YUYAY: Estrategias, Metodologías & Didácticas Educativas: Announcements
YUYAY,® (ISSN: 2953-6685 e-ISSN: 2953-6677) is a journal dedicated to the dissemination of multidisciplinary scientific content in the field of education. It is published by JLA Ediciones (FLO–GYE–SP) and develops thematic lines that critically reflect on and connect academic concerns in the social sciences, education, technologies and innovation, arts, and humanities with local, regional, and global issues. Its contents are addressed to the scientific community and to all those interested in learning about, expanding, and deepening—through academic perspectives—topics of social, pedagogical, political, cultural, technological, and economic debate, among other subtopics belonging to the aforementioned areas and included in UNESCO’s International Standard Classification of Education (ISCED) (2011). YUYAY® operates through the indexed scholarly communication system Open Journal Systems (OJS/PKP) and receives manuscripts for quarterly digital publication, with two volumes and a maximum of 16 articles per issue, according to the following schedule: April–June; July–September; October–December; January–March, and an annual printed compilation. The journal publishes original and unpublished articles resulting from research progress reports, case studies, results analyses, methodologies, pedagogical practices, institutional perspectives, classroom design models, theoretical and technological development and innovation projects, academic-scientific diplomacy (including experimental approaches), and social development initiatives.
Un encuentro con lo digital: nuevas formas de "aprender a aprender". Los LMS en la educación se han transformado en una herramienta precisa para el avance pedagógico, estos han incluido modelos metodológicos como que buscan la generación de cambios significativos en el aula de clase. Se deja de lado la educación tradicional de tal forma que se modifica el pensamiento respecto a que el estudiante es una “caja vacía” que necesita ser llenada o alimentada con el conocimiento impartido por el profesor, quien es el que posee la verdad absoluta. Rompiendo con ese paradigma tradicional, el presente número dialoga con las nuevas realidades metodolo´gicas pero además, técnicas y de contexto para evaluar la propuesta preliminar de guías, guiones, plantillas, modelos y planes de acompañamiento que han considerado criterios como el Aprendizaje Basado en Proyectos, Aula Invertida, Aprendizaje Experiencial, Educomunicación, Gamificación, entre otras complementadas con la utilización del concepto de repositorio abierto para que los estudiantes puedan adquirir el desarrollo de las destrezas. Es entonces que el presente número tiene en cuenta todas estas corrientes metodológicas para consolidar en un cuerpo arbitrado, las experiencias, ideas e innovaciones de profesionales ligados al campo educativo y experimental, con el objetivo de apoyar a los agentes facilitadores de motivación, —entendiendo estos como pilares del objetivo general del proyecto— y conectarlos con nuevas oportundiades para el ejercicio de enseñanza-aprendizaje en los esacios áulicos y, fomentar la práctica de compartir conocimiento a partir del conocimiento, capacidad e influencia para utilizar las TIC y cualquiera de sus recursos para el desarrollo de talleres, tutorías y o programas de formación formal y no formal. Jefferson Cabrera Amaiquema Mgtr. Coordinador del número.
YUYAY: Estrategias, Metodologías & Didácticas Educativas
Comunicación sobre Vol. 1 Núm. 1 (2022): Metodologías y prácticas de innovación desde y para la educación
Estimados/as investigadores/as, Agradecemos su compromiso investigativo y predisposición para con el primer número de la serie. Con fecha 03 de enero de 2023 se confirmó la indexación en la base de datos de Google Schoolar. Quienes ya ven publicado sus artículos podrán ubicarlos desde su navegador y buscador de confianza. Se prevé que hacia finales del primer trimestre 2023 se complete la indexación en la base de datos Latindex. Cabe mencionar que algunos artículos aún siguen en proceso de revisión por parte de los revisores por lo que se ha extendido comunicado a la coordinación editorial de que se completará el número y su cierre el 31 de enero. Les invitamos a estar atentos a nuestro canal comunicacional a que el segundo número se programará para el tercer trimestre 2023. Atentamente, Consejo Editorial JLA Ediciones
Comunicación sobre Vol. 1 Núm. 1 (2022) ISSN e inclusión de e-ISSN
Estimadas/os investigadoras/es, Para quienes hacemos YUYAY es un placer comunicarles que mediante Resolución Nro. SENESCYT-SDIC-DIC-2023-0002-O con fecha 10 de enero de 2023 se han completado todos los filtros y recursos correspondientes para la adjudicación de ISSN: 2953-6685 e-ISSN: 2953-6677 . A partir de este momento trabajaremos en la inclusión de nuevas bases de indexación y divulgación que garanticen el alcance de sus artículos. Les recordamos que actualmente se encuentra indizada en Google Schoolar para la verficación de métricas y alcance de sus investigaciones. Nuestro siguiente número se anunciará el 31 de este mes y contará con la particularidad de ser coordinado para publicaciones en habla inglesa (mayoritariamente). Gracias a cada uno por la confianza y en ese contexto, estamos seguros que con trabajo colaborativo seguiremos creciendo como red e incorporando la inversión privada para la sostenibilidad. Atentamente, Administración YUYAY® Estratégias, Metodologías & Didácticas Educativas. ISSN: 2953-6685 e-ISSN: 2953-6677
ABSTRACT / TRACK* La presente convocatoria está pensada mayoritariamente para su publicación en idioma inglés y es´ta abierta desde el 1 de febrero hasta el 31 de marzo de 2023 y contactando a editorial@jlacolectivo.com. Cultural identity has turned dynamic within a world order that still struggles to overcome ethnocentrism. The ubiquitous effects of globalization in all continents, including virtuality, Diaspora, and multiculturalism, have transformed local and mono cultural life, causing displacement among communities, and making identity no longer fixed nor localized like before. Global capitalism has been reconfiguring ways of knowing and living, even in remote communities. Educational ecosystems within different types of schools, universities, and academic units face day to day alienation from their cultural roots (Diaz-Polanco, 1982), which are extrapolated by media technology (Appadurai, 1998). This current reality requires the strengthening of identity through intercultural approaches to formal and public education (Fielder, 2002: 164). Equally significant are the attempts to revitalize and protect cultural identity through language, as well as the innovative methods and dynamics of teaching - learning in this globalized context. Over the last decades, education research has helped institutions improve how to transmit these, socio-culturally developing the use of language among student populations, stimulating the psychological and cultural tools from their specific context and motivating new methodological and pedagogical approaches, strategies and materials to teach and learn more avidly across cultures (Verenikina, 2003). As Ableeva & Stranks (2013) state, second language acquisition is facilitated by materials that provide rich and meaningful exposure, affective and cognitive development, exposing students to exemplary use of language for real life. In this respect, the arts demonstrate outstanding potential to create meaningful cognitive, cultural and environmental exposure for generating learning. It would be an educational error to reduce the role of the arts merely to its aesthetic dimension; instead, societies must incorporate artistic elements to improve our education systems, whether it be a foreign language or any other subject at school, where changes in methodology and didactics are considered. The topic of this number addresses how language acquisition, second language acquisition, and kinds of learning and methodologies of education can be facilitated through artistic, pedagogical and ludic proposals, not only to strengthen a sense of community that generates learning, but also mindful local and foreign education programs that safeguard and promote identities while nurturing global subjectivities, replicating interdependence, interculturality, environmental awareness, and other important values in academic environments; and work towards sustainable prosperity among humankind in the 21st century state of affairs (Brown, 2001). Therefore, the questions that may arise are. Why should we teach foreign languages through local intercultural experiences and contexts that protect non ethnocentric subjectivities? What sense is there in using art forms to better convey knowledge and skills to children? How should we artistically handle the possibilities of designing educational programs that respond to digital demand and remote education? How can art provide more student-centered environments to facilitate second language acquisition in mono cultural and monolingual populations? This is a call to artists, scholars, professors and researchers to propose theoretical, performative and/or document-artistic presentations that address language and education through the arts within the socio environmental and socio-historical realities that have globalized our world. Fernando Intriago Cañizares M. Sc. Universidad de las Artes Ecuador - Centro de Escritura y Traducción Académica UArtes fernando.intriago@uartes.edu.ec Journal number coordinator
Formas, representaciones y modelos de clase Los LMS en el entorno educativo se han transformado en herramientas de acceso limitado para la práctica docente a pesar de representar un avance desde lo pedagógico. La aplicación de varias metodologías áulicas, ha quedado invisibilizada debido a la cantidad de carga horaria a la que se enfrentan los/las docentes, generando una ausencia de las innovaciones pedagógicas y metodológicas dentro de un programa regular (incluso con o sin el uso de las TIC). Estas ´prácticas "no evidenciadas" son las que pretenden dejar de lado la educación tradicional con el objetivo de que se modifique el imaginario sobre que el estudiante es una “caja vacía” que necesita ser llenada o alimentada con el conocimiento impartido por el profesor —quien es el que posee la verdad absoluta— y se centra en la posibilidad de la creación y la dinamización de los procesos áulicos. El número recogerá esas experiencias, generalmente incorporadas en informes y archivadas como parte del cumplimiento de rigor académico, despegadas del criterio de compartir contenidos que fortalece los procesos educativos a partir de trabajos que exploran metodologías áulicas, prácticas en clase, diseños de materia (unidades), gamificaciones, prácticas lúdicas, diseños instruccionales (para LMS) entre otros que ilustran, no solo a docentes sino también a la comunidad en general para entender el trabajo y la dinamización necesaria para el desarrollo de una clase regular. Los trabajos pueden cargarse a través del OJS en la sección ENVÍOS siguiendo las políticas y prácticas de la revista hasta el 30 de junio de 2023 a las 23:59 Gtm -5 (Pacífico). También puede remitirse para apoyo, traducción y/o revisión al e-mail: editorial@jlacolectivo.com Antes de realizar un envío el/la, los/las autores/as deben revisar proceso para identificar y tratar sospechas de mala conducta en la investigación de la Revista. YUYAY: Estrategias, Metodologías & Didácticas Educativas receptará trabajos en Español, Inglés, Português y Francés (Français). Zoila Palacios Cedeño Mgtr. Coordinadora del número C.E.I Augusta Ugalde, Portoviejo (Manabí) - Ministerio de Educación de Ecuador.
Estimado/as autores/as extendemos un cordial saludo y notificamos que por un proceso de actualización OJS 3.4.0-1 released el June 16, 2023, nos encontramos en actualización de la plataforma. El Volumen 2 número 1 verá la luz el 18 de junio de 2023 con los artículos ya notificados y APROBADOS (peer review). Saludos cordiales,
Education from, for and through the arts, culture, and cultural management: Theoretical-practical approaches, research, and teacher creation at different educational levels. The role of the artist-teacher has required that artistic practice be combined with teaching, leaving in evidence actions both as creator / s from the disciplinary, as well as the role of educator in the field from, for and through the arts, culture, and cultural management. This approach integrates artistic production and teaching, which allows the artist to transmit his knowledge and experience directly to students, fostering their artistic and creative development, but in turn, has also allowed teachers who are not artists to integrate into the dynamics of the creative formative. Nicolas Bourriaud raises in his book "Relational Aesthetics" (1998) the idea that contemporary art is based on interaction and social relations. The teaching artist can apply this approach when creating collaborative artistic projects, where students actively participate and relate to their environment, which gives guidelines to the possible new role of art in the community or in the context of community production, an establishment that Paulo Freire also proposes to the argument that the teaching artist can adopt this perspective by encouraging critical reflection on art and society, encouraging students to question and analyze their own artistic practice. This issue proposes to question this work practice that has been built over the years and where the teaching artist can exercise his or her role in different contexts, such as art schools, universities, community workshops and educational programs. Its main objective is to provide a quality artistic education, inspire students, promote the appreciation and understanding of the arts and why not, the generation of new audiences so lacking in our contemporaneity. It is then proposed to investigate and / or explore prospects such as Mihaly Csikszentmihalyi's flow theory in which the flow state is described as an optimal experience of immersion and concentration in a creative activity where, for example, the teaching artist can use this theory for the design of activities and projects that allow students to experience flow in their creative process, providing an environment conducive to artistic growth even with other branches of science, as Project Based Learning does, as references that support the role of the teaching artist. Importantly, each teaching artist can adopt different approaches and theories, depending on their experience and knowledge, to foster the artistic growth of their students and promote the importance of the arts in society. The objective of this exercise is to facilitate this platform for the presentation of scientific articles that analyze educational reforms, research practices, management, production and creation from, for and through the arts, with proposals for reflections (essay), results of processes (formal article), narration of pedagogical experiences (class models, logs, files, portfolios, etc.) for the presentation of an issue that addresses the Theoretical-practical approaches, research and teacher creation at different educational levels. Papers can be uploaded through the OJS in the SUBMISSIONS section following the policies and practices of the journal from September 1, 2023 to October 31, 2023 at 23:59 Gtm -5 (Pacific) free of charge (NPC) thanks to funding from the private company. You can also refer for support, translation and/or revision to the e-mail editorial@jlacolectivo.com Before submitting an issue, authors should review the process for identifying and addressing suspected misconduct in the journal's research. YUYAY: Educational Strategies, Methodologies & Didactics will receive works in Spanish, English, Portuguese and French (français). Joaquín Serrano Macías Mgtr (c). Artist, cultural manager teacher and researcher in arts. Coordinator of the number Universidad de las Artes - Ecuador
Actualización de ´formatos e indexaciones
Estimadxs colegas investigadorxs y usuarixs en general, Siguiendo las recomendaciones del Comité de Selección y Evaluación de Publicaciones Periódicas para Clase, Periódica y Catálogo SeriUNAM (y su registro en BIBLAT) se comunica de la actualización de los datos de acceso y DOI en todos los documentos publicados hasta la fecha. Debido a que varixs autorxs han realizado la gestión para registro de sus investigaciones a través de sus Instituciones de Educación Superior, se comunica que los documentos requieren de una actualización de “galeradas”, es decir, archivos pdf y html que pudieran indexarse o reconocerse (como es el caso de la Dirección de Investigación de la Universidad Técnica de Quevedo en Ecuador). Además, detallamos los tiempos en los que se actualizarán dichos datos en los canales de indexación de la revista: BASE, Bielefeld Academic Search Engine de la Biblioteca de la Universität Bielefeld. Alemania: su proceso se ha generado con éxito y se encuentra actualizado. CORE es el agregador de artículos de investigación de acceso abierto de repositorios y revistas más grande del mundo. England & Wales and a charity registered in Scotland (SC 038302): su proceso se ha generado pero la actualización varía entre 30 y 45 días calendario Google Scholar, (Biblioteca, Rankig de revistas, Alertas, Perfil de investigador): su proceso se ha generado con éxito y se encuentra actualizado. Crossref, base de datos, directorio y catálogo especializado en Digital Object Identifier (DOI, Identificador de Objeto Digital): su proceso se ha generado con éxito y se encuentra actualizado. LivRe del Centro de Información Nuclear (CIN) CNEN: su proceso se ha generado con éxito y se encuentra actualizado. AURA espacio de AmeliCA (UNESCO): su proceso se ha generado con éxito y se encuentra actualizado. DRJI del Directory of Research Journals Indexing (UK): su proceso se ha generado pero la actualización varía entre 60 y 90 días calendario EZB de la University de Regensburg (UR): su proceso se ha generado pero la actualización varía entre 60 y 90 días calendario WorldCat, Reino Unido (Unit Kingdom): su proceso se ha generado con éxito y se encuentra actualizado. Harvard Library de la red de bibliotecas y servicios de la Universidad de Harvard: su proceso se ha generado con éxito y se encuentra actualizado. Berkeley Library de la Biblioteca de la Universidad de California, Estados Unidos: su proceso se ha generado con éxito y se encuentra actualizado. <a href="https://library.dctabudhabi.ae/eds?query=YUYAY:%20Estrategias,%20Metodologi%CC%81as%20&amp;%20Dida%CC%81cticas%20Educativas&ff%5B%5D=SourceType:Academic%20Journals&ff%5B%5D=SourceType:Audio&ff%5B%5D=SourceType:Audiobooks&ff%5B%5D=SourceType:Biographies&ff%5B%5D=SourceType:Books&ff%5B%5D=SourceType:Conference%20Materials&ff%5B%5D=SourceType:Dissertations&ff%5B%5D=SourceType:eBooks&ff%5B%5D=SourceType:Electronic%20Resources&ff%5B%5D=SourceType:Magazines&ff%5B%5D=SourceType:Music%20Scores&ff%5B%5D=SourceType:News&ff%5B%5D=SourceType:Non-Print%20Resources&ff%5B%5D=SourceType:Primary%20Source%20Documents&ff%5B%5D=SourceType:Reports&ff%5B%5D=SourceType:Research%20Starters&ff%5B%5D=SourceType:Reviews&ff%5B%5D=SourceType:Videos&bento=1">MAKTABA repositorio y biblioteca digital del Departamento de Gestión de Bibliotecas "Dar Al Kutub" del Departamento de Cultura y Turismo – Abu Dhabi: su proceso se ha generado con éxito y se encuentra actualizado. Stanford Libraries de la Biblioteca de la Universidad de Stanford, Estados Unidos: su proceso se ha generado con éxito y se encuentra actualizado. Buscadores reconocidos por LATINDEX como RECURSOS PARA LA VISIBILIDAD E INDIZACIÓN DE REVISTAS ACADÉMICAS en gaceta de agosto de 2023 Refseek, motor de búsqueda que tiene como objetivo hacer que la información académica sea de fácil acceso: su proceso se ha generado con éxito y se encuentra actualizado. The Lens, ofrece información sobre patentes y artículos publicados en revistas académicas, así como publicaciones de congresos, informes y libros: su proceso se ha generado con éxito y se encuentra actualizado. Scilit utiliza componentes de las palabras "científico" y "literatura". Esta base de datos de trabajos académicos es desarrollada y mantenida por la editorial de acceso abierto MDPI: su proceso se ha generado con éxito y se encuentra actualizado. EuroPub Publishing Company LTD, sistema de indexación de publicaciones públicas y privadas desde Inglaterra: su registro es manual y se actualizará de acuerdo con la disposición de los pasantes. ResearchGate como recurso de indexación y divulgación: su proceso se ha generado pero la actualización varía entre 30 y 45 días calendario Estos cambios se realizaron en cumplimiento de los 33 criterios de indexación respecto a la calidad de la revista y sus contenidos. Las galeras en formatos xml han sido eliminadas (dadas de baja) luego de no superar los procesos de viabilidad técnica. Esto se realiza en cumplimiento de los criterios de visibilización del DOI requeridos por el Comité de Selección y Evaluación de Publicaciones Periódicas para Clase, Periódica y Catálogo SeriUNAM Cordialmente, Dirección Editorial Revista YUYAY
AMPLIACIÓN DE PLAZO CALL FOR PAPERS Vol.2 N.2
Educación desde, para y a través de las artes, la cultura y la gestión cultural: Aproximaciones teórico-prácticas, de investigación y creación docente en los diferentes niveles educativos. El rol del artista-docente (educador en general) ha requerido que se combine la práctica artística con la enseñanza, dejando en evidencia acciones tanto como creador/es desde lo disciplinar, como también el rol de educador en el ámbito desde, para y a través de las artes, la cultura y la gestión cultural. Este enfoque integra la producción artística y la docencia, lo que permite al artista transmitir su conocimiento y experiencia directamente a los estudiantes, fomentando su desarrollo artístico y creativo, pero a su vez, también ha permitido que los docentes que no son artistas se integren en las dinámicas de lo creativo-formativo. Nicolas Bourriaud plantea en su libro "Estética relacional" (1998) la idea de que el arte contemporáneo se basa en la interacción y las relaciones sociales. El artista docente puede aplicar este enfoque al crear proyectos artísticos colaborativos, donde los estudiantes participan activamente y se relacionan con su entorno lo que da pauta al posible nuevo rol del arte en la comunidad o en el contexto de producción comunitaria (Vinculación), estamento que también propone Paulo Freire al sostente que el artista docente puede adoptar esta perspectiva al fomentar la reflexión crítica sobre el arte y la sociedad, alentando a los estudiantes a cuestionar y analizar su propia práctica artística. El presente número propone cuestionar esta práctica de trabajo que se ha ido construyendo con el paso de los años y en donde el/la/le artista docente puede ejercer su rol en diferentes contextos, como escuelas de arte, universidades, talleres comunitarios y programas educativos. Su objetivo principal es proporcionar una educación artística de calidad, inspirar a los estudiantes, promover la apreciación y comprensión de las artes y por qué no, la generación de nuevos públicos tan carentes en nuestra contemporaneidad. Se propone entonces que se indague y/o explore prospectos como el de la teoría del flujo de Mihaly Csikszentmihalyi en la que se describe el estado de flujo como una experiencia óptima de inmersión y concentración en una actividad creativa en donde, por ejemplo, el artista docente puede utilizar esta teoría para el diseño de actividades y proyectos que permitan a los estudiantes experimentar el flujo en su proceso creativo, brindando un entorno propicio para el crecimiento artístico incluso con otras ramas de la ciencia, tal y como lo hace el Aprendizaje Basado en Proyectos, como referencias que respaldan el rol del artista docente. Es importante destacar que cada artista docente puede adoptar diferentes enfoques y teorías, según su experiencia y conocimientos, con el fin de fomentar el crecimiento artístico de sus estudiantes y promover la importancia de las artes en la sociedad. El objetivo de este ejercicio es facilitar esta plataforma para la presentación de artículos científicos que analicen las reformas educativas, prácticas investigativas, de gestión, producción y creación desde, para y a través de las artes, con propuestas de reflexiones (ensayo), resultados de procesos (artículo formal), narración de experiencias pedagógicas (modelos de clase, bitácoras, archivos, portafolios, etc) para la presentación de un número que aborde las aproximaciones teórico-prácticas, de investigación y creación docente en los diferentes niveles educativos. Los trabajos pueden cargarse a través del OJS en la sección ENVÍOS siguiendo las políticas y prácticas de la revista desde el 1 de septiembre de 2023 hasta el 30 de noviembre de 2023 a las 23:59 Gtm -5 (Pacífico) sin cargo (NPC) gracias a la financiación de la empresa privada. También puede remitirse para apoyo, traducción y/o revisión al e-mail editorial@jlacolectivo.com Antes de realizar un envío el/la, los/las autores/as deben revisar proceso para identificar y tratar sospechas de mala conducta en la investigación de la Revista. YUYAY: Estrategias, Metodologías & Didácticas Educativas receptará trabajos en español, inglés, português y francés (français). Joaquín Serrano Macías Mgtr (c). Artista, docente gestor cultural e investigador en artes. Coordinador del número Universidad de las Artes - Ecuador
Nueva sección: Análisis y discursos multidisciplinares
Con el fin de ampliar el alcance de los contenidos de la revista, se planteó desde la p´ráctica educacional, la presentación de trabajos bajo la temática: Análisis y discursos multidisciplinares. La sección "Análisis y Discursos Multidisciplinares" tiene como objetivo principal fomentar la colaboración interdisciplinaria y la integración de diferentes enfoques científicos para abordar problemas complejos y promover una comprensión integral de los fenómenos estudiados. 1. Alcance de la Sección: Esta sección acogerá contribuciones que involucren la combinación de teorías, métodos y enfoques de múltiples disciplinas. Buscamos artículos que presenten investigaciones que no solo destaquen la diversidad de perspectivas, sino que también integren activamente estos enfoques para generar un análisis enriquecido y contextualizado. 2. Tipos de Contribuciones Aceptadas: Se aceptarán los siguientes tipos de contribuciones: Artículos de Investigación Multidisciplinaria. Revisiones sistemáticas que integren resultados de diversas disciplinas. Ensayos teóricos que aborden temas desde una perspectiva multidisciplinaria. 3. Proceso de Revisión: Los manuscritos presentados a esta sección serán sometidos a un proceso de revisión por pares que refleje la diversidad de disciplinas involucradas. Se seleccionarán revisores expertos en las áreas correspondientes para garantizar una evaluación integral. 4. Requisitos de Presentación: Los autores deben proporcionar una clara justificación para la elección de un enfoque multidisciplinario, describiendo cómo la combinación de disciplinas contribuye a la profundización y amplitud de la investigación. Los manuscritos deben incluir una sección explícita que destaque la integración de enfoques y cómo esto enriquece la comprensión del problema abordado. 5. Colaboración Interdisciplinaria: Se fomenta la colaboración entre autores de diferentes disciplinas. Los estudios colaborativos que involucren a expertos de diversas áreas serán considerados positivamente durante el proceso de revisión. 6. Política de Acceso Abierto: La sección "Análisis y Discursos Multidisciplinares" sigue una política de acceso abierto, permitiendo que los resultados de investigaciones multidisciplinarias estén disponibles libremente para la comunidad científica y el público en general. 7. Nota Final: Esta sección busca promover la innovación y la comprensión más completa de los fenómenos estudiados a través de la colaboración y la integración de conocimientos de diversas disciplinas. Invitamos a los investigadores a contribuir con sus trabajos multidisciplinarios y a participar activamente en el diálogo interdisciplinario que caracteriza a esta sección de nuestra revista. Estructura recomendada Resumen (100 a 200 palabras) Palabras clave: Descriptor1; descriptor2; descriptor3; descriptor4; descriptor5; descriptor6. (Extensión máxima del documento: 2.000 a 4.000 palabras, incluyendo título / abstract / palabras clave y Referencias). Además de las investigaciones, se aceptan experiencias, propuestas, reflexiones. En estos tres últimos casos, no es obligatorio seguir la estructura IMRC (Introducción, metodología, resultados y conclusiones). 1. Introducción Texto de la introducción (Arial 11 pt). No se admiten anexos. Las notas deberán incluirse a final del documento, previo a las referencias. 2. Metodología/planteamiento Texto del planteamiento del estudio / metodología (Arial 11 pt). 3. Resultados Texto de los resultados del estudio (Arial 11 pt). 4. Discusión y conclusiones Texto de la discusión y/o conclusiones (Arial 11 pt). Notas 1 Indicar notas en este formato (Arial 9 pt).
Gamification, AI and arts as teaching tools in the 21st century. The role of the educator throughout history has been crucial for the development of great civilizations and societies. Throughout time, educators have had to adapt to different periods, playing multiple roles such as facilitators, mediators, moderators, conceptors and producers of learning material, amongst the most prominent ones. The 21st century challenges require educators to be resilient, responsive -innovative, communicative, inclusive, observant, empathetic, and caring- and promoters of inclusive innovation, by using all available resources in order to ensure sustainable learning. With the surge of technological innovations, which have become an integral part of the teaching-learning process, the challenge of adapting education to new generations of learners -who can be considered as tech savvy- and to those with special educational needs (SEN) arises. This has prompted educators to broaden their horizons and explore fields such as gamification, artificial intelligence, and art, integrating them as essential tools in their teaching practice. Russell and Norvig, in their influential e-book on Artificial intelligence, state: “Artificial intelligence is already part of the realm of scientific methods”. This statement highlights the importance of AI nowadays, not only as an emerging technology but as a fundamental component in research and science. In the educational context, the integration of AI should not be perceived as a substitution of educators, but as a powerful tool that enhances and transforms the learning process. The AI has the ability to analyze data, tailor learning experiences and provide immediate feedback, redefining the concept of the traditional classroom and paving the way for a more dynamic and learner-centered education. Russell and Norvig’s approach to AI underscores that it is not simply a complementary technology but an integral tool in scientific methods. In education, adopting this mindset means to recognize that AI can strengthen the role of educators, allowing them to focus on guiding, inspiring and facilitating the learning process, whilst technology handles more ordinary tasks. Considering AI as an essential tool in education, as well as gamification -a pioneering pedagogical approach-, means embracing innovation and fostering a learning environment adapted to the individual needs of each learner. Thus, AI becomes a key ally to transform the traditional teaching model into a more active, participatory and personalized one. On the other hand, the arts awaken the creativity and sensitivity, they encourage critical thinking and enrich the learning process in students, based on the multiple intelligences’ theory by Gardner (1995). Moreover, the arts are a reflective, inclusive, and adaptable resource to any area of knowledge, serving as a bridge between culture and learning. This issue proposes to broaden the analysis of the usefulness and effectiveness of these tools in 21st century teaching, based on insights of educators across various disciplines and the results obtained in their classrooms, both in higher and secondary education. The aim is to share innovative approaches and methodologies with the teaching community, adapted to the profile and experience of each educator, to ensure sustainable learning for students. We look forward to offering a platform for the submission of scientific articles that examine the relevance of incorporating innovative tools in teaching and learning. We are pleased to invite the teaching community to submit their reflections (essays), research results (formal articles) and narratives of pedagogical experiences (case studies, morphological analyses, creative products, etc.) on gamification, AI and art as educational tools in the XXI century. Ing. Monserratt Mogrovejo Rosero, Mgtr. Foreign language professor, translator and interpreter. Issue coordinator University of the Arts (Universidad de las Artes) – Ecuador
Con fecha 15 de febrero de 2024, YUYAY: Estrategias, Metodologías & Didácticas Educativas ingresó al Sistema Regional de Información en línea para Revistas Científicas de América Latina, el Caribe, España y Portugal LATINDEX. El ingreso se registra en folio 28659 y puede verificarse en : https://latindex.org/latindex/ficha/28659 El trámite 161900 fue procesado por la Secretaría de Educación Superior, Ciencia, Tecnología e Innovación SENESCYT, entidad que rige la investigación y acreditación para la "Evaluación o revaluación Latindex para publicaciones científica". Agradecemos a todos los/las autores/as que han trabajado y confiado en YUYAY. Así mismo, agradecemos el apoyto a los miembros del comité científico, editorial permanente y a todos los coordinadores de número publicados a la fecha vigente. Continuaremos impulsando mejoras en favor de la divulgación de contenido académico-accesible para toda la comunidad. Cordialmente, Jefferson Cabrera Amaiquema Mgtr. Director en jefe YUYAY y Subdirección Editorial JLA Ediciones
Inclusión en la base de datos Clase-BIBLAT
La producción académica de las universidades o escuelas politécnicas constituye el aporte a la creación o desarrollo del conocimiento científico, tecnológico o de las artes con el fin de promover la generación o consolidación de nuevos conocimientos a nivel inter, multi o transdisciplinario, en el marco de los propósitos e identidad institucional. Qué, el reglamento CACES para producciones cientíicas en Ecuador detalla que para los procesos de validación identifica que "BR" son aquellas producciones (artículos) publicados en revistas indexadas en bases regionales de acuerdo con el Anexo 1 (Modelo de Evaluación Externa con fines de Acreditación para el Aseguramiento de la Calidad de las UEP - 2023). En ese contexto nos complace anunciar que desde la Secretaría Ejecutiva. Comité de Evaluación y Selección de Publicaciones de la Universidad Nacional Autónoma de México, Dirección General de Bibliotecas, Hemeroteca Latinoamericana en la Ciudad Universitaria, Ciudad de México, el 14 de marzo de 2024, "Yuyay" ha sido evaluada por el Comité de Selección siendo aceptada para su análisis e inclusión en la base de datos Clase-BIBLAT. La Universidad Nacional Autónoma de México a través de la Dirección General de Bibliotecas edita, desde hace 45 años, Clase (base de datos bibliográfica de revistas de ciencias sociales y humanidades) en la cual se analizan más de 1500 títulos de revistas latinoamericanas y del Caribe. BIBLAT, es un portal especializado permiten conocer las características de la producción científica de América Latina y el Caribe publicada en revistas académicas de la región. Durante las próximas semanas aparecerán las publicaciones históricas (2022, 2023) en los sistemas de información http://clase.unam.mx ; https://biblat.unam.mx/es/ Para el número en convocatoria, ya será incluido en la BASE por lo que se recuerda a los investigadores y demás usuarios que, la convocatoria cierra el 31 de este mes. Mayor información en editorial@jlacolectivo.com Cordialmente, Jefferson Cabrera Amaiquema Mgtr. Director en jefe YUYAY y Subdirección Editorial JLA Ediciones
Indexed in Index Copernicus International (ICI)
In compliance with the criteria for journals in Annex 1: Databases considered for journals indexed in regional databases by CACES Ecuador and other regional verification systems, we inform our users, researchers and the general public that YUYAY is indexed in ICI World of Journals for review, they can place YUYAY in the journal search engine or follow the following link https://journals.indexcopernicus.com/search/details?id=130442 . At JLA Ediciones, we work to expand the reach of our publications. In the Copernicus Index, you will be able to access all the metadata published in the journal. In addition, starting this month, we begin with the validation of files and methodologies for the inclusion of YUYAY in the call for the "ICI MasterList 2024" that accredits the quality of metadata and content published in the journal during the last two years. Att. Jefferson Cabrera Amaiquema Ph.D. (c) Editor in Chief
CALL FOR PAPERS YUYAY Vol.3 #2 (closing)
IA in Education: Advances, Challenges and Applications from Science and Engineering. Call open until June 2, 2024 From the first steps of Artificial Intelligence (AI) in 1999 to the development of trained algorithms that gave rise to tools such as Netflix in 2007 and later Facebook, we have witnessed rapid progress in this field, characterized by the so-called Artificial Narrow Intelligence (ANI). However, it is in recent years, with significant milestones such as the emergence of ChatGPT developed by OpenAI in 2018, that AI has undergone a remarkable transformation. With the potential to personalize learning, optimize teaching, and expand access to education, AI is fundamentally changing the way we teach and learn. In this context, in the digital age in which we live, there is a need to take a closer look at how AI is influencing teaching and learning, as well as the training of educators, from a multidisciplinary perspective that integrates knowledge from Science and Engineering. Since the resurgence of ChatGPT in June 2020 with the release of the GPT-3 version, motivated by the continuous advancement in the field of machine learning and the growing demand for more powerful and versatile language models, we have witnessed a proliferation of applications of AI-based tools in the educational field, from smart tutoring systems to adaptive learning platforms. However, the effective integration of AI in education poses a number of technical, ethical, and pedagogical challenges that require careful reflection and a collaborative approach among experts in various disciplines. In this issue, we aim to compile a collection of articles that explore different aspects of the intersection between AI and education from Science and Engineering. This includes the development of AI technologies specifically designed to improve educational processes, innovation in AI-powered teaching and learning methodologies, the analysis of educational data to offer useful insights, as well as reflection on ethical and social aspects of AI in education. In addition, teacher training in AI will be addressed and practical experiences and relevant case studies in the field will be presented. Highlighting the application of AI in the field of science and engineering, the selected articles will contribute to promoting a more inclusive, equitable and student-centred education, while boosting digital literacy in these key areas of knowledge. It highlights the importance of taking a multidisciplinary perspective when addressing the challenges and opportunities presented by the integration of AI in education. By combining the knowledge and skills of Science and Engineering with pedagogical principles and ethical considerations, we can work together to build a more inclusive, equitable, and student-centered educational future. YUYAY is pleased to announce a call for papers for an issue dedicated to exploring the Advances, Challenges and Applications of Artificial Intelligence in Education from Science and Engineering, which aims to bring together innovative research and critical reflections that address how AI is transforming the educational landscape and how we can harness its potential to improve teaching and learning processes. We invite researchers, academics, and science and engineering professionals to contribute original articles addressing issues related to the integration of AI in education. We are especially interested in work that examines how AI technologies can be applied to improve teaching and learning, as well as research that addresses the ethical, technical, and pedagogical challenges associated with implementing AI in the classroom. Ing. Lisbeth Dávila Santillán Mgtr. https://orcid.org/0009-0001-5183-4094 ldavilas@unemi.edu.ec Teacher to carrera en línea “Tecnologías de la Información” Issue coordinator Universidad Estatal de Milagro – Ecuador
CALL FOR PAPERS YUYAY Vol.4 #1 (final days)
Innovations in Education, Inclusion, Diversities, and Cultures Submissions via OJS until 09/20/2024 In today’s world, educational challenges require approaches that promote inclusion, respect diversities, and foster the recognition of the different cultures that enrich our societies. Pedagogical innovations have proven to be essential in advancing towards more equitable and accessible education for all, where inclusive methodologies play a key role. This special issue of YUYAY aims to bring together research that explores innovative approaches in education, with a special emphasis on how inclusion, cultural and social diversities, and educational equity are being addressed from various perspectives. Authors are invited to submit original articles that offer new perspectives on inclusive curriculum design, adaptive teaching methodologies, and the analysis of educational policies that promote a greater integration of diversity in learning environments. Authors can submit their work in Spanish, English, or Portuguese until September 20, 2024, at 23:59 GMT-5 via our OJS platform. Selected articles will contribute to expanding the understanding of how educational innovations can address current challenges surrounding inclusion and the recognition of diversities and cultures in education. This issue is coordinated by the Editorial Board of the journal in compliance with the declared periodicity and the need for a thematic issue.
CALL FOR PAPERS YUYAY Vol.4 #2 (last days)
Vol. 4, No. 2 YUYAY: Strategies, Methodologies & Educational Didactics Media Literacy in the Digital Age: Multidisciplinary Approaches in Education In today’s digital era, media literacy has emerged as an essential skill for effective and critical participation in society. The convergence of traditional and digital media has transformed how information is produced, distributed, and consumed, creating the need for educational approaches that address these complex dynamics. Media literacy encompasses not only the ability to access information but also to analyze, evaluate, and create content critically and ethically. This process is fundamental to developing informed and engaged citizens capable of navigating a media environment saturated with information and misinformation. YUYAY, committed to disseminating multidisciplinary research in the educational field, acknowledges the importance of addressing media literacy in the digital age. This perspective is crucial for understanding how information and communication technologies are redefining educational processes and civic participation. Proposed Themes for the Issue Integrating Media Literacy into the Educational Curriculum: Strategies for incorporating media education across various levels and subjects. Developing critical competencies to engage with digital media. Impact of Social Media on Youth Development: Analyzing the influence of digital platforms on identity and value formation. The role of education in managing information and combating misinformation. Ethical Challenges in the Information Age: Privacy, security, and ethical considerations in using digital media. Responsibilities of educators and students in producing and consuming digital content. Digital Tools for Media Literacy: Leveraging applications, video games, and interactive resources to teach media competencies. Assessing the effectiveness of digital tools in learning processes. Teacher Training in Media Competencies: Professional development programs for educators in the use and teaching of digital media. Case studies and experiences in implementing media literacy programs. Multidisciplinary Perspectives on Media Literacy: Contributions from social sciences, humanities, and arts to the understanding and teaching of media literacy. Research addressing the intersection of media education with other disciplines. New Perspectives: Algorithmic Literacy and Gamification: Understanding algorithms and their implications for information access. Utilizing game mechanics to develop media competencies. Artificial Intelligence and Media Literacy: The potential of AI tools in teaching critical competencies. Examining the challenges posed by AI, including the creation of automated misinformation. Under this premise and as an exercise in consolidating the published works, the direction of YUYAY proposes an issue primarily written in English, with submissions accepted in Spanish, Portuguese, and French, precisely with the intention of addressing literacy models from the Spanish-speaking world and in relation to European and American research and education models. By calling for contributions that explore media literacy from diverse theoretical and practical perspectives, YUYAY aims to foster an academic dialogue that enriches the understanding and application of these competencies in educational and social contexts. This special issue will serve as a valuable resource for educators, researchers, and professionals interested in promoting critical and engaged citizenship in the digital age. Theoretical Framework and Recommendations for Authors Critical Media Education Theory: Douglas Kellner and Jeff Share emphasize analyzing the power structures influencing media systems. They argue that “critical media literacy is not an option but a necessity in the digital age” (Kellner & Share, 2007). Connectivism Theory: Proposed by George Siemens and Stephen Downes, this theory underscores the importance of creating and navigating networks of information. According to Siemens, “knowledge resides in networks” (Siemens, 2005). Digital Literacy Theory: Authors like Gilster (1997) have defined digital literacy as the ability to understand and use information in multiple formats from a wide range of sources when presented through computers. This theory emphasizes the importance of skills such as critical evaluation of information and understanding digital media as communication tools. Gilster argues that “digital literacy is about mastering ideas, not keystrokes.” Algorithmic Literacy: Noble (2018), in her work Algorithms of Oppression, analyzes algorithmic biases and their impact on information access, advocating for education about filter bubbles. Gamification in Media Education: McGonigal (2011) argues that video game mechanics can foster collaborative and creative learning in educational contexts. Media, Information, and Digital Literacy (MIDL): Hernández-Marín, Castro-Montoya, and Figueroa-Rodríguez (2024) examine evaluation tools for MIDL, highlighting the need to develop critical competencies for reflective interaction with media in the digital age. Media Literacy in Pandemic Educational Contexts: Corona (2021) revisits the core principles of media literacy and proposes theoretical and conceptual updates, emphasizing its importance in educational contexts during the COVID-19 pandemic. Evolution of the MIDL Concept: Hernández-Marín and Castro-Montoya (2020) explore the evolution of the concept of Media, Information, and Digital Literacy, emphasizing the need to foster critical abilities in consuming information from diverse media sources. Maricela Páez Gerardo (????????) Secretariat of Public Education: Mexico City, México. | https://ror.org/02e1c4h55, https://orcid.org/0009-0003-8951-6758 & Rodolfo Silva Jurado (????????) Universidad Tecnológica Ecotec | https://ror.org/04pe1sa24, https://orcid.org/0000-0001-6488-8895
Actualización de indexaciones y publicación de números
YUYAY: Strategies, Methodologies & Educational Didactics (ISSN 2953-6685 / e-ISSN 2953-6677) YUYAY has successfully completed the indexation review and database update process, as part of its editorial strengthening prior to the reform of its statutes in its new status as a Scientific Research Center with regional scope. This achievement reaffirms YUYAY’s commitment to transparency, quality, and the international visibility of Latin American academic production. ???? Process details: https://jlacolectivo.com/revistas/index.php/YUYAY/indexacion In addition, the publication of Volume 5, Number 2 will be completed by Sunday, October 12, with full upload to the OJS system.
Manual re-upload of published works and metadata validation in OJS
Dear academic community, Warm greetings. On behalf of the Editorial Board and the Scientific Committee, we would like to express our sincere appreciation to all authors who have already received their publication certificates, and we recognize the importance of your contribution to strengthening the scientific and editorial ecosystem of our journal. We hereby inform you that, following the server migration, the OJS system upgrade, and the corresponding technical validation of metadata, we are currently carrying out a manual re-upload process of the published works within the platform. We wish to state clearly that no data has been lost. However, the OJS upgrade includes more rigorous editorial integrity requirements. Therefore, the system now requires mandatory validation of ORCID and other authorship information (institutional affiliation, email addresses, contribution details, among others), in accordance with international indexing, interoperability, and scientific traceability standards. Within this framework, the re-upload and metadata normalization will be performed in an organized sequence according to the assigned DOIs, ensuring accurate alignment between: editorial records, metadata, issued certificates, and permanent identification links. We thank you for your understanding, patience, and support while we complete this technical process, which will enhance the stability, visibility, and interoperability of the published articles. Sincerely, Editorial Board Scientific Committee
The multidisciplinary scientific journal YUYAY informs the academic community, authors, and co-authors that all manuscripts submitted through the OJS platform are currently being processed. Each article is being reviewed according to the journal’s established editorial stages, including evaluation, editing, documentary validation, and editorial quality control. Delays in the display, update, or progress of some manuscripts do not indicate that the editorial process has been suspended. These delays are mainly associated with the lack of metadata validation by co-authors. Such validation is required to ensure the correct identification of authorship, institutional affiliation, ORCID records, academic contributions, and other elements necessary for the integrity of scientific publication. The absence of this validation slows down the editorial workflow, affects manuscript traceability, and requires additional verification before proceeding to the stages of peer review, correction, layout editing, or publication. Therefore, corresponding authors and co-authors are requested to check their OJS notifications regularly and respond promptly to the requirements issued by the editorial team. Likewise, authors are urged to review notifications related to the use of artificial intelligence in their manuscripts. Some submissions have been identified as exceeding the AI usage limit declared by the journal and disseminated by Latindex since 2024. This matter requires immediate attention in order to ensure compliance with transparency, originality, authorial responsibility, and editorial ethics criteria. In light of this situation, the Editorial Committee considers it necessary to review the journal’s editorial policies, with the aim of strengthening metadata validation mechanisms, AI usage declarations, editorial control, and continuous improvement. This review seeks to consolidate a clearer, more rigorous, and more transparent editorial management process for the benefit of authors, reviewers, readers, and institutions linked to YUYAY. The journal appreciates the understanding and collaboration of the academic community. Best regards, YUYAY Editorial Committee
PUBLIC DECLARATION OF AN UNFILLED ISSUE AND CONTINUITY OF VOLUME 6, ISSUE 1 YUYAY: Strategies, Methodologies & Educational Didactics ISSN: 2953-6685 | e-ISSN: 2953-6677 The Editorial Directorate and the Editorial and Scientific Board of YUYAY: Strategies, Methodologies & Educational Didactics, in fulfillment of their responsibilities regarding research integrity, editorial transparency, scientific quality, and the proper management of peer-review and publication processes, hereby inform the academic, scientific, and author communities of the following: 1. Background to the call for papers On January 30, 2026, the journal published the call for papers for the thematic issue: Education in the Algorithmic Era: Artificial Intelligence, Knowledge Economies, Technical Sciences, and the Geopolitics of Knowledge Production [Educación en la Era Algorítmica: Inteligencia Artificial, Economías del Conocimiento, Ciencias Técnicas y Geopolítica de la Producción del Saber] The call proposed an analysis of education as a technological, economic, and geopolitical infrastructure of the twenty-first century, addressing the configuration of productive systems, knowledge sovereignty, technical education, data governance, and the transformations arising from artificial intelligence. The issue was initially scheduled for publication on March 31, 2026. 2. Declaration of an unfilled issue Following the completion of the submission, preliminary screening, document-verification, and editorial assessment stages, the Editorial Directorate and the Editorial and Scientific Board resolved to declare the issue scheduled for March 31, 2026, unfilled. This decision was adopted because the journal was unable to consolidate a sufficient body of manuscripts that fully met the documentary, methodological, ethical, and scientific requirements established for publication. The editorial process identified, among other matters: a) incomplete submission files; b) absent or insufficient declarations concerning originality, authorship, individual contributions, conflicts of interest, data availability, and the use of technological tools; c) discrepancies between the documents declared by the authors and the files actually submitted; d) weaknesses in methodological justification and in the traceability of the reported results; e) nonexistent, incomplete, outdated, or unverifiable bibliographic references; f) claims, data, or background information lacking sufficient documentary support; g) inconsistencies among research objectives, methodology, results, and conclusions; h) intensive, undisclosed, or insufficiently documented use of generative artificial intelligence systems; and i) manuscripts in which the direct intellectual contribution, academic voice, or effective responsibility of the listed authors could not be established with sufficient clarity. These documentary deficiencies and academic inconsistencies prevented the journal from guaranteeing the verifiability of the contents, responsible authorship, and the level of scientific quality required for publication. 3. Editorial position on the use of artificial intelligence The journal acknowledges that artificial intelligence tools may be used as supporting resources for certain organizational, linguistic, analytical, or technical tasks. Their use does not, in itself, constitute an ethical violation or an automatic ground for rejection. Nevertheless, in accordance with the position of the Committee on Publication Ethics, artificial intelligence tools cannot be recognized as authors because they are unable to assume responsibility for the accuracy, originality, integrity, or legal status of a scholarly publication. Full responsibility for the manuscript remains with the human authors who sign and submit it to the journal (Committee on Publication Ethics [COPE], 2023). Authors are therefore required to: explicitly disclose the use of artificial intelligence; identify the tool used and, where applicable, its version; explain the specific purpose for which it was employed; identify the sections or activities in which it was used; verify the accuracy of all data, citations, and references generated or processed through such tools; retain intellectual responsibility for the analysis, argumentation, and conclusions; and guarantee that the submitted manuscript constitutes an original, verifiable, and genuinely human scholarly contribution. Artificial intelligence may not replace the intellectual construction of research, fabricate sources, generate nonexistent evidence, or substitute for the methodological judgment of the authors. This declaration is not based on an automatic percentage generated by artificial-intelligence detection software. The editorial decision is grounded in the combined examination of submission files, supporting documentation, source traceability, methodological coherence, and the authors’ ability to take responsibility for the submitted content. COPE recommends that, when AI-generated content is suspected, journals communicate with authors in neutral terms, apply their publicly stated editorial policies, and request the necessary explanations or evidence before making individual determinations (COPE, n.d.). 4. Scope of the declaration This declaration: does not constitute a collective public allegation of fraud or research misconduct; does not imply that all submitted manuscripts presented the same deficiencies; does not authorize the disclosure of names, review reports, or confidential editorial records; does not automatically invalidate manuscripts that may be substantially corrected; does not constitute a sanction against the participating authors; does not interrupt the journal’s scientific or editorial activity; and does not alter the continuity of the annual volume. Decisions concerning individual manuscripts will be communicated directly to their authors through the journal’s official channels. Where academically appropriate, certain manuscripts may be corrected, completed, and resubmitted for evaluation. Any subsequent reconsideration will not imply automatic acceptance or the continuation of a previous decision, but rather the commencement or resumption of the editorial process under the journal’s current policies. 5. Continuity of Volume 6, Issue 1 The issue declared unfilled will not consume or modify the editorial numbering established for 2026. Accordingly, the first issue effectively published during the year will retain the identification: Volume 6, Issue 1 and will be published on: June 30, 2026 The corresponding bibliographic identification will be: YUYAY: Strategies, Methodologies & Educational Didactics, Volume 6, Issue 1, January–June 2026. This measure preserves the journal’s bibliographic, archival, and editorial continuity. The publication scheduled for June 30, 2026, will not be treated as a special or second issue, but as the first effective issue of the volume corresponding to the 2026 editorial year. 6. Scientific coordination Volume 6, Issue 1, scheduled for publication on June 30, 2026, will be coordinated by: Dr. Javier Gonzalo Rodríguez Ruiz Department of Economics University Center for Economic and Administrative Sciences — CUCEA University of Guadalajara, Mexico The scientific coordination will work in conjunction with the Editorial Directorate, the Editorial and Scientific Board, and external peer reviewers, while respecting editorial independence, manuscript confidentiality, and the journal’s established evaluation procedures. 7. Strengthening of editorial procedures In accordance with COPE’s core practices and principles of transparency, the journal will reinforce the following procedures: verification of documentary completeness before peer review; review of the authenticity and verifiability of references, data, and persistent identifiers; mandatory and detailed disclosure of the use of artificial intelligence; incorporation of specific authorship and contributorship declarations; verification of coherence among objectives, methodology, results, and conclusions; review of data availability, origin, and traceability; training for editors and reviewers on research integrity and artificial intelligence; individual and neutral communication in cases of potential noncompliance; protection of the confidentiality of authors and reviewers; establishment of a formal complaints and appeals procedure; and updating of the guidelines for authors, reviewers, and thematic-issue coordinators. COPE establishes that journals should maintain clear and publicly available policies concerning authorship, contributorship, peer review, possible ethical concerns, complaints, and appeals. It also recommends that procedures for addressing possible misconduct be impartial, confidential, and adequately described on the journal’s institutional website (COPE Council, 2022). 8. Institutional commitment Declaring an issue unfilled is an exceptional measure of editorial responsibility. Publication frequency is an important institutional commitment, but it cannot take precedence over the integrity of the scientific record. Publishing material whose documentation, authorship, methodology, or traceability cannot be sufficiently verified would undermine the trust of readers, authors, reviewers, institutions, and academic indexing services. The journal reaffirms that no technological tool can replace the critical responsibility of the researcher or the ethical obligation to answer for what one signs. Science requires speed in order to engage with its time, but it also requires pause in order to verify its truth. This declaration will be published on the journal’s official website and disseminated through its institutional channels. Quito, Ecuador, June 17, 2026. Editorial Directorate Editorial and Scientific Board YUYAY: Strategies, Methodologies & Educational Didactics Institutional references Committee on Publication Ethics. (2023, February 13). Authorship and AI tools. COPE. Committee on Publication Ethics. (n.d.). Suspected AI-generated manuscripts. COPE. COPE Council. (2022). Ethics toolkit for a successful editorial office: A COPE guide (Version 2). Committee on Publication Ethics. https://doi.org/10.24318/AkFpEBd1 Committee on Publication Ethics, Directory of Open Access Journals, Open Access Scholarly Publishing Association, & World Association of Medical Editors. (2022). Principles of transparency and best practice in scholarly publishing. https://doi.org/10.24318/cope.2019.1.12