RELIS. Vol 1 Nº 0 (2026)
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- PublicationOpen AccessPercepción docente y usabilidad de las TIC en la Educación Básica y Media en Maicao, La Guajira - Colombia(Servicio de Publicaciones. Universidad dde Murcia, 2026) Rutto Martínez, Kaled D.; Sin departamento asociadoThe present research aims to describe the usability and perception of Information and Communication Technologies (ICT) in the educational processes within the primary, lower secondary, and upper secondary levels in the municipality of Maicao – La Guajira, Colombia. A problematic situation is evident due to the low results obtained in the Saber 11 standardized tests taken by students in their final year of schooling, as reported by the Colombian Institute for Educational Evaluation. A non experimental descriptive cross-sectional study was conducted with a population of 71 teachers from both public and private educational institutions located in the urban area. A data collection instrument was designed and validated by education experts from the University of Murcia. The results revealed significant differences in six tools: Canva, Pixtón, Classroom, Mentimeter, Padlet, and Lucidchart. Significant differences were found in the perception of ICT across different educational levels. The implementation of these tools varies according to the level of schooling and the complexity within the teaching and learning process.
- PublicationOpen AccessLa pedagogía activa y la gamificación digital como herramientas didácticas para la enseñanza matemática de perímetros y áreas de figuras claras. Estudios de casos(Servicio de Publicaciones. Universidad dde Murcia, 2026) Múnera Cavadias, Liris; Alarcón Lora, Andrés Antonio; Molina Mogollón, Germán Eugenio; Sin departamento asociadoThis article explores the challenges of teaching area and perimeter in plane figures to sixth-grade students, implementing gamification and active learning strategies. The objective is to improve the understanding and retention of these mathematical concepts through innovative and participatory methods. The research was conducted at the María Inmaculada Higher Normal School in Caicedonia, Valle del Cauca, using a quantitative, explanatory approach with a quasi-experimental design involving pre- and post-intervention tests. The results show that the gamification-based pedagogical intervention significantly improved students' academic performance and increased their motivation and engagement with learning mathematics. The conclusions highlight the effectiveness of these strategies in promoting more meaningful and lasting learning, recommending their application in other educational contexts.
- PublicationOpen AccessDel orden lineal a la inteligencia artificial: Retos educativos en la convergencia entre robótica, neuroeducación e inteligencia artificial(Servicio de Publicaciones. Universidad dde Murcia, 2026) Restrepo Pineda, Andrés Felipe; Sin departamento asociadoThe traditional classroom still reproduces disciplinary schemes like a military structure, focused on control, rigidity and the unidirectional transmission of knowledge. Although there are advances in pedagogy and neuro-education, authoritarian models persist that restrict student creativity and autonomy. This study, with a qualitative approach and phenomenological design, arises from the researcher's observations in his work context, where he has identified resistance to more participatory methodologies. Semi-structured interviews and participant observation were applied to intentionally selected teachers. The analysis shows tensions between traditional practices and innovative proposals. Among the factors that fuel resistance is the fear of losing control of the classroom and the lack of training in new methodologies. Although the directives show openness to innovation, the institutional structure still favors conventional practices, generating uncertainty in the faculty. It is concluded that educational transformation requires both a change in the mentality of teachers and in school structures that support obsolete models. The research highlights the urgency of training processes that promote critical reflection and the appropriation of more dynamic, collaborative and inclusive pedagogical approaches.
- PublicationOpen AccessDUA+M: inclusividad en la educación musical para músicos ciegos(Servicio de Publicaciones. Universidad dde Murcia, 2026) Ceballos Henao, Leandro; Sin departamento asociadosenses: the auditory, because music is a sonic language, and the visual, since musical scores where musical works are written are built upon a purely visual language. When a blind musician enters the music classroom, this structure must be rethought, both at the didactic and evaluative levels. The objective of the present research is to recognize other ways of being in the classroom and the teaching resources to accommodate this diversity. It is from this perspective that DUA+M (Universal Design for Learning in Music) is proposed as a didactic tool that embraces the diversity present in the music teaching classroom. The methodological approach used in the study was A/R/Tography, which combines education, art, and research to generate new processes and knowledge. The study’s results show that it is essential to advance qualification processes aimed at music teachers and the relevance of fostering inclusivity in music classrooms for blind musicians using all senses, especially haptic perception, which is the way of learning through touch in motion.
- PublicationOpen AccessExpectativas, motivaciones y opiniones sobre formación y ejercicio profesional de los futuros profesores de educación física(Servicio de Publicaciones. Universidad dde Murcia, 2026) Pizo Dávalos, Johanna Marcela; Sin departamento asociadoHighlighting the importance of professional teacher education in the midst of an increasingly demanding educational reality, this research study aimed to investigate the expectations, motivations, and opinions of a group of future physical education teachers at the University of Murcia regarding their choice of profession, education, and teaching practice. A qualitative approach and case study design were used, conducting a semi-structured interview with 21 students of the Master's in Teacher education and subjecting the data to a descriptive content analysis using the ATLAS ti program. The results indicate vocation, personal goals, and job benefits as the main motivations for choosing this profession; expectations related to the practical component were not met, leading to a suggestion for improving the structuring of courses and increasing the internship period in high schools. Finally, regarding opinions about the profession and specialty, a focus is more on developing healthy habits and strengthening social skills, rather than on athletic aspects.