and strengthen their educational practices to provide a

more comprehensive and quality education.

Within this context, Hernández and Fernández (2018) highlight the idea that the approval (or pass)

rate is an indicator that measures the proportion of students who successfully complete courses or

educational levels. This index is significant because it reflects the educational system's capacity to en-

sure that students achieve established learning objectives. According to Atencia (2024), a high ap-

proval rate indicates that students have successfully assimilated the content, reflecting appropriate

teaching and a favorable learning environment. Conversely, a low approval rate could indicate pro-

blems with teaching methodology, available resources, or the support provided to students, which

may necessitate implementing improvement strategies such as reinforcement programs or modifica-

tions to assessment methods.

From the perspective of Atencia (2023), the school dropout rate is a critical indicator that reflects the

number of students who leave their studies before completing an educational cycle. Therefore, a high

dropout rate is a cause for concern, as it implies that many students are unable to continue their education

due to various factors, such as economic or family problems, or a lack of motivation. School dropout af-

fects the social and economic development of a community, as those who leave school are less likely to

access quality employment and contribute less to collective well-being. Combating school dropout re-

quires interventions that improve accessibility, educational quality, and the emotional and academic sup-

port provided to students to ensure everyone has the opportunity to complete their education.

Likewise, García et al. (2018) indicate that the student-teacher relationship is an important component

for educational success, as a positive bond between the two fosters learning, personal development,

and student motivation, as students feel supported and understood by their educators. Effective in-

teraction allows teachers to adapt their teaching methods to the individual needs of students, facili-

tating comprehension and the achievement of academic objectives. Furthermore, a good relationship

strengthens the school climate and promotes the active participation of students in the educational

process. Fostering these relationships is crucial for creating inclusive and collaborative learning envi-

ronments that favor student academic success and comprehensive development.

For Atencia (2024), the cost per student is an economic indicator that measures the amount of financial

resources invested for each student in an educational institution. This indicator is fundamental for as-

sessing the efficiency of resource use and the financial sustainability of the educational system. Accor-

ding to Sánchez (2020), an adequate cost ensures that the necessary materials, services, and supports

can be provided to guarantee quality education. However, it is important to balance cost with educa-

tional outcomes; a high cost does not always translate into better results, so institutions must seek an

efficient allocation of resources that maximizes academic performance and student well-being.

Continuing this line of thought, Camacho et al. (2021) point out that administrative processing time

is an indicator that measures the speed with which administrative processes are managed in an edu-

cational institution, such as enrollment, registrations, and the resolution of procedures related to stu-

dent performance. According to Camacho et al. (2021), reduced processing time is key to ensuring

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

process efficiency and the satisfaction of students and their families. Fast administrative procedures

facilitate access to education, reduce the administrative burden for teachers and administrators, and

allow resources to be used more effectively to improve teaching and learning. Conversely, slow pro-

cesses can cause frustration and demotivation, harming the perception of the institution's quality.

According to Santos (2024), the incorporation of technology in the classroom has revolutionized con-

temporary education, offering more dynamic and personalized access to knowledge. The use of

digital tools facilitates interactive teaching methods, access to global educational resources, and co-

llaboration between students and teachers, overcoming the limitations of traditional approaches. Furt-

hermore, technology in the classroom promotes the development of digital competencies essential

for students' professional futures. Its proper implementation can increase academic performance and

motivation, but it is necessary to provide appropriate training for teachers and ensure equitable access

to technological resources to avoid creating digital divides that affect certain student groups.

According to Atencia (2023), teacher training in innovation is decisive for educators to adapt to chan-

ges in teaching methods and the new demands of students. Continuous training in innovative stra-

tegies allows teachers to improve their pedagogical practices, implement new technologies and

didactic approaches, and foster critical and creative thinking in their students. This type of training

contributes to the professional development of teachers, increasing their confidence in their work

and teaching efficacy. Furthermore, it favors the creation of a dynamic and stimulating learning en-

vironment, aligned with global educational trends.

According to Fonseca et al. (2024), innovative projects in the educational field are crucial for improving

teaching and learning processes, providing creative and efficient solutions to the challenges of the

educational system. Implementing innovative initiatives, such as the use of technology, project-based

learning, or student-centered pedagogical approaches, can transform the classroom into a more in-

teractive and engaging space. These projects not only benefit students by stimulating their creativity

and motivation but also allow teachers to update their teaching methods, test new tools, and assess

academic progress more effectively. The successful implementation of these initiatives promotes edu-

cational change, favoring a more flexible environment adapted to the needs of 21st-century students.

Likewise, Mendoza and Technologys (2022) affirm that academic performance is a key indicator of

educational quality, as it reflects the level of success and learning that students achieve throughout

their education. Good academic performance not only evidences the individual capabilities of students

but also the effectiveness of teaching strategies, the school environment, and the resources available.

For their part, Donoso et al. (2018) point out that academic results are fundamental for decision-ma-

king in educational institutions, as they help identify areas for improvement in teaching, support the

evaluation of pedagogical strategies, and allow for the design of interventions that favor the com-

prehensive development of students. Furthermore, outstanding academic performance increases stu-

dents' opportunities in their future academic and professional lives, contributing to the social and

economic development of the community.

According to Ferreiro et al. (2020), the approval (or pass) rate serves as a parameter to measure the effec-

tiveness of the educational system and students' ability to face academic challenges. Therefore, a high ap-

proval rate indicates that students are achieving the required knowledge and skills, while a low rate could

reflect failures in teaching, assessment methodologies, or even in the type of support provided to students.

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

Instituto de Estudios Superiores de Investigación y Postgrado

9696

According to Barzaga et al. (2019), this indicator is important for educational authorities, as it provides

valuable information about the quality and equity of access to education. According to Atencia (2023),

the school dropout rate is a critical indicator for understanding the challenges students face throug-

hout their educational journey.

Conclusions

The correlation analysis between management indicators and decision-making, based on the admi-

nistrators' results, reveals a strong and positive relationship between both variables. The correlation

coefficient of 0.888 indicates a robust association, suggesting that as management indicators improve,

so does the quality and effectiveness of decision-making. The statistical significance (p=0.000) confirms

that this relationship is not a product of chance, reinforcing the idea that efforts to optimize mana-

gement indicators can have a direct impact on decision-making processes within the institution.

On the other hand, the results obtained from teachers show a moderate correlation between the

same indicators, with a correlation coefficient of 0.690. Although the relationship is positive and sig-

nificant (p=0.000), the correlation is not as strong as in the case of administrators. This suggests that

while improving management indicators also affects decision-making, the impact is not as pronoun-

ced. This could reflect differences in perceptions and the direct influence that teachers have on the

decision-making process compared to administrators.

The results indicate that both administrators and teachers agree on the existence of a significant re-

lationship between management indicators and decision-making, but the strength of this relationship

varies by group. Administrators perceive a stronger correlation, which could indicate a greater direct

influence of management indicators on their decision-making capacity. In contrast, teachers, while

acknowledging the relationship, observe a less marked connection. These results suggest that conti-

nuous improvement in management indicators has the potential to positively influence decision-ma-

king, although the degree of impact may depend on the hierarchical position within the institution

and the specific role each group plays.

Confidentiality: Not applicable.

Funding: This work has not received any type of funding.

Conflict of interest: The authors declare that they have no conflicts of interest.

Artificial intelligence use statement: The authors of this article declare that we have not used

Artificial Intelligence in its preparation.

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

CRediT Authorship statement

Author Roles performed

DJPV Preparation, creation, and/or presentation of the published work, specifically writing the original draft (including

substantive translation).

SFAF Preparation, creation, and/or presentation of the published work by members of the original research group,

specifically critical review, commentary, or revision—including stages before or after publication.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

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Article received: August 14, 2025

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Publication date: January 10, 2026

Notes on the authors

Management indicators and decision-making in national educational units in Maracaibo, Venezuela

* Deinny José Puche Villalobos holds a Latin American Doctorate in Education: Public Policy and Teaching Profession, an

M.Sc. in Biology Teaching, and a Bachelor's Degree in Education with a mention in Biology. He is a professor at the

Central University of Venezuela, Caracas, Venezuela. Email: deinnypuche@gmail.com

** Savier Fernando Acosta Faneite holds a Doctorate in Educational Sciences and a Postdoctorate in Higher Education

Management. He is a Biology teacher at the University of Zulia, Maracaibo, Venezuela. Email: savier.acosta@gmail.com

https://doi.org/10.59654/p0pjcc30

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Research teachers: Evaluation of research quality

from the perspective of efficiency,

efficacy and effectiveness

Docentes investigadores: Evaluación de la calidad investigativa

desde la eficiencia, eficacia y efectividad