School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on gamification as a strategy to favor school engagement in primary and secondary education, conducted between 2013 and 2023. A total of n = 90 interventions that met the inclusion criteria were identified using the PRISMA methodology guidelines. The results show that there is a need to evaluate school engagement from a broader perspective when using the gamification strategy and to identify other elements that are necessary to achieve the proposed objectives in the teaching and learning process. Findings also demonstrate that it is important to consider a more holistic view that includes not only motivation and participation, but also other factors and dimensions of school engagement.

School engagement is a key factor in maintaining school attendance and in diminishing dropout rates. In this study, four dimensions that compose school engagement—cognitive, affective, behavioral, and agentic—were evaluated with a self-report questionnaire (Veiga, 2013), and comparisons between rural and urban schools were made. A total of 802 seventh-graders (51.2% boys and 48.8% girls), the majority of the studied children were between the ages of 12 and 13 (71.7%), attending public schools in Colombia, responded the questionnaire. The research responds to the need to examine engagement in developing countries. Findings indicate that the cognitive and agentic dimensions obtained the lowest means. This result suggests that students should engage in activities that help them recognize their metacognitive abilities and strengthen their classroom participation. Each of the four identified dimensions is analyzed, and strategies are proposed for developing them appropriately.

This article examines the evolution of emotional intelligence (EI) in teacher training using a systematic assessment of 67 publications published from 2013 to 2024 in the Scopus and Web of Science databases. The primary purpose is to identify ways and programs designed to enhance the emotional competences of educators. The evaluation, adhering to PRISMA principles, includes a bibliometric analysis that facilitates the assessment of scientific trends, geographical distribution of output, and strategic subjects within the discipline. The findings indicate that the most efficacious programs integrate Social-Emotional Learning (SEL), mindfulness techniques, emotional journaling, and virtual simulations, fostering competencies such as emotional self-regulation, empathy, and stress management. While short-term and adaptable programs demonstrate immediate advantages, additional research is required about their long-term viability. The virtualization of training in emotional intelligence and the utilization of reflecting technologies are prominent rising themes. The United States and Spain comprise the majority of the research, but Latin America exhibits minimal involvement, underscoring the necessity for contextualized approaches. Similarly, scientific collaboration networks and approved instruments for the assessment of emotional intelligence, such as EQ-i, MSCEIT, and TMMS, are recognized. The study underscores the significance of accompanying tactics and learning communities to guarantee the continuity and efficacy of the programs. In conclusion, a comprehensive, integrated, technologically facilitated, and context-aware strategy is recommended to improve educational quality. This evaluation provides an organized perspective on effective models and existing deficiencies, directing future research and program development.

La globalización ha generado un mundo interconectado con nuevas oportunidades y retos en la mayoría de los campos de la actividad humana, por lo que la educación se ha considerado como un vehículo clave para movilizar una visión global de la sociedad (Díaz-Salazar, 2020). Bajo este aspecto clave, la presente investigación pretende profundizar sobre las prácticas educativas que se fomentan alrededor de la educación para la ciudadanía global (ECG), con el objetivo de identificar características, dimensiones conceptuales y escenarios impactados que puedan ser replicables en el campo educativo. La revisión sistemática de la literatura se llevó a cabo siguiendo la declaración PRISMA, en donde se analizaron 50 documentos centrados en prácticas educativas de ciudadanía global y fundamentación teórica y reflexiva de esta. Los hallazgos muestran mayor presencia de documentos dirigidos a la reflexión y teorización de la ECG y una menor influencia en prácticas pedagógicas. El estudio destaca la presencia de prácticas educativas y resalta el desafío de promover experiencias dirigidas a población con discapacidad, así como el diseño de estrategias que puedan ser implementadas de manera transversal en los contextos formales e informales. Además, enfatiza en el desafío de potenciar el papel de las tecnologías como promotoras de la ciudadanía global.