The Innovaciones Educativas journal is an international scientific publication managed by the Center for Research in Education (CINED) at the Universidad Estatal a Distancia. The journal disseminates specialized intellectual works in different areas of scientific knowledge related to the educational field. It is published semiannually in January (covers january-june) and July (covers july-december ) of each year in digital format (ISSN 2215-4132) and occasionally offers special issues on topics of high scientific interest. Starting with issue 42, Innovaciones Educativas is published only in digital format. Its target audience includes teaching staff, researchers, students, and professionals in fields related to education. Innovaciones Educativas is open access and does not charge any monetary fees for submission or processing of manuscripts for those who wish to publish, nor for readers. The purpose of the journal is to foster a space for analysis, discussion, and reflection in the educational field in light of specialized contributions. It is supported by an Editorial Committee made up of national and international experts with extensive academic backgrounds. The journal accepts scientific articles, essays, systematizations of experiences, and literature reviews, which are evaluated through a “double-blind peer review” system.
Innovación educativa en tiempos de inteligencia artificial: nuevos lenguajes, mediaciones y sentidos
Copyright (c) 2026 Innovaciones Educativas https://creativecommons.org/licenses/by-nc-nd/4.0
Blue Seeds game: Habits for active and healthy aging
This publication systematizes the experience of designing and validating the game “Semillas Azules” (Blue Seeds), an educational resource aimed at promoting longevity habits associated with blue zones and helping to counter ageist stereotypes associated with old age. This experience is grounded in intergenerational approaches, as well as in active and healthy aging within so-called longevity environments. The systematization was carried out using a qualitative-interpretive approach, following four stages: (1) a literature review on blue zones and on the Nicoya Peninsula as a blue zone; (2) selection of the game mechanics best suited to the material found, along with basic prototyping; (3) validation of the game with intergenerational groups and teachers; and (4) final adjustments based on the validation results. The validation process was carried out using an assessment matrix, with a total of 52 participants of different ages: students aged 13 to 14 and teaching staff from Liceo Emma Gamboa, a public secondary school, as well as older adults who use the Faustino Montes de Oca Library, both institutions located in San José, Costa Rica. Based on group reflections and comments from the validation participants, the results showed that the game fosters motivation, active participation, the exchange of knowledge across generations, and reflection on habits related to physical, emotional, and social health in old age. It also revealed favorable perceptions of older adults' active participation, social contribution, and knowledge, suggesting the game's potential to foster more positive attitudes toward aging. It is therefore concluded that the game constitutes a relevant educational resource for active and healthy aging education, with potential for replicability in diverse community and educational contexts.
Articles in the Format of Experience Systematization
Use of generative artificial intelligence in the assessment of university learning: a systematic literature review (2024-2025)
This study presents a systematic review of the international literature on the use of artificial intelligence (AI) in the assessment of university learning, conducted under the PRISMA 2020 methodological framework. The objective is to analyze how AI, particularly generative artificial intelligence (GenAI), is transforming assessment processes in higher education, as well as to identify the main ethical dilemmas, pedagogical challenges, and emerging institutional strategic issues arising from the international literature published between 2024 and 2025. To this end, a search was conducted in indexed databases (Scopus, Web of Science, EBSCOhost, and ERIC) applying rigorous inclusion and exclusion criteria. A thematic coding process was used to group the findings into six major axes: the transformation of learning assessment through artificial intelligence, ethical implications, emerging dilemmas associated with the use of AI, AI literacy, digital competency development, and institutional governance and policies for the responsible implementation of AI. The results reveal a growing trend toward promoting ethical, formative, and humanistic assessment, underpinned by a balance between technological innovation and academic integrity. The findings indicate that AI literacy is an essential component for the responsible use of these tools, and that universities must establish governance frameworks and faculty training. Likewise, the challenge lies not in prohibiting AI, but in integrating it in a manner that is ethical, critical, and pedagogically consistent with the principles of justice, equity, and educational transparency.
Analysis of student and faculty perceptions of the implementation of the flipped classroom as a teaching strategy in the Electrotherapy course at UCIMED
This article analyzes the perceptions of students and faculty in the Electrotherapy course regarding the application of the flipped classroom pedagogical model at the Universidad de Ciencias Médicas (UCIMED). This approach, which reverses the traditional teaching order by first introducing theoretical content outside the classroom through digital resources and dedicating in-person sessions to practical application, emerged as a response to the need to integrate information and communication technologies (ICT) into university education following the COVID-19 pandemic. The population consisted of 17 students from the Electrotherapy course and the instructor in charge of teaching it. The study was exploratory and retrospective, with a mixed-methods approach. A self-administered online survey was applied, complemented by an anecdotal record kept by the instructor. The information collected was subjected to descriptive analysis, with data tabulated using Microsoft Excel® from Office 365® and analyzed through descriptive statistics. The main result showed that most students considered that the prior instructional materials (videos and audio presentations) and in-class review facilitated learning and improved the use of practical sessions. However, a need was identified to improve the quality and dynamism of the pre-recorded material. It is therefore concluded that the flipped classroom fosters self-directed learning, autonomy, and the optimization of practical time, although it requires gradual adaptation from students and additional effort from faculty in developing and updating instructional resources, establishing itself as an effective and replicable educational strategy.
Editorial: Dialogues between methodology, teacher well-being, and cultural diversity
La narración oral mediante notas de voz de WhatsApp como herramienta para mejorar la fluidez de estudiantes adultos
La fluidez oral se considera un componente necesario para el éxito en el contexto de la enseñanza del inglés como lengua extranjera (ILE). Los estudiantes adultos de nivel A2 en un centro de idiomas muestran constantemente dificultades en su desempeño oral, evidenciando respuestas breves, vacilantes y numerosas instancias de autocorrección, atribuidas a un énfasis excesivo en lograr la precisión gramatical. Para abordar esta brecha, esta investigación acción examinó los efectos de la narración oral mediante notas de voz de WhatsApp en un grupo de seis personas adultas participantes. La intervención consistió en siete sesiones en las que las personas participantes crearon colaborativamente una historia mediante la grabación de notas de audio secuenciales, basadas en indicaciones docentes, las cuales se utilizaron posteriormente para la narración oral en clase. El estudio incluyó pruebas previas y posteriores a la intervención, analizadas mediante una rúbrica de análisis de fluidez que examinó las palabras por minuto (PPM), las pausas y las instancias de autocorrección. Los resultados fueron positivos: todos los participantes mostraron un incremento en su puntaje general de fluidez. Específicamente, cinco de seis participantes redujeron su número de pausas, mientras que cuatro de seis aumentaron sus PPM. Estos hallazgos sugieren que la intervención promovió exitosamente el habla ininterrumpida por encima de la autosupervisión. El resultado positivo se atribuye principalmente a la combinación de una herramienta de comunicación atractiva y familiar con el compromiso del estudiantado, lo cual propició una variedad de emociones positivas, desde una reducción de la ansiedad inicial hasta sentimientos de orgullo y confianza.
Concepciones sobre la enseñanza, el aprendizaje y las prácticas pedagógicas: Análisis multigrupo de profesores de Química y Física en formación inicial
Las concepciones sobre la enseñanza y el aprendizaje, así como las prácticas pedagógicas, suelen caracterizarse como centradas en el estudiantado o centradas en el profesorado. Este estudio explora la relación entre las concepciones de los profesores en formación inicial sobre la enseñanza y el aprendizaje, y sus prácticas pedagógicas, examinando si dicha relación difiere entre programas de formación docente en ciencias. Se recopilaron datos a partir de profesores en formación inicial, en calidad de estudiantes del último año de las carreras de enseñanza de Química y Física, quienes habían completado su práctica docente. Se empleó un modelo de ecuaciones estructurales multigrupo para evaluar la invarianza de la relación entre ambos grupos. Se adoptaron instrumentos de investigación existentes, identificados en la literatura, para el desarrollo del estudio. Los resultados indicaron que existían diferencias entre los grupos; sin embargo, estas diferencias no fueron estadísticamente significativas. Los hallazgos resaltan la importancia de considerar las concepciones de los profesores en formación inicial sobre la enseñanza y el aprendizaje dentro de los programas de formación docente, con el fin de promover prácticas pedagógicas eficaces y adaptadas a las necesidades específicas de los distintos contextos educativos.
Science and Technology Fair: Positive and negative aspects from the student and teacher experience in three Costa Rican schools
The Science and Technology Fair (STF) is an educational strategy aimed at promoting student interest in science through the development of research projects. Accordingly, this study analyzed student and teacher participation and perceptions of this process in three secondary education institutions in Costa Rica, representing technical, humanistic, and academic (private) educational modalities. The research sought to identify the factors that motivate or limit student participation, explore students' assessments of the experience, and understand teachers' perceptions of the process. A mixed-methods approach with a concurrent design was used, applying surveys to 62 11th-grade students and interviews with 3 science teachers. The results showed that voluntary participation failed to generate student engagement, whereas mandatory participation ensured attendance, although it was primarily motivated by academic scoring. It was also found that lack of interest, academic workload, and a shortage of ideas were the main barriers to participation. Students positively valued teamwork, experimentation, and creativity, while the scientific writing and oral presentation phases were the least appreciated. It is concluded that the STF holds strong educational potential, but its impact depends largely on institutional conditions and how the process is organized and implemented.
Diagnosis of visual literacy in initial teacher education: Challenges in the age of artificial intelligence
In the current context, marked by the centrality of images and the mediation of artificial intelligence, visual literacy competencies have become key. However, the available evidence on their level among Education students in Ecuador is limited. Therefore, the main objective of this research was to diagnose visual literacy competencies in pre-service teachers, with a complementary objective of analyzing whether a significant correlation exists between the level of these competencies and participants' sex. The study adopted a quantitative approach and was classified as descriptive cross-sectional. The population consisted of 151 students from the Basic Education program at a higher education institution focused on teacher training in Ecuador. Participants were selected through non-probabilistic convenience sampling, resulting in a sample of 122 students. In order to carry out the diagnosis, a 37-item test based on contributions from the Association of College & Research Libraries was applied. Data analysis was performed using Excel and the Jamovi statistical software. The main results revealed that the level of competencies is predominantly medium and beginner, indicating that students are at a basic level of visual consumption. Regarding sex, the Spearman correlation analysis did not provide sufficient evidence to support a significant relationship. Therefore, the main conclusion is that the visual training of future teachers faces critical challenges amplified by artificial intelligence, such as blindness to bias, vulnerability to misinformation, and ethical and legal problems, among others.
Life design as a socio-educational strategy for building new vocational perspectives in adolescents in situations of social vulnerability
This article emerges from the activity “Life design in people in situations of social vulnerability from a career development approach,” carried out by the Interdisciplinary Institute for Childhood and Adolescence [in Spanish, Instituto Interdisciplinario de la Niñez y la Adolescencia, INEINA] of the Universidad Nacional, Costa Rica. It seeks to create spaces for reflection and change among adolescents, aimed at building a life project with a prospective and contextualized vision. This study was conducted through action research, from a socio-critical approach and by means of participatory workshops, working with 40 adolescents aged 15 to 17 from two educational institutions in Puntarenas and Alajuela. Its objective was to analyze life design from educational and vocational perspectives among vulnerabilized populations. The results are interpreted according to the stages of Savickas's Life Design model (2005) and reveal the importance of openness to honest dialogue, self-expression, and the recognition of reality as a starting point for personal transformation through collective construction.
Editorial. Horizontes de la gestión educativa: saberes, perspectivas y prácticas
Copyright (c) 2025 Innovaciones Educativas https://creativecommons.org/licenses/by-nc-nd/4.0
From visual grammar to prompting: Lessons learned in creating differentiated messages with artificial intelligence
This systematization of experience is based on a teaching strategy developed in the Graphic Design I course of the Graphic Design program, during the first semester of 2025, at the Western Campus (Sede de Occidente). The group consisted of 20 students and the strategy was implemented in the course's third project. The objective of this article is to analyze the design process and experience of Graphic Design university students in creating images with generative artificial intelligence, evaluating the effectiveness of the visual message when adapted to four generational groups (baby boomer, X, millennial, and centennial) for social media publications. A mixed qualitative and quantitative approach was applied. Among the results obtained, working with a real brand stood out for promoting research and visual adaptation to diverse audiences. The findings confirm time optimization and concept generation as strengths of AI, while its weaknesses lie in visual quality and bias. In the conclusions, the systematization demonstrated generative AI's capacity to differentiate visual messages according to the aesthetics of generational groups on social media; it also strengthened students' understanding of the link between brand and audience, fostering the development of critical prompting skills and ethical reflection on the limitations and opportunities of these emerging technologies in contemporary design.
Techno-pedagogical lessons learned after the COVID-19 pandemic
This article presents the main techno-pedagogical lessons learned during the COVID-19 pandemic and their impact on Costa Rican state university education. Based on this abrupt transition from in-person instruction to remote pedagogical mediation, these lessons are analyzed and organized around two axes. The first focuses on structural transformations in the educational process, including the transformation of educational space, curricular flexibilization, and the metamorphosis of pedagogical models. The second axis addresses the strengthening of capacities and implementation dynamics through the development of techno-pedagogical competencies, access to library systems and institutional repositories, and the promotion of collaborative learning. Pedagogy, as a discipline oriented toward understanding and improving teaching and learning processes, can become a strategic driver of educational innovation when integrated with the development of technological competencies across diverse contexts. As such, techno-pedagogy makes it possible to critically articulate pedagogical and technological knowledge to strengthen educational quality. This article therefore argues that the conscious integration of techno-pedagogy is not only a response to an emergency situation, but also an opportunity to consolidate inclusive and sustainable practices in Costa Rican state higher education. It concludes with a set of opportunities and perspectives aimed at inclusive practices aligned with university students' needs, contributing to the strengthening of quality digital education in the Costa Rican context.
Positive discipline in family contexts: A systematization of two training processes with mothers, fathers, and caregivers
This article presents the systematization of the experience of two positive discipline workshops aimed at mothers, fathers, and individuals responsible for the upbringing of children between 0 and 12 years of age in the southern region of the country, specifically in Ciudad Neily and in the canton of La Unión, district of Tres Ríos, in the province of Cartago. The workshops aimed to provide information and positive discipline tools to support the child-rearing process. Each workshop was carried out over eight weekly sessions lasting two hours each. The experience was reconstructed through a review of written documentation, such as experience narratives, worksheets, and drawings, as well as an analysis of audiovisual records, mainly photographs. In addition, at the end of the workshops, a questionnaire was administered to participants to gather general information and assess the learning achieved. The results show the acquisition of knowledge about the philosophy of positive discipline, the strengthening of self-reflection and self-awareness processes regarding the management of emotions, frustration, and stress, as well as the implementation of positive discipline tools that have generated significant changes. Notable among these are changes in the behavior of minors and adults' search for more suitable strategies to channel frustration, which has had a positive impact on family dynamics, promoting communication, connection, and a sense of belonging among all family members.
Dream, create, and care: emerging horizons of educational leadership
In a global context characterized by profound transformations in educational systems, this article proposes to explore new ways of understanding and exercising educational leadership from a perspective focused on the well-being of the members of the community and that moderates the retention of human talent in schools. Understanding leadership as the social force of pedagogical change, we seek to identify some of the key elements that are absent from the traditional talks about educational improvement. Under the title "Dream, Create, and Care," it invites us to rethink leadership not only as a bureaucratic practice centered on the central figure of "a leader," but as a profoundly human, situated, and ethical action. To dream implies opening space for pedagogical imagination and collective hope, making more just, inclusive, and sustainable possible futures visible. To create alludes to the capacity to design and sustain innovative, resilient, and collaborative school communities, where change is not imposed but co-constructed through dialogue and active participation. Caring, finally, emphasizes the need for an affective and relational view of institutional life, recognizing that the well-being of the actors—especially teachers—is an essential component of any improvement process.
Digital Transformation and Technology in Educational Management: An Approach from Critical Literacy
The 21st century has proven to bring countless paradoxes into our daily lives that are difficult to explain or recognize in traditional terms. Current, ever-changing scenarios compellingly present realities filled with uncertainty. Furthermore, the innumerable reports, publications, and accounts on digital transformation in education is abundant; in some cases, they are profound, multidimensional, and innovative; in others, merely descriptive, segmented, and linear. In contrast, educational systems and school institutions continue to face a constant multifaceted challenge: how to avoid repeating formulas that biasedly prioritize the tools or devices themselves, instead of the pedagogical approach and the relational factor that humanizes any educational act? In the face of pedagogical urgencies, the immediate response that arises is—paradoxically—the "immediacy" in the use of technologies in training processes as an element that guarantees access, reach, participation, and educational continuity. In this overpopulation of information, in what could almost be called an unbreakable "noise," perhaps doubt, pause, and critical reflection on pedagogical practice, its environments, and its multiple factors constitute the disruptive approach element that allows expanding stances which include perspectives in search of solutions that, although absolutely urgent, require a view that contemplates the complex realities of current contexts to provide answers to the crisis.
Distributed and Transformational Leadership: Educational Management for Organizational Well-being
This editorial examines how emotional, distributed, and transformational leadership can serve as a lever for educational quality policies in Latin America. Drawing on evidence linking positive school climates, teacher satisfaction, and student retention with collaborative leadership styles, it argues that organizational well-being should be considered an indicator of quality rather than a side effect. Furthermore, it analyzes findings from international reports and recent research on the presence of distributed leadership and existing gaps. Finally, it proposes an agenda of nine recommendations—ranging from the inclusion of socio-emotional metrics to the strengthening of research networks—aimed at placing well-being and school democracy at the heart of quality policies.
Instructional videos as a pedagogical resource for teaching mathematics in distance education
This article analyzes students' perceived usefulness of the educational videos developed by the Fundamental Mathematics Department for the course Mathematics for Computer Science I (03068) at the Universidad Estatal a Distancia de Costa Rica (UNED). The research was conducted using a quantitative approach, with a cross-sectional descriptive design, during the second term of 2024. The population consisted of 753 students enrolled in the course, of whom a sample of 81 students voluntarily participated through an anonymous survey. The instrument collected sociodemographic information, video-viewing patterns, an assessment of the videos' contribution to learning using a Likert-type scale, and suggestions for improvement. The instrument's reliability was adequate, with high Cronbach's alpha coefficients in the usefulness and clarity dimensions. For the inferential analysis, independence tests were applied to explore associations between viewing frequency and sociodemographic variables. The results showed a positive assessment of the videos as a learning aid, particularly for understanding concepts, clarifying doubts, and strengthening autonomous study. No statistically significant associations were identified between viewing frequency and the variables subject to analysis. However, opportunities for improvement were noted regarding information load and the alignment of exercises with assessments. It is concluded that educational videos constitute a valuable instructional resource in distance education, whose impact can be enhanced through adjustments to their pedagogical design.
A proposal for integrating artificial intelligence into teaching processes: A phased itinerary
This essay proposes a phased sequence that will enable teachers and institutions to properly integrate artificial intelligence into educational processes. It starts from the premise that successful adoption goes beyond the mere implementation of tools and requires a structured pedagogical itinerary. In this context, the essay presents a four-phase progressive model that guides teachers and institutions from basic use toward sound curricular integration grounded in theoretical constructs. The phases are: 1) Readiness and critical familiarization, aimed at building a knowledge base on the capabilities and limitations of AI; 2) Pedagogical exploration and experimentation, where AI is applied in a controlled manner to scaffold learning; 3) Instructional application and systematization, in which the use of AI is integrated to personalize teaching; and 4) Curricular integration and transformation, the final stage in which technology redefines learning tasks and the teacher's role. The analysis is grounded in the synergy of three theoretical frameworks: Sánchez's (2001) stages of integration, the TPACK model (Mishra & Koehler, 2006), and the SAMR model (Puentedura, 2013). The synergy among these constructs allows for evaluating the depth of pedagogical change at each stage. The main conclusion is that the adoption of AI is not a technological end in itself, but a means for carrying out pedagogical transformation. Success or failure in implementation will depend on the degree of intentionality, reflection, and collaboration adopted to enrich human learning and cultivate critical thinking.
Knowledge demonstrated by pre-service mathematics teachers regarding the classical definition of probability when solving tasks
The specialized knowledge of pre-service mathematics teachers is key to effective probability instruction. Accordingly, this qualitative study, conducted among 13 students from the Mathematics Teaching program at the Universidad Nacional de Costa Rica, aimed to describe the knowledge they demonstrate regarding the classical definition of probability when solving six contextualized tasks. The Mathematics Teacher's Specialized Knowledge (MTSK) model was adopted, with an emphasis on the Knowledge of Topics (KoT) subdomain, to operationalize four categories: definitions and foundations, representation registers, phenomenology and applications, and procedures. Expert-validated indicators were developed and applied through content analysis. The results show that most participants draw on different representation registers and apply Laplace's rule in equiprobable situations; however, few simultaneously integrate the three essential elements of the classical definition (ratio, equiprobability, and finiteness), which limits their argumentation in non-equiprobable contexts. Based on these findings, it is recommended that initial teacher training strengthen the connections between definition, phenomenology, and justification.
Educación en transformación: experiencias, saberes y tecnologías
Predictive value of self-regulated learning in the educational outcomes of first-time entering students at Universidad LCI Veritas according to their current enrollment status
The objective of this article was to analyze the predictive value of initial self-regulated learning on the educational outcomes of first-time entering students at Universidad LCI Veritas, enrolled between the first term of 2023 and the first term of 2024, based on their enrollment status in the second term of 2025. The methodology was grounded in a positivist paradigm, using a quantitative method with a non-experimental, cross-sectional, correlational scope. The final sample was larger than expected (n=494), but all available data were used to ensure representativeness. The main results indicate that grade point average does predict academic persistence, while self-regulated learning was not a significant predictor of either academic persistence or grade point average for the sample as a whole. However, when analyzing only the subgroup of students enrolled in the second term of 2025, self-regulated learning did predict academic performance and a lower likelihood of course failure. It is therefore concluded that the phenomenon of academic persistence in the early stages of university is complex and its predictability should be assessed using additional variables. Nonetheless, self-regulated learning is recognized as favoring students' educational outcomes in continuing their academic path, once the first-year adaptation to university has been achieved.
Transformations in university academic performance: Changes in course pass rates in distance education before and after the COVID-19 pandemic
This research examines the evolution of students' academic performance in courses belonging to the Business Administration curriculum at a distance-learning university, in light of the COVID-19 pandemic. Historically, these courses had recorded low pass rates. Therefore, the main objective was to compare academic outcomes before and after the pandemic, as well as to identify changes in assessment models and in the pedagogical mediation implemented. The methodology was mixed-methods, including a documentary analysis of pass records for two courses between 2017 and 2023, complemented by semi-structured interviews with coordinating faculty. The results show that, in the period prior to the pandemic, pass rates were consistently low: between 42% and 60% in course A, and around 25% in course B. Subsequently, a notable increase was observed, reaching up to 90% and 77%, respectively. This change is linked to the diversification of assessment instruments, the virtualization of exams, and closer instructor support. In conclusion, the pandemic not only accelerated the adoption of virtuality in distance education but also revealed the need to rethink the student-centered distance learning model.
Transforming the school from the voices of families: recognizing the cultural identity of international migrant students
This essay argues that recognizing and valuing the cultural identity of migrant students is a fundamental part of inclusive education. Through a critical review, it addresses prejudices and stereotypes that affect their identity, the tensions they experience at school in relation to this, and the recognition and integration of their cultural capital in school. Therefore, it proposes including migrant families in the teaching process, as they are bearers of a rich cultural heritage and their migratory experience enriches the educational process. To this end, collaboration between schools and migrant families is suggested, considering that the latter are the central axis of cultural identity for migrant schoolchildren. This line of action seeks a horizontal dynamic with two-way communication in the family-school relationship, giving rise to an intercultural school, where not only do people live together, but they also learn and value the knowledge of the migrant population in order to address the teaching-learning process. All of the above demonstrates that recognizing the identities of migrant schoolchildren should not be seen as a difficulty, but rather as an opportunity to strengthen the family-school relationship, enrich pedagogical practices, and advance the construction of inclusive education.
Functions of Personal Assistants in Costa Rica: analysis of the Technical Profile and the Current Legal Framework
In Costa Rica, the role of personal assistance is recognized in Law 9379 and in its regulation, Executive Decree 41087-MTSS, as a support mechanism to promote autonomy and independent living for people with disabilities. However, there is still no technical profile that specifies the functions, competencies, and ethical values required for this role, which generates limitations in training processes and in the quality of the service provided. Based on the above, the purpose of this study was to analyze the functions, competencies, ethical values, and training gaps linked to personal assistance, considering both the current legal framework and the educational perspective. To this end, a mixed-methods approach was adopted, combining a systematic literature review with the administration of questionnaires to persons with disabilities and to professionals related to this work. The results indicate that socio-emotional skills, together with ethical and legal foundations, constitute the basis of the professional profile, although difficulties persist in the definition of functions, in specialized training, and in service supervision mechanisms. These findings highlight the need to consolidate updated training programs and to promote inclusive public policies. The main contribution of this research lies in generating evidence that may guide educational processes and support the design of public policy guidelines consistent with the social model of disability and with a human rights approach.
Quality Management: The Right to an Accessible, Equitable, and Sustainable Education
This document has as its general objective to analyze the results obtained from a form applied to principals of educational institutions in circuit 04 of the San José Oeste Regional Education Office (DRESJO, for its acronym in Spanish), regarding quality management that guarantees an accessible, equitable, and sustainable education as a right. The study was carried out from a quantitative approach and a descriptive method, with a non-probabilistic convenience sample, without exclusion criteria, considering the availability and accessibility of the 37 participants through digital means; furthermore, the information was analyzed with statistical procedures. As a main result, a trend was found towards an education with areas for improvement and many barriers to legitimizing this right. Finally, the main conclusion refers to the emergence of education as a right, with challenges and priorities regarding accessibility, equity, and sustainability that are mainly related to the scarcity of resources, deficiencies in the specialized training of the teaching staff, and the lack of adequate infrastructure.
Leadership Styles and Work Climate: Strategies Implemented by School Principals to Promote the Well-being of Educational Staff
The Costa Rican educational system faces multiple and complex challenges. One of them corresponds to the well-being and satisfaction of educational staff, who currently face a scenario characterized by demotivation and a sharp deterioration in their mental health conditions (ANDE & ACODEHU, 2021). Recent research has underlined the importance of the principal's leadership styles and the work climate as two variables that affect the well-being, performance, and job satisfaction of educational staff. For this reason, the purpose of this research is to analyze the impact of educational leadership and the promotion of healthy work climates on teacher well-being, from the principal's perspective. The methodology used was descriptive, cross-sectional, and with a qualitative approach. The population consisted of a total of nine principals of educational centers of the Costa Rican Ministry of Public Education (MEP), from different educational cycles and modalities. Semi-structured interviews were implemented, and the results were analyzed using content analysis. The research results reveal that the interviewed principals favor a distributive and participatory leadership style. Furthermore, they implement a series of actions to promote a healthy work environment. In conclusion, it is affirmed that the leadership exercised by principals plays a determining role in promoting a healthy work climate; likewise, a more horizontal management approach is evident, committed to daily support, the team's well-being, and active participation in institutional processes.
Community Management and Its Scope: Contributions of Educational Policy to Transcend from the School to the Community
This essay aims to present the relationship between educational and community management within the framework of Costa Rican policy, based on the school's operations. In this sense, it addresses the principles that converge between the school and its environment; the collaborative and dynamic processes carried out in their interaction to develop and lead joint plans on common issues; furthermore, the interconnection with policy and its contributions to reorienting the management of the school and its surroundings. In conclusion, education, its link with the community, and regulations form an interconnection network that develops capabilities in the participants and creates greater dynamism in self-management processes, to improve and enhance individual, institutional, and social life endeavors. Thus, policy empowers and guides the school in creating collaborative projects; community management enriches the curriculum and intercultural processes within the classrooms; and educational management strengthens its capacity to act to contribute to quality and the transformation of its own reality in response to the country's interests and the demands of today's society.
Perceptions and Assessments of Teaching and Administrative Staff Regarding Inclusive Education in Costa Rican Educational Institutions
This article describes the perceptions of teaching and administrative staff from educational centers in Circuit 01 of Heredia Province, Costa Rica, regarding inclusive education. The study followed a qualitative approach with a descriptive design. The sample was defined by selecting educational centers with over 250 students, a background in inclusion processes, and willingness to participate in the study. The sample included 20 teachers who work with inclusive groups and 10 members of the management teams from public institutions within the specified circuit. Both groups answered a questionnaire with open- and closed-ended questions for data collection. The study was structured around six categories established in the national inclusion policy. The findings reveal structural and organizational barriers that hinder the implementation of these policies, while also highlighting opportunities identified by educational staff to strengthen their application. In addition, practical recommendations derived from the experiences of teachers and administrators are included. The research concludes that there is a significant gap between established regulations and their implementation in schools, which limits the reach of truly inclusive education. These results provide valuable insights to guide decision-making by teaching and administrative personnel, contributing to the strengthening of a more contextualized and equitable public educational management system.
Transformation and Educational Management: Challenges and Opportunities for Teacher Professional Development in the Pedagogical Use of Technologies in Costa Rica
Continuing professional development (CPD) in technology is essential for teachers to meet the current demands of education. Therefore, the objective of this study is to analyze the institutional conditions, participation, and perceived usefulness of CPD activities related to digital technology in the Costa Rican public educational sphere. A quantitative approach with a non-experimental, cross-sectional, and descriptive scope design was used. Furthermore, the sample included n=951 participants, 237 principals and 714 teachers, and a questionnaire with Likert-type scales was applied. The results show that, although some institutional conditions for CPD in technology exist, they are not perceived as accessible or sufficient, especially by the teaching staff. Principals view the training actions promoted by the centers more positively, although optimal levels are not reached. Likewise, the low participation of both groups in the different training modalities is noteworthy, with online courses and collaborative activities being the most used and highly valued. Significant differences in perception between the two groups are identified, suggesting internal gaps in the school's organizational culture. It is concluded that training opportunities still require better planning, monitoring, and contextualization. Finally, it is recommended to strengthen the pedagogical management of leadership teams, as well as allocated space and time for training, and to foster professional collaboration networks.