Conference Agenda

This article explores the motivational impact of incorporating didactic-playful prototypes in science education at the primary and secondary school levels.
Based on an interdisciplinary approach that combines user-centered design, motivation theory, and active learning methodologies, two physical educational prototypes were developed and evaluated: one based on a 3D globe representing tectonic plates, and another simulating the uplift of mountain ranges through the movement of plates in a box.

Both devices were implemented in school settings with first-year high school students, using a telic/paratelic-type questionnaire to assess the motivational state achieved.
The results show that the second prototype, which involved greater sensory interaction, generated 100% of responses in the paratelic state and a higher average score in motivational activation. In contrast, the first prototype yielded a mixed distribution between telic and paratelic states.

The findings highlight the potential of playful prototypes as learning mediators, capable of fostering curiosity, enjoyment, and active student engagement. Additionally, a replicable methodology is validated for transforming teaching ideas into tangible pedagogical tools, contributing to educational innovation from a student experience-centered perspective.

This article presents a proposal for implementing an Integrated Management System (IMS) in the Biology, Physics, and Chemistry
laboratories at the National University of Callao. Its objective is to improve operational efficiency, optimize equipment use, and ensure
compliance with international standards such as ISO 9001, ISO 14001, and ISO 45001. The diagnosis identifies problems such as low laboratory
utilization, lack of preventive maintenance, limited technical training of staff, and disjointed administrative management. Through
quantitative and descriptive research, an average utilization rate between 22% and 33% was found. The IMS proposal contemplates the
unification of processes, the incorporation of management technologies, ongoing training, and risk control. It is concluded that the IMS
will strengthen the quality of services, promote sustainability, and raise the institutional academic level. Its prompt adoption is suggested to
maximize available resources and foster continuous improvement.

Visual impairment significantly limits a person’s ability to interact with their environment and poses additional challenges in early learning, particularly for children. This paper presents the design and development of a wearable assistive prototype aimed at enhancing spatial awareness and learning capabilities for individuals with visual disabilities. The device integrates object recognition, text reading, and GPS-based navigation using artificial intelligence and embedded vision systems. A survey conducted among individuals familiar with visual impairment revealed high interest and acceptance of the proposed solution. Findings suggest a strong demand for accessible tools that foster autonomy and improve learning experiences. The implementation of such a prototype in regions like Arequipa may have substantial impact on social inclusion and educational access for visually impaired populations.

Digital transformation has increased users' exposure to cyber threats, with phishing being one of the most frequent. Although informational campaigns exist, many users do not adopt effective preventive measures. In this context, gamification has emerged as an innovative educational strategy to enhance awareness of phishing. This systematic review analyzes the use of gamification techniques in preventive education, evaluating their benefits, limitations, and effectiveness compared to traditional methods. The PRISMA methodology was applied using the PICO framework, and the databases EBSCOHOST Xplore, ACM Digital Library, and Scopus were consulted, considering studies published between 2020 and 2025. Out of 246 articles identified, after removing duplicates and applying inclusion and exclusion criteria, 33 were selected for analysis. The most common gamified strategies include interactive simulations, serious games, reward systems, and dynamic feedback. These approaches have proven effective in improving knowledge retention and raising awareness about phishing attacks. However, some limitations were identified, such as limited adaptation to different user profiles, lack of comprehensive conceptual coverage, and insufficiently standardized evaluation mechanisms. It is concluded that gamification represents a promising alternative in cybersecurity education, but its effectiveness depends on instructional design, clear objectives, and the integration of appropriate evaluation systems.

This quantitative research primarily evaluates university student satisfaction with English Medium Instruction (EMI) courses, encompassing both their academic programs and entrepreneurship classes, in two pioneering Honduran private universities. Within their initial 18 months of EMI implementation, these institutions have notably advanced educational transformation and fostered entrepreneurial skill development, aiming to enhance global opportunities for students. A probability model results indicate that pedagogical, affective, and entrepreneurial dimensions significantly and positively correlate with students' likelihood of recommending EMI courses. Conversely, the study found no statistical significance for linguistic-communicative and virtual classroom dimensions, suggesting an adequate student linguistic base or successful adaptation to online learning environments for the surveyed population. This research identifies ongoing challenges, particularly in motivating increased teacher participation and accurately measuring students' language proficiency within EMI contexts. The findings offer an empirical foundation for refining EMI strategies through enhanced teaching quality, positive learning environments, and integrated entrepreneurial skill development. Future research could further explore student preference heterogeneity using qualitative or longitudinal designs and conduct comparative analyses with other university contexts.

This paper proposes a pedagogical model for university incubators with an ethical and sustainable focus, aimed at promoting socially committed entrepreneurship in universities located in the northern area of Lima. Based on a mixed exploratory approach, the study analyzes the socio-territorial conditions of the region, examines institutional frameworks and curricular gaps, and presents a modular training model aligned with ethical principles, territorial relevance, and sustainability. The proposal includes pilot applications, assessment by competencies, and multi-actor validation processes. The results indicate the model's potential to strengthen academic innovation and enhance institutional identity through entrepreneurship with social impact.

This article presents a model of a digital teaching innovation laboratory (LIDD) with a proposal oriented towards the development of pedagogical entrepreneurship in higher education. The research, from a qualitative approach and a multiple case study in three Latin American universities, was carried out based on the finding of key factors, such as institutional articulation, organizational capacities, access to pedagogical and technological resources. The findings of the research are correlated with the four axes of a model: training, co-creation, evaluation and scaling, whose LIDD is understood as a flexible and replicable strategy that contributes to strengthening the innovative teaching culture and at the same time, collaborating for the educational transformation of university teaching-learning environments.