Revista de Inclusión Educativa y Diversidad (RIED)
The Journal of Educational Inclusion and Diversity (RIED) is published by Horizonte Educativo SpA. It is an international, electronic academic journal. Its periodicity is semiannual, following a continuous publication model: the first issue is published between January and June, and the second issue between July and December. The journal adheres to open-access policies, is free of charge, and operates under a peer-review system, targeting academics, professionals, and students engaged in the field of education. RIED only accepts original and unpublished works and maintains a strong social and cultural commitment. It is grounded in methodological pluralism, accepting quantitative, qualitative, and mixed-method manuscripts. ISSN 2810-6563
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Prior contact and attitudes toward disability among university students.
This study analyzes how prior contact with people with disabilities influences perceptions of competence among university students. From the perspective of non-neutral classrooms—where diverse corporealities, memories, and experiences converge—it is argued that meaningful coexistence transforms the way students interpret ability and inclusion. Using a quantitative approach and cross-sectional design, four levels of contact frequency were compared through ANOVA and post hoc tests. Tukey's contrasts revealed that the "almost none" contact group obtained the lowest mean scores, while frequent and very frequent interaction were associated with more positive and stable perceptions. These findings indicate a clear gradient: the greater the coexistence, the higher the valuation of competence and the lower the dispersion. It is concluded that even moderate levels of interaction can reduce prejudices and strengthen inclusive attitudes, thus becoming a relevant pedagogical tool for promoting a more equitable university culture.
Copyright (c) 2026 Raul Bracamontes Del Castillo (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Inclusión de un alumno con discapacidad visual mediante TICS accesibles y gamificación multisensorial en el aula: un estudio de caso
La educación inclusiva ha evolucionado desde un enfoque de integración parcial hacia una visión integral que valora la diversidad como un derecho fundamental. Este estudio de caso analiza los efectos de una intervención educativa que combina tecnologías de la información y comunicación (TIC) accesibles, gamificación multisensorial y metodologías activas para favorecer la inclusión de un alumno con discapacidad visual severa en un aula ordinaria. La intervención se desarrolló durante un trimestre escolar y contempló el uso de tecnologías de bajo coste, materiales táctiles y auditivos, así como el aprendizaje cooperativo y basado en retos. La evaluación pre y postintervención, mediante observación sistemática y un cuestionario de satisfacción, evidenció mejoras significativas en la autonomía, la participación y la integración social del alumno. Los resultados respaldan la viabilidad y efectividad de estrategias inclusivas basadas en la innovación pedagógica, sin necesidad de grandes inversiones tecnológicas. El modelo propuesto ofrece una referencia práctica y replicable para docentes e instituciones comprometidas con la educación inclusiva.
Copyright (c) 2025 Noelia Navarro Gómez, Araceli Pérez-García (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Inclusive Pedagogical Practices in Early Childhood Education: A Case Studies in a Municipality of the Metropolitan Region, of Chile
The objective of the research was to analyze the reality of two early childhood education classrooms in public schools in a commune of the Santiago Metropolitan Region of Chile, with the purpose of identifying the presence or absence of inclusive pedagogical practices. We used a qualitative approach and a case study design. To gather information, persistent field observations were conducted, and semi-structured interviews were held with the educators in charge of this educational level. The results reveal a discrepancy between the discourse and the practice of the early childhood educators. Differences in each institution's leadership were also found, the influence of which extends to the collaborative work among professionals and the inclusive pedagogical practices implemented in the classroom. Further findings include a perspective centered on behavioral regulation as a precondition for learning support, and a deployment of pedagogical actions aimed at breaking down barriers to participation over barriers to learning. It is concluded that Early Childhood Education faces structural tensions within the context of School Inclusion, with a predominant conception of diversity rooted in special educational needs. This is reflected in pedagogical practices that are still distant from genuine educational inclusion.
Copyright (c) 2025 Tanya Soto-Varela , Javiera Medel-Sanhueza, Macarena Beltán-Donoso, Pablo Castillo-Armijo (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Teaching and learning sequence (TLS) on Electrostatics for middle school: result of a pedagogical support experience
In response to the need to embody the principles of inclusion in science classrooms, we designed a teaching and learning sequence (TLS) on electrostatics for 10-year-old students in the Chilean school system, considering the Universal Design for Learning (UDL), the specialized literature in science education, and the teaching of electrostatics. Through a qualitative analysis of 323 written responses (text and drawings) collected throughout the sequence, a conceptual evolution is evidenced in the use of electrification mechanisms to explain transfer phenomena (increasing from 28% to 68% achievement) and charge redistribution (from 8% to 53% for induction, and from 19% to 82% for polarization). We conclude that the TLS promotes learning around the model of charge distribution and interaction, and that the incorporation of UDL (especially principles 1 and 2) was beneficial by allowing students to work with abstract concepts and offering different ways to access their mental models. We also highlight the capacity to work on electrostatic phenomena from a modeling approach with the diversity of elementary school students, and the need to increase the research available in this area.
Copyright (c) 2026 Nicolás Garrido-Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Hegemony in the Construction of Autistic Knowledge
This essay developed an epistemological critique of the construction of knowledge about autism from hegemonic conceptions. Through a review of scientific and normative sources, it demonstrated that the situated knowledge of autistic individuals had been historically rendered invisible by a monocultural epistemology grounded in the rationality of the Western colonial world. In response to this, the essay proposed the need for epistemological decolonization, in alignment with the framework of Southern epistemology developed by Boaventura de Sousa Santos (2010). Finally, it discussed the importance of creating alternative frameworks for understanding autism, rooted in diverse, local, and collective contexts that recognize the legitimacy of other ways of knowing and experiencing the world.
Copyright (c) 2025 Kevin Riquelme Jara (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Ausencias y situaciones límite en discapacidad: Voces y experiencias desde Popayán, Cauca. Colombia
Este artículo presenta un análisis crítico de las formas contemporáneas de exclusión que enfrentan las personas en situación de discapacidad en Popayán, Colombia, a partir de una investigación cualitativa con enfoque participativo, centrada en las voces, saberes y experiencias de colectivos organizados. El referente teórico se apoya en los conceptos de situaciones límite de Paulo Freire y la sociología de las ausencias de Boaventura de Sousa Santos, lo que permitió interpretar la discapacidad como una construcción social atravesada por relaciones de poder y dinámicas de exclusión. Los hallazgos dieron lugar a tres categorías analíticas: la inclusión sutil, la sordera social y el sujeto desvalorizado en la diversidad productiva, que evidencian cómo, a pesar de los avances en el reconocimiento del fenómeno y de los discursos institucionales sobre inclusión, persisten mecanismos simbólicos y estructurales que reproducen la inequidad y la desposesión de derechos. Se concluye que superar estas formas de exclusión requiere desmantelar las racionalidades hegemónicas que reducen la discapacidad a una condición pasiva, e impulsar el reconocimiento de las personas en situación de discapacidad como sujetos epistémicos y políticos, capaces de ejercer agencia y transformar sus condiciones de vida.
Copyright (c) 2026 Claudia Elisa Jansasoy-Muñoz, Gonzalo Hernando Jaramillo Delgado (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
The Importance of Communication and Family Participation in the Education of Children with ASD: Implications for Family Quality of Life.
Introduction. This study examines the influence of educational settings and family involvement on the quality of life of families with children aged 0 to 6 years diagnosed with Autism Spectrum Disorder (ASD). Method. A total of 101 families participated, with children enrolled in special education, ASD-specific classrooms, or mainstream education with support. An ad hoc questionnaire was used to collect sociodemographic data, information about communication and family participation in the school, along with the Family Quality of Life Scale. Data were analyzed using Spearman’s correlation and the Kruskal-Wallis test and multiple linear regression. Results. Results revealed a significant positive correlation between family participation and communication with the school (Rho = .41, p < .001), as well as between family participation and family quality of life (Rho = .22, p < .05). Regression analysis revealed that both participation and communication were significant predictors of family quality of life (p < .001), whereas educational placement showed no significant effects. The findings highlight the importance of family involvement in the educational context of children with ASD, showing that greater participation is associated with improved perceptions of family quality of life. Promoting family-school collaboration is essential to support family well-being.
Copyright (c) 2025 Ana Muiño Tato (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Educational resilience and teacher leadership for educational transformation in times of uncertainty: a review of the international literature
A growing body of research in recent decades has addressed how educational institutions have been able to challenge profound transformations in their professional cultures. Social and economic inequality, digitalization, and even the latest health crisis have called into question the organizational dynamics developed to date. As a result, resilience, leadership, and professional learning communities have acquired essential value. Consequently, this study aims to conduct a theoretical review of the specialized literature. The findings highlight three emerging themes: resilience as a strength for creating educational communities that learn in the face of challenges and diversity; teacher leadership as a driver of change; and professional learning communities as a space for collective commitment. Based on these findings, it is concluded that it is necessary to promote collaborative teaching practices and offer training and guidance for the design of institutional strategies that strengthen equity, inclusion, and sustainability in educational environments.
Copyright (c) 2026 Anabel Quesada Castellano, María Dolores Díaz Durán, Cristina Cruz González, Estela Isequilla Alarcón (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Relational Skills in Physical Education: Building Democratic Learning Environments
This study explores the development of relational skills in Physical Education (PE) classes among a group of sixth-grade students in Chile. A qualitative-interpretive approach was adopted, using case study and participant observation to analyze social interactions and dynamics during 8 PE sessions. The results identified four key categories: social awareness, physical violence, verbal violence, and relational skills. The analysis revealed that PE provides a conducive environment for fostering socio-emotional skills such as collaboration, effective communication, and conflict resolution, all of which contribute to the creation of a democratic learning environment. However, negative behaviors such as physical and verbal violence were also observed, affecting classroom coexistence. The study concludes that the deliberate teaching of relational skills can significantly improve classroom dynamics and students' emotional well-being, promoting a more inclusive and collaborative learning environment.
II Inter-university Meeting on Physical Education Research
Copyright (c) 2025 María José Morales, Bianca Polloni, Jean Paul Rannau Garrido (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Inequalities of Inclusive Education in Latin America: A Systematic Review
In recent years, Latin American countries have shown a growing interest in developing policies and regulatory frameworks aimed at integrating inclusive education into their educational systems. This approach poses significant challenges that demand profound transformations in the conceptions and practices of teachers, administrators, and students, as well as the implementation of innovative didactic strategies capable of balancing instructional content with students’ learning rhythms and styles. The overarching goal is to ensure high-quality education in a globalized society marked by exclusion, migration, technological advancement, and the aftermath of the pandemic. This study aims to analyze recent research addressing inequalities and barriers in inclusive education across Latin America, seeking to identify key trends, gaps, and emerging challenges. A systematic review of more than 50 studies was conducted following the PRISMA protocol, with results validated through the CASP checklist. The databases Scopus, SciELO, and Dialnet were consulted. The documentary analysis enabled the identification of several categories of analysis, including inclusive education as a pedagogical approach, curricular design based on Universal Design for Learning (UDL), the use of information and communication technologies as mediating tools for learning, and inclusive education in the context of social phenomena characterized by inequality. Finally, the findings reveal that the pandemic exacerbated disparities in access to technological resources and educational platforms, further deepening pre-existing inequities.
Copyright (c) 2026 Viviana Patricia Méndez-Munévar, Luis Fernando Martínez-Sarmiento (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
The What? How much? and when? of physical activity and its relationship to academic achievement
The aim of the study was to describe what, when and how much physical activity of school students in Santiago and to analyse its relationship with academic performance. The methodology used was a quantitative descriptive correlational study. The collection instrument was the PAQ-C and PAQ-A questionnaire to 453 students who agreed to participate in the research. In addition, they were asked about their overall grade point average of the previous semester to measure their academic performance. The results obtained regarding the students' level of physical activity correlated positively and significantly with the grades they obtained, i.e., the higher the level of physical activity, the higher their academic performance and vice versa. It was also found that females obtain better academic performance and a higher level of total physical activity. In conclusion, our main contribution to knowledge is that female school students in Santiago have a higher level of physical activity than males, evidence of a theoretical discrepancy that opens the door to investigate a hypothetical reversal of the historical trend that places males with a higher level of physical activity than females at all ages.
Copyright (c) 2025 Francisca Retes-Valderrama, Aníbal Droguett-Díaz, Elizabeth Vidal-Orellana, Esteban Saavedra (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Key aspects of the teaching process related to the quality of special education in Chilean schools.
This article is situated in the context of special education and seeks to identify the key aspects of the teaching process linked to educational quality. Factors such as socioeconomic conditions, school climate, adapted infrastructure and institutional support are essential. Along with these, pedagogical elements such as clear objectives, effective methodologies, continuous evaluation and an inclusive environment are also decisive. From a qualitative approach, the study was developed at the Coanil Foundation through a non-experimental design. Data were collected through semi-structured interviews, participant observation, and documentary analysis, which allowed us to understand the perceptions of teachers and technical-pedagogical heads regarding the quality of teaching. In addition, studies that highlight the relevance of adequate content, adaptation to individual needs and a positive classroom environment were reviewed. The analysis concludes that there are about ten factors that affect educational quality, among which initial teacher training, pedagogical planning and interaction with families stand out.
Copyright (c) 2025 Gabriel Olate Urzúa, Carlos Monge López (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Perception of Physical Education teachers regarding their inclusive competencies
The main objective of this article is to analyse the perception of Physical Education teachers regarding their competencies in the care of students with Specific Educational Needs (SEN) in two educational centers in the Metropolitan region of Chile, thereby identifying the most urgent needs, related to inclusion. This research follows a mixed cross-sectional exploratory-descriptive approach, following the guidelines of a case study, with a sample of four Physical Education teachers (PE); the collection of information and data was carried out through a semi-structured interview, considering the perception scale questionnaire of Teaching Competence in Physical Education in the care of people with Disabilities (ECoDEFyD). Among the main conclusions, it is pointed out that the perceptions of PE teachers are that they feel quite and very competent in caring for students with SEN. However, the most urgent need is related to training on inclusion. A relevant point that emerges from the results is that the teachers emphasize that they must attend to all their students, not only focus on students with SEN.
Copyright (c) 2025 Alicia Contreras Mu, Alan Sánchez-Benítez, Emiliano Moraga-Moneo, Felipe Rivas-Díaz (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Implications of climate change in the life project of young Chilean university students: An Exploratory Study
Climate change is one of the main challenges facing society, whose effects range from rising temperatures and droughts to the intensification of extreme weather events such as hurricanes, forest fires, and floods. Thus, the study aimed to understand the personal and professional implications of climate change on the life plans of young university students. Methodologically, a qualitative approach was used through an exploratory, cross-sectional, and non-experimental design. Data collection involved 16 semi-structured interviews with young people attending a private university in Temuco, Chile. Data were analyzed and interpreted using content analysis based on semantic, thematic, and repetition criteria. Results: The interviewees' low perception of risk regarding climate change is highlighted, manifested in the limited implementation of actions aimed at climate change mitigation in their home contexts. Risk perception is discussed, revealing a lack of informational information (disinformation and misinformation) regarding the understanding and magnitude of the phenomenon. In conclusion, we describe some of the actions and tasks university students carry out to mitigate the consequences of climate change in their everyday contexts.
Copyright (c) 2025 Javiera Sanhueza Spuler, Dr. Ps. Eduardo Sandoval-Obando, Valentina Saavedra Flores, Constanza Sandoval Hernández (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Rodríguez, N. (2024). Theories of Physical Education. Theoretical and epistemological problems of the Education of the body.
The book "Theories of Physical Education. Theoretical and Epistemological Problems of Body Education," coordinated by Dr. Norma Beatriz Rodríguez Feilberg, constitutes a milestone in the academic production of Physical Education, as it is the first textbook published by a National University of La Plata (UNLP) course composed predominantly of women. This work emerges within the framework of the Physical Education Theory 4 (TEF4) course and is the result of a collaborative effort between researchers from Argentina, Brazil, and Uruguay, demonstrating a commitment to the transversality of knowledge within the discipline.
Copyright (c) 2025 Trybalski Eichholz, Isabel, Prof. Collela Soledad (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
The influence of gamified tasks on Chilean EFL students’ speaking skills: An action research study
This study examines the impact of gamified tasks on the English-speaking skills development of fifth graders from a primary school in southern Chile. The research employed both qualitative and quantitative methodologies, utilizing an action research design. In this context, a teacher-researcher designed and implemented a three-month pedagogical innovation focused on gamified English-speaking tasks, using resources such as Mentimeter, Kahoot, Wordwall, Flippity, and ClassDojo. 12 Chilean primary school students of English as a foreign language, who were in their fifth year of school, participated in the study. The data collection techniques and instruments included a reflection journal by the teacher-researcher on her pedagogical actions during the intervention cycle, a pre and posttest of English-speaking skills, and a semi-structured interview to gather students' perceptions. The results are based on the teacher's reflection on the design and implementation of English pre-, while, and post-speaking tasks, which aimed to enhance learners' L2 communicative performance by using gamified resources. Moreover, post-intervention quantitative results revealed significant improvements in participants' L2 oral production (p < 0.05), demonstrating an increase in vocabulary, pronunciation, and interaction. Qualitatively, learners manifested positive perceptions about the pedagogical innovation, reporting higher engagement in interviews. This study supports the use of gamification as a tool for EFL oral proficiency development, although the sample size limits its generalizability. Future research could explore long-term learning and intrinsic motivation.
Copyright (c) 2025 Yovana Cartes, Tania Tagle, Paulo Etchegaray Pezo (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Inclusive education as a public policy problem in the context of the Education 2030 agenda
Since the 1990s, UNESCO has been carrying out sustained work to position the concept of “educational inclusion” or “inclusive education” as a structuring element of the global educational reform agenda, currently the Education 2030 agenda. In this paper we present research findings on the process of the discursive construction of this agenda, in its global instance and in its subsequent regionalization in Latin America, from a policy problematization approach. Our goal, using this approach, is to critically analyze the rationalities and technologies that support this agenda, its’ genealogy and (potential) effects). We discuss the problematizations around inclusive education in UNESCO’s discourse by the analysis of documents published by this organization between 2005 and 2022. On a global level we recognize the features of the humanist tradition that characterizes UNESCO and its foundations in the concept of the human right to education, as well as we identify the economic, social, educational and moral rationalities and the device set up for school reform at the institutional level. At the regional level we attend to the convergences and divergences with the global agenda as we assume a selective appropriation linked to the characteristics and policy trends of this social space.
Copyright (c) 2025 Pablo Germán Pastore (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Developing research in primary education
This Letter to the Editor reflects on research in schools, and how it could contribute to the educational practices of professionals such as teachers or other support professionals, such as psychologists, speech therapists, occupational therapists, psychopedagogues, social workers, among others. The way to establish this new modality is by implementing pilot centers or sharing certain successful experiences that can serve as an incentive to achieve this objective, thus decentralizing the development of research processes.
Copyright (c) 2025 Exequiel Guevara, Paulina Cisterna (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Unaccompanied adolescent migrants in Chile: Regularization and rights
The objective of this article is to examine the public policies that have been offered by the Chilean State to unaccompanied adolescent migrants who have entered the country through unauthorized passages in recent times. In concrete terms, administrative regularization affects the exercise of rights in different migratory trajectories and experiences. UN General Comment No. 6 (2005) defines foreign minors as unaccompanied when they are without the presence of parents or guardians responsible for their personal care. Through a qualitative methodology, twelve in-depth interviews were conducted with authorities, technical professionals and activists who attend to this population in the northern border area and central cities characterized by settlement. The conclusion of this study reveals that the institutional response adopted by the Chilean State to unaccompanied adolescent migrants has been a reaction to the migratory crisis of recent years. The enactment of the Reception Protocol promoted by the Judiciary (2021) has guaranteed access to migratory regularization and the exercise of some human rights. However, violations of rights associated with the gender condition, which affects young women to a greater extent, were also identified, and the need for relevant training remains. Public policies should consider this new and challenging migratory profile.
Copyright (c) 2025 Iskra Pavez, Carmen Alfaro-Contreras, Valeria Acuña-Ramírez, Daniela Poblete-Godoy, Sius-Gen Salinas, Juan Ortiz, Iciar Dufraix (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
V International Congress on Education for Sustainable Development. CIEDS 2024 + VI International Congress on Education and Interculturality. RiEdi
The purpose of this congress is to provide spaces for reflection, discussion and joint analysis of researchers, indigenous leaders, traditional educators, representatives of migrant collectives, actors of public policy, school education and indigenous communities interested in intercultural education and sustainable development. Contemporary challenges related to sustainability clearly show us the need for an intercultural and transdisciplinary approach to address problems such as climate change, water scarcity, deforestation, pollution, among many others that were produced by the extractivist development model that has been imposed on the world, through processes of colonization, cultural assimilation and ethnocide. Indigenous peoples have resisted this model, articulating their own voice around Good Living as an alternative to development, which also contemplates the recognition of the rights of nature. In this context, intercultural education emerges as a central component of education for sustainable development. Understood not only as an approach that seeks to recognize the cultural and linguistic rights of indigenous peoples, but also as a perspective with a view to educating in intercultural dialogue and good coexistence between peoples and cultures, it shares with education for sustainable development the urgency of forming citizens with a critical sense of the processes of biocultural homogenization and with the ability to listen to other visions of the human-nature relationship and to dialogue around joint solutions to address environmental crises. In this framework, the merger of the V International Congress on Education for Sustainable Development (CIEDS 2024) and the VI International Congress on Education and Interculturality (RIEDI 2024) emerges as a unique opportunity to explore the vital intersections between education for sustainable development and interculturality. By bringing these congresses together, we create a robust space where educators, educators, teachers, researchers, practitioners and committed social actors can converge, share knowledge and experiences, and collaborate in building a deeper and more holistic understanding of how interculturality and sustainability intersect in education. We enthusiastically invite submissions of research and experiences that enrich our educational practices, thus promoting an interdisciplinary dialogue that drives positive transformation in education, strengthening the capacity of the educational community to address current challenges and build a more sustainable and inclusive future.
Copyright (c) 2024 Laura Luna, Tricia Mardones, Katerin Arias-Ortega, Segundo Quintriqueo Millán, Guillermo Williamson, Elizabeth Torrico-Ávila, Amilcar Forno Sparosvich, Gerardo Muñoz Troncoso, Manuela Méndez Herraz, Nelida Pohl, Antonia Condeza, Andrew Webb, Andrés Haye, Claudia Matus, Andrés Ried, Martin Bascopé, Maritza Aburto (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Sanhueza, S. (2024). Migration and Early Childhood Education. Final report. Undersecretary of Early Childhood Education. Ministry of Education of Chile
The objective of this document review is to highlight the key aspects of the results of the research process in two regions of Chile, which resulted in recommendations for the care of migrant students in kindergarten education.
Copyright (c) 2025 María Loreto Mora-Olate, Iskra Pavez-Soto (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Networked training to apply the multilevel curriculum in Covid's time
The multilevel curriculum makes it possible to teach in heterogeneous classrooms. The objective of this research was to analyze the networking and implementation process of this educational practice. Twenty educational centers participated in this study, which used a simple retrospective design in which the dependent variables were the number of Multilevel Didactic Units (MLU) planned and implemented, their quality and teacher satisfaction, and the independent variables were the type of center, teacher training and experience, the educational stage of the class in which it was taught and its level of heterogeneity. Despite the fact that the project was developed during the Covid-19 pandemic, 65% of the centers planned a DMU, of which 61.1% achieved excellent quality and 50% could be implemented, without the large difference in the level of student proficiency preventing it. The success was probably due to the special education preparation of the teachers, the experience of having participated in other similar projects and the meetings held among the participants. Undertaking a multilevel curriculum network training process in collaboration with different entities taking into account these variables seem to be a good way to start teaching in heterogeneous classrooms.
Red de Pilotaje del Currículo Multinivel
Copyright (c) 2025 Asunción González-del-Yerro Valdés, Red de Pilotaje del Currículo Multinivel (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Motivation of high-ability engineering students at university: an analysis of influential teaching factors
This study examines the teaching factors that influence the motivation of high-ability university students, highlighting the importance of inclusion and attention to diverse needs in the classroom. Motivated by the phenomenon of paradoxical underachievement, the study aims to identify how support for autonomy, appropriately challenging academic tasks, and teacher-student relationships contribute to meeting the needs of these students. Using a mixed-methods approach, including qualitative interviews and quantitative questionnaires, the research examines differences across groups and genders. Results show that autonomy support, task difficulty aligned with student competence, and supportive teacher relationships are key factors that positively impact academic motivation. Observed differences across groups underscore the need for inclusive practices in higher education that address student diversity. Adapting teaching practices according to these factors can optimize the academic experience, motivation, and engagement of high-ability students in university.
Copyright (c) 2024 Kumar Mahtani, Antoine Bernard (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
What are the challenges and opportunities of the Research-Based Learning (RBL) methodology? A perspective from pre-service teachers in the Physical Education Teaching program
The Research-Based Learning (RBL) model is used to foster critical thinking, autonomy, problem-solving, and research skills in students through inquiry. The objective of this study was to identify the strengths and weaknesses of the RBL methodology in the curricular activity of the Physical Activity Research Workshop, from the perspective of students in the Physical Education Teaching program at a private university in Santiago, Chile. Method: a qualitative approach was used through a case study, and eight university students participated in two focus groups. Results: students generally had a positive experience with the curricular activity related to research areas; however, they suggested that these tools should be gradually introduced from the first year of the program. Conclusion: in light of these results, it is suggested that the RBL methodology be further developed, given the value recognized by the students themselves.
Copyright (c) 2025 Elizabeth Flores Ferro, Ángela Silva Salse, Fernanda Lepe González, Benjamín Cortés Escafi (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Approach to Situational Diagnosis through Community Motor Skills: Proposal for the Implementation of the Ethnographic Method P.A.T.E. in Early Childhood Education
This study analyses the use of the P.A.T.E. (Person, Activities, Time, Space) recording method in the context of early childhood education from the perspective of Community-Based Motricity. During the development of a pedagogical project with a community focus in initial teacher training, an ethnographic design was implemented to explore the characteristics of the educational community and motor practices in a kindergarten in Santiago, Chile. Through observations and interviews, results such as cultural diversity and family participation, educational inclusion with limited resources, the seasonal impact on attendance and planning, and spatial design limitations in the face of adverse weather conditions were revealed, providing key inputs for the design of a situational diagnosis from a community perspective.
Copyright (c) 2025 Daniel González Pérez, Jean Paul Rannau Garrido (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Emotions in Learning: A Comparative Study of Gamification and Traditional Teaching
Emotional regulation has been identified as a key factor in students' academic success and well-being. This study has a quasi-experimental design, comparing the emotional regulation of students in different classes, the class in the “traditional group” (control) and “gamified group” (experimental). The GES-II scale was used to measure emotions, finding that the gamified classes generated significantly higher scores in positive emotions and lower scores in negative emotions compared to the traditional classes. The results are: gamification improves the learning environment and contributes to reduce negative emotions. In conclusion, gamification evokes higher positive and lower negative emotions than traditional classes.
Copyright (c) 2024 Karina Miño-Díaz, Allison Madrid-Aldana, Camila Fernández-Núñez, Esteban Saavedra-Vallejos (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Relationship between Autism Spectrum Disorder (ASD) child’s teachers and families from point of view of their actor
The schooling of boys and girls with autism spectrum disorder is essential to improve their quality of life and well-being and in this context the role played by both families and teachers is fundamental. This work aims to understand the relationship between teachers and families of students with ASD, describe their needs and propose possible solutions. The method used is qualitative, with the semi-structured interview being the instrument to collect the information. A total of 18 teachers and 7 family members participated in the study. The results show that both teachers and families recognize the value of collaboration, however, in both cases they are not satisfied with it. Teachers feel that they would need more training and information to address support for these children, and families, in addition to requiring information and training, demand more support daily. Proposals for improvement include, among others, the use of more media to promote communication, training workshops and flexibility in interview schedules. Conclude by pointing out the value of promoting communication between teachers and families to improve the educational inclusion of boys and girls with ASD.
Copyright (c) 2024 Belén Suárez-Lantarón, Susana M. Macías-Domínguez (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Thirty Years After the Salamanca Declaration: Reflections on Inclusive Education in Chile
In 2024, it will have been 30 years since the emblematic and globally recognized 1994 Salamanca Statement, which consolidated an international movement to understand regular education, special education, and inclusion. This paper critically reflects on the achievements, barriers, and tensions of inclusive education in the emblematic case of Chile. It is argued that, despite the existence of a robust national public policy framework for inclusion and diversity, a cultural and normative adherence to traditional ways of managing resources and formal supports still persists. Moreover, school communities face an overload of demands, responsibilities, and challenges compounded by a neoliberal rationality that prioritizes market dynamics, competition, standardized testing, and punitive practices to uphold the misleading notion of educational quality. The final reflections offer a set of recommendations for different levels of the school system.
Copyright (c) 2025 René Valdes Morales, José Manuel Améstica, Catalina Coronado, Sandra Urra Águila, Camila Chávez (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Educational effects of Chilean government guidelines in a COVID-19 pandemic context
As a result of the COVID-19 pandemic, the Chilean government decreed the suspension of classes in all educational institutions. The objective of the present article is to investigate the direct and indirect effects of the governmental guidelines on students' learning. The research method has a constructivist epistemological approach from the modified neglected effects theory. The main results show that emotional restraint would be the most influential “polyfunctional” action on all dimensions of student learning; and indirectly, making the curriculum and assessments more flexible for students would have an indirect effect on their social development and value formation. In conclusion, the modified neglected effects theory allowed us to com-prove that state orientations in the pandemic context have influenced school learning in Chile.
Copyright (c) 2024 Esteban Saavedra, Viviana Zapata-Zapata, Julio Rojas-Mora (Autor/a) https://creativecommons.org/licenses/by-nc/4.0
Alterity and diversity in Latin American education. Paulo Freire's epistemological contributions
Education in the world and, specifically, in Latin America, is in a period of awareness of the colonial heritage that totalized different educational meanings that do not represent the complexity of reality. And, therefore, they are discriminatory by denying the otherness and diversity existing in educational contexts, including gender knowledge, interculturality, socioeconomic level, religion, among others. With the intention of contributing to this discussion, this paper aims to reflect on some of Paulo Freire's epistemological contributions to otherness and diversity in education. For this purpose, the book Pedagogy of the Oppressed by the Brazilian author was analyzed from a hermeneutic-critical approach. Two Freirean meanings that are somehow connected are highlighted, namely the diverse dialectical relationships and dialogical communication, which would allow overcoming the epistemological contradictions of different categories and traditions, as well as expanding knowledge from the collective problematization. Finally, it is considered that an education based on otherness and diversity requires considering the analyzed epistemological contributions, since they have a philosophical depth of humanistic cut that allows transforming the mechanistic and superficial practices that are usually present in the diverse educational contexts. Likewise, they favor the understanding of the dangers generated by standardized educational actions without problematizing dialogues.
Copyright (c) 2024 Felipe Mujica Johnson (Autor/a) https://creativecommons.org/licenses/by-nc/4.0