Volume 16, Issue 2 has following articles:
- Standardized Educational Assessments: From Framework to Results, by Pilar Rodríguez, Juan Soca, Mauricio Castillo, and Mario Luzardo.
- "Older Adults’ Perceptions of Methodologies Used to Learn English as a Foreign Language," by Cecilia Cisterna Zenteno, Marcela Cabrera Abarza, and Ignacio Roa Herrera.
- Quantitative Characteristics of Teachers’ Speech in Face-to-Face and Virtual Teaching Situations in Nursery and Preschool Settings, by María Ileana Ibañez, Celia Renata Rosemberg, Florencia Alam, and Maia Migdalek.
- "Perceptions and Transversal Skills According to Type of University Learning Before and After COVID-19," by José Serafín Clemente-Ricolfe and Roberto Cervelló-Royo.
- Artificial Intelligence in Higher Education: A Comprehensive Literature Review, by Bexi Perdomo and Oscar Alberto González.
- "The Use of the Humanistic Sociocognitive Paradigm and Its Relationship to the Quality of Mathematics Instruction in Engineering Programs," by Martin Felipe Chumpitaz Camarena.
- Teacher's Journal: An Analysis of the Perceptions of Special Education Students, by Priscilla Aracelly Sierra Suazo and Juan Guillermo Mansilla Sepúlveda.
- An Analysis of the Relationship Between Attitudes and Performance in Mathematics, by Hirrael Santana.
- Meta-analysis of the Effect of Integrating Immersive Technologies on Learning in Primary Education, by Francisco Javier Sandoval-Henríquez, Fabiola Sáez-Delgado, and María Graciela Badilla-Quintana.
- Critical Factors in Leadership Practices: Perceptions of Managers in Chile, by Constanza Rojas Jara and Valentina Soto Hernández.
- Interventions Targeting Social-Emotional Competencies in Teacher Education: A Scoping Review, by Rodrigo Bassaletti-Contreras and Laura Arnau Sabatés.
- Teacher Leaders in a Professional Learning Community: Preparation, Expectations, and Needs, by Marcela Andrea Peña Ruz, Rebecca Esther Ipinza Villamán, and Germán Cona Canío.
- Digital Practices and the Use of Information in Student Civic Engagement, by Francisco Flores Valdivia and José Miguel Garrido-Miranda.
- Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics, by Francisca Carocca P. and Marina U. Bers.
- Executive Leadership and Gender in the School System: A Systematic Review, by Andrea Carrasco Sáez and Rocío Concha López.
- Artificial Intelligence in Secondary Education: Perspectives and Perceptions of Uruguayan Teachers, by Mariela Questa-Torterolo, Claudia Cabrera Borges, Yesika Padrón Maurino, and Noelia Pereira Ramón.
- Factors Contributing to Dropout in Online Training: A Systematic Literature Review, by Rosa Romero Alonso, Katherine Araya Carvajal, Francisca Andrade Carvajal, and Karla Montero Godoy.
- Chess in the Preschool Classroom: Perspectives of Preschool Teachers, by Mario Castro-Guerra and Marcos Santibañez Bravo.
*Cuadernos de Investigación Educativa*is a continuously published, peer-reviewed scientific journal in Latin America dedicated to fostering academic debate and contributing to the dissemination of research in the field of education from a variety of theoretical and methodological perspectives.
It accepts and publishes original articles in Spanish and English that address diverse educational contexts and levels, with a particular focus on contributions from research projects based on empirical evidence, as well as literature reviews that offer critical and reflective assessments of developments in a specific topic, highlighting findings that are relevant and of interest to the regional and international scientific community.
The journal is published digitally and is open access. It is a rolling-acceptance journal; it is compiled twice a year, and the manuscripts received are published in a biannual issue. Additionally, submissions undergo a double-blind peer-review process.