Revista Iberoamericana de educación

Pedagogical innovation and emerging technologies in teaching social studies: towards critical, personalized, and civic learning

Rosaly Yomaira Guaman Santillan — 2025-10-03

This study focuses on pedagogical innovation and the use of emerging technologies in the teaching of Social Studies. It also aims to highlight the role of these learning approaches in fostering civic competencies, critical thinking, the construction of personalized and systemic education, curriculum design, and teaching as part of the transformation needed to address educational challenges from a systemic perspective. The research was designed with a mixed-methods approach, combining quantitative and qualitative analyses. A questionnaire and performance tests were administered to 120 students, followed by interviews, observations, and focus groups with teachers and students.The results revealed that the incorporation of innovative strategies such as gamification, adaptive learning, artificial intelligence platforms, and the flipped classroom significantly contributed to increased student motivation, the acquisition of digital competencies, and the development of critical thinking. In addition, the qualitative findings indicated that students valued the opportunity to direct their own learning in a more autonomous and reflective way and recognized the importance of the teacher’s role in technological mediation. It was also found that the integration of multiple technological modalities enhances learning personalization, allowing students to progress along differentiated pathways according to their own pace and cognitive style. Furthermore, the study highlighted the development of critical civic citizenship, as students were given opportunities to engage in digital deliberations and reflections on contemporary social issues. In summary, this research demonstrates that pedagogical innovation supported by emerging technologies not only transforms the teaching dynamics of Social Studies but also addresses 21st-century educational challenges with the aim of fostering a critical and active citizenry.

Using augmented reality and digital simulations to strengthen high school students' understanding of quadratic functions

Jesus Alexander Haro Amaguaya — 2025-10-03

The study focuses on the use of augmented reality (AR) and digital simulations as innovative pedagogical tools to improve the understanding of quadratic functions in secondary education, while contextualizing their impact on complex problem-solving and the systemic transformation of mathematics education. A mixed, quasi-experimental approach was employed, with an experimental group exposed to immersive technology and a control group receiving traditional instruction. The designed methodology encompassed diagnostic, intervention, and evaluation phases, incorporating validated instruments such as performance tests, attitudinal questionnaires, structured observations, and semi-structured interviews. The results showed that students in the experimental group not only achieved improvements in their conceptual performance, but particularly in the graphical and algebraic interpretation of quadratic functions. Furthermore, a positive relationship was established between conceptual gains and the time of interaction students had with technological resources. At a qualitative level, participants demonstrated higher motivation, understanding, and autonomy in their learning. This evidences the meaningful learning that can be achieved through AR and simulations, as they foster a cognitive mediation where the abstract is articulated with the visual, leading to deeper and more relevant learning outco

O estudo centra-se na utilização da realidade aumentada (RA) e simulações digitais como ferramentas pedagógicas inovadoras para melhorar a compreensão das funções quadráticas no ensino secundário, contextualizando o seu impacto na resolução de problemas complexos e na transformação sistémica do ensino da matemática. Foi utilizada uma abordagem mista, quase experimental, com um grupo experimental exposto à tecnologia imersiva e um grupo de controlo que recebeu instrução tradicional. A metodologia concebida abrangeu fases de diagnóstico, intervenção e avaliação, incorporando instrumentos validados, tais como testes de desempenho, questionários atitudinais, observações estruturadas e entrevistas semiestruturadas. Os resultados mostraram que os alunos do grupo experimental não só alcançaram melhorias no seu desempenho conceptual, mas particularmente na interpretação gráfica e algébrica das funções quadráticas. Além disso, foi estabelecida uma relação positiva entre os ganhos conceptuais e o tempo de interação dos alunos com os recursos tecnológicos. A nível qualitativo, os participantes demonstraram maior motivação, compreensão e autonomia na sua aprendizagem. Isto evidencia a aprendizagem significativa que pode ser alcançada através da RA e das simulações, uma vez que estas promovem uma mediação cognitiva onde o abstrato é articulado com o visual, levando a resultados de aprendizagem mais profundos e relevantes. A investigação fornece claramente evidências do otimismo que a integração de tecnologias emergentes traz para o ensino de conteúdos complexos e seu impacto positivo na pedagogia. No âmbito deste estudo, tal integração pode ser descrita como uma colaboração sistémica que promove equilíbrio, inovação e qualidade na aprendizagem da matemática, respondendo assim à transformação que as instituições educacionais cada vez mais exigem.

mes. The research clearly provides evidence of the optimism that the integration of emerging technologies brings to the teaching of complex content and its positive impact on pedagogy. Within the framework of this study, such integration can be described as a systemic collaboration that promotes balance, innovation, and quality in mathematics learning, thereby responding to the transformation educational institutions increasingly require

Implementing interactive digital environments to enhance algebra learning in high school students: an innovative approach to problem-solving and critical thinking

Daniela Silvana Benavides Espín — 2025-10-03

This study focuses on the use of digital interactives aimed at developing critical thinking as a pedagogical strategy for algebra learning among secondary education students, with an emphasis on complex problem solving. This hybrid research comprises a quantitative component analyzing standardized test results and a qualitative component centered on interviews and focus groups. Based on the group design, the quantitative sample consisted of 120 second-year high school students from urban public education institutions, divided into experimental and control groups. Findings derived from the tests and the evaluation of interactive software tools indicate that the use of iconic tools (narrative, visual, and algebraic simulations) significantly enhances the elicitation of higher-order thinking skills, improving both learning outcomes and conceptual understanding. Furthermore, there was a notable improvement in self-regulation and argumentation skills among students using the digital environment. Qualitative data also revealed that students in the digital setting reported higher levels of motivation and participation, perceiving algebra as more applicable to real-life problem solving. This work seeks to contribute to systemic educational transformation by proposing an innovative, replicable student-centered educational model. It draws on socioconstructivist theories and critical technology approaches. Moreover, it provides empirical evidence of the positive impact of digital environments on the learning of abstract content. It highlights the potential of such tools to reduce educational disparities and foster key 21st-century competencies. Finally, it underscores the lack of integration of these initiatives into public education policies and stresses the need to promote a critical, contextualized, and technology-mediated mathematical literacy..

Impact of Emotional Regulation on Academic Performance: Psychoeducational Strategies for Basic Education.

Saul Rogelio Jimenez Bajaña — 2025-10-03

This paper analyzes the effect of emotional regulation on academic performance in basic-level students, the implementation of psychoeducational strategies, and the role of education in systemic transformation and the resolution of complex problems. A structured intervention was implemented over one semester using a mixed-methods approach, combining group sessions, digital resources, and self-regulated emotional tracking tools. The sample, composed of students from public education in a case study design, was evaluated through standardized tests and a thematic analysis of interviews for the qualitative component. From a quantitative perspective, statistically significant improvements were found in emotional self-regulation (p < 0.01), along with a noticeable increase in academic performance, showing a positive correlation (r = 0.62). From a qualitative perspective, participants reported enhanced emotional awareness, reduced test anxiety, and a conscious adoption of self-regulation strategies. These findings suggest that a student's emotional development is essential for effective learning and sustained academic engagement. The study emphasizes the necessity of implementing emotional education programs in schools as a way to comprehensively transform the educational environment. The applied approach has the potential to enhance equity within the educational system and promote the development of core psycho-emotional competencies across diverse contexts. It concludes that emotion should no longer be seen as separate from academic activity; instead, self-reflection, resilience, and motivation enabled by emotional regulation are fundamental for optimal learning in today’s dynamic educational landscape.

Peer Instruction as a Collaborative Learning Strategy in the Teaching of Linear Algebra in Higher Education

José Ricardo Aulestia Ortiz — 2025-10-13

This study analyzes the effectiveness of peer instruction as a collaborative learning strategy for teaching linear algebra at the university level. A quasi-experimental pretest–posttest design with nonequivalent groups was applied, involving 63 first-year students. The control group received traditional lecture-based instruction, whereas the experimental group engaged in peer instruction, discussing and justifying answers to conceptual questions designed to promote reasoning and deep understanding. Simulated data show that both groups had similar initial levels in the pretest (p > .05), but the experimental group demonstrated a significant improvement in the posttest (p < .001) with a moderate effect size (Cohen’s d ≈ 0.70). These results confirm that peer interaction fosters conceptual understanding, cognitive self-regulation, and knowledge retention in abstract topics such as linear algebra. Moreover, the methodology increased students’ motivation and participation, which are key elements of active learning. It is concluded that peer instruction is an effective, flexible, and replicable pedagogical strategy in higher education contexts, capable of enhancing academic performance and promoting meaningful learning of mathematical concepts. The study recommends its gradual implementation as part of the pedagogical transformation toward more participatory, student-centered learning models.

Methodological strategies for strengthening Afro-Ecuadorian culture in the classroom

Johnny Alberto Laborde Luca — 2025-10-23

This article addresses methodological strategies aimed at strengthening the teaching and appreciation of Afro-Ecuadorian culture among tenth-grade secondary school students. It highlights the importance of promoting intercultural education that respects, values, and disseminates the cultural expressions of this community, thus contributing to the construction of conscious and plural identities. Through a review of the literature and the proposal of participatory methodologies, the aim is to offer a framework that facilitates the incorporation of Afro-Ecuadorian cultural content into the school curriculum.

Impact of using the WebQuest digital tool on natural science learning in elementary school students

Georgina Del Pilar Hidalgo Sanguña — 2025-10-23

The present research aimed to analyze the impact of the digital tool WebQuest as support in the teaching and learning process of Natural Sciences for eighth-year students of Basic General Education at the Unidad Educativa 24 de Mayo, in the metropolitan district of Quito. Using a mixed approach, the perceptions of teachers and students about the tool were analyzed, showing improvements in motivation, content comprehension, and collaborative work. The intervention was structured in a didactic sequence that integrated digital resources and guided research strategies. The results obtained, validated through direct observation and feedback from participants, confirmed the effectiveness of the proposal and its relevance in school contexts. It is concluded that WebQuest promotes meaningful learning and can be a valuable strategy to integrate ICT in the classroom, provided it is accompanied by teacher training and contextualized planning.

Educaplay as a digital resource for improving academic performance in mathematics for high school students

Jesús Alberto Carrasco Palacios — 2025-10-23

The study was developed in response to the need to improve the academic performance of upper elementary school students in mathematics, identifying low motivation and content comprehension as recurring factors. The objective was to analyze the impact of using the Educaplay platform as a digital teaching strategy to improve performance in this area. A quantitative approach with qualitative elements was applied, using a quasi-experimental design with pretest and posttest, surveys, and interviews, targeting two groups of eighth-grade students from a public educational institution. The experimental group worked with interactive activities designed in Educaplay, while the control group received classes using traditional methodology. The results showed a significant increase in the experimental group's grades, along with a reduction in data dispersion, demonstrating a consistent improvement in performance. Student perception was favorable, highlighting greater motivation, comprehension, and a desire to continue using the tool. Teachers positively valued its educational usefulness, although they mentioned limitations related to training and planning time. It was concluded that Educaplay represents an effective and replicable resource for enhancing mathematical learning, provided it is implemented with planning, teacher support, and minimal technological requirements. It was recommended that its implementation be expanded to other educational contexts and areas of knowledge.