The emergence of ChatGPT has been controversial, but irreversible; furthermore, it holds the promise of revolutionizing the pedagogical field, generating significant challenges for the education system. The objective of this study was to analyze the ethical considerations that undergraduate faculty members from the Faculty of Accounting and Administration (FCA) at the Autonomous University of Chihuahua (UACH) make to their students regarding the use of ChatGPT. The nature of this research was mixed, applied, descriptive in scope, field-based with bibliographic support, and a non-experimental-transsectional design. A questionnaire with 14 and 12 questions was administered to faculty members and students, respectively, using a convenience probability sampling method. The findings revealed that 88% and 98% of faculty members and students were familiar with ChatGPT, that 67% of faculty members and 88% of students had used the chatbot for academic purposes, and that the majority had no training or ethical standards for its use. It is concluded that it is urgent to issue guidelines for the use of ChatGPT and teacher training in the use of artificial intelligence (AI) in general for the healthy benefit of the education of new generations.

Accessibility in online education poses significant challenges, particularly in technical courses such as Mechanics. This study examines an accessibility approach supported by artificial intelligence (AI) in the Mechanics I and II courses of the Virtual High School at the Autonomous University of Sinaloa, offered on Moodle. Through a case study utilizing the Brickfield Accessibility Toolkit, student interviews, and a field journal, barriers in mathematical and visual content were identified. The results show that AI tools can significantly enhance accessibility, particularly in the understanding of equations and graphs. The implementation of these solutions improved the learning experience, highlighting the importance of integrating AI into the design of online courses. This proactive approach to accessibility not only benefits students with disabilities but also enhances the educational experience for all learners. A framework is proposed to apply AI-based solutions in technical courses, underscoring their potential to create more inclusive learning environments. This study has practical implications by demonstrating how AI can transform online education, making courses more accessible and effective.

This study presents a systematic review of the use of learning analytics dashboards (LADs) in secondary education, focusing on their role in the early detection of academic problems. The research was carried out through the search, selection, and analysis of articles addressing the implementation of learning analytics systems in this educational level. The review was guided by two main research questions: how learning analytics dashboards can contribute to the timely identification of learning difficulties, and how the usability of these tools influences their adoption and effectiveness in school settings. The findings indicate that, despite notable progress, there are still limitations in terms of accessibility, empirical validation, and adaptation to the specific context of secondary education. Additionally, it was identified that systems designed with user-centered approaches and active teacher participation foster greater pedagogical appropriation and usefulness. In conclusion, the study highlights the importance of designing learning analytics tools that integrate technological, pedagogical, and ethical dimensions, ensuring their practical value for teachers and school administrators.

This study consisted of a systematic review that retrieved research on artificial intelligence (AI) in the context of education from 2015 to 2025. The objective was to systematically examine how AI is used in education, especially in teaching processes. The method was carried out following the guidelines contemplated in the PRISMA declaration. A total of 888 research papers were found, distributed across 390 academic journals, with a total of 2 601 authors; 160 studies were conducted by individual authors. The year with the largest number of studies was 2024 (n = 426), representing 47.97% of the total sample; therefore, the evidence could be organized into four categories: 1) AI as a transformative tool in education, 2) personalization of learning, 3) ethical challenges and digital divides, and 4) the impact of AI. In conclusion, we present an overview of the contributions generated by AI research in the context of education, which serves the purpose of concentrating the data generated to date to establish the current state of 21st-century education.

This study aimed to develop and validate a psychometric instrument based on the UTAUT model to assess the acceptance and use of artificial intelligence (AI) among Mexican university students. It was quantitative, cross-sectional, and instrumental research, using a convenience sample of 213 students from the University of Sonora. Analyses included reliability (Cronbach’s alpha), confirmatory factor analysis, and Rasch modeling. Results showed that the instrument had solid psychometric properties, with strong internal consistency, construct validity, and item fit. Significant correlations were found, especially between performance expectancy, attitude towards technology, and behavioral intention. Study limitations included the non-probabilistic sampling and the underrepresentation of senior students. The main contribution was the validation of a context-specific scale for assessing AIuse in Mexican higher education. It was concluded that the instrument is reliable and valuable for future research and educational interventions aimed at fostering the ethical and effective use of AI.

Alcohol abuse represents a global public health problem, with a high prevalence among university students, where social and academic factors contribute to its normalization. In Mexico, although preventive strategies exist, their effectiveness has been limited. Internationally, serious games have emerged as innovative tools for alcohol abuse prevention; however, no evidence was found of proposals adapted to the Mexican university context. The objective of this work is to present the conceptualization of the design of a serious game aimed at preventing alcohol abuse among university students in Mexico. To achieve this, the ASGD (Art of Serious Game Design) methodology and the MDA Framework (Mechanics, Dynamics, Aesthetics) were employed, which allowed the structuring of a game experience aligned with educational and preventive objectives. As a result, a design proposal was developed to promote responsible decision-making and the use of protective strategies. Future phases will include empirical validation of the prototype with the target population, aiming to develop culturally contextualized digital interventions for Mexican universities.

The influence of micro-credentials on motivation, commitment, and task completion has been widely studied; however, there was a lack of information on a useful theoretical proposal for developing job skills in higher education graduates. This study addressed the concept of microcredentials through a theoretical framework specializing in Information and Communication Technologies and pursued four main objectives: to identify the appropriate theoretical foundations for proposing a microcredential design, to distinguish this concept from others such as digital badges and open badges, to describe the conceptual, methodological and procedural characteristics that allowed for the design of a theoretical proposal for microcredentials that promote the employability of psychology graduates, and to identify educational contexts where they could be implemented. To this end, the Conceptual Mapping method was used. The findings revealed that Higher Education Institutions faced difficulties in implementing micro-credential and articulating them with the labor market. Although the perception of employers or students were not evaluated, the study highlights that micro-credentials can bridge the gap between educational competencies and labor demands, as they are innovative tools for improving employability.

Information literacy (ALFIN) encompasses the acquisition of theoretical and practical competencies that integrate the management of digital resources with the development of critical and ethical dispositions toward the use of information. In contemporary contexts characterized by information overload and the rapid circulation of digital content, it is imperative that individuals acquire the ability to assess the intentionality, validity, and reliability of texts. The purpose of this study is to examine the role of the school as a privileged arena for fostering citizenship education through pedagogical practices grounded in information literacy. The research employed an action research design, combining ex ante and ex post strategies to allow for the longitudinal observation of its implementation. Conducted with ninth-grade students in an educational institution in Medellin, Colombia, the study addressed two core phases: the exploration of prior knowledge and the implementation of information literacy practices. Findings suggest that pedagogical interactions oriented toward ALFIN contribute to strengthening citizenship education in secondary schooling. At the same time, the study underscores the need to transcend reductionist approaches that frame digital literacy merely as the acquisition of instrumental skills.

Currently, emerging technologies such as immersive environments are transforming the field of education. Within this context, Education 5.0 has emerged as an approach that integrates advanced digital tools to enhance learning experiences. However, its implementation requires that teachers engage in critical reflection regarding its pedagogical use. This qualitative study aimed to analyze teachers’ reflections on the integration of Education 5.0 and immersive environments. A thematic analysis was conducted on the reflections of 30 upper-secondary and higher education teachers who participated in a training workshop. Data were gathered through synchronous sessions and discussion forums. The findings indicate that teachers perceive Education 5.0 and immersive environments as valuable tools for personalizing learning, increasing student motivation, and fostering collaboration—provided their use is pedagogically intentional. They also recognize their potential to create more dynamic and interactive learning experiences. Nevertheless, key challenges were identified, including technological gaps, limited infrastructure, and concerns regarding digital security. While Education 5.0 presents a promising opportunity for educational innovation, its successful integration requires ongoing evaluation of its impact on both teacher professional development and student learning.

A theoretical model was proposed and validated, whereby the Technology Acceptance Model (TAM), the Information Systems Success Model (ISSM), and the Unified Theory of Acceptance and Use of Technology (UTAUT) were integrated, and additional variables such as trust and gamification were incorporated. The objective was to analyze the factors that influence the use of Massive Open Online Courses (MOOCs) for the training of educational personnel in Tamaulipas, Mexico. A total of 470 surveys were collected and the proposed model was evaluated using the partial least squares structural equation modeling technique (PLS-SEM). The results revealed that perceived usefulness, hedonic motivation, and gamification significantly influence the use of MOOCs, highlighting the importance of offering courses that are functional, engaging, and socially integrated. From a theoretical perspective, the research model demonstrated the feasibility of assessing MOOC quality in an integrated manner, contributing to the literature on educational quality and technology acceptance. On a practical level, actionable practices were suggested for the design of effective courses focused on quality, enjoyment, and user engagement, thereby strengthening the professional competencies of educational staff and promoting continuous training for higher-quality education.

Currently, emerging trends in education demand innovative teaching and learning practices that strategically integrate information and communication technologies. This integration requires an effective articulation of pedagogical knowledge, disciplinary content, and technological resources. In this context, the TPACK model and the Lean Startup methodology offer a theoretical and operational framework for the design and iteration of instructional proposals in hybrid learning environments. This work porposes to propose an instructional approach based on Lean Canvas and the TPACK model, enabling educators to design dynamic and flexible learning experiences aligned with their students needs. The text is based on a propositional methodology with a qualitative approach supported by a literature review. Based on this, an iterative instructional design model is presented, using the Lean Canvas as a structuring tool and the Lean Startup Build-Measure-Learn cycle for possible empirical validation. The proposal encourages the incorporation of active methodologies and digital tools to implement a continuous improvement process, aimed at formative assessment and feedback. Consequently, it aims to offer an option that strengthens teaching processes, improves student engagement, and enhances pedagogical effectiveness. It is concluded that the integration of these benchmarks can enable agile and optimal instructional design that promotes meaningful learning experiences in various disciplines.