Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS-CoV2, leading to new directions in educational models and curricular reforms. Video-based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video-based interventions. This study aims to characterize, in an everyday context, the mediating role of the NAO robot presented in group videoconferences to stimulate video-based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Perú. Likewise, an instrument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.

The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru.

The serious game ABCCI (Aprendizaje Basado en la Creatividad Científica, or Learning Based on Scientific Creativity) was developed to integrate inquiry-based learning and environmental sustainability into teacher training, aiming to enhance scientific competencies in primary education. This study evaluates its usability and educational effectiveness based on the experiences of pre-service teachers from diverse sociocultural contexts. A qualitative approach with an instrumental case study design was employed, involving 38 students from two public universities in Peru (Arequipa and Apurímac). Data collection included the System Usability Scale (SUS) questionnaire and semi-structured interviews, analyzed through content analysis. The results indicate that ABCCI received a moderate usability rating according to the SUS, suggesting room for improvement in design and accessibility. However, participants positively assessed its gamification elements, particularly rewards and immediate feedback, for their role in enhancing motivation and learning. The game also demonstrated potential to foster competencies in scientific inquiry and sustainability, reinforcing its educational value. Despite these strengths, key areas for improvement were identified, including greater role customization, expanded activities promoting sustainable actions, and more immersive scenarios to enhance engagement. ABCCI emerges as an innovative educational tool with significant potential for environmental education in teacher training, particularly in diverse sociocultural contexts. These findings underscore the importance of integrating educational technologies into teacher preparation programs to strengthen scientific competencies and promote sustainability awareness. Further refinements in game design and pedagogical strategies could maximize its impact, making it a valuable resource for enhancing science education and environmental consciousness in future educators.

Mobile learning has generated high expectations in education and is being embraced as a powerful tool to enhance pedagogical interactions. This study aims to: (i) analyze the level of usage and acceptance of WhatsApp as a tool for online learning among teachers during the COVID-19 pandemic, based on age, gender, and employment status; (ii) explain the benefits of online learning that contract teachers have over those appointed in the use of WhatsApp; and (iii) identify the role of teachers and the necessary preparation required for effective use and management of WhatsApp in online learning. This study utilizes a mixed-methods approach, including a quantitative component consisting of an online questionnaire. Our findings indicate that WhatsApp is widely accepted and used among teachers for online learning, with contract teachers exhibiting a greater need for training compared to their appointed counterparts. In order to promote digital literacy in managing hybrid environments, instructional design models are necessary. The unidirectional nature of teacher intervention through WhatsApp also highlights the need to develop more collaborative and interactive teaching strategies.