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Descentralización y ordenamiento territorial en Colombia 2011-2024: balances y perspectivas de reconfiguración de la división político-administrativa
(Universidad Santo Tomás, 2026-09-25) Muñoz Pabón, Esteban Alejandro; Marín Monje, Diego Fernando; Universidad Santo Tomás; https://orcid.org/0009-0009-5010-1014
This article analyzes the contribution of the legislative framework enacted in Colombia between 2011 and 2024 to the consolidation of decentralization and territorial ordering, taking the Organic Law of Territorial Ordering (Law 1454 of 2011) and Legislative Act 03 of 2024 as key benchmarks. Based on a socio-legal qualitative approach and the hermeneutic method, it aims to demonstrate whether the legislative framework disregards regional characteristics and the particularities of Colombian territories. The findings reveal the persistence of de facto centralism and a gap between constitutional design and institutional reality, reflected in the proliferation and inoperability of Territorial Associative Schemes (EAT), the paralysis in establishing Regional Territorial Entities (RET), and the legislative omission regarding Indigenous Territorial Entities (ETIs). It is concluded that territorial reconfiguration does not require altering the form of the unitary Republic or changing the State model, but rather strictly complying with the delegation under Article 288 of the Constitution through a model of differential and asymmetrical decentralization that streamlines inoperable figures and strengthens regional and ethnic autonomy.
Contribuciones del plan de formación “Rita y Benito: construyendo nuestro proyecto ético de vida” implementado en el año 2025 en padres de familia. Caso Mosquera, Cundinamarca
(Universidad Santo Tomás, 2026-10-13) Cifuentes Venegas, Maria Alejandra; Peralta Avila, Paula Valentina; Garzón Medina, Carolina; Larrarte Castañeda, Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001492327; https://scholar.google.com/citations?hl=es&user=3mUu94YAAAAJ; https://orcid.org/0000-0003-1269-3230
Many parents and caregivers lack a well-defined ethical life project, which limits their self-awareness, hinders conscious decision-making, and weakens their ability to guide their children in building their own path. This article evaluates the contributions of the training program “Rita y Benito: Building Our Ethical Life Project,” designed and implemented in 2025 in Mosquera, Cundinamarca, within a social marketing framework aimed at behavioral change in parents and caregivers. The program sought to promote personal reflection, reinterpretation of the past, and the construction of a life plan aligned with family values and goals. A mixed-methods design with pretest–posttest measurement was employed, applying the Life Project Scale to 10 participants across three dimensions: identification of future goals, involvement in goal-directed actions, and family dimension. Results showed increases in the mean scores for all three dimensions, with a moderate effect in identification (d = 0.611) and small effects in involvement (d = 0.327) and family dimension (d = 0.267); however, none of the changes reached statistical significance, which is primarily attributed to the small sample size. These findings suggest positive trends and support the relevance of continuing to develop formative programs aimed at strengthening the ethical life project in family and community contexts.
Modelo de gobernanza ambiental para la restauración de la laguna de Fúquene: una propuesta basada en el diagnóstico territorial y la participación multiactor
(Universidad Santo Tomás, 2026-10-10) Sánchez Coca, Sandra Liliana; Camacho Hernández, María del Pilar; Universidad Santo Tomás
Fúquene Lagoon is a strategic high-Andean ecosystem affected by productive pressures, wastewater discharges, waste accumulation, and vegetation loss. Although its management is regulated by several planning instruments and involves public authorities with differentiated responsibilities, difficulties persist in institutional coordination, monitoring, and social participation. This study aimed to design an environmental governance model that strengthens the inclusion and collaboration of actors involved in the sustainability of lagoon restoration and recovery initiatives. A mixed-methods, descriptive, and non-experimental approach with a qualitative emphasis was adopted. The methodology combined a documentary and regulatory review, two online surveys administered to a group of 85 participants selected through purposive and convenience criteria, and a digital social-mapping exercise involving 38 people. The results show that 91% rated the lagoon’s condition as poor or very poor, 59% perceived institutional coordination problems, 72% identified shortcomings in continuity and monitoring, and 74% considered participation spaces to be mainly informative and non-binding. The social-mapping exercise recorded concerns related to wastewater treatment, solid waste, and agricultural and livestock activities. Based on these findings, a model was developed to integrate institutional coordination, social participation, the allocation of responsibilities, and information for monitoring. Its implementation requires institutional validation, resource allocation, and evaluation through a pilot phase. The results represent the participants’ perceptions and cannot be statistically generalized to the entire basin population.
Relatoría científica integradora diplomado internacional en dirección estratégica e innovación organizacional
(dc. publisher, 2026-06-12) Medina Rodríguez, Lina María; Gutiérrez Méndez, Wilson Giovanni; Universidad Santo Tomás
When you travel to another country for academic purposes, the first thing that changes is not your knowledge, but your perspective. That is exactly what happened to us during the International Diploma in Strategic Management and Organizational Innovation, held in person at the Popular Autonomous University of the State of Puebla (UPAEP), Mexico.
La improvisación como estrategia pedagógica para el desarrollo del speaking en inglés en grado 11.
(Universidad Santo Tomás, 2025-10-09) Vásquez Sánchez, Jesús David; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?hl=es&user=GOLxLYIAAAAJ; https://orcid.org/0000-0003-4542-8919
This research arises from the need to understand and improve the development of oral competence in English among eleventh-grade students at Instituto Infantil y Juvenil, located in the Fontibón district of Bogotá. In this context, it seeks to analyze the factors that influence the students’ communicative performance, recognizing both the strengths and the weaknesses that limit their progress in learning a foreign language. To this end, consistent tests and an evaluation process supported by previously designed rubrics will be applied, which will make it possible to provide objective and formative feedback on students’ speaking performance. This approach seeks not only to [...] Various authors, such as Crystal, highlight the importance of improvisation and spontaneity in everyday communicative situations. Far from being mere exercises, these activities provide a means for students to engage with the language authentically, building confidence and fluency in their oral expression. In this sense, improvisation becomes a key pedagogical strategy, capable of transforming traditional practice into more dynamic and meaningful experiences. Accordingly, the research aims to identify the main difficulties affecting students’ oral performance and to propose a methodological strategy that integrates improvisation, the use of technological resources, and theatrical elements as tools to enhance spontaneous communication. Through these actions, students are expected to strengthen their communicative competence in English, overcome their fear of making mistakes, and gain greater confidence in real interaction contexts.