La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática. The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.

La inteligencia artificial (IA) es una tecnología cada vez más relevante en el ámbito académico, especialmente por sus implicaciones en el proceso de enseñanza aprendizaje. Esta investigación analiza los hallazgos de un estudio realizado en tres países latinoamericanos: Ecuador, Perú y México en donde se aplicó un instrumento cuantitativo ad hoc a 423 estudiantes de pregrado de tres universidades. El objetivo fue conocer la percepción de los estudiantes sobre el uso de la Inteligencia Artificial en la educación superior. Los resultados reflejan un reconocimiento significativo del potencial de la IA para mejorar la calidad educativa y personalizar el proceso de aprendizaje. Además, enfatizan la importancia de un enfoque inclusivo y equitativo en la implementación de la IA en la educación superior, promoviendo un ambiente educativo accesible para todos y garantizando que la tecnología se integre de manera ética y efectiva para potenciar la calidad y la personalización del proceso educativo. Artificial Intelligence (AI) is becoming increasingly relevant in the academic sphere, especially due to its implications in the teaching-learning process. This research consolidates the findings of a study conducted in three Latin American countries: Ecuador, Peru, and Mexico, where an ad hoc quantitative instrument was ad-ministered to 423 undergraduate students across three universities. The aim was to understand students' perceptions regarding the use of Artificial Intelligence in higher education. The results reflect a significant recognition of AI's potential to enhance educational quality and personalize the learning process. Furthermore, they emphasize the importance of an inclusive and equitable approach in implementing AI in higher education, promoting an educational environment that is accessible to all, and ensuring that technology integrates ethically and effectively to enhance both the quality and personalization of the educational process. A inteligência artificial (IA) é uma tecnologia cada vez mais relevante no campo acadêmico, especialmente por suas implicações no processo de ensino-aprendizagem. Esta pesquisa analisa os achados de um estudo realizado em três países latino-americanos: Equador, Peru e México, onde foi aplicado um instrumento quantitativo ad hoc a 423 estudantes de graduação de três universidades. O objetivo foi conhecer a percepção dos estudantes sobre o uso da Inteligência Artificial no ensino superior. Os resultados refletem um reconhecimento significativo do potencial da IA para melhorar a qualidade educacional e personalizar o processo de aprendizagem. Além disso, enfatizam a importância de uma abordagem inclusiva e equitativa na implementação da IA no ensino superior, promovendo um ambiente educacional acessível para todos e garantindo que a tecnologia seja integrada de forma ética e eficaz para potencializar a qualidade e a personalização do processo educativo.

Young people use social networks extensively in their daily lives, and using social media is, without doubt, the media practice they do the most. Therefore, there are increasing efforts to include students’ use of social media outside the classroom into university learning practices. However, there is still very little innovative application of mobile technology and its social networks in Spanish universities. In this article we explore Spanish university students’ perceptions of the use of social networks for educational purposes in the classroom. We found students to have an ambivalent perception as they are both critical and approving of using mobile devices in university teaching. We present data from the research project “Media competencies of citizens in emerging digital media in university environments” funded by the Ministry of Economy and Competitiveness of Spain. The study is based on 897 questionnaires given to Spanish university students studying various degrees, as well as four focus groups held in Seville, Madrid, Huelva and Barcelona during the 2017-2018 academic year. The data show that there is little use of social networks for educational and creative purposes in Spanish universities, and formal practices (organized by the teacher) are very different from informal practices (organized spontaneously by students). The latter is the most common among university students and WhatsApp is the most used internal tool, followed far behind by Facebook and Instagram. Students appreciate the direct and immediate communication of these networks, but are concerned about their distracting influence in the classroom and the possibility that teachers could invade their privacy.

This article details the process of design, validation and application (N = 501) of an ad-hoc questionnaire that measures Peruvian teachers’ knowledge, attitudes, and reasoning in training on media education. With regards to the method, several psychometric validation techniques were applied and the results were analyzed using descriptive statistics. The results showed a high level of internal coherence and confidence in the construct. Limited knowledge of the subject was found in the participants, without observing significant differences between the variables, and a very positive assessment of its importance and urgency. To conclude, media education is transversal to different classifications and interest in it is homogeneous throughout the teaching staff in training.

This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom’s taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.

The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience’s contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects about technologies. This critical analysis is organized around three paradoxes related to information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.