RELIS. Vol 1 Nº 1 (2026)
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Innovación e investigación socioeducativa en el contexto universitario
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- PublicationOpen AccessPrácticas pedagógicas e imaginarios sociales en la construcción de identidad cultural infantil en contextos fronterizos – Revisión documental(Servicio de Publicaciones. Universidad dde Murcia, 2026) Peñaloza Tarazona, Mariana Elena; Ñeco Reyna, María Guadalupe; Rojas Bayona, Sandra Milena; Sin departamento asociadoThis review article examines the main research trends and theoretical contributions related to social imaginaries, intercultural pedagogical practices at the preschool level, identity construction, and education in border contexts. The study is based on a bibliographic and bibliometric review of publications indexed in the Scopus database during the period 2020–2025. The results demonstrate the growing relevance of these categories in contemporary educational research, especially in settings characterized by human mobility and cultural diversity. Among the predominant trends are the interpretation of social imaginaries as a way to understand community realities, the reinterpretation of pedagogical practices from a critical intercultural perspective, the conception of identity as a social and relational construct, and the consideration of border education as a space of encounter and opportunity. Finally, the article emphasizes the need to move toward a contextualized intercultural pedagogy capable of recognizing diversity as a source of learning, cohesion, and social transformation.
- PublicationOpen AccessDe la curiosidad a la innovación: aplicación del enfoque STEAM en la Educación Infantil(Servicio de Publicaciones. Universidad dde Murcia, 2026) Gómez Díaz, Neisa del Carmen; Bello Guerrero, Alejandra; Montes Miranda, Alexander Javier; Sin departamento asociadoCurrently, early childhood education seeks to offer inclusive learning experiences that connect learning with the child's world. In this context, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is presented as an innovative proposal that articulates different disciplines to strengthen cognitive, socio-emotional, and imaginative skills. This research article is the result of a study that aimed to strengthen pedagogical practices in early childhood education in a public institution in the District of Cartagena, Colombia, through the implementation of the STEAM approach. Promoting the comprehensive development of children through play, creativity, exploration of the environment and problem solving. A qualitative methodology with a pedagogical action research design was used, in which the teacher acts as an active mediator. The activities were organised into projects with playful challenges, using natural, recycled, technological and artistic materials to stimulate sensory exploration and knowledge construction in a natural way. Collaborative work and family participation were encouraged. The results showed progress in logical thinking, observation, creativity, and problem solving. On a socio-emotional level, there was evidence of greater confidence, curiosity, and communication skills. Overall, the STEAM approach boosted motivation to learn, transforming meaningfully.
- PublicationOpen AccessLa Educación Artística y Cultural como eje transversal en la evaluación del pensamiento creativo en la escuela colombiana(Servicio de Publicaciones. Universidad dde Murcia, 2026) Correa Holguin, Andrea Stephanie; Martínez Guzmán, Verónica; Jara Hernández, Jenny Johana; Sin departamento asociadoThis study analyzes Artistic and Cultural Education as a cross-cutting axis for assessing the development of creative thinking skills in primary, lower secondary, and upper secondary students from educational institutions in Colombia. Using a qualitative approach and the case study method, teachers, principals, and students from four institutions located in urban and rural contexts participated. Semi-structured interviews, focus groups, and artistic cartographies were used as data collection techniques, and the information was processed through content analysis. The results show that mainstreaming art and culture into the curriculum fosters creativity, critical thinking, and collaborative work, contributing to comprehensive education that goes beyond memorization and promotes meaningful learning. However, weaknesses were identified, such as the lack of specific teacher training in arts education, limited resources, and the absence of clear criteria for assessing creative thinking. The study concludes that Artistic and Cultural Education, integrated transversally and assessed with contextualized criteria, enhances creative and socio emotional competencies, encouraging pedagogical innovation and curriculum relevance. A methodological pathway is proposed to connect artistic activities with formative assessment processes, aimed at strengthening holistic development and educational equity.
- PublicationOpen AccessPercepciones docentes sobre beneficios, riesgos y desafíos éticos del uso de la inteligencia artificial en los programas de pregrado a distancia de la Facultad de Ciencias Económicas de la Universidad de Cartagena(Servicio de Publicaciones. Universidad dde Murcia, 2026) Bello Guerrero, Alejandra; Fernández Piña, Francisco Manuel; Pérez Pérez, Milagro de Jesús; Sin departamento asociadoThe advanced incursion of Artificial Intelligence in the educational context has generated uncertainties and divergent perceptions among teachers, who highlight the need for guidelines and regulations to guide the treatment of ethics associated with the use of AI in training processes. This study analyzes teachers' perceptions of the benefits, risks, and ethical challenges of using artificial intelligence in distance learning undergraduate programs at the Faculty of Economic Sciences of the University of Cartagena. A mixed methodology with a descriptive explanatory character was used, with a sample of 11 teachers, using intentional sampling and a cross-sectional design. A questionnaire with semi-structured questions was used to collect information. In conclusion, teachers highlight plagiarism in the performance of activities as a risk, in addition to the increase in the digital divide and inequalities in levels of technological access. There is therefore a need to establish ethical guidelines for the use of AI so that teachers can adapt their teaching strategies to maximize the benefits of this tool, while mitigating its risks and contributing to the comprehensive training of future professionals.
- PublicationOpen AccessEvaluación de la política de investigación y promoción de competencias investigativas en la educación superior(Servicio de Publicaciones. Universidad dde Murcia, 2026) Gómez Villera, Jhina Luz; Sin departamento asociadoThis article is the result of the evaluation of the research policy of a higher education institution in Colombia, in terms of coherence, relevance, and feasibility for developing research competencies in undergraduates. The research had a mixed approach and evaluative design, using methods such as document review, questionnaires to professors, and systematic observation of classes in three programs of the Faculty of Education. The results show a gap between institutional orientations and pedagogical practice, particularly in terms of curricular integration, research tutoring, and academic culture. However, there are still shortcomings in methodological design, in the integration of teaching and research, and in the systematization of training practices, despite regulatory advances. It is determined that a successful research policy needs more than regulations; it requires curricular coherence, strategic support, and institutional conditions to critically educate. The study supports the discussion on the formative role of research in higher education and proposes recommendations to strengthen its impact.