This new issue brings together a selection of articles from Argentina, Chile, Colombia, Spain, Mexico, Peru, and Uruguay that address crucial and cutting-edge topics in the field of education:
- “Emotional Competencies Among Higher Education Students in Argentina, Chile, and Colombia,” by Nelly Lagos San Martín, Verónica López-López, Carina Hess, Jenny Josefina Vicuña Romero, and Susana Jaramillo Restrepo.
- “Study of the Evolution of (Cyber)bullying During the COVID-19 Pandemic,” by Francisco J. Lobato Carvajal.
- “Beliefs about reading comprehension among Mexican pre-service language teachers: a Likert scale study,” by Moisés Damián Perales-Escudero, Mizael Garduño Buenfil, and Vilma Esperanza Portillo Campos.
- “Education and COVID-19: An Analysis of Education Policies in Peru,” by Alier Ortiz Portocarrero, Rafael Egúsquiza Loayza, and Manuel Iguiñiz Echeverría.
- “The Quality of Communicative Competence in English in Higher Education: A Theoretical Review,” by Estrella De Jesús Sirlopú Vera, Diana Rosa Marrufo Rojas, and Mónica Ysabel Ortega Cabrejos.
- “Conceptualizations of School Dropout and Retention According to a Primary School in Chile,” by Michelle Mendoza Lira, Javiera Quiroz Muñoz, Daniela Muñoz Pérez, Camila Contreras Pérez, and Emilio Ballesta Acevedo.
- “Teachers’ Digital Competencies in Higher Education in Argentina,” by María Cristina Kanobel, María Gabriela Galli, and Débora Mirta Chan.
- “Factors Associated with the Return to In-Person Classes Following the Health Emergency,” by Ciro Andraca Sánchez, Justiniano González González, Alejandra Hitahii Muñoz García, Manuel Mendoza Mojica, and Paulino Bueno Domínguez.
- “Challenges and Opportunities for Continuing Education for Teachers in Uruguay,” by Cindy Mels, Leticia Lagoa, Gabriela Collazzi, and Diego Cuevasanta.
- “Teaching Text Comprehension in Secondary School: A Systematic Review,” by Juliana Tonani and María de los Ángeles Chimenti.
- “Students’ Perceptions of Writing and Its Assessment in Graduate Programs,” by María Isabel Pozzo and Florencia Rosso.
- “High School Students’ Self-Perception as Readers and Writers,” by Yolanda González de la Torre and José Jiménez Mora.
Volume 14, Issue 2 of Cuadernos de Investigación Educativa is dedicated to the memory of Argentine scholar Inés Aguerrondo, a professor at Universidad ORT Uruguay a member of the journal’s Scientific Committee.
She will always be remembered for her professionalism, generosity, and ability to envision a new kind of school.
*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 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.