https://www.revistas.udb.edu.sv/ojs/index.php/dl <p>Diá-logos, the Education Journal of the Universidad Don Bosco of El Salvador, aims to contribute and share with the national and international educational community its reflections, experiences and research results in the educational field. Diá-logos addresses different educational topics, including pedagogy, curriculum, evaluation, technology, policies and educational management. Diá-logos is addressed to educators at all levels, public officials in the field of education, researchers in the field of education, teacher trainers and students in teacher training.</p> <p><strong>Publishing entity:</strong> Editorial Universidad Don Bosco</p> Editorial Universidad Don Bosco es-ES Diá-logos 1996-1642 https://www.revistas.udb.edu.sv/ojs/index.php/dl/article/view/511 <p>Contemporary education is undergoing an unprecedented transformation. The emergence of digitalization, the exponential growth of information, and a hyperconnected generation have created a scenario that challenges traditional forms of teaching and learning. In this environment, educational management is deeply challenged: it is no longer enough to simply transmit knowledge; it is necessary to organize, mediate, and design educational experiences that take place both in the physical classroom and in digital ecosystems.</p> Eduardo Menjívar Valencia Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-01 2025-12-01 17 31 05 09 10.61604/dl.v17i31.511 https://www.revistas.udb.edu.sv/ojs/index.php/dl/article/view/478 <p>This study outlines how neuroplasticity-based instructional strategies can enhance logical-mathematical reasoning in Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) students. Based on a mixed-methods design combining systematic review, controlled intervention, and multimodal assessment, the study revealed drastic improvement in academic performance, cognitive functioning, and neural connections. Interventions such as adaptive gamification, multisensory manipulatives, and metacognitive routines indicated a 32% increase in problem-solving ability in the experimental group (compared to 8% in control). Children with ASD indicated enhanced pattern recognition, and children with ADHD indicated enhanced attention and inhibitory control. Neuroimaging indicated enhanced dorsolateral prefrontal cortex (DLPFC) activity and enhanced connectivity with the parietal lobe, indicating the role of neuroplasticity in learning. The findings cut across education and neuroscience, offering actionable suggestions for inclusive classrooms and necessitating teacher training and policy reform to teach neurodiverse students.</p> Celia Gallardo Herrerías Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-01 2025-12-01 17 31 11 23 10.61604/dl.v17i31.478 https://www.revistas.udb.edu.sv/ojs/index.php/dl/article/view/495 <p>One of the most well-known components of the Artificial Intelligence (AI) hypernym is large model languages (or LLMs), one of the most popular being ChatGPT, which is being widely used by university students for various tasks, from summarizing articles, solving problems and even writing complete papers. The most obvious problem is the impossibility of detecting with certainty this type of practices, however, an overlooked problem is that the responses generated by this type of models are not (to date) verifiable and their reliability is questionable. In this paper, a brief explanation of what AI is and how LLMs work will be presented as a first point. Subsequently, the results of a survey on the use of ChatGPT will be analyzed, as well as the information collected from use cases, concluding with recommendations on how to make students aware of what an LLM really does and how to use it correctly.</p> Gibran Aguilar Rangel Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-01 2025-12-01 17 31 25 35 10.61604/dl.v17i31.495 https://www.revistas.udb.edu.sv/ojs/index.php/dl/article/view/351 <p>This research sought to estimate the level of eco-citizenship applied to teaching by a group of in-service teachers from seven public institutions in San Salvador, given the lack of instruments that assess their degree of appropriation. A quantitative approach with an exploratory-descriptive scope and a cross-sectional non-experimental design was adopted. The Likert-type Eco-Citizenship Scale, which encompasses the categories of criticism, ethics, and politics, along with subcategories of pedagogical competencies, was administered to 40 in-service teachers from elementary and secondary schools using convenience sampling. The information obtained was analyzed using Pearson correlations between the Scale items and Exploratory Factor Analysis (EFA). The results showed a high critical sense on the part of the teachers, and a strong environmental culture linked to the management of environmental problems. Regarding the correlations, a considerable and statistically significant positive relationship (r &gt; 0.75, p &lt; 0.01) was found between the items. The relationship between the design of motivating teaching strategies to address environmental problems and the use of active and situated methodologies stands out. The EFA revealed four components, the first of which grouped 11 of the 18 items in the Scale, denoting the presence of the latent dimension "competence in Environmental Education." It is concluded that the level of eco-citizenship among teachers is fundamental to generating an environmental culture and that their eco-pedagogical work must be based on critical, ethical, and political dimensions, combining the competencies of knowing, knowing how to be, and knowing how to do in context.</p> Rolando Ernesto Herrera Sánchez Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-01 2025-12-01 17 31 37 55 10.61604/dl.v17i31.351 https://www.revistas.udb.edu.sv/ojs/index.php/dl/article/view/496 <p>In order to achieve the consolidation of graduate programs, Higher Education Institutions (IES), since 2023, have redoubled their efforts to integrate their programs into the National Graduate System (SNP). The main objective is to obtain the support and resources provided by the Federal Government.<br />Among the evaluation criteria is the integration and qualification of Basic Academic Nucleus (NAB) in the postgraduate programs. <br />Although the IESs enjoys autonomy and regulatory independence, it has gradually adjusted to federal educational public policy. In particular, most graduate programs have adopted minimum parameters for integrating NABs and incorporated them into the regulations, functions, and attributions. <br />This research analyzes the regulations applicable to graduate programs at public universities in Mexican states using a systematic exploratory normative review methodology to determine the existence of normative provisions regulating the NAB figure. <br />The results show the relevance of updating not only the NAB figure but, in general, the regulatory framework of postgraduate programs in Mexican IESs to the policies of the SNP to ensure equity in the program evaluation processes and academic recognition of the community that integrates them.</p> Rosana Ruíz Sánchez María Esther Avelar Álvarez María del Consuelo Delgado González Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-01 2025-12-01 17 31 57 70 10.61604/dl.v17i31.496