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Ethical and Academic Challenges in an AI-Driven World

Eduardo Menjívar Valencia — 2025-06-02

We cannot deny the significant impact that the rapid rise of Artificial Intelligence (AI) tools is having on the educational field. We are facing scenarios disrupted by the incorporation of AI tools into teaching and learning processes, with a significant lack of awareness about the ethical and academic implications this entails.

Educational Horizons in the Posdigital Society: between Freedom and Inclusion

Eduardo García Blazquez — 2025-06-02

This article analyses the challenges of post-digital society, with respect to inclusion and vulnerability, where citizenship and education policy must act proactively to combat these challenges. Inclusion cannot be guaranteed by digital technologies alone. The challenge in education today is to integrate and include all students, especially those at risk. Study examines how learning must move from the classroom to society, through the different groups that constitute society and the various professions within it. In this context, school and university classrooms can be extended, so a pedagogy is established that incorporates hospital settings into classrooms. Social networks are also discussed, allowing for the creation and construction of knowledge from anywhere in the world via virtual schools. A new narrative and didactic approach are required in areas such as health education and maternity education. Misinformation exposes vulnerable individuals, regardless of their academic limitations, living conditions, illness, or the influence of public figures. People who are vulnerable are exposed to a society saturating with misinformation, whether as a result of academic limitations, living conditions, illness, or the influence of certain public figures. As a result of the rapid spread of fake news on social media, the distinction between truth and falsehood is becoming increasingly difficult to discern. In order to promote a more informed and inclusive society, education must foster critical thinking and empower citizens to discern the truthfulness of information.

Student Dropout: a Multifactorial Phenomenon Under Debate

Español — 2025-06-02

This article is the result of the research project "Factors that explain student dropout at Don Bosco University, a study of the 2013 cohort"; which identifies the factors of the different dimensions that most influence students to abandon their studies amongst the degrees of Computer Science Engineering, Bachelor in Graphic Design, and Bachelor in Business Administration. The phenomenon is approached from a mixed perspective, identifying based on the results economic, academic, and social factors that influence student dropout. Comprehensive interventions are proposed to improve student retention and terminal efficiency.

Remedial Education for Children and Adolescents in Central America in a Postpandemic Context

Fabiola Rubio Hernández — 2025-06-02

The COVID-19 pandemic has triggered a profound economic and social crisis across Latin America and the Caribbean, significantly affecting the population's well-being and creating devastating and often overlooked consequences in the educational sector. These effects have further deepened pre-existing disparities in the region (Huepe et al., 2022). To address the educational crisis, tutoring and academic support have been proposed as key tools to rebuild cognitive and socioemotional skills lost during the confinement period (UNESCO, Banco Mundial, y UNICEF, 2021).

In response to this, Glasswing International, an organization dedicated to children and youth, implemented a remedial education project titled “Rebuilding and Strengthening: Socioemotional and Remedial Support for Students and Teachers” with 2,599 students from third to sixth grade in Guatemala, Honduras, and Nicaragua. The project employed the Teaching at the Right Level (TaRL) methodology, adapted by the Independent Learning Assessment Program (MIA), to strengthen basic literacy and numeracy skills in centroamerican students.

Pre- and post-intervention diagnostic results revealed that 80% of the participating students achieved the expected level or improved their academic abilities. Qualitative evaluations conducted with 48 community education stakeholders further highlighted that the project not only contributed to academic skill development but also enhanced social and intrapersonal skills. These findings underscore the effectiveness of the TaRL approach in mitigating the negative educational impacts of the pandemic within the Central American context.

RAICES – Opportunities for Integral Learning and Collaborative Counselling as Response to Teachers’ Needs in Challenging Times

Christine Schmalenbach — 2025-06-02

During the COVID-19 pandemic, in the years 2020 and 2021, the RAICES (Red de Aprendizaje Integral en Comunidades Educativas Salvadoreñas) program was developed in El Salvador to support teachers from four public schools in the San Salvador Metropolitan Area in dealing with the challenges caused by the pandemic. The project was developed in response to needs formulated by teachers and principals of these schools and was implemented online. It consisted of ten training sessions on topics of relevance in this crisis phase (e.g., coping with stress and trauma), nine small group collaborative counseling sessions, and reflective work to apply what was learned more personally. It was evaluated through four focus groups with a total of eleven participants. After inductive coding and concept coding, data analysis showed that teachers appreciated the level of professionalism with the respect this showed, methods used with participatory and interactive aspects, current and relevant topics, adaptation to the needs of the participants, interaction and companionship and the socio-emotional support received.