Blockchain technology has transformed information management through decentralization, security and immutability. However, a gap persists in its application for the issuance and verification of professional qualifications in education. This study presents a prototype developed in Python and Docker, designed to guarantee the authenticity and traceability of academic credentials through a hybrid blockchain network with six Docker nodes. The prototype includes processes such as initial data registration, node configuration, credential generation with QR codes and associative signature based on Byzantine consensus. During the signing stage, previously stored records are validated and authenticated, ensuring integrity before final credentials are generated. The peer-to-peer network ensures synchronization, decentralized storage and immutability of records. On average, initial title registration on the blockchain took 2.97 s, with block replication taking 0.02 s. Record signing had a latency of 0.96 s, with replication in 0.79 s, and Byzantine consensus took 0.12 s, all with moderate resource consumption. The generated titles, verifiable via QR codes, reinforce trust and reduce academic fraud. This model stands out for its practical and scalable approach, with potential for adaptation to other sectors. Future work should address the scalability and robustness of the system for more complex applications.

The aim of this research was to determine the impact of the architecture of digital technologies in university teacher training as a catalyst for change and educational innovation. Methodologically, it is framed in a quantitative approach with a pre-experimental design and an explanatory level, with a sample of 269 teachers out of a total population of 450 at the university. The results show a significant impact of the architecture of digital technologies as a catalyst for change in university teacher training, with an increase of 22.88% from pre-test to post-test. The statistical significance of the results is supported by a P-value of 0.000, which means that it is less than the established significance level (α = 0.05), leading to the acceptance of hypothesis H1: The architecture of digital technologies as a catalyst for change in university teacher education has an impact. In conclusion, the architecture of digital technologies, consisting of the two academic pillar systems: the academic management system and the virtual learning system, contribute to the development of digital skills in key areas such as digital literacy, communication and collaboration, digital content creation and problem solving in virtual environments.

Purpose: People who suffer from phobias try to avoid a specific object or feared situation by creating a great obstacle that causes serious consequences in their daily life; the most effective way to deal with a phobia is through exposure therapy, which according to one of the most important principles of psychology states that to overcome a fear you have to face it. The purpose of this paper is to develop a mobile application based on augmented reality (AR) for the treatment of spider phobia (Araneae). Design/methodology/approach: The application development methodology was divided into two phases: design where sketches were made according to functional requirements, and the client server model was used for user queries and the development phase where the modules for the information of the phobia; and visualization of the arachnid in different morphological forms was implemented through the development tools. Findings: The findings of this study, in this sense, state that it was possible to overcome the phobia in an essential way by ceasing to perceive harmless things as dangerous, helping them to manage stress and keep them under control. Originality/value: Allowing to face their fears in support of existing therapeutic processes through images with progressively AR, being an innovative and accessible treatment from an economic, technological and professional point of view.