Conference Agenda

This qualitative study examines the experiences of upper secondary education students who used the Duolingo application as a complementary instructional resource for learning English. In the current educational context, English language teaching faces persistent challenges, including low student motivation, limited use of innovative instructional resources, and the predominance of traditional, teacher-centered methodologies. In response to this situation, the study explores the pedagogical potential of Duolingo through three interrelated theoretical perspectives: autonomous learning, mobile learning, and gamification in language education. The research was conducted over an eight-week period with a group of students who used the application systematically under teacher guidance. Data were collected through semi-structured interviews, learning diaries, and direct observation, allowing for an in-depth understanding of students’ perceptions, practices, and experiences during the learning process. The findings indicate that consistent use of Duolingo contributed to increased linguistic confidence, vocabulary development, and regular practice of basic English structures, as well as greater integration of the language into students’ daily routines. Additionally, the application was perceived as an accessible, flexible, and motivating tool that encourages autonomous learning habits and reduces anxiety associated with making mistakes. However, the study also identified relevant limitations, such as the risk of superficial learning when the application is used without pedagogical mediation and a tendency toward mechanical use focused on rewards. Overall, the results suggest that Duolingo does not replace formal English instruction but can meaningfully enhance language learning progression when integrated into a strategic, reflective, and guided pedagogical framework aligned with curricular objectives.

The pandemic accelerated the implementation of virtual education and highlighted the need to strengthen teachers’ digital competencies, particularly those related to higher-order cognitive processes. The aim of this study was to analyze the relationship between teachers’ cognitive digital competencies and virtual education during the COVID-19 period at a public university in Lima, Peru. A quantitative approach was adopted, using a descriptive, correlational, and cross-sectional design. The population consisted of 5,940 students from seven faculties, from which a probabilistic sample of 360 students was selected with a 95% confidence level. Two validated questionnaires were applied to assess teachers’ digital competencies and virtual education. Descriptive results showed that 58.3% of students perceived teachers’ cognitive digital competencies as regular, while 25.0% considered them deficient. Inferential analysis confirmed a significant and positive relationship between both variables (ρ = 0.585; p < 0.05). It is concluded that strengthening teachers’ cognitive digital competencies is key to improving the quality of virtual education.

The integration of artificial intelligence (AI)-assisted coding tools into programming education offers opportunities to enhance autonomy and immediate feedback in e-learning environments, but it also introduces risks associated with insufficient verification, instrumental dependence, and academic integrity. The overall objective of this study is to design a pedagogical guide for the integration of AI-assisted coding tools into e-learning/hybrid programming courses, based on empirical evidence and geared toward responsible, verifiable use that is compatible with authentic assessment. A non-experimental, cross-sectional, exploratory-descriptive quantitative study was conducted at the Bolivarian University of Ecuador with a sample of 111 students. An ad hoc questionnaire with 28 items (Likert 1–5) was administered, organized into four dimensions: use and frequency, perceived usefulness, trust/control, and ethics/risks. The instrument showed excellent internal consistency (overall α = 0.9736). The results show high perceived usefulness (M = 3.71) and moderate ethical awareness (M = 3.57), along with heterogeneous adoption (use and frequency: M = 3.29). Significant positive correlations were observed between dimensions and differences between inconclusive degrees in most comparisons. Based on the diagnosis, an operational pedagogical guide for e-learning/hybrid learning was designed (rules of use, traceability log, mandatory verification, and authentic assessment), validated by expert judgment (n = 12, one round) with an overall average Aiken's V of 0.87. It is concluded that effective adoption requires integrated guidelines that articulate productivity, deep learning, and academic integrity.

The purpose of this study is to determine the relationship between the perception of the psychological dimension of the teaching evaluation culture and the level of student satisfaction at a private university. The research was conducted under a quantitative approach, with a non-experimental, cross-sectional, descriptive, and correlational design. To this end, a representative sample of students was selected, and data were collected and analyzed through the application of two previously validated instruments. The results reveal a positive correlation between the variables analyzed; that is, as the perception of the psychological dimension of the evaluative culture improves, student satisfaction also increases. Likewise, statistical analysis confirms the existence of a moderate relationship between the perception of the social dimension of the evaluative culture of learning and student satisfaction at the university (0.000 ≤ 0.05).

Systemic Thinking is a core competence for higher education students, as it enables them to address present and future development challenges. It involves cognitive abilities related to integrative thinking and the recognition of interconnections among elements of reality. This competence also influences the capacity to envision alternative scenarios and to anticipate the consequences of prioritizing certain actions over others in specific contexts. The Systemic Thinking Simulator was designed and developed to support undergraduate students in decision-making processes, helping them understand the impact of their choices within a fictional scenario. The design process was initially supported by ChatGPT (Open AI) and was subsequently developed as an open educational resource. The Systemic Thinking Simulator was tested with a group of undergraduate students to gather their perceptions regarding its suitability as a learning tool. The findings of this study highlight the benefits of using GenAI tools in the design of educational resources, particularly in terms of reduced development time and cost, as well as their potential to expand the diversity of learning media for fostering relevant competencies in higher education.