Objective: The objective of this study is to investigate the transformative potential of generative AI in advancing Sustainable Development Goal 4 (SDG 4), with the aim of enhancing equity, accessibility, and quality in higher education through the integration of AI-driven systems and practices. Theoretical Framework: This research is underpinned by the AI Academic Convergence (AIAC) Framework, which aligns with theories such as constructivism, Vygotsky’s cultural-historical theory, and Bloom’s Taxonomy. These frameworks provide a solid basis for understanding the interplay between personalized learning, cognitive engagement, stakeholder collaboration, and ethical governance in educational ecosystems. Method: The methodology adopted for this research comprises a Literature-Driven Conceptual Framework Development approach, synthesizing peer-reviewed studies across key themes: personalized learning, operational efficiency, collaborative learning, and ethical AI governance. Data collection involved systematic literature reviews of scholarly articles, books, and conference proceedings within the past decade. Results and Discussion: The results reveal that the AIAC Framework promotes tailored, adaptive learning pathways, enhances faculty roles as AI-enabled mentors, and optimizes administrative workflows through predictive analytics. The discussion contextualizes these findings within existing theories, emphasizing the framework's ability to mitigate challenges such as algorithmic bias, equity gaps, and data privacy concerns. Limitations include the need for empirical validation and addressing resource disparities in underprivileged contexts. Research Implications: The practical and theoretical implications of this research are significant for higher education institutions, policymakers, and AI practitioners. These include fostering innovative teaching practices, advancing equitable access to AI-enhanced tools, and aligning educational strategies with labor market demands through predictive analytics and collaborative governance. Originality/Value: This study contributes to the literature by introducing the AIAC Framework, an innovative and scalable model for integrating generative AI into education. Its value lies in bridging the digital divide, fostering lifelong learning, and positioning higher education institutions as leaders in ethical and sustainable AI integration, ultimately advancing the mission of SDG 4.

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

This article seeks to develop a research model that can be employed to study the impact of online teacherpreneurship education on students' teacherpreneurial competence and intention as well as employability. Based on the redefinition of the role of online teacherpreneur as an online private tutor, instructional designer, entrepreneur, and teacher leader, a qualitative literature review of competencies for these roles was conducted. We merged the identified competencies according to conceptual similarities. Our result is an online teacherpreneurship competency adopted to formulate a research model which is a customized measuring instrument for investigating the effect of online teacherpreneurship training on preservice teachers’ teacherpreneurial competencies and intentions. This finding has important implications for developing a template for students, policymakers, and teacher educators needed to create online teacherpreneurship courses, curricula, and evaluations.

Análisis de Situaciones de Acompañamiento para la Mejora de la Enseñanza Inclusiva

La Nueva Escuela Mexicana (NEM) alineada con la Agenda 2030 para el Desarrollo Sostenible, se orienta no solo al aprendizaje de contenidos curriculares, sino al desarrollo de capacidades en los alumnos para propiciar, entre otras cosas, el pensamiento crítico y sistemático. Este tipo de formación implica un reto para el profesorado que requiere del desarrollo profesional situado en el contexto laboral a través del acompañamiento de otros más expertos. El objetivo del trabajo es comprender cómo se despliegan los procesos de ayudas formativas en la actividad conjunta entre profesores en la gestión del aula y la escuela para el desarrollo profesional en prospectiva a la consolidación de la NEM. Se responderán las preguntas de investigación: ¿cómo se estructura y organiza la actividad conjunta en la práctica reflexiva a nivel de gestión de la escuela y el aula?, y ¿cuáles son los procesos de ayuda formativos para el desarrollo profesional a través del acompañamiento en la práctica a nivel de gestión del aula? Se utilizó una metodología cualitativa a través del estudio de tres casos conformados por una profesora experta y una educadora en formación respecto a prácticas educativas inclusivas. Los resultados muestran, por una parte, que la práctica reflexiva requiere de la estructura y organización de actividades sistemáticas, intencionadas y a lo largo de un periodo para favorecer la reflexión como proceso de aprendizaje. Por otra parte, tanto el traspaso progresivo del control como la construcción de significados son procesos de ayuda formativos necesarios para el desarrollo profesional.