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Intercultural approach: recognizing the identity and knowledge of children from the doquera embera chamí indigenous community
(Universidad Santo Tomás, 2026-09-25) Nayelhi Estefanny Correa Soto; Laura Tatiana Morales Betancourt; Paola Rubiano; Universidad Santo Tomas
This project looked at how an intercultural approach to teaching English as a foreign language could support cultural awareness among children in the Doquera Embera Chamí indigenous community, in Lejanías, Meta, Colombia. The study responded to a specific need: connecting English lessons with the community's own knowledge, traditions, values, and experiences. Our aim was to see whether teaching English from an intercultural perspective could help children understand and critically reflect on their own culture. We used a qualitative approach within an action research design. Data came from semi-structured interviews with two students and the community teacher during the first phase, followed by a questionnaire given to the same two students after we implemented intercultural English activities. We organized and analyzed the information through qualitative thematic analysis using ATLAS.ti Web, which let us identify, compare, and refine the codes and categories that emerged from participants' responses. Three main categories emerged: cultural identity built through family and community education; language, beliefs, and environmental knowledge as expressions of culture; and English learning as a space to strengthen reflection on one's own culture. Family members, grandparents, elders, and the community teacher all played a role in passing down cultural knowledge, traditions, values, language, and knowledge about the natural environment. The intercultural English activities also encouraged children to value and preserve their traditions, express pride in their identity, and take an interest in learning about other cultures. Overall, the findings suggest that bringing intercultural perspectives into English teaching gives Indigenous children real opportunities to connect language learning with their cultural experience, strengthening both their identity and their reflection on their own culture.
Diseño conceptual y prototipo funcional de un índice de preparación digital para la internacionalización de PYMEs del sector logístico y exportador en Colombia
(Universidad Santo Tomás, 2026-05) Garzón García, Adrián Stiven; Gamboa Ardila, Néstor Raúl; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000492884; https://scholar.google.com/citations?user=gpfCUAcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0586-5607
This thesis designs the Global DIG Index to help Colombian SMEs in the logistics and export sectors assess their digital readiness for internationalization. Based on an analysis of existing assessment tools and the sector context, it proposes a six-dimension conceptual instrument and develops a functional web prototype. The application implements a questionnaire, calculates scores by dimension, and uses artificial intelligence to generate a personalized SWOT analysis, suggest digital tools, and guide the exploration of international markets. The thesis presents the index architecture, the prototype, its limitations, and recommendations for subsequent empirical validation.
¿Qué puede tomar Colombia de la forma en que Dubái y Abu Dhabi conectan puertos, zonas francas, trámites y empresas para hacer más fácil el comercio, sin tratar de copiar un modelo que funciona en una realidad diferente?
(Universidad Santo Tomás, 2026-09-12) Guevara Barrios, David Felipe; Marín Usuga, Angelica Nohely; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018552; https://orcid.org/0000-0003-2854-7596
This essay stems from observations made during a trip to Dubai and Abu Dhabi, where I realized that logistics depends not only on having a good port or a free trade zone but also on the ease of connecting administrative procedures, transportation, businesses, investment, and the people involved in each process. Based on this experience, I pose a central question: What can Colombia adopt from this way of working without simply copying a model that functions in a vastly different reality? To answer this, I draw upon visits to AD Ports Group, KEZAD, IFZA, Dubai Immigration, and English Path, as well as official data and insights from authors specializing in logistics, economic zones, and investment. Ultimately, I propose leveraging what Colombia already possesses but in a more interconnected manner—utilizing pilot corridors, straightforward goals, and streamlined processes that reduce redundancy for businesses.
La inteligencia artificial y las estrategias omnicanales como factores de transformación del ecommerce y del comportamiento del consumidor en colombia y Chile
(Universidad Santo Tomás, 2026-09-25) Arévalo Morales, Luisa Fernanda; Neme Chávez, Samir Ricardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001344193; https://orcid.org/0000-0003-2327-4947
Artificial intelligence (AI) and omnichannel strategies have transformed e-commerce by reshaping the way organizations design their business strategies and engage with consumers. This essay critically examines how these tools have influenced the evolution of e-commerce and consumer behavior in Colombia and Chile through a review of recent scientific literature. It argues that AI goes beyond process automation to become a strategic resource that enhances decision-making, personalization, and business competitiveness, while omnichannel strategies integrate multiple touchpoints to optimize the customer experience. Furthermore, the progress and challenges faced by both countries are compared in areas such as technological infrastructure, logistics, digital trust, and the maturity of their digital ecosystems. Finally, the essay concludes that the true potential of these technologies depends on their integration with consumer-centered strategies, ethical principles, and business models focused on creating sustainable value.
Educación emocional desde la sistematización de una experiencia pedagógica
(Universidad Santo Tomás, 2026-09-25) Galván Varela, María Fernanda; Delga Echeverri, Hillary; Rojas Rojas, Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001419895; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002195482; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002197438; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669; https://orcid.org/0009-0003-8817-8099; https://orcid.org/0009-0000-1332-9217
This undergraduate thesis aims to systematize pedagogical experiences focused on emotional education and restorative practices developed at the Didackids School Support Center with children between 3 and 10 years of age, in order to understand their contributions to emotional regulation, the prevention of school violence, and the strengthening of school coexistence. The systematization was developed based on the approach proposed by Jara (2018), through the reconstruction, critical interpretation, and consolidation of the learning derived from the pedagogical experience. Strategies based on play, art, literature, dialogue, pedagogical mediation, and restorative practices were implemented and adapted to the characteristics and needs of the participating groups. The results showed progress in the recognition and expression of emotions, assertive communication, empathy, active listening, participation, and peaceful conflict resolution. Likewise, teacher support and the creation of safe spaces were identified as fundamental elements in fostering these processes. It is concluded that emotional education and restorative practices can contribute to strengthening relationships based on respect, responsibility, and empathy, promoting the construction of a culture of peace from early childhood.