Maestría Tecnología e Innovación Educativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/59069

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Diseño de un software educativo offline con Objetos virtuales de aprendizaje (OVAs) para fortalecer el aprendizaje del inglés en estudiantes de grado sexto pertenecientes a un contexto rural: Caso de la Institución Educativa Rural Departamental de Subia
(Universidad Santo Tomás, 2026-05-20) Padilla Malagón, Patricia; Muñoz Galvis, Daniela; Córdoba Murillo, Leidy; Gutiérrez, Mónica María; Universidad Santo Tomás
This project is developed at the Rural Departmental Educational Institution of Subia, grounded in the cognitive constructivist approach, which seeks to provide students with tools that enable them to build meaningful learning and solve problems autonomously. The initiative is directed at sixth-grade students, aged between 11 and 14, of whom 10% belong to inclusive education due to various learning difficulties, such as cognitive, visual, and multiple disabilities. The main purpose of the project is the design of educational software that integrates Virtual Learning Objects (OVAs), aimed at strengthening the teaching of the English language and addressing the particularities of the rural context. The initiative responds to the need for technological tools that suit rural educational contexts and foster more dynamic, accessible, and effective teaching and learning processes. Through the integration of interactive and audiovisual resources adapted to students’ levels, the software seeks to promote the development of communicative competencies in English, encourage autonomous learning, and enrich teaching practices. The methodology includes context analysis, instructional design of the VLOs, and prototype validation with end users. This proposal is expected to help bridge digital and pedagogical gaps in rural areas and serve as an innovative and replicable model for similar educational settings. Moreover, this project aims not only to contribute to the teaching of English, but also to the creation of more equitable learning opportunities within the institution, ensuring that students from rural areas have access to innovative resources adapted to their conditions. The offline nature of the educational software is particularly valuable in contexts with limited connectivity, as it allows the use of technology without relying on the Internet, thereby strengthening student autonomy, and providing teachers with support that complements their pedagogical practice. Likewise, the innovative character of the proposal opens the possibility of documenting and systematizing the experience, so that it may serve as a reference for future research and educational projects in similar contexts. In this way, the initiative is consolidated as an academic and technological alternative that responds to the current needs of the rural sector and, at the same time, can contribute to the development of sustainable strategies for pedagogical innovation at both regional and national levels. This makes it possible to recognize that the impact of the educational software goes beyond the mere use of technological resources, as it proposes a change in traditional forms of teaching and learning. By integrating Learning Objects (OVAs) that address the real needs of students, the project fosters active participation, collaborative learning, and the meaningful construction of knowledge. In this way, it promotes not only the development of linguistic competencies, but also transversal skills such as autonomy, problem-solving, and critical thinking. A relevant aspect of the proposal is its potential to strengthen the teacher’s role. The software does not aim to replace the teacher’s work but rather to become a pedagogical resource that expands teaching possibilities and allows strategies to be adapted to the particularities of each group of students. This support contributes to improving educational quality and reinforces motivation in both teachers and students, creating a more inclusive and dynamic school environment Finally, the sustainable character of the initiative is evident in its ability to be updated and enriched with new content, which ensures its relevance over time. Thus, the project becomes an opportunity to innovate, democratize access to knowledge, and positively transform rural education, while aligning with national goals of educational quality and inclusion.
Diseño de un prototipo de invernadero bioclimático como propuesta pedagógica para la enseñanza de las ciencias naturales en el colegio Agroindustrial de Puerto Nuevo, Simacota (Santander).
(Universidad Santo Tomás, 2026-06-24) Rodríguez Martínez, Marolyn Andrea; Rojas Celis, Liliana Karolina; Zambrano Bothía, Marcela Andrea; Universidad Santo Tomás
This research conducted a qualitative systematic review to analyze the current state of knowledge regarding the design and implementation of school bioclimatic greenhouse prototypes as pedagogical tools in the teaching of natural sciences. Based on the examination of literature published between 2019 and 2024, relevant trends were identified in Latin America, particularly the strengthening of environmental education and the development of scientific competencies. The findings show that these prototypes not only function as spaces for plant cultivation but also as living laboratories that promote the formation of critical, responsible students committed to environmental care. The integration of bioclimatic principles with experimental activities makes it possible to connect theory with practice, fostering active, inquiry-based, and meaningful learning in secondary education. This approach encourages the understanding of natural phenomena, sustainability, and educational innovation. Likewise, bioclimatic greenhouses have the potential to transform educational institutions into more sustainable learning communities oriented toward environmental action. However, the review revealed persistent challenges, such as the insufficient integration of the greenhouse within the formal curriculum, limitations in infrastructure and teacher training, and the need to expand research that evaluates the long-term impact of these prototypes, especially regarding attitudinal changes and responsible environmental practices. In conclusion, bioclimatic greenhouse prototypes are consolidated as innovative pedagogical strategies with high potential to strengthen the teaching of natural sciences and contribute to sustainability goals and environmental awareness in school contexts.
Voces que comunican: potencialización de competencias comunicativas a través del podcast en estudiantes de séptimo grado de la Institución Educativa Simón Bolívar de Villavicencio.
(Universidad Santo Tomás, 2026-06-28) Fonseca Mojica, Maria Fernanda; Bohorquez Pedraza, Dallan Paola; Garzon Mora, Sergio Ismael; Quiroga Escobar, Jose Daniel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00024384053; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00024388012; https://scienti.minciencias.gov.cocvlac/visualizador/generarCurriculoCv.do?cod_rh=000181; https://scholar.google.com/citations?hl=es&user=P4KTmFAAAAAJ3; https://scholar.google.com/citations?hl=es&user=jdahizYAAAAJ2; https://scholar.google.com/citations?hl=es&user=Z2MhtIEAAAAJ1
This project is carried out at the Simón Bolívar Educational Institution in Villavicencio, where significant difficulties have been identified in the communication skills of seventh-grade students, particularly in the organization of ideas, verbal fluency, oral expression, and written production. These limitations affect academic performance, classroom participation, and students’ confidence when expressing themselves in different contexts. In response to this situation, the implementation of podcasts is proposed as an innovative pedagogical tool to strengthen these skills by integrating processes of oral expression, active listening, structured writing, and the meaningful use of educational technologies. Podcasts are presented as an accessible resource that allows students to express themselves creatively and meaningfully, fostering the construction of meaningful and contextualized learning. The methodology adopted corresponds to action research, which makes it possible to understand the problem from educational practice and design an intervention aimed at improvement. This approach recognizes students as protagonists of their learning process and values reflection, collaboration, and the contextualized use of language. The project is developed in phases that include diagnosis, planning, script writing, recording, editing, and podcast dissemination, accompanied by formative evaluations that allow the identification of progress and difficulties. These activities promote a dynamic environment in the classroom, where creativity, participation, and collaborative work play a central role. The implementation of podcasts is expected to contribute to strengthening verbal fluency, oral expression, and written production. Likewise, greater action and more active participation in academic activities are projected. Overall, the results suggest that podcasting is a viable and sustainable pedagogical strategy for transforming communication practices into basic education.
Efectos de la implementación de estrategias de gamificación mediadas por tecnología en el aprendizaje significativo de los estudiantes de octavo grado en el área de Matemáticas.
(Universidad Santo Tomás, 2026-06-22) López Gutiérrez, Andrés Felipe; Loaiza Valencia, Jorge William; Tejada Navarro, Juan Carlos; López Ramírez, María Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002334003; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002375922; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002379471; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=yE8gMjEAAAAJ&hl=es; https://scholar.google.com/citations?hl=es&user=1zzrUigAAAAJ; https://scholar.google.com/citations?hl=es&user=pD0v0qIAAAAJ; https://orcid.org/0000-0001-8172-3726; https://orcid.org/0009-0006-1926-4868; https://orcid.org/0009-0001-1391-8027; https://orcid.org/0009-0000-9007-3948
This study examined the effects of implementing technology-mediated gamification strategies on meaningful learning of mathematics among eighth-grade students at Colegio Parroquial Nuestra Señora de la Valvanera (COPAVAL), located in the Antonio Nariño district of Bogotá. The starting point was a specific classroom situation: low performance precisely during the transition from arithmetic to algebra, and a group that, in the diagnostic phase, described their mathematics classes as monotonous and disconnected from their daily lives. From this concern arose the question of whether a different approach, supported by play and technology, could reshape the way students related to the subject and, in turn, their learning. The research followed a qualitative approach, an action-research design and a quasi-experimental pretest–posttest component. The process included an exploratory interview with six students, a pretest applied to 21 students, six sessions of the gamified didactic unit developed on a custom web platform, a posttest applied to 25 students, and a final interview. The analysis combined three interrelated techniques: thematic analysis of the qualitative data, comparative and contrastive coding of the observation records, and descriptive statistics of the pretest, quizzes and posttest data, which allowed for the triangulation of the three sources and verification of the consistency of the findings. As for the results, the group's average rose from 52.4% to 79.6%, and 84% of the students reached a high or superior level. The strongest gains appeared in fractions, which was precisely where the diagnosis had revealed the deepest gaps. A particularly noteworthy finding came from session 3, carried out as autonomous work from home, which demonstrated the platform's potential as an independent learning resource. These findings confirm that technology-mediated gamification, when designed around the actual needs of the group, does have a real impact on mathematics learning.
GeoTech Enseñanza de la geografía e interactuación con la tecnología
(Universidad Santo Tomás, 2026-06-22) Ballesteros Rodríguez, Daniela Andrea; García López, Jhoan Sebastian; Sánchez Casas, Cesar Antonio; Perea Mejía, Emanuel; Rojas Bonilla, María Fernanda; Universidad Santo Tomás
The GeoTech project aims to design an interactive educational platform that strengthens the teaching and learning of human geography in ninth grade of secondary education. It emerges in response to the limitations of traditional methods, often based on rote memorization and the limited pedagogical use of digital technologies in the classroom. Through innovative pedagogical strategies, the proposal seeks to develop critical thinking, digital competencies, and geospatial skills in students, promoting a deeper and more meaningful understanding of their territory. The research is structured under the Design Thinking methodology, which facilitates the identification of needs, the generation of creative solutions, and the validation of student prototypes. The project comprises three main phases: pedagogical diagnosis, design of the educational structure of the platform, and validation of its usability and acceptance. The GeoTech platform integrates tools such as interactive maps, quizzes, simulations, and virtual tours that align with the Basic Learning Rights (DBA) of the Social Sciences area, adopting a contextualized territorial approach. The expected results include the strengthening of teaching practices and the promotion of active, meaningful, and experiential learning among students. Consequently, GeoTech represents an educational innovation that connects technology with the teaching of human geography, encouraging territorial recognition, critical reflection, and the formation of citizens capable of understanding and transforming their environment.
Competencias TIC y el rol del docente colombiano. Repositorio de recursos tecnológicos para fortalecer las competencias digitales docentes
(Universidad Santo Tomás, 2026-06-25) Becerra Delgado, Andrés Felipe; Hermosa Trujillo, Julián Andrés; Ticora Ramírez, Fredy Alexander; Moreno Jiménez , Yeimy Julieth; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002159214; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000019500; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002375955; https://scholar.google.com/citations?user=0HA6L6YAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2011-2072; https://orcid.org/0009-0000-2476-2139; https://orcid.org/0009-0002-3349-6201; https://orcid.org/0009-0004-8149-2218
This research work addresses the deficit in teacher digital competencies (TDC) and the digital divide within the José María Carbonell Educational Institution in the municipality of San Antonio, Tolima, where factors such as the lack of infrastructure, limited connectivity, and decontextualized training hinder the effective integration of Information and Communication Technologies (ICT) into teaching and learning processes. In light of this scenario, this study proposes the development of a technological resource repository aimed at strengthening TDC among the faculty of the target institution. The general objective of this project is to develop a technological resource repository oriented toward strengthening the digital competencies of teachers at the IE José María Carbonell in San Antonio, Tolima, through the design thinking methodology. The methodological approach is based on Design Thinking, structured into phases that comprise the categorization of resources, prototype design through ideation techniques, and the validation of its relevance. The technological resource repository is conceived as an innovative alternative, functioning as an open-access and collaborative virtual space. Its core value lies in providing pedagogical relevance to the use of technologies, promoting their understanding under models such as TPACK, and their integration within the DIGCOMPEDU digital competence framework for education. Furthermore, it serves as a source for continuous and flexible professional development, fostering self-training, self-management, and peer collaboration, which is crucial for overcoming resistance and building a sustainable culture of innovation within rural Colombia. This development seeks to transform teachers into critical and creative users of technology, thereby contributing to the reinforcement of their technology integration practices in pedagogy and didactics, aiming for a progressive reduction of digital divides within the institutional context.
Innovación digital en la enseñanza de la química: integración de herramientas digitales para el acceso equitativo al conocimiento científico.
(Universidad Santo Tomás, 2026-06-23) Gonzalez Caicedo, Yenny Carolina; Rubio Trochez, Daniela; Galvis Dinas, Stefany; Ramirez Sanchez , Pedro Eliseo; Universidad Santo Tomás
Abstract The project Mission Atom: Transforming Chemistry Teaching Through Digital Experiences aims to design a digital innovation strategy supported by the use of digital tools to enhance the teaching of chemistry for ninth-grade students at Colegio Leonístico La Merced. During the diagnostic phase, a significant issue was identified regarding students’ limited understanding of atomic structure and atomic models. This problem was associated with the limited use of innovative technological resources, which consequently contributed to low academic performance. The strategy developed to address this issue consists of an innovative educational intervention through the implementation of an educational eScape Room called Mission Atom, designed and developed on the Genially platform. In this experience, students must progress through different challenges and clues related to the central topic of atomic models, working collaboratively and using digital tools that help them make decisions and solve each mission. The project follows a qualitative research approach, taking into account the reality and context of both the student group and the institution. The activities are distributed across seven sessions in which students interact with various digital tools that promote the development of three key digital skills: information and digital literacy, digital communication and collaboration, and problem-solving. These skills are strengthened through critical thinking and the use of understandable, visual, and participatory learning experiences. Among the main findings, it is important to highlight that the implementation of the prototype increased students’ motivation, participation, and interaction in the learning of chemistry. Keywords: Digital innovation, Digital tools, Chemistry teaching, Digital skills, and Scientific skills.
Fitness y salud a través de la educación digital, plataforma de ejercicio y bienestar
(Universidad Santo Tomás, 2026-04-28) Guevara, William Alejandro; Albarracín Silva, Daniel Eduardo; Bossa Bueno, Juan Gabriel; González Siabato, Néstor German; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000019488; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001338117; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002015886; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000128811; https://scholar.google.com/citations?user=VGsfs_YAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-2649-7396; https://orcid.org/0000-0001-6356-6499
This research project addresses the increasing issue of sedentary behavior and unhealthy lifestyle habits among first-semester students at the Universidad Santo Tomás, Villavicencio. With the rise of these behaviors negatively impacting the physical and emotional health of young adults, the project proposes the implementation of a digital fitness and health platform. This initiative aims to promote active and healthy lifestyles, leveraging students' familiarity with technology. The project is grounded in the necessity to create an educational environment that fosters the overall well-being of students, recognizing that university life can pose a risk for the development of unhealthy habits. Through the digital platform, interactive resources, exercise programs, and healthrelated activities will be provided to motivate students to adopt a more active lifestyle. Specific objectives include identifying current levels of sedentary behavior among students, developing the digital platform, evaluating its effectiveness in improving lifestyle habits and emotional well-being, and formulating ecommendations for the implementation of health programs at the university. This project aims not only to transform individual habits but also to contribute to the establishment of a healthier university culture. By integrating health behavior theory and digital learning, the platform is expected to have a positive impact on students' physical and emotional health, promoting an environment conducive to learning and personal development. Ultimately, this initiative seeks to empower students to take charge of their health, fostering a community that values and prioritizes well-being in the academic setting. Through this approach, the project aspires to create lasting changes in students' lifestyles, encouraging them to engage in regular physical activity and make informed health choices.
Gamificación multiplicadora: Aprende las tablas de multiplicar a través del juego
(Universidad Santo Tomás, 2026-04-13) Torres Meza, William Antonio; Antivar Barbosa, Paula Camila; Delgado Moreno, Julio César; Linares Garzón, Sandra Milena; Triana Guerra, Mabel Paola; Moreno Jiménez, Yeimy Julieth; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002310330; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001466321; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002315579; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317241; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002310295; https://scholar.google.com/citations?user=0HA6L6YAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=gaQk3QoAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2011-2072; https://orcid.org/0009-0000-2654-2631; https://orcid.org/0009-0007-9486-3171; https://orcid.org/0000-0002-2785-0174; https://orcid.org/0009-0006-7002-1802
This study aims to design and evaluate a Digital Educational Resource (DER) to enhance the understanding of multiplication among third-grade students at a rural public school with technological and socioeconomic limitations. The research emerged from a diagnostic process that identified low academic performance in mathematics, limited student motivation, and the predominance of traditional teaching methods that do not fully address students’ contextual and learning needs. The project is grounded in cognitivist learning theory, particularly the principles of cognitive development during the concrete operational stage, as well as national curricular guidelines for mathematics education. Two main analytical categories guide the study: Digital Educational Resources and multiplication learning. The proposal integrates active learning strategies, including the use of concrete materials, contextualized playful activities, visual representations, problem-solving tasks, and meaningful practice of multiplication tables through gamification elements. Methodologically, the research follows a Design-Based Research approach with a qualitative perspective. Data were collected through interviews and focus groups to support the diagnosis and validation of the digital resource. As a result, an interactive and offline-accessible DER called “Multiplica Jugando” was developed. Its implementation is expected to improve logical-mathematical thinking, intrinsic motivation, and academic performance in multiplication, promoting meaningful and autonomous learning.
Diseño una caja herramientas educativa basada en un modelo aprendizaje para escuela Policía Rafael Reyes
(Universidad Santo Tomás, 2026-04-10) Rojas Montaña, Nancy Yaneth; Ospina Ospino, Darwin; López Parada, Leidy Johanna; Rueda Ozuna, Jessica Alejandra; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002036573; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317229; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002109815; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317205; https://scholar.google.com/citations?user=8YKq9XEAAAAJ&hl=es; https://scholar.google.com/citations?view_op=new_profile&hl=es; https://scholar.google.es/citations?hl=es&user=; https://orcid.org/0009-0007-0446-1743; https://orcid.org/0009-0006-4957-0145; https://orcid.org/0009-0001-9746-0606
This educational innovation project proposes the design of an ICT-mediated pedagogical toolbox for the Rafael Reyes Police School, aimed at strengthening academic and motivational competencies within the Professional Technical Program in Police Service. Through a participatory diagnosis involving more than 70 students, it was determined that the gap between traditional theoretical teaching and the practical demands of competency- based evaluations generates significant academic anxiety, jeopardizing student retention. The proposal articulates STEAM approaches, Universal Design for Learning (UDL), and gamification within a didactic ecosystem that prioritizes applied casuistry. The methodological strategy encompasses three key phases: the identification of formative needs, the training of teaching staff in disruptive methodologies, and the restructuring of lesson plans through emerging technologies. In this way, the research not only streamlines the learning process but also transforms institutional pedagogical practices, providing students with tactical and operational tools that reinforce self-confidence and ensure success regarding professional validation standards. In the future, the Rafael Reyes Police School multi-campus headquarters is projected to consolidate as a cutting-edge university cloister, where pedagogical innovation serves as the transversal axis for comprehensive and excellent police training.
Innovación educativa para enfrentar desigualdades digitales en los estudiantes de la iet agroindustrial de Cajamarca, Tolima
(Universidad Santo Tomás, 2026-02-09) Mendez Suarez, Jenny Carolina; Murcia Arregocés, María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377931; https://scholar.google.com/citations?user=VA5h89kAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0001-3812-3757
Abstract The Cajamarca Agroindustrial Technical Educational Institution, located in a rural area of Tolima, faces significant digital inequalities that limit students' access to, use of, and educational exploitation of technologies. These gaps are manifested in insufficient connectivity, limited availability of devices, and low digital literacy among the educational community, which affects the continuity of training processes in virtual, hybrid, and distance learning modalities. Given this problem, the main objective of this work is to design and implement an educational innovation proposal that strengthens students' digital skills and promotes inclusive pedagogical practices that respond to the particularities of the territory. The study is framed within the approaches of the International Education Congress: “For inclusive, diverse, interactive, and humanistic education,” with a special focus on the thematic axis of the challenges of technology-mediated education in vulnerable contexts. The methodology adopted follows a mixed approach with a qualitative predominance, combining documentary review, participatory diagnosis with teachers and students, and the design of pedagogical strategies integrated with local technological possibilities. The proposed solution consists of an educational innovation model based on hybrid teaching sequences, the pedagogical use of low-consumption digital resources, and the strengthening of teaching capacities. The expected results are a progressive Página 5 de 22 improvement in technological appropriation, increased student participation, and a reduction in existing digital inequalities. The work proposes a viable path toward more inclusive and relevant education, in line with the contemporary demands of rural areas.
La neuroeducación como fundamento para fortalecer la formación docente y promover una transformación educativa inclusiva
(Universidad Santo Tomás, 2026-02-09) Martinez Martinez, Martha Constanza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377933
The central problem highlighted in the presentations of the International Congress on Education lies in the structural and philosophical incompatibility between the historical rigidity of the educational system and the cultural and social diversity of its students, which leads to high levels of inequality. The work is based on the themes and approaches of the Congress, focused on educational reform and transformation in Latin America and Ibero-America. The general objective is to develop a teacher training path based on the principles of neuro education, pedagogical contextualization, technological integration and hierarchy of the teaching role. The methodology proposes a preliminary course of action to transform educational processes from understanding how the brain learns and how technologies can enhance pedagogical practice. The proposal is structured in three fundamental pillars: neuro educational, contextual pedagogic and humanistic onto pedagogical. The expected results aim to transform and continuously update teachers to respond to contemporary challenges. In conclusion, we seek to train educators aware of their own learning processes, capable of designing inclusive experiences, contextualized and with responsible use of technology, promoting inclusion, equity, and educational innovation in Latin America. It is also proposed to strengthen the professionalization of teachers through a progressive hierarchy that recognizes the stages of professional development and encourages the evolution of the educator from a role of knowledge transfer to an active companion, learn together with their students and guide their practice from reflection, ethics, and transformative commitment.
Estrategia didáctica para el fortalecimiento de las funciones preoperatorias del instrumentador quirúrgico apoyada con recursos digitales
(Universidad Santo Tomás, 2026-01-19) Baena Rodríguez, Mayra Alejandra; Romero Oñate, Zoraima Patricia; López Fonseca, Miguel Angel; Gelvez Castro, Nelfy Yurley; Hernández Echavarría, Yonier; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000780448; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000883573; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002075395; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377936; https://scholar.google.com/citations?user=OEIcNfgAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0001-0420-9245; https://orcid.org/0000-0003-3640-5440; https://orcid.org/0009-0009-4145-8628; https://orcid.org/0009-0002-4414-0075
The objective of this research is to design, with the support of digital resources (DR), a learning strategy that allows the strengthening of the preoperative functions of the surgical instrumentator. The R.D. will be complements between knowledge and know-how, at the same time, the specific competencies of the surgical instrumentalist in the preoperative stage will be strengthened, in a safe, accessible and repeatable way, strengthening the process, the autonomy of the students, active learning and the contextualization of knowledge. In addition, it will have pedagogical mediation that combines interactive digital materials, videos, modules complemented with self-assessment exercises for the feedback process and to make learning progressive.
Centro de arte y cultura digital Wayúu: innovación educativa y preservación cultural en la Institución Educativa Nuestra Señora del Carmen, Hatonuevo, La Guajira.
(Universidad Santo Tomás, 2026-01-19) Henao Zarta, Yudy Lizeth; Montes Hernández, Anderson; Ortiz Vidal, Daiver Alfredo; Ospino Diaz, Yeison Andrés; Figueroa Dorado, Eliana Maria; Universidad Santo Tomás
The Wayuu Digital Art and Culture Center at Nuestra Señora del Carmen Educational Institution is an educational project aimed at preserving, promoting, and disseminating the cultural heritage of the Wayuu people through innovative digital tools. This space is designed to offer an interactive and collaborative platform where students, teachers, and community members can access and contribute to the dissemination of ancestral knowledge. Its primary objective is to strengthen the cultural identity of Wayuu students, foster intercultural coexistence, and promote respect for ethnic diversity within the school environment (Rodríguez & Gómez, 2020). The project will feature a virtual tour that includes multimedia resources on the Wayuu language, traditions, mythology, and worldview. Additionally, an oral archive will be integrated to collect traditional stories narrated by community members, along with a digital art gallery showcasing works by local artists. Furthermore, interactive workshops, both in-person and virtual, will be conducted, allowing students to learn directly from ancestral knowledge keepers, ensuring the faithful transmission of cultural knowledge (Pérez, 2019). The innovation of this project lies in its pedagogical approach, which combines digital technologies with participatory methodologies to transform ancestral knowledge into a dynamic and accessible educational resource. This not only ensures the preservation of Wayuu culture but also enhances the digital skills of students and teachers, fostering an intercultural dialogue that enriches the educational experience and supports the creation of a more inclusive school community (Gómez & Ramírez, 2021). Ultimately, the Wayuu Digital Art and Culture Center becomes a key tool for valuing cultural diversity, contributing to the development of a more equitable, respectful, and inclusive society (Ministerio de Educación Nacional, 2018). Keywords: Wayuu culture, digital education, cultural identity, educational innovation, cultural diversity.
Diseño e implementación de laboratorios virtuales para la enseñanza de las ciencias naturales en dos instituciones educativas rurales de Cundinamarca: Análisis desde la perspectiva docente.
(Universidad Santo Tomás, 2026-01-17) Sánchez Fajardo, Gherlyn Steven; Restrepo Rendón, Jorge Alejandro; Tarazona Cervantes, Aaron Hiram; , Fernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002431040; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002431041; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317223; https://scholar.google.com/citations?user=oiVXFDwAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=rqWKukQAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=MQeog9sAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0008-9755-9244; https://orcid.org/0009-0000-9124-4817; https://orcid.org/0009-0000-9093-2730
This communication is situated within the field of science education in two rural contexts and aims to analyze and implement virtual laboratory practices using simulators, in order to understand teachers' perceptions in two educational institutions in the department of Cundinamarca, Colombia. This project arises due to the limited access these institutions have to laboratory resources, infrastructure, internet connectivity, and technological equipment—factors that directly affect teaching and learning processes in the area of Natural Sciences. The overall objective is to evaluate the design and implementation of virtual laboratories as a strategy for teaching Natural Sciences in two rural educational institutions in Cundinamarca through the teachers' perspectives. The proposal consists of the design and implementation of a virtual laboratory that integrates physics, chemistry, and biology content tailored to fourth, fifth, and seventh grades, seeking to promote learning through experimental activities. The project is being developed during the year 2025 at the IED Fidel León Triana, in the municipality of Vergara, and at the IED El Carmen, El Salitre headquarters, in the municipality of Guasca, Cundinamarca. Subsequently, to assess the pedagogical relevance of the virtual simulator, a semi-structured interview was conducted with teachers from the participating institutions. The responses obtained show that the simulator offers clear and timely information, covers topics appropriate for the established grade levels, and is considered a self-directed learning tool, easy for both teachers and students to use. Furthermore, the teachers highlighted its usefulness as a pedagogical and didactic resource for teaching science in rural contexts with limited infrastructure. In conclusion, the project yielded positive results in the teachers' perceptions: the survey provided important and necessary data on the capabilities of teachers and educational institutions for implementing the project, as well as data on the suitability of the virtual laboratory for its application, and teachers' recommendations regarding the content presented and the need to develop more content for the virtual tool. This analysis of the data obtained also fulfills the objectives set forth in this project.
Integración de la realidad aumentada en el aula para un aprendizaje significativo en el área de ciencias naturales y educación ambiental en la educación media
(Universidad Santo Tomás, 2026-01-14) Calderón Sánchez, Judy Emir; Camacho Cubillos, Iván Darío; Ordóñez Otaya, Andrés Danilo; Puerta Franco, Diego Alberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001454786; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002307466; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317174; https://orcid.org/0009-0007-8447-3540; https://orcid.org/0009-0007-9284-951X
This educational innovation project aims to enhance learning in Natural Sciences and Environmental Education at the upper-secondary level through the integration of Augmented Reality (AR) as a methodlogical strategy. The initiative was implemented at Colegio Técnico y Académico Celestín Freinet in Bogotá, prioritizing educational inclusion, technological equity, and the reduction of digital divides. By using mobile-accessible platforms, the project fostered immersive and interactive learning experiences that strengthened students’ motivation, creativity, critical thinking, and understanding of complex scientific concepts among 10th-grade learners. A mixed-methods approach—combining quantitative and qualitative instruments such as surveys, interviews, questionnaires, and classroom observations—was employed to evaluate the impact of AR on academic performance, motivation, and digital literacy. The results indicate an estimated 15 % increase in academic achievement and a 20 % improvement in student motivation, as well as a notable enhancement of digital competencies and meaningful learning. In addition, 80 % of the Natural Science teachers were trained in the pedagogical use of AR, establishing a replicable model for other educational institutions. The project also ensured equitable technological access by implementing a device-lending program for students from low-income backgrounds. In conclusion, Augmented Reality proved to be an innovative and transformative educational tool that enriches learning experiences, promotes inclusion, and helps bridge the digital gap. Despite ongoing challenges related to infrastructure and continuous teacher training, the findings demonstrate that AR supports more active, participatory, and meaningful learning processes, positioning it as a feasible and scalable pedagogical strategy for diverse educational contexts.
Flipped and games: Implementación de aula invertida con gamificación para potenciar los procesos de enseñanza y aprendizaje del inglés en grado segundo en el Colegio Bilingüe Richmond en Bogotá
(Universidad Santo Tomás, 2026-01-09) Bernal Chaparro, Wilmar Fernando; Betancourt Castro, Stephania; Cárdenas Leyton, Stephanie; Villamizar Macías, María Juliana; González Mendieta, Fabio Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001421023; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002311609; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002300549; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002169408; https://scholar.google.com/citations?user=Q_bVSo8AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=Hsw6SQIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-0113-8610; https://orcid.org/0009-0005-9481-5087; https://orcid.org/0009-0005-0371-6623; https://orcid.org/0009-0004-1960-1233
The following innovation project aims to establish the effects of the implementation of the ‘flipped classroom’ methodology on the autonomy and study habits strengthening as well as the optimization of class time in the teaching-learning processes of a foreign language (English) in second grade students of a private and bilingual school in Bogotá. This methodology was implemented during the first and second academic terms, and through the usage of both digital and analog tools. Students (and parents) had early access to ELA class material, which was presented through videos and gamified narratives. Once students reviewed the assigned material, they were able to have some active practice spaces in their classroom; furthermore, during the in-person classes, the teacher was able to verify that the shared content was clear and ready to be effectively used. Moreover, the teacher had the chance of individualizing the process of each student by focusing on their learning rhythms and styles, and by ensuring that the objectives established in the curriculum of the educational institution were met. This project was developed bearing in mind a qualitative action research approach, where the impact of the implemented methodology and digital resources in the classroom was analyzed in categories through the information collected from six students and registered on entries in flied journals, standardized tests and surveys. The results obtained provided information on the strengths of such implementation and the needs it has. Finally, each stage of the project was assessed, and opportunities for improvement and future research were proposed.
SuperNova: WebQuest como estrategia tecnopedagógica para el aprendizaje de las ciencias naturales en la sede San Miguel, adscrita a la Institución Educativa Rural Mesitas.
(Universidad Santo Tomás, 2026-01-23) Mendez Arias, Katherin Yanid; Ospina Bonett, Dario Enrique; Silva Monsalve, Alexandra María; Universidad Santo Tomás
The project examines the low performance in Natural Sciences reported at the San Miguel campus of the Rural Educational Institution Mesitas, a situation linked to psychosocial, technological, and pedagogical factors that influence students in rural settings. The main purpose was to introduce a WebQuest as a technopedagogical tool to support the learning of Solar System concepts among fourth- and fifth-grade students. The study was framed within a qualitative perspective and drew on principles of action research. Surveys and semi-structured interviews were used to explore students’ learning needs, their perceptions, the technological conditions of the school, and their methodological preferences. This approach offered a clearer understanding of the educational context and helped shape an intervention that responded to the realities of the institution. To address the identified needs, the WebQuest “Viajando con SuperNova” was designed to offer visual, interactive, and contextualized activities that encouraged student autonomy, participation, and meaningful learning. Its implementation increased motivation, strengthened collaborative practices, and supported students’ comprehension of Solar System topics. The process also revealed additional categories, such as pedagogical narrative, playful assessment, preference for audiovisual materials, and resource curation. Overall, the WebQuest emerged as a meaningful technopedagogical alternative for rural environments, with the potential to transform classroom interactions, enhance motivation, and support conceptual understanding even in contexts with limited connectivity or devices. The experience reinforces the value of ICT as a pathway toward more equitable and higher-quality educational opportunities in regions facing persistent challenges.
El libro del saber: Entorno gamificado para el fortalecimiento de las competencias socioemocionales en estudiantes de tercero y cuarto de primaria de la sede Junín del Centro Educativo Rural (C.E.R) Pueblo Nuevo.
(Universidad Santo Tomás, 2026-01-07) Escobar Muñoz, Andrey Herweanis; Melo Sabbagh, Brandon Alexis; Tarazona Verjel, Camilo; Romero Reyes, Carlos Alonso; Montalvo González, Ramón Celiar; Largo Taborda, Wilson Alejandro; Universidad Santo Tomás; https://scholar.google.com/citations?user=hddHN3YAAAAJ&hl=es&oi=ao; 0009-0006-0029-4063; 0009-0009-2152-3111; 0009-0004-1757-6775; 0009-0001-6109-7753; 0009-0002-2934-4117
This study aimed to strengthen the development of socioemotional competencies in third- and fourth-grade students at Escuela Rural Junín. To achieve this, a gamified virtual environment was designed and implemented as a complementary tool to support teaching and learning processes across various subjects. The intervention involved the application of data collection instruments to capture students’ experiences, perceptions, and interpretations related to their emotional responses during interactions with the gamified technological tools. The proposal adopted a qualitative methodology with a holistic approach, enabling the contextual and subjective richness of the rural educational setting to be thoroughly explored. Emotional aspects and learning outcomes were analyzed based on the lived experiences of both teachers and students, yielding findings that enhance the understanding of the pedagogical and emotional impact of gamification in a rural context.

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