In this work, cellulose nanocrystals (CNCs), bleached cellulose nanofibers (bCNFs), and unbleached cellulose nanofibers (ubCNFs) isolated by acid hydrolysis from Agave tequilana Weber var. Azul bagasse, an agro-waste from the tequila industry, were used as reinforcements in a thermoplastic starch matrix to obtain environmentally friendly materials that can substitute contaminant polymers. A robust characterization of starting materials and biocomposites was carried out. Biocomposite mechanical, thermal, and antibacterial properties were evaluated, as well as color, crystallinity, morphology, rugosity, lateral texture, electrical conductivity, chemical identity, solubility, and water vapor permeability. Pulp fibers and nanocelluloses were analyzed via SEM, TEM, and AFM. The water vapor permeability (WVP) decreased by up to 20.69% with the presence of CNCs. The solubility decreases with the presence of CNFs and CNCs. The addition of CNCs and CNFs increased the tensile strength and Young’s modulus and decreased the elongation at break. Biocomposites prepared with ubCNF showed the best tensile mechanical properties due to a better adhesion with the matrix. Images of bCNF-based biocomposites demonstrated that bCNFs are good reinforcing agents as the fibers were dispersed within the starch film and embedded within the matrix. Roughness increased with CNF content and decreased with CNC content. Films with CNCs did not show bacterial growth for Staphylococcus aureus and Escherichia coli. This study offers a new theoretical basis since it demonstrates that different proportions of bleached or unbleached nanofibers and nanocrystals can improve the properties of starch films.

Biopolymers are biodegradable and renewable and can significantly reduce environmental impacts. For this reason, biocomposites based on a plasticized starch and cross-linker matrix and with a microfibrillated OCC cardboard cellulose reinforcement were developed. Biocomposites were prepared by suspension casting with varied amounts of microfibrillated cellulose: 0, 4, 8, and 12 wt%. Polyethylene glycol diglycidyl ether (PEGDE) was used as a cross-linking, water-soluble, and non-toxic agent. Microfibrillated cellulose (MFC) from OCC cardboard showed appropriate properties and potential for good performance as a reinforcement. In general, microfiber incorporation and matrix cross-linking increased crystallization, reduced water adsorption, and improved the physical and tensile properties of the plasticized starch. Biocomposites cross-linked with PEGDE and reinforced with 12 wt% MFC showed the best properties. The chemical and structural changes induced by the cross-linking of starch chains and MFC reinforcement were confirmed by FTIR, NMR, and XRD. Biodegradation higher than 80% was achieved for most biocomposites in 15 days of laboratory compost.

Nowadays, there is a growing interest in lignocellulosic nanoscale materials produced from alternative recycled sources because of their attractive physical, chemical, and mechanical properties, as well as their ecological contribution. In this work, MFC preparation through mechanical fibrillation using lignocellulosic fibers from OCC cardboard was investigated. Also, the effect of alkaline pulping and bleaching treatments was also evaluated in a comparative study. The fibers’ and microfibers’ morphology were determined by light microscopy, SEM, and TEM. The structural and chemical characterizations of the samples were inspected by intrinsic viscosity, FTIR, and XRD. The chemical treatment improved effects on the kappa number, morphology, and crystallinity of the lignocellulosic materials. The fibrillation process in a colloidal mill was possible using unbleached OCC fibers, contributing to a more efficient and environmentally friendly procedure. The OCC is a promising alternative source to produce microfibrillated cellulose with suitable properties and high potential in renewable material applications.

El objetivo principal de este libro, consiste en mostrar los avances que se han realizado en el tema de la economía de la educación, priorizando las vinculaciones entre el financiamiento y la educación; el desarrollo económico y la educación; y la economía, la psicología y la educación. El libro incluye doce investigaciones científicas que se caracterizan por enfoques epistemológicos, teóricos y metodologías diversas. Que fueron sometidos a doble ciego en su evaluación para esta obra. Estas investigaciones reflejan algunas de las inquietudes y formas de trabajo de los/as investigadores consolidados en este campo, pero también de jóvenes que se inician en la tarea investigativa. Asimismo, reflejan la creciente relevancia que han tenido los estudios multidisciplinarios, interdisciplinarios y transdisciplinarios en la investigación social.

The urgent challenge of climate change demands innovative educational strategies that not only disseminate scientific knowledge but also foster critical thinking and active engagement, particularly on large groups that need to be taught online. This paper presents the redesign and implementation of the online course Causes, Consequences, and Solutions to Climate Change, delivered to 137 students across diverse regions of Mexico. Leveraging advanced technological tools such as generative AI and immersive metaverse experiences, the course aimed to enhance student engagement, learning outcomes, and environmental awareness. The curriculum was structured around core components of the climate system, including the atmosphere, biosphere, hydrosphere, and the anthropogenic drivers of climate change. Guided by principles of active learning and project-based education, the redesign emphasized interactive, technologyenhanced learning experiences. One of the highlights was a metaverse-based group project, where students collaborated to propose solutions for mitigating climate change impacts in their local regions. This activity encouraged teamwork, creativity, and the practical application of scientific knowledge to real-world environmental challenges. To evaluate the impact of this course, pre- and post-course assessments were conducted to measure prior knowledge of the students about climate change and their familiarity with the innovative technological tools. Initial results revealed a lack of understanding in both areas. However, postcourse evaluations showed a 20% improvement in knowledge of climate science and technological platforms. These findings highlight the effectiveness of integrating advanced digital tools into environmental education.