Human behavior during COVID-19 has led to the study of attitude and preferences among the population in different circumstances. In this sense, studying human behavior can contribute to creating policies for integral education, which should consider the convergence between social responsibility and spiritual intelligence. This can lead to the sensitization of practices and attitude modification within society. The purpose of our research was to explore the spiritual intelligence attitudes of university students from the perspective of social responsibility, considering the sociodemographic characteristics of the research subjects during the COVID-19 pandemic. Our research design is quantitative and sectional, due to the use of two quantitative scales. The participants were university students from a city located in south-central Chile. A total of 415 participations were collected, of which 362 applications were valid. Statistically significant differences were found according to gender and age. Women and the student cohort between 18 and 24 years of age placed more importance on spiritual necessities. We thus highlight the necessity to have adequate spaces for spiritual intelligence training given its links with socially responsible behavior and, finally, the development of explanatory studies to determine its causalities. In practice, these results contribute to designing an educational policy on the formation of integral spiritual intelligence for future professionals.

La presente investigación explora las diferencias en prácticas de consumo sustentable socialmente responsable según características sociodemográficas de estudiantes universitarios en una ciudad de Perú. Se suministra un instrumento a 318 futuros profesionales constituyendo una muestra no probabilística por conveniencia y se estiman estadísticos descriptivos y de dispersión. Los resultados muestran diferencias estadísticamente significativas según las variables sociodemográficas; encontrándose el valor mayor en la dimensión “respeto a las personas y animales”, mientras que el menor valor se encuentra en la dimensión “compra informada”. La participación en comunidad, el desarrollo de voluntariado y los años de permanencia en la universidad aumentan la valoración expresada por los estudiantes. En consecuencia, es imprescindible indagar sobre la influencia de los niveles de ingreso familiar como represor o estimulador de conductas que evidencian un comportamiento de consumo sustentable socialmente responsable. Se concluye que es preciso promover a través de las funciones sustantivas de las universidades la integración de acciones socialmente responsables y ambientalmente conscientes.

Para las instituciones educativas es un desafío promover y desarrollar una educación inclusiva, democrática y participativa. El objetivo de investigación fue indagar sobre las percepciones del estudiantado de educación básica respecto de convivencia escolar, ciudadanía y transparencia, consideradas a nivel social, como dimensiones esenciales para una vida democrática, pacífica y participativa. El estudio se enmarca en un enfoque hermenéutico narrativo. Se aplicaron redes semánticas a 228 estudiantes (49% hombres y 51% mujeres), de cuarto a octavo básico, de una escuela municipal en la región de La Araucanía,Chile. Los resultados expusieron la existencia de narrativas comunes como respeto, amistad y honestidad mostrando que los valores, normativas y características sociales son relevantes para la convivencia y ciudadanía. Los hallazgos permiten concluir que una vida buena en la escuela requiere prácticas de reconocimiento del otro, relaciones personales e institucionales basadas en la verdad. Se invita a articular estos sentidos para fortalecer el buen trato y la construcción de comunidad.

Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also considers the organizational competency Responsible University Social Innovation (RUSI) as part of its Tuning ALFA II Latin América project. This competency, in the area of organizational character, addresses innovation in the context of social responsibility, which it assumes each university should have, in terms of ethical responsibility toward the members of a community. This concept incorporates the equal relationship between the university’s internal community and civil society. By means of interviews with experts in the areas of service-learning, social responsibility, and ethical civil and professional education from the University of Deusto and the Zerbikas Foundation, this article discusses the connection and implementation of both generic ethical competencies and the RUSI organizational competency in higher education in order to respond to the new challenges to professional training in today’s world, all of which ultimately assumes a change in universities’ understandings of themselves as institutions and the role of higher education in general.

The teaching practicum is a key point of connection between universities and schools. However, its evaluation has traditionally focused on the learning of the future teacher, paying less attention to the learning and transformation processes that this interaction can generate for collaborating teachers, universities, and schools. The purpose of this study was to analyze how the literature has conceptualized and evaluated bidirectionality in the teaching practicum within initial teacher education, identifying its conceptual evolution, the mechanisms through which it occurs, and the evidence used to recognize its contributions and impacts. A systematic review of 71 studies published between 1990 and 2026 was conducted. The analysis shows an evolution from models focused on supervision and knowledge transfer to perspectives based on functional reciprocity, mutual learning, knowledge co-construction, and institutional transformation. Based on these results, a six-level maturity taxonomy is proposed: presence, coordination, functional reciprocity, mutual learning, epistemic co-construction, and institutional transformation. The review also identifies mechanisms that foster bidirectionality, including structured professional dialogue, joint action, hybrid spaces, shared objects of work, and the agency of the future teacher as a mediator of knowledge. In addition, eight guiding dimensions are proposed for evaluating bidirectionality: enabling conditions, relational symmetry, reciprocity of the flow of knowledge, mutual learning, co-construction, contributions, institutionalization, and impact. The results show that the available evidence focuses on learning and contributions, while evidence of sustained and institutional impacts remains limited. The review thus provides a conceptual framework for understanding bidirectionality as a process that can be classified and evaluated empirically, rather than as an inherent property of any university–school relationship.

Revista CUHSO, publicación semestral que acoge trabajos de las ciencias sociales y humanidades, con enfoque interdisciplinario.