About the Journal

 

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

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

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

Access to REDIP can be made through the following links:

redip.iesip.edu...

Google: www.google.com/...

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Current Issue

Vol. 6 No. 12 (2025): Julio/Diciembre
View Vol. 6 No. 12 (2025): Julio/Diciembre

We are pleased to present issue 12 of our journal, a space that continues to foster critical thinking, pedagogical innovation, and reflection on the contemporary challenges of education. This issue brings together valuable research addressing topics as diverse as students’ scientific competencies, reading and writing in rural contexts, educommunication, and the impact of ICT and artificial intelligence on teaching. It also reflects on distance education, school dropout, and the implications of curriculum review for teaching quality. Each article reflects the authors’ commitment to improving educational processes from an interdisciplinary and transformative perspective. In particular, we highlight the challenges faced by teachers in guiding learning beyond their area of expertise — a topic that invites us to rethink teacher education with passion, dedication, and humanity.

DOI: https://doi.org/10.59654/v81yb947
Published: 2025-07-20

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Instituto de Estudios Superiores de Investigación y Postgrado