The current descriptive study investigates the conceptions of a group students (pre-service and in-service teachers) enrolled in a Master of TESOL (Teaching English to Speakers of Other Languages) at La Trobe University, Australia, have of assessment in the context of English language teaching. This study was conducted in first place to address a gap in the literature about English teachers’ conceptions of assessment, and I second place to explore the level of agreement among those conceptions and the type of assessment preferred by the participants. For this purpose, 26 active students in the course accepted the invitation to participate in the study and completed an online survey administered through Qualtrics Management Platform. This quantitative descriptive study done in 2020 used Survey as the research method since it promotes the collection of data to describe the research object. The quantitative data obtained through an online survey were summarized and graphed in tables with the objective of answering the research questions. The results showed that participants’ understandings of assessment and forms of assessment were slightly inclined towards the use of summative assessment rather than formative. In contrast, their conceptions of assessment purposes and principles were inclined towards formative assessment features. All in all, it could be said that even though these participants seemed to cope more with summative assessment, they favoured formative purposes and principles of assessment. This suggests that respondents’ summative views of assessment in the use of types and forms of assessment are potentially affected by institutional demands, and do not entirely reflect the respondents’ assessment understandings.

This study addresses the limited empirical evidence on women’s contributions to sustainable development leadership within higher education institutions. Focusing on Universidad Pontificia Bolivariana in Colombia, we employed a mixed-methods approach that combines surveys, semi-structured interviews, and bibliometric analysis of women-led scientific publications and academic courses. Our findings demonstrate that women leaders at UPB significantly influence and enhance sustainable practices and policies, fostering a culture of sustainability through their formal roles and collaborative, empathetic leadership. Key characteristics include inclusivity, shared vision-building, and community responsibility. Their systematic thinking and holistic problem-solving contribute to more effective sustainability outcomes, integrating environmental values into curricula, campus operations, and community engagement. The positive impact of women’s presence in sustainability governance on the university’s performance and commitment to Sustainable Development Goals highlights the importance of the institutional context. The research highlights the importance of policies that strengthen women’s leadership in sustainability as well as for continuous measurement of their contributions within specific educational and research ecosystems.

This article considers the reading of Gabriel García Márquez's ‘The Handsomest Drowned Man in the World’ as a transtextual hermeneutic from the perspective of Gerard Genett. This means that the writing of the work is not only a kind of imitation of a previous text to produce a new one, but it is the product of a creative process on the part of the author. Accordingly, this paper relies on three referents for the writing of the story, which together can also contribute to a more comprehensive reading of the symbolic, cultural and poetic universe narrated in the story. These are transtextualities, writing techniques and the author's lived experiences. These elements constitute the body of the text in which idiosyncratic, literary and mythical interpretations are introduced, contrary to the ideological positions referring to the Spanish conquest or the folkloric peculiarities of the local order. This gives an image of Gabriel García Márquez not only as an author, but also as a diachronic reader who writes what he has lived from the reinterpretation of the referents of literature, history and culture. Thus, some critics consider that the author's context, his formation as a human being and writer, bring him closer to his sensibility and provide resources to find possible meanings for his work.

La creciente conciencia sobre el cambio climático está catalizando nuevos imaginarios y, por extensión, nuevas formas alegóricas para abordar el dinamismo de nuestro planeta. Uno de los desafíos actuales radica en comprender y representar la relación activa entre las personas y su entorno, en un contexto específico como el del Caribe insular, en particular, en el Archipiélago de San Andrés, Providencia y Santa Catalina. Por tanto, el interés de este texto es revisar las representaciones alegóricas del Antropoceno en la obra literaria de Hazel Marie Robinson Abrahams, especialmente en las novelas cortas Copra (2020) y Si je puis, I will if I can (2019). Estas obras son significativas en este análisis, ya que desafían el canon estético occidental por lo que narran, cómo lo narran y desde dónde lo narran, con mujeres como protagonistas y narradoras de una crisis socioambiental en el Caribe insular. En este ejercicio, el Antropoceno se comprende como una visión tanto de futuro como retrospectiva, caracterizada por lógicas y duelos anticipatorios, que están constituidos por un profundo sentido teológico de longue durée y un insondable sentimiento de solastalgia, entendido como una forma de angustia existencial causada por el deterioro medioambiental del lugar habitado. Es importante recalcar que la literatura del Caribe insular nace y se desarrolla en un contexto geográfico diverso, enriquecido por la confluencia de pueblos originarios como los taínos y caribes, a los que se sumaron posteriormente europeos, africanos y asiáticos que llegaron al territorio en diferentes momentos. Esta diversidad hace que la visión del Antropoceno en estos textos sea particular y general a la vez.