The goal of this study was to investigate how AI-powered adaptive learning systems are developed and applied in educational environments, with an emphasis on how these systems improve student results and learning customization. A thorough review of the literature was conducted to examine significant research that uses AI algorithms such as neural networks and support vector machines to modify course materials and evaluate student performance in real-time. This review shows that AI-driven adaptive learning systems enhance student engagement and academic performance, especially in online and STEM learning environments. However, insufficient infrastructure, computational biases, and technological constraints have hindered wider adoption. This study suggests that to improve the integration of AI in education, there should be more international collaboration and the creation of ethical frameworks to address existing restrictions.

El objetivo de la investigación centra su interés en las nuevas formas de comunicación en la educación actual dispuesta en entornos virtuales de una institución educativa del sector rural del cantón Marcelino Maridueña, período lectivo 2020-2021. Para la obtención de los resultados, se empleó una tipología investigativa descriptiva con enfoque mixto, de carácter transversal, de diseño no experimental, apoyados de los métodos analítico-sintético e inductivo-deductivo. Como técnica de recolección de datos se empleó la encuesta y como instrumento el cuestionario aplicado a una muestra tipo no probabilístico por conveniencia conformada por 79 escolares de Educación Básica Superior. Los resultados evidenciaron la presencia de una comunicación virtual de tipo síncrona y asíncrona, teniendo como herramientas que facilitan la situación comunicativa en ambas modalidades: el chat, los foros, videos educativos, video conferencias, los wikis, blogs y con un nivel alto de usabilidad de WhatsApp. El estudio concluye que, las herramientas empleadas tienen como medio el uso de recursos educativos digitales para el aprendizaje y trabajo colaborativo.

The intensive use of social media has transformed the processes of accessing, consuming, and circulating information, positioning adolescents as one of the groups most exposed to digital misinformation. Despite their high connectivity, numerous studies show limitations in their ability to critically evaluate the content they consume and share in digital environments. In this context, this article aims to analyze, through a systematic review of the scientific literature, the role of educational institutions in the media literacy of adolescents in the face of the impact of misinformation on social media. The research was conducted following the PRISMA 2020 guidelines, and the protocol was registered in PROSPERO. An exhaustive search was conducted in the Scopus, Web of Science, and PubMed databases, considering studies published between 2019 and 2025 in English and Spanish. Following the selection process, 46 studies were included in the qualitative synthesis and 18 in the meta-analysis. Methodological quality was assessed using the PEDro and AMSTAR 2 scales. The results show that educational interventions in media literacy generate significant improvements in adolescents’ ability to identify misinformation and reduce their intention to share misleading content, especially those based on skimming, source verification, and cognitive inoculation. It is concluded that media literacy, integrated in a cross-cutting and sustained manner into the school curriculum, is a key strategy for mitigating the impact of misinformation and strengthening critical thinking in adolescents.

La investigación tiene como objetivo analizar los hábitos de lectoescritura actuales en el contexto educativo de la Zona 5 de Ecuador, enfocándose en potenciarlos a través del uso crítico y creativo de herramientas digitales. Se hizo uso del paradigma positivista, un enfoque de investigación mixto y una muestra significativa de 802 estudiantes y 100 docentes, lo cual permite una evaluación tanto cuantitativa como cualitativa de las prácticas educativas vigentes. Los hallazgos revelan una implementación notable de Tecnologías de Información y Comunicación por parte de los docentes; sin embargo, se destaca la presencia de una considerable brecha digital. Asimismo, se percibe una disminución en las habilidades lingüísticas, atribuida a un currículo educativo desactualizado, evidenciando la necesidad de fortalecer la lectoescritura desde edades tempranas. A pesar de la amalgama de métodos pedagógicos tradicionales y contemporáneos, existe un margen amplio para incrementar la adopción de herramientas digitales avanzadas en educación. Se concluye que predominan los hábitos y estrategias tradicionales, aunque se nota una emergencia gradual de aspectos más modernas. La investigación aboga por una integración consciente de tecnologías actuales, preservando los métodos tradicionales validados y enfatizando la necesidad de promover espacios de aprendizaje focalizados, hacia una educación más profunda y reflexiva.

Introduction: Teacher training and professional development represent a fundamental element for strengthening educational systems, particularly in contexts that require creative solutions to social, health, and pedagogical challenges. Objective: To design a teacher training model based on pedagogical innovation for the promotion of health and social well-being in the Ecuadorian educational context. Methodology: A quantitative approach was applied, using a non-experimental and cross-sectional design with a descriptive-correlational scope. Results: The findings validated the feasibility and relevance of the model in real contexts, confirming that the combination of comprehensive training, pedagogical innovation, and contextual adaptation has a positive impact on both teaching practices and the promotion of student health and well-being. Discussion: The initial application of the teacher training model based on pedagogical innovation in the Ecuadorian educational context shows that the obtained results align significantly with recent studies on education, health, and social well-being. Conclusions: It was concluded that, although teacher training in Ecuador promotes health and social well-being, it shows limitations in innovative pedagogical practices; the pilot implementation of the model demonstrated that workshops, applied teaching units, and follow-up activities strengthen these competencies and foster active strategies in the classroom.

This study conducts a bibliometric analysis of higher education opportunities for incarcerated individuals, emphasizing their role in rehabilitation and reintegration. Using the Scopus database, it identifies key authors, institutions, and regions contributing to this field. The analysis shows a peak in scholarly output in 2018, followed by a decline in publications and citations, suggesting either a shift in research focus or topic saturation. The United States and Portugal lead in research contributions, indicating a need for broader geographic representation. Key findings highlight the benefits of educational programs in reducing recidivism and enhancing social reintegration. Nonetheless, notable obstacles include insufficient technology infrastructure and educational materials in correctional facilities. The study emphasizes how critical it is to enhance these circumstances and offer all-encompassing support services to meet the social and emotional requirements of prisoners. It also emphasizes how international relationships can enhance scholarly discourse and advocates for more diversity in these alliances to encompass a bigger spectrum of viewpoints. According to the study, initiatives that increase jailed people's access to higher education can greatly increase their chances of successfully reintegrating into society.