The new edition has following additions:
- "Professional Learning Communities in Initial Teacher Education in Uruguay: Social Network Analysis," by Claudia Cabrera Borges, Andrea Tejera Techera, and Mariela Questa-Torterolo.
- The Origins of Academic Careers: The Paths of University Professors Who Were Once Doctoral Students, by Ligia García-Béjar and Sara Elvira Galbán-Lozano.
- Methodological and Pedagogical Challenges Faced by New Teachers: Learning to Teach Through Practice, by Erick Zorobabel Vargas Castro.
- Case Study: The Experiences of Pre-Service Teachers in Simulated Teaching Practice in a Virtual Environment, by María Graciela Badilla-Quintana and Francisco Javier Sandoval-Henríquez.
- Motivation and Organizational Support as Determinants of Graduate-Level University Extension Programs: Findings from Chile, by Sebastián Araya-Pizarro, Nando Verelst, Daniela Pallero-Castillo, and Viviana Vásquez-Ángel.
- Teacher Mobility: An Analysis of Teachers’ Perceptions within the Framework of Educational Policies in Uruguay, by Carlos González Alemán and Eduardo Rodríguez Zidán.
- Consulting Services for Improving Teaching Practices: Experiences in Elementary Education in a State in Southeastern Mexico, by Norma Nélida Resendiz Melgar.
- Perceptions of University Life Among Higher Education Students with ADHD, by Nelly Gromiria Lagos San Martín, Laura Marjorie Espinoza Pasten, Victoria Verónica Garay Alemany, and Katherine Betancourt Gallegos.
- University Students’ Perceptions of a Math Course Taught in a HyFlex Format, by Erik Alexander Caseres González.
- The Impact of Integrating ICT on Secondary School Students’ Learning, by Leví Verástegui Gutiérrez and Ricardina Rodríguez Ahuanari.
- The Academic Habitus of Students in the Mexican High School System: A Quantitative Approach to Its Formation, by Alim Getze, Mani Eden Vasquez Feria, José Luis Suárez Domínguez, and Silvia Jiménez García.
- The Importance of Social-Emotional Skills in Contemporary Educational Leadership: Expert Perspectives, by Carolina Aranda Meyer and Leticia Elizabeth Luque.
- University Faculty Beliefs About Technology and Education: A Correspondence Analysis, by Mario Alberto Benavides Lara, Víctor Jesús Rendón Cazales, and Melchor Sánchez Mendiola.
- Pedagogical Reflection from a Bodily Perspective by the Center for Bodily Awareness and Movement, Chile, by Natalia Villar-Cavieres, César Faúndez-Casanova, Mariana Flores-Castañón, and Lorena Garrido González.
- A Journey Toward Inclusion: Participatory Institutional Self-Assessment Processes in a Chilean Municipal School, by Ignacio Figueroa-Céspedes, Esteban Fica-Pinol, Jorge Soto-Cárcamo, Beatriz Rodríguez, and Maritza Quezada.
Educational Research Journal is a continuously published, peer-reviewed scientific journal in Latin America, whose purpose is 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.