The digital gaps that were amplified due to the COVID-19 pandemic deepened more in vulnerable areas in different parts of the world. The present work aims to analyze the study of digital gaps that influence online learning of students from rural areas in secondary education, based on a systematic review of the literature. It was developed using the PRISMA methodology, the scientific information was retrieved from the Web of Science and ERIC databases in a period of three months. In the searches it was taken as inclusion criteria; open access, year of publication 2017 - 2021, English and Spanish language, rural secondary education level and exclusion; articles whose studies were carried out in higher education, in specific areas, related to research policies, evaluation, studies before 2017 and articles from systematic reviews. The results and findings emphasize that digital literacy levels are scarce and limited in terms of the skills developed by students and teachers to achieve digital competencies, in addition to restricted access due to technological, economic, and coverage gaps of families. The conclusions are aimed at strengthening urgent educational policies in addition to the integration of the school curriculum.

Heritage education is very important because it implies a holistic and transdisciplinary approach, where teachers must use resources and educational proposals that promote the conservation, appreciation, and care of heritage. The objective of this study is to analyze heritage education from a global perspective to identify didactic models, areas of educational action, categories, and typologies used in teaching and learning processes. A systematic review of the literature is proposed using the PRISMA methodology in three multidisciplinary databases by carrying out an exhaustive search with inclusion and exclusion criteria. The results highlight that teachers develop learning experiences focused on didactic models with pedagogical intervention in the classroom with formal action, focusing mainly on intangible heritage related to festive acts and rituals; so, they only achieve identity levels and do not reach the heritage levels necessary to create a legacy and promote the appreciation of cultural heritage. The use of digital educational strategies and resources is required to integrate real and simulated spaces with new educational and didactic approaches using virtual technologies. Consequently, this study implies that teachers need to develop digital skills to achieve more effective and meaningful heritage education.

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.

This study aims to evaluate the associations between the consumption of ultra-processed foods and food literacy in students aged 10 to 13, considering food literacy competencies by age, gender, and preferences. The study was conducted in public schools in Arequipa, Peru, using a quantitative cross-sectional design. Data collection took place from December 2023 to January 2024, involving 203 preadolescents recruited through social media and in-person surveys. A validated structured questionnaire assessed the frequency of ultra-processed food consumption and food literacy levels. The internal consistency of the instrument was confirmed using McDonald’s Omega coefficient (Ω = 0.83). Statistical analyses, including the Kolmogorov-Smirnov test and Spearman’s correlation coefficient, were performed using RStudio. Results indicate that higher ultra-processed food consumption correlates with lower food literacy (ρ = − 0.33, p < 0.001). Girls demonstrated greater internalization of food literacy competencies, particularly in personal care, while both genders struggled with functional competence, suggesting challenges in interpreting product labels. These findings emphasize the need to enhance nutritional habits and food literacy in preadolescents, highlighting gender-based strategies to optimize nutritional outcomes and overall well-being. Future research should explore factors influencing food preferences and strengthen health and well-being through educational programs.

In recent times, the use of serious games has significantly advanced in science education, with notable contributions in the design and implementation of game mechanics in immersive environments. This research aims to assess the usability and experience of the serious game ABCCI, identifying both the positive and negative effects generated by its interaction from the perspective of pre-service teachers, considering levels of competence, immersion, tension, flow, and challenge. To evaluate usability, the System Usability Scale (SUS) was adapted, and the Game Experience Questionnaire (GEQ) was used to assess the overall experience. The results indicate a moderate positive correlation between the experience and usability of the serious game. Most pre-service teachers expressed positive views about the frequent use of the ABCCI serious game in science education, which successfully created an engaging and positive experience characterized by a sense of competence, immersion, and positive emotions, with an appropriate level of challenge and low levels of negative affect. Further studies are needed to develop a framework for designing games in science education. ABCCI proves to be a promising tool for managing learning.