Sinéctica
type: channel
description: Sinéctica is a biannual magazine edited by the Psychology, Education and Health Department of the ITESO, Universidad Jesuita de Guadalajara.
publisher: ITESO
language: en
publication name: Sinéctica
issn: 2007-7033
copyright: This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license. Authors who publish in Sinéctica agree to the following terms: The authors retain copyright and grant the journal the right of first publication of the authorized work simultaneously under a Creative Commons Attribution License, which allows others to share the work as long as both the authorship of the work and the initial publication in this journal are acknowledged. Authors may enter into additional separate contractual agreements for non-exclusive distribution of the published version of the journal (e.g., publishing in an institutional repository or a book), with acknowledgement of initial publication in this journal. Authors are allowed to publish their work in institutional repositories or on their own website before and during the submission process, as it may generate productive exchanges, as well as earlier and greater citation of the published work. Explanatory note: As of 2017 Sinéctica is governed by the Creative Commons Attribution Non-Commercial 3.0 International License, a version that standardizes licenses internationally. Articles published between 1992 and 2016 are covered by a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license, which allows a work to be shared and distributed non-commercially and with acknowledgement of the author, but prohibits modification of the original creation.
items: Presentation
items: Andragogy and the experience of adult learning in rural communities: A phenomenological study
items: Racism and emotions in everyday school life in the province of Jujuy, Argentina
items: Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems
items: Coya territory and identity: Student perceptions of racism
items: The body and racism in the university trajectory of Zapotec women from the isthmus of Tehuantepec
items: Students’ reflections on racism and its eradication. An intercultural approach to anti-racist education
items: Racism in the Mexican academy against highly educated indigenous and afro-descendant women
items: Presentación
items: Social engagement of university students: Experiences in an institution education higher private in Chiapas
items: The part-time academic as researcher: Between teaching responsibilities and scholarly production
items: Social justice in rural education policy for Chile and Mexico
items: Everyone fits in the market by learning to adapt. Structure of private higher education in the State of Mexico
items: Higher education markets in Oaxaca: Shifts and continuities during the 2018–2024 administration
items: Tsotsil bats’i k’op in Ts’omolton, Chalchihuitán: monolingualism, identity and education
items: Organizational change in private universities within Mexico’s accreditation context
items: Quality in Catholic higher education in México: A case study
items: Learner identity. A study about personal and situational influences with education university students
items: Development and validation of a tool for detecting at-risk students
items: A general approach to epistemological colonialism in the Chilean education system
items: Teaching practices in higher secondary education for the construction of historical consciousness
items: Graduate students’ attitudes towards collaborative writing
items: Progress towards inclusion in a multiple attention care facility in Tlaxcala, México
items: Postgraduate studies and indigenous peoples: Limits and potentials for their becoming
items: Social linkage through professional internships in a postgraduate degree in education
items: Evaluation of a master’s program based on graduates' perceptions: Opportunities for an improvement plan
items: Entrepreneurship infrastructure and their relationship with entrepreneurial intention
items: Training of special education professionals with social sense
items: Pre-service English teachers’ learning traits

Presentation
type: item
subject: Presentation
  topic: section
creator: Elisa Martina de los Ángeles Sulca
creator: Nayra Eva Cachambi Patzi
creator: Monica Sonia Chacoma
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.31391/NELJ6289

Andragogy and the experience of adult learning in rural communities: A phenomenological study
type: item
description: The objective of this study is to analyze the learning process of adults in rural community contexts from the principles of andragogy, based on the formative experiences of individuals who resumed their educational trajectories. The research was conducted using a qualitative approach, with a descriptive phenomenological design, employing in-depth interviews to explore participants’ lived experiences and the meanings they attribute to learning. The phenomenological approach made it possible to understand how participants interpret their educational experiences, considering motivational, affective, and sociocultural dimensions. The results indicate that adult learning in rural communities is characterized by self-directed learning, the pursuit of immediate practical relevance, the need for personal recognition, and the importance of horizontal educational relationships mediated by the facilitator. It is concluded that the incorporation of andragogical principles into community-based education promotes more relevant, flexible, and experience-centered learning processes, contributing to the strengthening of personal and community development.
subject: Research articles (open section)
  topic: section
subject: andragogy, community education, adult learning, phenomenology, motivation
  topic: keywords
creator: Fabiola Lydie Rochin Berumen
creator: Carlos Fernando Arechiga Flores
creator: Carla Beatriz Capetillo Medrano
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-05
publication date: 2026-03-05
doi: 10.31391/PCGF3712

Racism and emotions in everyday school life in the province of Jujuy, Argentina
type: item
description: This article reflects on how structural racism manifests, becomes naturalized, and is reproduced within the school environment. Based on a historical-ethnographic research approach, it analyzes a specific situation recorded during fieldwork in a secondary school in the province of Jujuy, Argentina, using participant observation and interviews. In a context shaped by the historical presence of Indigenous peoples and Bolivian migrants, the voices of a student, their peer group, and an institutional actor are recovered to explore how racist practices—although not always explicitly named—operate in everyday school interactions and generate significant emotional impacts. Experiences of shame, anger, fear, and intersubjective care are interpreted as social and historical configurations that shape the educational trajectories of racialized subjects. Furthermore, the article argues that schools, far from being neutral spaces, can reproduce affective inequalities that silence or delegitimize pain. It concludes that it is essential to intervene in the norms, institutional projects, planning, and pedagogical practices that structure school life, in order to create conditions that enable the symbolic processing of pain and contribute to the eradication of racism within educational settings.
subject: Thematic research
  topic: section
subject: racism, emotions, high school, racialized students
  topic: keywords
creator: Nicolás Emmanuel Hugo Gimenez
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.31391/DEZG9094

Epistemic racism and curricular exclusion in rural economic education: Evidence from formal education systems
type: item
description: Economic education has gained relevance as a school competency, particularly in urban and secondary-level contexts. However, rural settings remain largely invisible in discussions on economic literacy and educational justice. This study critically analyzes the approaches, conditions, and experiences related to the teaching of economics in rural educational contexts, aiming to identify gaps, curricular hegemonies, and pedagogical alternatives. A systematic review of scientific literature published between 2016 and 2025 was conducted using the Scopus, Web of Science, and SciELO databases. After applying rigorous inclusion and analysis criteria, six empirical studies were selected. Findings reveal a significant disparity in academic production, with a predominance of technocratic models, limited contextualization, and minimal integration of local knowledge or critical perspectives. Institutional constraints that hinder pedagogical innovation are also identified, although some experiences resist traditional models through participatory and situated methodologies. The study concludes that: a) economics education in rural areas is shaped by structural and epistemic exclusions; b) prevailing pedagogical models reinforce inequalities rather than address them; c) institutional conditions are crucial for transformation; and d) emerging counter-hegemonic practices offer potential for more just and context-sensitive educational proposals.
subject: Thematic essays
  topic: section
subject: economic education, rural areas, educational innovation, epistemic exclusion, epistemic racism
  topic: keywords
creator: Davis Velarde-Camaqui
creator: Angelo Alberto Loyola-Velarde
creator: Linda Estefanía Velarde-Cardenas
creator: Karina Velarde-Camaqui
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.31391/MJMF2463

Coya territory and identity: Student perceptions of racism
type: item
description: This article aims to understand what it means to identify as Coya from the perspective of young people from a Technical Education School located in the Puna region of Salta Province, Argentina. Through frieze workshops and participant observation, data linked to emotional experiences, self-perceptions, and forms of violence and racism were documented. The fieldwork is part of an ongoing research project aimed at understanding the emotional experiences constructed by Indigenous students and their relationship to racism in the sociodynamics of school stigmatization. Among the results, it is noted that recognizing oneself as Coya entails two ambivalent processes: on the one hand, it implies feelings of pride and dignity, and on the other, it entails feelings of shame and self-loathing. This depends on the context of social interaction in which the students are identified or presented as such. Thus, the same identity marker operates as a sign that exalts within the community itself and, at the same time, becomes a sign of inferiority in other spaces, such as urban areas. This shows that territories are not neutral, but rather scenarios configured by devices of racial classification and hierarchization.
subject: Thematic research
  topic: section
subject: coya, racism, territory, identity, students
  topic: keywords
creator: Gonzalo Víctor Humberto Soriano
creator: Elisa Martina de los Angeles Sulca
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.31391/IBRR5905

The body and racism in the university trajectory of Zapotec women from the isthmus of Tehuantepec
type: item
description: This article aims to describe the manifestations of racism experienced by a group of Zapotec women during their time in university and their effects on the processes of subject materialization. The methodology was qualitative and consisted of applying semi-structured interviews to women from the isthmus of Tehuantepec, Oaxaca. Through a theoretical approach drawn from body studies, feminist studies, and studies on racism in Mexico, this article shows that the experience of racism produces corporeal practices of erasure (borramiento). These are modifications in the ways of speaking, dressing, and expressing oneself, whose intention is to discipline and normalize the body. The testimonies reveal that the experience of racism produces feelings of loneliness, anger, and grief, hence the necessity to avoid it. However, this erasure has long-term effects: upon finishing university and returning to their communities of origin, the body is read as "suspicious," having erased the corporeal characteristics that constitute identity and belonging, such as the Zapotec language, accent, and the use of traditional clothing. This text intends to name the influence of racism on the becoming of subjects and its long-term effects, even after the university trajectory has concluded.
subject: Thematic research
  topic: section
subject: racism, body, embodied subjectivities
  topic: keywords
creator: Patricia Matus Alonso
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.31391/HWDE5303

Students’ reflections on racism and its eradication. An intercultural approach to anti-racist education
type: item
description: Racism constitutes a structural phenomenon that is also reproduced within higher education institutions, where students are among the groups most frequently affected. However, students do not always recognize that their own practices—or the aggressions they experience—are part of the broader spectrum of racist manifestations. The purpose of this study was to identify and render visible such expressions within the student community to develop intervention strategies grounded in an intercultural approach. Using an action research methodology, participatory workshops were conducted between 2024 and 2025 with undergraduate students in the Pedagogy program at Universidad Veracruzana (Xalapa campus), drawing on materials from the Initiative for the Eradication of Racism in Higher Education. The findings indicate that throughout their educational trajectories, participants have encountered racist situations both at the university level and in earlier stages of schooling. In addition, they identify related issues such as violence, discrimination, and class-based prejudice.
subject: Thematic research
  topic: section
subject: racism, students, university
  topic: keywords
creator: Jessica Badillo Guzmán
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-27
publication date: 2026-02-27
doi: 10.31391/PWDY6430

Racism in the Mexican academy against highly educated indigenous and afro-descendant women
type: item
description: This article problematizes situations of mistreatment and racism directed at highly educated Indigenous and Afro-descendant women. It begins by examining how access to higher and postgraduate education for Indigenous and Afro-descendant communities has developed in parallel with processes of criminalization affecting these groups. Subsequently, the article draws on a body of literature that documents the entry of Indigenous and Afro-descendant individuals into higher education. Through a critical perspective on mestizaje in Mexico and on whiteness as an institutional practice embedded within racial formation projects, the analysis examines institutional practices through cases of racism in research centers and postgraduate programs across different Mexican states. These cases reveal how racism based on skin color, linguistic racism, and epistemic racism operate. Finally, the article concludes by addressing the following questions: What does it mean to close the doors of academia to highly educated Indigenous and Afro-descendant women? And how does this compel a rethinking of the logics of privilege and whiteness in Mexico?
subject: Thematic research
  topic: section
subject: women, racism, academia, whiteness, mestizaje
  topic: keywords
creator: Gisela Carlos Fregoso
rights: Copyright (c) 2026 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.31391/AHOV5703

Presentación
type: item
subject: Presentation
  topic: section
creator: Juan Carlos Silas Casillas
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
doi: 10.31391/NUPG9803

Social engagement of university students: Experiences in an institution education higher private in Chiapas
type: item
description: The objective of this article is to understand the experiences of social engagement in three academic programs at a private higher education institution in Chiapas. A case study design was employed to analyze the relationship between university and society among students enrolled in the undergraduate programs of Pedagogy, Public Accounting, and Law. The research was conducted using a qualitative, inductive-explanatory methodology, structured in two data collection phases. In the first phase, a diagnostic questionnaire was administered to students to explore their educational trajectories and experiences of social engagement through professional internships and community service. In the second phase, in-depth interviews were conducted with faculty and administrative staff to deepen the understanding of these experiences. The sample consisted of 26 students and 7 faculty members or administrators. The data were analyzed using a qualitative thematic approach, which allowed for the identification of patterns and tensions concerning the university’s engagement with local communities. Among the main findings, it is noteworthy that although students value collaboration with local contexts, challenges remain regarding the long-term impact of engagement activities on their educational processes with community actors.
subject: Thematic research
  topic: section
subject: institution education higher private, social links, social services, professional practices
  topic: keywords
creator: Ángel Horacio Gómez Escobar
creator: Osmar Isaías Reyes Trujillo
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-10-31
publication date: 2025-10-31
doi: 10.31391/LNUF2304

The part-time academic as researcher: Between teaching responsibilities and scholarly production
type: item
description: This study aims to analyze the labor and institutional conditions of part-time faculty members who, in addition to their teaching duties, conduct research as part of Mexico’s National System of Researchers. The study examines how their employment status affects the recognition of academic and scientific merit within the institutional context of a state public university, specifically focusing on faculty members from two different educational institutions (university centers) of the University of Guadalajara. A qualitative methodological strategy was employed, involving the participation of ten part-time faculty researchers through semi-structured interviews (conducted both in person and online). Fieldwork was carried out between January and May 2024. The results highlight dimensions related to the difficulties, inequities, motivations, and consequences of conducting research for this faculty member, which are interpreted through a theoretical approach linked to merit. Finally, the study contributes to the understanding of a relatively new actor within the Mexican academic profession, as well as some of the key challenges surrounding them at the labor, institutional, and personal levels.
subject: Research articles (open section)
  topic: section
subject: Part-time professors
  topic: keywords
subject: Research
  topic: keywords
subject: Academic Merit
  topic: keywords
subject: Higher education
  topic: keywords
creator: José Arturo Martínez Pardo
creator: Abril Acosta Ochoa
creator: José Navarro Cendejas
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-15
publication date: 2025-08-15
doi: 10.31391/NNKC7261

Social justice in rural education policy for Chile and Mexico
type: item
description: The global health crisis has been resolved, yet its non-health consequences persist. The experience of education between 2020 and 2022 revealed the inconsistency of public policies toward vulnerable sectors, such as rural communities in Latin America. In particular, there has been a general decline in learning outcomes—confirmed by results on national and international standardized tests—while the solutions implemented have often been reductionist in contexts that demand greater sensitivity and contextualization. Teachers across the region have faced constant uncertainty. It is evident that the urgency of the situation led to improvisation in contingency planning. However, states must now move toward educational policies that ensure the fair distribution of resources and the dignified provision of services, which are essential for recognizing and supporting minority groups. Within this framework, teaching experiences from Chile and Mexico were analyzed in order to compare the objective and subjective advantages and disadvantages in rural territories. The findings redefined the professional effort required to teach—from reaching students in their homes to generating learning resources appropriate for remote areas. The results in rural schools highlighted the urgent need to reclaim social justice in the design of educational policies in both Chile and Mexico.
subject: Research articles (open section)
  topic: section
subject: school management, social justice, covid-19 and territories, educational policies, Latin American rural schools
  topic: keywords
creator: Moyra Marcela Castro Paredes
creator: Cristian Ernesto Castañeda Sánchez
creator: Daniel Eduardo Reyes Araya
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-28
publication date: 2025-08-28
doi: 10.31391/LBWX6953

Everyone fits in the market by learning to adapt. Structure of private higher education in the State of Mexico
type: item
description: This article analyzes the structure of private higher education in the State of México, which ranks second nationally in private sector enrollment. It explores three key areas: the regulatory framework governing the validity of academic programs offered by private institutions; the growth of offerings with Official Recognition of Validity of Studies (RVOE) and their integration into the Autonomous University of the State of México; and the expansion of programs by municipality, field of study, and modality. The article also highlights a trend toward oligopolistic organization within the private sector. The data analyzed are drawn from statistical reports, legal statutes, and regulatory frameworks.The findings reveal that the consolidation of private higher education offerings has been uneven, largely due to the region’s socioeconomic heterogeneity. Furthermore, there is a marked concentration of offerings in particular municipalities, academic programs, modalities, and institutions. This market dynamic appears to result from governmental decisions granting the private sector broad autonomy in defining its educational offerings, the lenient oversight of RVOE procedures, and institutional strategies focused on maximizing profitability.
subject: Thematic research
  topic: section
subject: private university
  topic: keywords
subject: university market
  topic: keywords
subject: supply
  topic: keywords
subject: higher education
  topic: keywords
subject: State of México
  topic: keywords
creator: Mitzi Danae Morales Montes
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
doi: 10.31391/FUWZ3944

Higher education markets in Oaxaca: Shifts and continuities during the 2018–2024 administration
type: item
description: This paper analyzes the socio-spatial transformations of higher education markets in the state of Oaxaca, Mexico, during the 2018–2024 presidential term, from the perspective of the geography of educational markets. Based on data from institutional sources, maps of higher education markets were developed for the state’s eight regions at both the beginning and end of the period, to compare changes in the provision of tertiary education. Data were collected on school-based higher education offerings (normal schools and bachelor's degrees), as well as on the type of administrative control (public or private). Additionally, the distribution of enrollment was analyzed at the state level, disaggregated by administrative control and gender. The results show a general increase in both the availability and enrollment in higher education; however, this growth is uneven and marked by territorial disparities: regions with a high concentration of institutions coexist with others offering few or no educational opportunities. The study concludes that, despite the overall expansion of educational offerings and enrollment, and certain advances in coverage and decentralization, there was no structural transformation of the higher education markets in Oaxaca during the 2018–2024 period.
subject: Thematic research
  topic: section
subject: higher education, access to education, educational opportunities, educational policy, regional imbalances
  topic: keywords
creator: Tiffany Abigail Pérez Ramos
creator: Gustavo Mejía Pérez
creator: José Luis González Callejas
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
doi: 10.31391/SARZ1535

Tsotsil bats’i k’op in Ts’omolton, Chalchihuitán: monolingualism, identity and education
type: item
description: This article analyzes the symbolic system represented by bats’ik’op (“true” or “authentic” language, used to refer to Tsotsil and Tseltal) in the construction of identity among Tsotsil students in the community of Ts’omolton, municipality of Chalchihuitán, Chiapas. The study focuses on a monolingual community where language constitutes a highly valued identity marker. The objective is to examine the linguistic situation of the students and to understand the system of identity representation that language provides to its speakers. From an ethnographic perspective, the study seeks to capture the link between language and identity in the primary school context. The research is grounded in historical and sociopolitical processes that have strengthened Tsotsil identity in Chalchihuitán. It shows how local circumstances have contributed to preserving linguistic identity, as well as the debates surrounding the relevance of Tsotsil as the language of instruction. Among the findings, it is identified that the expulsion of Spanish speakers, isolation from urban influence, and the persistence of Tsotsil use within the community have helped prevent threats to its original linguistic identity.
subject: Research articles (open section)
  topic: section
subject: bats'ik'op tsotsil, identity, indigenous education
  topic: keywords
creator: Faustino Rodríguez Sánchez
creator: Vivian Gabriela Mazariegos Lima
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-10-10
publication date: 2025-10-10
doi: 10.31391/JRGE4412

Organizational change in private universities within Mexico’s accreditation context
type: item
description: Institutional and program accreditation has become a mechanism of self-regulation in Mexican higher education, operating within a market-driven logic. Consolidated private universities engage continuously in accreditation processes, strengthening their legitimacy and prestige, while those still striving for such recognition adopt a striving behavior to gain competitive advantages. Given ongoing debates about whether accreditation genuinely drives organizational transformation, this study asks: How does change occur in Mexican university organizations with different levels of institutional consolidation in the context of accreditation? A comparative case study was conducted involving Universidad La Salle Mexico City and Universidad Intercontinental, based on an adapted version of Pettigrew’s contextualist model. Using documentary sources and semi-structured interviews, the study found that accreditation acts as an external pressure to which organizations respond through discretionary internal adaptation. Changes were identified that align with accreditation agency criteria, along with strategic and reactive transformations shaped by resource allocation and internal perceptions of quality. Differences between the two cases are largely explained by the interplay of top-down and bottom-up implementation strategies. The findings suggest that organizational change in this context is complex, nonlinear, and shaped by both external pressures and internal dynamics.
subject: Thematic research
  topic: section
subject: institutional accreditation, change strategies, private universities in Mexico, Pettigrew’s model, higher education, organizational isomorphism
  topic: keywords
creator: Fanny Lucía Urrego Cedillo
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.31391/FPST9107

Quality in Catholic higher education in México: A case study
type: item
description: The main objective of this article is to describe the meaning and significance that the actors of a private Catholic university in the Metropolitan Area of Guadalajara, Mexico, have constructed regarding the concept of educational quality. To achieve this, a three-year qualitative study was conducted using a case study approach. The methodology included semi-structured interviews with key stakeholders and a focus group with internal participants from the institution. This approach made it possible to capture the interpretive richness and the plurality of perspectives surrounding the concept of educational quality. The findings reveal that, in this Catholic university, the notion of quality is dynamic and multifaceted, encompassing both economic and humanistic perspectives. It is evident that the practical interpretation of quality by institutional actors often goes beyond the formally established philosophical ideals, resulting in the adaptation of policies and practices to simultaneously meet labor market demands and fulfill the university’s social mission. In conclusion, this study contributes to a deeper understanding of how Catholic universities negotiate, reinterpret, and redefine the concept of educational quality in a context of increasing competition within higher education.
subject: Thematic research
  topic: section
subject: quality in Catholic higher education, private university management, perceptions of educational quality, Mexican Catholic universities, integration of economy-humanism in education
  topic: keywords
creator: Alejandro Uribe López
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-22
publication date: 2025-07-22
doi: 10.31391/WIGF8957

Learner identity. A study about personal and situational influences with education university students
type: item
description: The purpose of this paper is to deepen our understanding of the influences exerted on the process of constructing learning identities. Drawing on current developments on the topic, we conducted an empirical study following the guidelines of a qualitative methodology. We worked with students taking psychology courses required for teacher training at a public university in Argentina. Data were collected using a questionnaire designed to explore representations and experiences related to their learning identities. Data analysis considered recommendations from grounded theory and implemented cross-coding procedures. The results indicated that students were able to recognize the influence of personal traits and the ties established in family and institutional contexts over their learning identities development. The study's conclusions include a broadening of the theoretical perspective, recognizing the influence of socioemotional competencies and the dynamic nature of identity construction processes. Regarding teaching practices, we emphasize the importance of the opportunities for participation that are provided for students, and the nature of the interactions and assessments that accompany or follow them.
subject: Research articles (open section)
  topic: section
subject: learning, meaningful experiences, socio-emotional competencies, contextual influences
  topic: keywords
creator: Paola Verónica Paoloni
creator: María Cristina Rinaudo
creator: Daiana Schlegel
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-21
publication date: 2025-07-21
doi: 10.31391/BMZT6983

Development and validation of a tool for detecting at-risk students
type: item
description: Systems for detecting students at risk of dropout range from direct observation to those based on machine learning techniques. The purpose of the study was to develop and validate a self-detection tool for high school dropout risk. Characteristics or traits consistently mentioned in the literature about at-risk students, such as economic struggles, lack of commitment to school, broad social motives, and others, served as indicators for the development of a questionnaire, which was administered online and employs an additive scoring indicating dropout risk. So that, the higher the score, the greater the risk. A convenience sample of 1006 public high school students participated in the study. Reliability analysis showed strong internal consistency of the scale (a = 0.9187). Factor analysis identified three priority factors. This questionnaire offers students a reliable and valid gauge of dropout risk. In addition, it enables timely interventions by educational authorities to enhance student retention and graduation rate.
subject: Research articles (open section)
  topic: section
subject: at-risk student, risk factors, dropping out, retention, pandemic
  topic: keywords
creator: Gilda Teresa Rojas-Fernández
creator: José Francisco Cortés-Sotres
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
doi: 10.31391/YPQX3872

A general approach to epistemological colonialism in the Chilean education system
type: item
description: This article discusses and reflects on the persistence of epistemological coloniality in the Chilean school system, which not only silences the knowledge of the indigenous population, but also the way in which foreign students construct and develop their way of knowing and conceiving reality; in other words, it also silences their episteme. The methodology is qualitative and descriptive, based on a theoretical and systematic review of the scientific, normative and dissemination literature on the school system and the practices that sustain it. A content analysis of the selected literature was carried out in order to discover nuclei of meaning and significance about the object of study. The main results show that the Chilean education system, through the school curriculum and initial teacher training, imposes an order of disciplinary knowledge that excludes any possibility of incorporating one's own knowledge and know-how into educational practices. The main conclusions support the urgent need to incorporate educational content based on epistemological pluralism into the school curriculum and initial teacher training programmes in order to progressively counteract epistemological coloniality in the Chilean education system.
subject: Essays (open section)
  topic: section
subject: colonialidade epistemológica, sistema educativo chileno, estudantes estrangeiros e indígenas, Educação Intercultural.
  topic: keywords
creator: Ilsa Mendoza-Mendoza
creator: Segundo Quintriqueo Millán
creator: Katerin Arias-Ortega
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-03-27
publication date: 2025-03-27
doi: 10.31391/JAEL8429

Teaching practices in higher secondary education for the construction of historical consciousness
type: item
description: The concept of historical consciousness holds paramount relevance within the pedagogical framework of the Nueva Escuela Mexicana, serving as a key element for understanding the past, critically examining the present, and envisioning a well-informed and conscientious future. This study aims to analyze the pedagogical approaches related to the development of historical consciousness in upper secondary education, based on the theoretical foundations of the Nueva Escuela Mexicana. Its objective is to identify effective strategies and areas for improvement in the teaching of History within the “marco curricular común de la educación media superior”. A mixed-methods approach was employed, including measurement scales, questionnaires, and focus group discussions with upper secondary school educators in the state of Hidalgo, México.
subject: Research articles (open section)
  topic: section
subject: consciência histórica
  topic: keywords
subject: ensino de história
  topic: keywords
subject: Ensino Médio
  topic: keywords
subject: práticas docent
  topic: keywords
creator: Azucena Yoselin González García
creator: Maritza Librada Cáceres Mesa
creator: Irma Quintero López
creator: Javier Moreno Tapia
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-01
publication date: 2025-07-01
doi: 10.31391/OGIG4384

Graduate students’ attitudes towards collaborative writing
type: item
description: We report the findings of a study aimed at describing the attitudes of a class of PhD students towards collaborative writing in Mexico, and to examine the factors affecting such attitudes. The theoretical perspective was based on the concept of Collaborative writing (Corcelles y Oliva, 2016); the writing process (Flower y Hayes, 1981); Group dynamics (Orozco, 2006); and the tripartite model of attitudes (Briñol et al. 2007). This a descriptive, mixed-methods case study, in a doctoral program. An open and semi structured interview, and a written report were the instruments used for data collection. We found that the attitudes, overall, are negative and ambivalent towards cowriting. This seems to be due to poor or limited experience in this type of activity. The affective component plays a predominant role in these attitudes whereas the cognitive component demonstrates an incomplete perception of true collaborative writing, information gaps about the writing process and the group dynamics. Therefore, we need to build and strengthen not only writing skills but also collaborative work in the classroom, in all educational settings.
subject: Thematic research
  topic: section
subject: attitudes, collaborative writing, graduate students, Mexico
  topic: keywords
creator: Edith Hernández Méndez
creator: Griselda Hernández Méndez
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-02
publication date: 2025-06-02
doi: 10.31391/MULS2467

Presentation
type: item
subject: Presentation
  topic: section
creator: Érik Sánchez Flores
creator: Antonio Saldívar Moreno
creator: Silvia Verónica Ariza Ampudia
creator: Beatriz Anguiano Escobar
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-08
publication date: 2025-01-08
doi: 10.31391/OVEK5027

Progress towards inclusion in a multiple attention care facility in Tlaxcala, México
type: item
description: The aim of the study was to determine the advances in educational inclusion in a Multiple Attention Center in the State of Tlaxcala, Mexico. This institution was selected due to its recognition among the population, which leads it to have a significant demand. The research was qualitative with a descriptive-exploratory approach; eleven mothers and fathers with children with various disabilities were interviewed, as well as two teachers from the same institution. The information was interpreted by means of a hermeneutic interpretative analysis. The results showed that, according to the participants, all the actors involved, such as directors, teachers, parents and students, collaborate to overcome learning and participation barriers, thus promoting a community that recognizes and supports each other, and that learns through and about disability, which leads to constant improvements in terms of educational and social inclusion of people with disabilities. The findings show that this institution has had a favorable evolution in its efforts to promote inclusion, despite the lack of support from educational authorities regarding the development of clear guidelines for its operation.
subject: Research articles (open section)
  topic: section
subject: inclusive education, disability, special education
  topic: keywords
creator: Andrea Saldívar Reyes
creator: Ismael García Cedillo
creator: Eduardo Noriega Cruz
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-05-20
publication date: 2025-05-20
doi: 10.31391/CRWJ3271

Postgraduate studies and indigenous peoples: Limits and potentials for their becoming
type: item
description: This article analyzes postgraduates as a space with a potential social impact in the field of indigenous peoples and communities, since it can favor the construction of knowledge that is culturally favorable to them, considering their cognitive frameworks and collective interests. Based on research based on dialogues and life stories, a content analysis is made of the perspective and academic production of six researchers belonging to Mayan peoples in the state of Chiapas. Based on the theoretical framework of cultural knowledge, it was found that there are moments, people and spaces in the graduate programs that potentiate the vindication of these subjects as part of their people; however, they still find limitations regarding the theoretical and methodological tools they are taught, as well as cultural discordances between what they are offered and the needs of their communities. It is concluded that it is necessary to include a critical intercultural approach with inter-epistemic content in master's and doctoral programs to promote a significantly positive impact for the members of indigenous peoples, their communities and society in general.
subject: Thematic research
  topic: section
subject: indigenous students, critical interculturality, cultural knowledge, cultural diversity, postgraduate education
  topic: keywords
creator: Angela Sofía García Estrada
creator: Fernando Limón Aguirre
creator: Antonio Saldívar Moreno
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-08
publication date: 2025-01-08
doi: 10.31391/RVLW3068

Social linkage through professional internships in a postgraduate degree in education
type: item
description: Professional internships in postgraduate studies are a mechanism that favors the articulation of the training process with the needs of the sectors of society, which generates tangible benefits for the students and for the institutions with which they collaborate. The objective of this study is to analyze the characteristics of professional practices developed through social engagement, as part of a postgraduate degree in education. The research was quantitative in scope and descriptive; the dataset was analyzed with the content analysis technique. It was found that the professional practice developed by the master´s degree students made it possible to detect priority needs related to teacher training, as well as the interest and motivation of the students who make up the educational communities with which they were linked. It is concluded that the development of this type of internship strengthens the competencies acquired by students in their postgraduate training, since it allowed them to introduce changes and improvements in the contexts in which they intervened, effects that were widely recognized by the authorities of the social instance with which it collaborated.
subject: Thematic research
  topic: section
subject: practicum, social bonding, postgraduate course, teacher training
  topic: keywords
creator: Gladis Ivette Chan Chi
creator: Juanita Rodríguez Pech
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-24
publication date: 2025-01-24
doi: 10.31391/NDVC1369

Evaluation of a master’s program based on graduates' perceptions: Opportunities for an improvement plan
type: item
description: The objective of this research was to analyze graduates’ evaluations of key aspects of the Master’s Program in Management for Sustainable Development at the Autonomous University of Guerrero, Mexico. The aim was to identify shortcomings and propose comprehensive improvement strategies to strengthen the program. A mixed-methods approach was adopted, with an interpretive scope and a cross-sectional design. A total of 45 graduates participated, selected through intentional non-probabilistic sampling. The data collection instrument included 44 items distributed across three dimensions. The results reveal significant assessments by graduates regarding core components of the program, including the curriculum, faculty performance, and thesis supervision. A systemic perspective on areas for improvement enabled the identification of interconnections among factors and supported reflection on strategies to further enhance the program. Ultimately, it is essential to incorporate graduates’ perceptions more systematically as a key element in quality management systems for educational programs, in order to ensure their social relevance.
subject: Thematic research
  topic: section
subject: quality of education, higher education, educational relevance, educational management, curriculum
  topic: keywords
creator: Dulce María Quintero Romero
creator: Juan Camilo Fontalvo Buelvas
creator: Erasmo Velázquez Cigarroa
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-03-28
publication date: 2025-03-28
doi: 10.31391/HPSY7646

Entrepreneurship infrastructure and their relationship with entrepreneurial intention
type: item
description: This research’s aim is to understand how the entrepreneurial intention shown by university students in business and administration careers is influenced by factors related to the student's attitude, his surrounding context, expectations of becoming a licensed professional, and the infrastructure provided by the higher education institutions to support students in consolidating this intention. To demonstrate this, the theory of planned behavior was used as a basis, and through a structural equation model, it was proven that a university student's entrepreneurial intention shows a direct, statistically significant and strong relationship with the infrastructure designed to promote entrepreneurship. In other words, the more facilities, strategies, and resources a higher education institution has, such as courses on the topic, content in educational programs, business incubation centers, competitions, internships, funding mechanisms, and forums on business creation, the better the entrepreneurial spirit of young people will be promoted. Likewise, it was verified that the level of entrepreneurship among male students is higher than that of female students, through a hypothesis test for independent samples.
subject: Research articles (open section)
  topic: section
subject: higher education, public universities, entrepreneurs, mathematical models, educational infrastructure, business creation
  topic: keywords
creator: Juan Carlos Neri Guzmán
creator: Pedro Isidoro González Ramírez
creator: Manuel Ernesto Becerra Bizarrón
creator: Benedicta María Domínguez Valdez
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-02-27
publication date: 2025-02-27
doi: 10.31391/GOLW4468

Training of special education professionals with social sense
type: item
description: The objective of this study was to analyze the collaborative mechanisms employed in a graduate program in special education to address community needs, with the aim of assessing its social impact as part of the graduate profile. This research is part of the program’s curriculum redesign process, specifically within the external evaluation stage, focused on engagement with community issues. From a curriculum research perspective, an exploratory documentary analysis was conducted through the review of official documents and academic literature on the subject. The analysis was carried out in five phases: tracking and inventory of documents, classification, selection, reading, and comprehensive synthesis. As a result, five key collaborative mechanisms were identified: the curriculum, curricular implementation, social retribution activities, support services, and degree projects. The findings suggest that the program has a strong social and community orientation, in which curriculum design and faculty involvement are essential to its implementation. While the results provide valuable input for the program’s evaluation, the need for incorporating additional perspectives to identify areas for improvement is acknowledged.
subject: Thematic research
  topic: section
subject: special education, professional ethics, graduate studies, pedagogical practice, social responsibility
  topic: keywords
creator: Evangelina Cervantes Holguín
creator: Pavel Roel Gutiérrez Sandoval
rights: Copyright (c) 2025 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2025-05-10
publication date: 2025-05-10
doi: 10.31391/HADK4937

Pre-service English teachers’ learning traits
type: item
description: The present study aimed to characterize a comprehensive learning profile of pre-service teachers at an English teacher education programme of a public university in Southeast Mexico. The learning attributes comprise their English entry level, learning strategies and styles, learning approaches, and learning preferences. The research design was non-experimental, descriptive transectional, with a single data collection procedure during the August 2023 term. Four learning scales and two placement tests were used to identify the predominant learning traits of the cohort studied. The results show a preference to use cognitive learning strategies more than any other type. In terms of learning styles, the findings show that most participants are primarily aural, but some students are bi- and even tri-oriented. In terms of their learning preferences, most students identified as analytical. Regarding learning approaches, most students typically employ a deep approach, which could be quite inadequate because they depend more on surface strategies.
subject: Research articles (open section)
  topic: section
subject: learning traits, pre-service teachers, teacher education, EFL teaching
  topic: keywords
creator: Óscar Manuel Narváez Trejo
creator: Cliserio Antonio Cruz Martínez
creator: Carolina Reyes Galindo
rights: Copyright (c) 2024 Sinéctica http://creativecommons.org/licenses/by-nc/4.0
date: 2024-11-04
publication date: 2024-11-04
doi: 10.31391/S2007-7033(2024)0063-014