Volume 15, Issue 2 has following articles:
- "The Álbum-Mátic in Pólya's Strategy for Developing Mathematical Skills," by Carlos Fernando López Rengifo and David José Siuce Huatuco.
- Future Teachers and Their Connection to Educational Research: From Theory to Practice, by Haylen Perines and Rodrigo Vega-López.
- The Relationship Between Psychological Capital and Motivation for Personal Growth Among High School Students, by Fátima Soledad Schönfeld and Carina Daniela Hess.
- "Strategies for Searching for Information Online for Teacher Training," by Jorge Lillo-Durán, Héctor Vega-Pinochet, and Angelica Vera-Sagredo.
- "The Agency of Doctoral Students in Research Processes During the COVID-19 Pandemic," by Mercedes Zanotto González, Martha Leticia Gaeta González, and María del Socorro Rodríguez Guardado.
- Online Education: Post-Pandemic Perspectives from Faculty and Students at the University of Buenos Aires, by Silvia Lago Martínez, Romina Gala, and Flavia Samaniego.
- 3MOTION: An Interactive Blog for the Emotional Education Revolution, by Alicia Martínez Landete and María del Valle De Moya Martínez.
- Connectivity and Digital Technology Access Gaps: A Comparison of Three Argentine Universities During the Pandemic, by Victoria Batiston, Viviana Polo, and Mariana Valdez.
- Confirmatory Factor Analysis of a Rubric for Assessing Algorithmic Thinking in College Students, by Eduardo Adam Navas-López.
- "Employment Outcomes for University Graduates During the COVID-19 Pandemic," by Iván de Jesús Contreras-Espinoza and Ingrid Kuri-Alonso.
- Secondary Education for Youth and Adults in Argentina, South Korea, and the United States, by Julián Olivares.
- Collaborative Discourse in the Classroom: An Analysis of Eight Paradigmatic Articles, by Juliana Cardoni, Néstor D. Roselli, and María I. García Ripa.
In addition, this issue also included the special feature “New Perspectives on Educational Leadership in Uncertain Times.”
The collection, edited by Dr. José Luis Aparicio Herguedas—a professor at the International University of La Rioja (Spain)—features a select number of articles that offer unique insights into educational leadership in the contexts of Brazil, Chile, Spain, and Uruguay:
- An Approach to Educational Leadership in Pedagogically Guided Artivist Dance Experiences, by Miguel Burón-Vidal.
- Perceptions of Distributed Leadership: A Case Study of a Public High School in Montevideo, by Maximiliano Zito Iglesias.
- Dimensions of Inclusive Education as Seen by Vocational Training Students: The Role of Inclusive Leadership, by M. Gloria Gallego–Jiménez, Luis Manuel Rodríguez Otero, and Inmaculada Sánchez–Macías.
- Leadership and School Time Management, by María Verónica Leiva-Guerrero, Matías Benavides Meneses, Jimena Sanhueza Mansilla, and César Mayolafquén Acevedo.
- "Intercultural Management and Practices for Quality Assurance in Teacher Education," by Márcia Lopes Reis and Marisa Montesano de Talavera.
"Cuadernos de Investigación Educativa" is a continuously published , peer-reviewed scientific journal in Latin America that aims to foster academic debate and contribute 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 analyses 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. Furthermore, submissions undergo a double-blind peer-review process.