From a managerial perspective, the rapid diffusion of actions and strategies accelerating the digital transformation of institutions is critical for success. However, in education, business, and management studies, digital transformation can be understood as simple evolutionary processes that enable business models, operational processes, and experiences to be made quickly and efficiently by institutions and agents. This aspect can sometimes lead to opposition, especially when little information is available or in situations of high uncertainty. This research aims to evaluate the involvement of an institutional ecosystem in the digital transformation at universities. Using data collected in Chile, this paper analyzes how the adoption of technologies by universities provides a context for understanding digitalization, measured by the IAU World Higher Education Database (UNESCO). The main finding of this paper is that there is a wide and relevant range of impacts of technological change in higher education institutions, particularly in the categories of values and operations. Additionally, this work serves as a repository of knowledge applicable to similar situations considering the specificities of each particular case. The importance to intervene in relation to certain variables at different levels of managerial performance is described and the implications for higher education institutions are discussed in these pages.

Since virtual education has increased from a local to a global audience, it is of great importance to understand the role that cultural and social backgrounds play in the transition to digital education. Therefore, a review of preferences and evidence among different Latin American regions and nations increases understanding. This digital transformation can be assessed under several categories of cultural, social, and economic situations. Traditionally, universities are known as formal institutions with emerging education trends, but it is mandatory to address the managerial work and implications of the institutions themselves. Particularly, universities play a relevant role in understanding the effective digital transformation in communities, but the profile of the educational system is very important for configuring this process. This research points out the main dimensions that prevent societies from increasing their educational level. By using comparative data analysis and documentary references, this paper highlights a systemic perspective for understanding the digital transformation in higher education, but it also expands the range to managerial decisions about the role educational ecosystems play in this transformation. Moreover, this study provides an overview of how relational elements configure management in higher education institutions.

Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of its improvement through the revision methodology described by Kart and Kart (2021). Among the main findings, it is possible to mention that the research provides evidence on the decisions that should be made around the teaching profession and the improvement of initial training not only at the institutional level but also at the educational policy level. At the same time, it highlights the need for comprehensive support for future pedagogues and the importance of using the data obtained through the ‘National Diagnostic Evaluation’ for decision making.

This article presents a discussion between the expectations of doctoral students related with the competences they should acquire after their doctoral training, the European regulations, specifically, the documents that come up from the Bologna Process and the Chilean regulations, defined through the guidelines developed by the National Accreditation Commission for postgraduate training. From this dialogue, it is proposed to develop a standard Graduate Profile for Doctoral programs in Education, through a quantitative methodology, based on content analysis. As a result, a standard Graduate Profile is presented, based on the New Zealand model, where the different competences that a Doctor of Education must acquire are contemplated, with it is intended to advance towards the homogenization of the Graduate Profiles of this university level and to contribute to the evaluation of existing Graduate Profiles.

The acquisition of skills for reading comprehension is essential in today’s society, because it is not only a way of learning new contents, but also a necessary element to be inserted in life in society. In this article, we propose to investigate the impact of reading comprehension skills on the learning outcomes of fifth grade students from ten schools in a commune of the Metropolitan Region, Chile. A quantitative methodology was used. Data were analyzed through descriptive statistics, correlations, and hierarchies. It is intended to get a conclusion and to know the skills that have the greatest impact on the results obtained by the students in the tests indicated above and with that, to give guidelines for the strengthening of more realistic reading comprehension abilities. La adquisición de habilidades para la comprensión lectora resulta esencial en la sociedad actual, pues no es solo una forma de aprender nuevos contenidos, sino que además es un elemento necesario para insertarse en la vida en sociedad. En este artículo se propone indagar en el impacto que poseen las habilidades de comprensión lectora en los resultados de aprendizaje de estudiantes de quinto básico de diez colegios de una comuna de la región metropolitana, Chile. La metodología a utilizar es de tipo cuantitativa, se analizan los datos a través de estadísticos descriptivos, correlaciones y jerarquizaciones. Se pretende, al concluir, conocer las habilidades que mayor impacto tienen en los resultados obtenidos por el estudiantado en las pruebas antes señaladas y, con ello, entregar directrices para el fortalecimiento de las habilidades de comprensión lectora más descendidas. A aquisição de competências para a compreensão leitora é essencial na sociedade atual, pois não é apenas uma maneira de aprender novos conteúdos, mas é também um elemento necessário para inserir na vida em sociedade. Neste artigo, propõe-se investigar o impacto que as habilidades de compreensão de leitura têm sobre os resultados de aprendizagem de alunos da quinta série de dez colégios, em uma comunidade na região metropolitana do Chile. A metodologia a ser utilizada é quantitativa, os dados são analisados por meio de estatística descritiva, correlações e hierarquias. Pretende-se, no final, conhecer as habilidades que mais causam impacto nos resultados obtidos pelos alunos nos testes citados e, com isso, fornecer orientações para o fortalecimento das habilidades de compreensão de leitura mais fluidas.

El principal objetivo de este estudio es examinar la producción científica referida a la retroalimentación en diferentes contextos educativos. La retroalimentación orienta a los estudiantes sobre sus errores y les proporciona oportunidades de mejora. Esta revisión tiene tres criterios de inclusión: 1) artículos publicados entre 2018-2022, 2) en idioma español y 3) en las bases de datos Scielo, Scopus o Web of Science. Los resultados muestran que la producción científica se ha orientado principalmente hacia seis temáticas: 1) retroalimentación por pares, 2) retroalimentación escrita, 3) estrategias de retroalimentación, 4) uso de la rúbrica en los procesos de retroalimentación, 5) retroalimentación basada en el modelo de Hattie y Timperley, y 6) análisis de experiencias de retroalimentación. Se concluye que una retroalimentación específica, que otorgue oportunidades de mejora y se enfoque en el trabajo de los estudiantes, tiene más beneficios que una retroalimentación centrada en la persona o que entrega información general respecto de una actividad y/o tarea evaluativa.