Formative assessment has evolved into a comprehensive approach for enhancing student learning across academic levels, yet gaps remain regarding its impact on graduate students with diverse needs. This study conducts a systematic literature review (SLR) of empirical research published between 2014 and 2024, analyzing 188 initial articles retrieved from Scopus and Web of Science, which were narrowed down to 19 eligible studies. The aim is to examine how formative feedback influences the learning and motivation of graduate students. The results indicate that: (a) immediate and specific feedback enhances academic performance and promotes self-regulation, empowering students to manage their learning processes more effectively; (b) technological tools facilitate personalized and accessible feedback, tailoring learning experiences to individual needs; and (c) the implementation of feedback strategies that consider individual differences contributes to greater equity and effectiveness in graduate education. This study not only addresses gaps in the literature by synthesizing evidence on formative assessment but also highlights the transformative role of technology and personalized strategies in promoting autonomous and meaningful learning in graduate programs.

Quality education is pivotal for fostering innovation and development, with Augmented Reality (AR) offering transformative learning experiences. The absence of open-access platforms for AR resources hinders the democratization of educational technology. This study introduces EduAR, an open-access platform designed to provide validated AR resources for STEAM education, aiming to enhance learning processes and promote equitable access to quality education. Employing a mixed-methods approach, the platform’s usability was assessed using the System Usability Scale (SUS), where it achieved a high usability score, highlighting its user-friendliness and effectiveness. Additionally, qualitative feedback through focus groups provided insights into the platform’s impact on learning engagement and skill development. The study yielded the following findings: (a) Incorporating AR in STEAM disciplines through an open validated platform is an effective strategy for enriching learning and teaching processes; (b) The EduAR platform allows effective adoption due to its high usability and accessibility; (c) Design-Based Research is useful when looking to improve an AR educational platform; (d) EduAR is a valuable tool for providing equitable access to quality educational resources; and (e) EduAR promotes problem-solving and critical thinking among students. This comprehensive research underscores the potential of EduAR in enhancing educational outcomes, establishing a solid foundation for future advancements in educational technology and open educational resources (OER). Its benefit is foreseen for both teachers and researchers interested in the implementation of AR in courses within the framework of openness.

Introducción: La divulgación científica busca involucrar al público en la ciencia y estimular la discusión sobre temas científicos. Esta práctica se ha extendido en los últimos años gracias al auge de las redes sociales. Entre estas redes, Tiktok se ha convertido en un medio para alfabetizar en temas de ciencia, particularmente ante una audiencia joven. Metodología: El objetivo de esta investigación fue describir las características que tiene el contenido que se asocia con el engagement en los divulgadores científicos de habla hispana a través de TikTok. Se analizaron los contenidos (videos) de 10 divulgadores que utilizan una cuenta de Tiktok para difundir sus contenidos. Se analizó el formato, tipo y contenido de 94 videos que compartieron dichos divulgadores entre agosto y diciembre de 2022. Resultados: Se encontró que algunas de las características relacionadas con un mayor engagement fueron: la longitud del video (>60 segundos), el número de hashtags (entre 5 y 10), el uso de infografías animadas, la presentación de noticias, el apego a la misión declarada (típicamente divulgar ciencia) y el no hacer videos con fines publicitarios. Discusión: Aunque el estudio del engagement digital en las redes sociales no es nuevo, el caso particular de los divulgadores científicos en redes sociales es aún un campo novel. Conclusiones: Los resultados de este estudio pueden ser insumos importantes para ayudar a los divulgadores de ciencia a mejor su nivel de engagement.

El objetivo de este trabajo fue conocer lo que actualmente se produce respecto a la formación docente en competencias ciudadanas globales (CCG) y sus tendencias a través de un mapeo y una revisión sistemática de literatura. Para ello, se revisaron 140 artículos (100 en inglés y 40 en español) escritos entre 2016 y 2022. Se plantearon cuatro preguntas sobre el significado de CCG, las prácticas educativas innovadoras, el papel que asume el profesor y la manera en que se prepara a los futuros profesores. Los hallazgos permiten afirmar que son pocos los países (40) donde se publica sobre este tema. En América Latina, Colombia es un referente prometedor. En la definición conceptual del término se han encontrado varios problemas de comprensión que trascienden en la aplicación de estrategias didácticas. También prevalece una tendencia hacia la comparación de niveles de desarrollo competencial entre docentes de diferentes países. Además, se han puesto en práctica estrategias interactivas y creativas que buscan que los profesores propicien el diálogo, la crítica, la reflexión y acción en sus estudiantes. Es recomendable la continuación de estudios más específicos sobre diferentes modalidades, estrategias y tecnologías para fortalecer las CCG.

We aimed to analyze the association between food insecurity (FI) and academic performance in university students, including mental health and sleep quality (SQ), in an association model. A cross-sectional design included university students (n = 466, 72.5% women) from Mexico. We applied the Latin American and Caribbean Food Security Scale, the Depression Anxiety and Stress Scale (DASS-21), and the Pittsburgh Sleep Quality Index. Students self-reported their academic grading (AG) and perceptions about their academic performance. Spearman’s rho and multiple logistic regression models were used. Almost half (47%) experienced some level of FI. The median AG was 95. AG was not significantly (p > 0.05) correlated with FI, nor with depression, anxiety, stress, and SQ. Considering mental health and SQ, moderate/severe FI remained significantly associated with perceived overall progress in college (OR: 2.96; 95%CI: 1.49, 5.88) and attendance to classes (OR:3.14; 95%CI: 1.19, 8.28) as poor or regular, and it was positively related to perceiving difficulties in completing their studies (OR:2.75; 95%CI: 1.43, 5.29). Stress, anxiety, depression symptoms, and poor SQ were also significantly associated with poor/regular perception of academic performance. These findings highlight the need to address psychological and nutritional factors in university students to promote their well-being and academic success.