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

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

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