ISSN: 2524-9274 (electronic version) - ISSN: 1667-2003 (print version) - DOI: 10.22529/dp Magazine of the Facultad de Educación of the Universidad Católica de Córdoba. It is a biannual scientific publication - published in April and October of each year - on educational topics aimed at students, teachers, researchers and education specialists of national and international scope. The socially responsible view of the Universidad Católica de Córdoba covers the management style, teaching-learning processes, research and social projection. Hence, the objective that those of us who work at the UCC share is to train people of science, conscience and commitment. This implies the need to investigate (science) to become aware of the real conflicts that afflict our society and feel committed (awareness) to actively intervene in their solution (commitment). That is, to form men and women capable of transforming our world into a fraternal and supportive world
Universidad Católica de Córdoba. Facultad de Educación
We "managed." WhatsApp in Adult and Young Education during the Pandemic
As part of a larger research project, the teaching practice of a teacher in the Permanent Education program for Young People and Adults at the primary level during the COVID-19 pandemic was analyzed. Using a qualitative approach that included documentary analysis and in-depth interviews, the tensions arising between state proposals for pedagogical continuity, institutional decisions, and the strategies the teacher implemented, considering the available technological resources and their adoption by both students and herself, are presented. The data shows that WhatsApp was the preferred medium for maintaining communication and developing educational content. This result demonstrates that, in local contexts, state policies are transformed by individuals and are influenced by their contexts, trajectories, and practices.
Thematic dossier: The education of young people and adults
Copyright (c) 2025 Gladys Blazich https://creativecommons.org/licenses/by-nc-nd/4.0
Workbooks, Groups, and Mobile Phones: Young and Adult Students' Experiences and Technological Imaginaries during the Pandemic
This paper presents the findings from the doctoral project The Appropriation of Digital Technologies in Basic Youth and Adult Education through Emergency Modalities During COVID-19. We analyze the technological imaginaries that shaped the educational practices of students in the Programa de Alfabetización y Educación Básica de Jóvenes y Adultos/as (PAEBJA) [Young and Adult Literacy and Basic Education Program], in Villa María, Argentina, during pandemic-era pedagogical continuity. Adopting a socio-anthropological approach, we examine the relationship between digital technology appropriation and student practices, within the production of educational policy. We argue that these imaginaries functioned as interpretive and translational frameworks for policy implementation.
Copyright (c) 2025 Luis Alfredo Bearzotti https://creativecommons.org/licenses/by-nc-nd/4.0
Public policies on education and employment in EPJA: the case of the Secondary School with Trades Program in the province of Buenos Aires
We present the results of a research project on the "Secondary Education with Trades Program," implemented in the province of Buenos Aires. It was a public policy from the Adult Education Directorate since 2017, which proposed secondary school completion at FinEs Plan locations or Secondary Education Centers, along with vocational training in trades, in conjunction with Professional Training Centers. We adopted a qualitative approach, and conducted interviews with various program representatives in two districts of the province of Buenos Aires. In this article, we examine the political and pedagogical implications of the proposal, the curricular adaptations implemented, the characteristics of the pedagogical pairing, and the connection between knowledge from the labor field and general education subjects. We situate this approach within the framework of the debates and challenges that the field of adult education in Argentina has historically faced.
Copyright (c) 2025 Noelia Bargas, Mariel Onnainty, Diana Vila, M. Eugenia Cabrera https://creativecommons.org/licenses/by-nc-nd/4.0
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams
This work presents a preliminary inquiry to management teams of high-level adult education centers in the province of Buenos Aires, to provide feedback on the writing of the new curricular proposal for this level of the modality. Since 2021, data was collected from a consultation device that included 400 management teams. These inputs were obtained from exploratory dialogues in territorial technical assistance with supervisors, principals, and teachers and, later, after administering a survey, those results were reviewed in regional meetings. The work allows us to observe the perceptions of the management teams about the curricular change, the working conditions of the teaching staff, their pedagogical concerns, the new attendance conditions, and the experiences to be recovered from years prior to its implementation, among other aspects. The conclusion highlights the importance of participatory processes in curricular implementation.
Copyright (c) 2025 Alicia Inés Villa, Daniel Alejandro García https://creativecommons.org/licenses/by-nc-nd/4.0
Mercosur Youth Parliament and Student Participationin Youth and Adult Education
The article analyzes the Mercosur Youth Parliament (PJM) as a student participation initiative within youth and adult education in the province of Buenos Aires. Drawing on the author's experience as program coordinator, it reconstructs its background -from the creation of the MERCOSUR Education Sector to the implementation of the first Parliament specifically for this educational modality in 2021. It examines the stages of participation and the debates on educational inclusion, gender, comprehensive sex education, work, and human rights, understood as experiences of civic education. The analysis is based on a qualitative approach, including the review of institutional documents, materials from participating institutions, and interviews conducted in 2022. The article reflects on the impact of the PJM as a democratic practice and a space for collective construction, highlighting the challenge of translating students' demands into concrete actions that strengthen participatory, situated, and transformative education.
Copyright (c) 2025 María Eugenia Míguez https://creativecommons.org/licenses/by-nc-nd/4.0
Political-pedagogical conceptions for democratization in Secondary Education Centers (CENS) of the Permanent Education for Youth and Adults (EPJA)
This article presents the findings of a research project that began in 2018 and is currently ongoing. Its objective is to study the political pedagogical conceptions and meanings of education present in the practices developed in Secondary Education Centers (CENS) of the Continuing Education of Young People and Adults (EPJA), located in the Metropolitan Area of Buenos Aires (AMBA). The article presents an analysis of a set of conceptions embedded in the secondary level of this modality, which presupposes the presence of educational meanings, discourses, and practices aimed at materializing educational rights and moving toward more egalitarian horizons. Within this framework, the article's purpose is to systematize, make visible, and communicate this set of democratizing pedagogical conceptions deployed in these educational institutions, which are inhabited mainly by working-class populations.
Copyright (c) 2025 Florencia Finnegan, Oscar Graizer, Ana Pagano https://creativecommons.org/licenses/by-nc-nd/4.0
Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
This work is part of a doctoral thesis that studies educational institutions in primary education for young people and adults. It focuses on the study, in its socio-historical context of production, of the jurisdictional curricular design as a regulator of practices in schools, analysing the ways in which it represents education in the modality and the people to whom it is addressed. We find a discourse that articulates elements of neoliberalism and conservative moral positions, in which the population of Santiago del Estero is essentialised and the population demanding the modality is racialised and minoritised, proposing a compensatory type of education. There is an association between these forms of social classification and the interventions proposed to teachers. Thus, from these margins of the Argentinean educational policy, it is possible to re-evaluate the political-pedagogical-didactic and situated reflection on teaching.
Copyright (c) 2025 Raul Esteban Ithuralde https://creativecommons.org/licenses/by-nc-nd/4.0
Curricular Contexts and Their (Re)production: The Case of the FinEs II Primary and Secondary School Completion Program in the Province of Buenos Aires
This article analyzes the FinEs II Plan at a site in the Province of Buenos Aires, Argentina, during 2019, from a perspective that brings together the sociology of education and didactics. It explores the tensions between the official curriculum and the curriculum in action, identifying the emergence of an integrated knowledge code and pedagogical practices committed to the development of critical thinking. Through the analysis of teaching practices, it reflects on the political meanings of the curriculum, the conditions of schooling, and the possibilities for a fairer education in contexts of inequality.
Copyright (c) 2025 Sara Patricia Corzo https://creativecommons.org/licenses/by-nc-nd/4.0
Professional training for young and adult people in Argentina, 2013-2023
The educational experiences of young and adult students are uneven, as society is affected by socio-educational segregation and fragmentation. Within this framework, the study presented examines the specific characteristics of professional training in this mode and how inequality impacts it. To this end, the proposed objective was to analyze professional training in the young and adult education mode in Argentina between 2013 and 2023. Methodologically, the study used a database from the Educational Assessment and Information of the National Ministry of Education. From this, data were collected about: the socio-educational context, age, gender, and geographical area. The conclusions systematize the multiple inequalities found across recent professional training in the young and adult education program in Argentina in recent years.
Copyright (c) 2025 María Eugenia Vicente https://creativecommons.org/licenses/by-nc-nd/4.0
Introduction by the co-editors of the Dossier
Copyright (c) 2025 Alicia Inés Villa, María Eugenia Míguez https://creativecommons.org/licenses/by-nc-nd/4.0
Previous intergenerational relationships, interest in working with older people and their relationship to negative stereotypes towards old age in students of Psychomotricity and Psychopedagogy of the Provincial University of Córdoba (UPC)
Even though there are perspectives that allow us to integrate the notion of old age and aging into a multidimensional, multidirectional, and multicausal view, we can find stereotypes toward older people in society that influence the healthcare professionals responsible for their care. The article is based on data from a previously conducted research project (Guzmán et al., 2021), which had a non-experimental, exploratory, cross-sectional, quantitative design and investigated the relationship between interest in working with older people among students of Psychomotricity and Psychopedagogy of the Provincial University of Córdoba (UPC). The results show a relationship between negative stereotypes and the students' prior intergenerational contact. This finding confirms previous research and presents interaction with older people as a valid tool for modifying these perspectives toward aging in future healthcare professionals.
Copyright (c) 2025 Elena Raquel Guzmán, Claudia Marcela Carta, Natividad Castellani, Nilda Roque, Camila Jaime, Esteban Moraschetti, Martin Daniel Cipollone https://creativecommons.org/licenses/by-nc-nd/4.0
An overview of Chile's current higher education policy for students with special educational needs (SEN)
This document analyzes Chile's current higher education policy for students with special educational needs (SEN), addressing key concepts and the related legislative framework. It recognizes that formal educational processes are essential for social and cultural integration, and that state policies are crucial for ensuring support and equity. From a theoretical perspective, authors of diverse nationalities and Chilean laws, identifying gaps and opportunities for improvement. The methodology is based on documentary analysis, examining support, accessibility, and continuity strategies from the perspective of educational guidance, citizenship education, and the curriculum in higher education. The purpose is to offer tools, analyses, and proposals that strengthen access, continuity, and job placement for students with special educational needs (SEN), contributing to their personal development and the progress of society as a whole.
Copyright (c) 2025 Pedro Andrés Villarroel Bravo https://creativecommons.org/licenses/by-nc-nd/4.0
The challenge of curricular change in teacher training in Uruguay
Current events place us in contexts of change, the global stage, in a mega-cognitive, technological, digital, multicultural, and plural society, characterized by uncertainty, conflicts, dilemmas, doubts, divergences, and mutability. The growing gap between education and society calls for reflection, especially, in the context of the major changes promoted in Uruguay, since 2023, through a curricular transformation. This curricular change is oriented toward a learning-centered paradigm, based on the development of competencies, seeking a closer connection between contemporary social demands and educational practices. This paper aims to conduct a documentary survey that allows for reflection on the need for curricular change in the initial teacher training educational model. This innovation is manifested in new pedagogical formats, the emergence of new teaching and learning contexts, and an indispensable redefinition of the role of students for the achievement of authentic centrality.
Copyright (c) 2025 Beatriz Peláez Bonfrisco https://creativecommons.org/licenses/by-nc-nd/4.0
A pragmatist reading of educational research
This article outlines some reflections on two questions: a) what is educational research? and b) what distinguishes pedagogy from the educational sciences? This work does not attempt to answer these questions; instead, it hopes to clarify some epistemological and methodological assumptions that must be addressed in order to outline some kind of response to the questions that guide this work. This article aims to reveal the implications of the assumptions surrounding these questions, from a pragmatic perspective on science and research. In this sense, it is considered that some reflections by Richard Rorty, Thomas Kuhn, and Roberto Follari can contribute to understanding the different ways of conducting educational research or the type of decision involved in considering such research as pedagogical or scientific.
Copyright (c) 2025 Juan José Ramírez https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2025 Eva Crinejo https://creativecommons.org/licenses/by-nc-nd/4.0
Pedagogical leadership in pandemic. Challenges and learnings
The pandemic involved reinventing the school format using various strategies to guarantee continuity in teaching. The transformations in pedagogical leadership in secondary education in Uruguayan Catholic schools were explored (in 2021), analyzing six dimensions proposed by Robinson (2019). Seventy-four managers nationwide were surveyed using quantitative-qualitative techniques, and interviews were conducted with an intentional sample in six schools. Their perceptions, as key actors, regarding the decisions and strategies applied, as well as the accomplishments, difficulties, and learning experiences, showed significant changes in pedagogical leadership during the pandemic. It involved adjusting goals and expectations with teachers, accompanying replanning, providing training and support to navigate virtual technological environments. It favored the emergence of new leadership, enhancing teaching coordination and networking. In addition, it required socioemotional support for the members of each educational community to encourage active commitment and to sustain educational continuity with new school-family links.
research, leadership, school environment, school management, educational guidance
Copyright (c) 2024 Isabel Achard, Analí Baráibar https://creativecommons.org/licenses/by-nc-nd/4.0
Incidence of motivation towards learning and educational expectations of Uruguayan 3rd-year high school students
Just by the end of the last century, the Social Sciences have begun to take an interest in socioemotional skills; especially, in motivation for learning by reporting the incidence that this has on educational performance (Santos and Primi, 2014, Farrington et al., 2012). In this study, our objective is to know the incidence of learning motivation on the educational expectations of high school students. To do so, we start from a quantitative methodology by analyzing the Aristas Media 2018 survey (Instituto Nacional de Evaluación Educativa [INEEd], 2018] to a representative sample of students in 3rd year of high school that evaluates performance in Mathematics and Reading in Spanish. The main findings are that only intrinsic motivation has an impact on short-term educational expectations, while intrinsic and extrinsic motivation to Mathematics have an impact on long-term expectations, taking into account variation effect of other factors.
motivation for studies, Uruguay, social inequality
Copyright (c) 2024 Andrés Wilkins Masse https://creativecommons.org/licenses/by-nc-nd/4.0
Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
Cognitive Development (CD) and Academic Performance (AP) of children who presented perinatal and social vulnerability risk factors are a topic of interest in health and education. Therefore, the aim of this research is to characterize CD and AP of a population with these characteristics, which was accompanied by professional interventions from the transdisciplinary follow-up team. Information was collected from pediatric and psychopedagogical medical records of thirty patients. The WISC IV Intelligence test was used; school reports were requested, and a socio-economic level survey was administered, which included information regarding stimulating learning at home. Most of the children showed average levels in CD and good AP. Socio-environmental factors and received interventions associated with them were identified. Early transdisciplinary interventions (ETI), contextualized and long-term, are favorable for DC and DA. Consequently, they should be considered in follow-up programs for similar populations.
Dossier temático: Desafíos actuales en la Psicopedagogía
perinatal history, cognitive development, academic achievement, social vulnerability
Copyright (c) 2024 María Julia Giulianelli , Marianela Cabral https://creativecommons.org/licenses/by-nc-nd/4.0
Educational trajectories in a Jesuit university
In this paper, we propose to share the way in which the academic trajectories of young people pursuing a career at the Catholic University of Cordoba are accompanied. These students, from the beginning of this stage, face the challenge of acquiring the necessary skills to succeed in their career, and, for this, it is necessary the construction of the university student's job. In it, we mention the difference between the practices of high-school students and the demands of university learning. We point out the characteristics of today's young people, and, taking into account their singularities, we describe strategies of orientation and psychopedagogical accompaniment, implemented at the university to support students in their trajectories. Finally, we situate our proposal from the humanistic approach to education in a Jesuit university, which seeks the integral growth of the person and his or her commitment to society.
student, university, intervention, Psychopedagogy
Copyright (c) 2024 Rosana Carina Enrico , María Guillermina Martínez https://creativecommons.org/licenses/by-nc-nd/4.0
Professionalizing practices: Knowing and psychopedagogical knowledge
We understand that the constitution process Psychopedagogy occurs from a constant dialogic relationship between theoretical conceptions and professional interventions, from which a two-dimensional disciplinary field is formed in the sense that it is simultaneously constituted as an explanatory field of the problems it addresses and practical field of intervention. We understand that the training of future psychopedagogues requires the acquisition of knowledge, skills, attitudes, and dispositions, which make up the psychopedagogical knowledge, which enables professional intervention. This document presents the training proposal from two chairs of the Bachelor's Degree in Psychopedagogy at the Catholic University of Córdoba, articulated to a University Social Responsibility program. To this end, the document has three sections. The first one explains disciplinary issues and epistemological aspects that support the curricular proposals of the chairs. In a second section, an account is given of what is understood as professionalizing practice in the training of psychopedagogues. In the last one, the curricular proposal offered is presented.
Psychopedagogy, training, professional practices, social responsibility
Copyright (c) 2024 Elisa Emma Azar https://creativecommons.org/licenses/by-nc-nd/4.0
The construction of knowledge from academic research projects
Research has always been a challenge and, in the social imaginary, it is a task carried out by expert professionals, with extensive mastery of theoretical and methodological issues. This means that research practice is presented as a utopia that is, sometimes, unachievable by those who do not have the aforementioned expertise, distancing it as an alternative for intervention and articulation between theory and the contributions provided by the context. In this work, it will be presented how, from the Career of Bachelor in Psychopedagogy of the Catholic University of Santiago del Estero and thanks to the proposal generated from the Prosecretariat of Research of the Faculty of Health Sciences, the research processes, tied to the chairs of the curriculum, made it possible for both teachers and advanced students to carry out processes of inquiry into reality, from a psychopedagogical position, and, at the same time, to develop complex competencies linked to the research.
Copyright (c) 2024 Eliana Neme https://creativecommons.org/licenses/by-nc-nd/4.0
Assessment of risk factors and intervention strategies regarding suicide and suicide attempts in adolescents aged 15-24 in the city of San Francisco (Córdoba, Argentina)
The following article offers an exhaustive study on the problem of suicide in adolescents, assessing the most relevant risk indicators in the most vulnerable age group, considered between 15 and 24 years of age. This study has been carried out by students and teachers from the University of Social and Business Sciences (UCES) in the city of San Francisco (Córdoba, Argentina), and, also, it offers possible intervention strategies to facilitate detection and prevention in significant contexts, particularly, in social, family, and/or educational environments.
meaning of life, risk factors, health promotion, life skills
Copyright (c) 2024 Cecilia Barovero , Érica Paola Roldán https://creativecommons.org/licenses/by-nc-nd/4.0
Sociological Theory in the curricular framework of Psychopedagogy training
The purpose of this work is to describe and interpret the pedagogical experience that, from the curricular space of Sociological Theory, as a social science, epistemological, methodological, theoretical, and ethical perspectives are deployed to address the object of study of Psychopedagogy, and to intervene regarding the social subject in a learning situation. Sociology, as a teaching space, together with other pedagogical spaces, enriches the career of professionals in Psychopedagogy, and it recognizes a set of tensions that accompany the interaction processes between various disciplines of the Social Sciences. An attempt is made to provide lenses from which to look dialectically at the learning subjects and all those who intervene in this process, with possible readings of the multiple, diverse, and complex social reality. A search is recognized to define the intersection of disciplinary fields of the Social Sciences, where many come into relationship, such as educational, sociological, historical, and psychopedagogical fields, among others.
learning, syllabus, Sociology, Psychopedagogy
Copyright (c) 2024 Adriana Carlota Di Francesco https://creativecommons.org/licenses/by-nc-nd/4.0
Current status of the undergraduate academic offer of the Psychopedagogy program in Argentina: its geographical distribution and degrees offered
In this article, we present a record of the current state of the undergraduate academic offer of the Psychopedagogy degree in the country. It aims to identify national, provincial, state, and private universities that offer Psychopedagogy degrees, according to their geographical distribution and the degrees offered. The possibility of having a unique registry of our discipline will allow its distribution in the academic environment and in society, and it will be material of access for students interested in studying the career, for admittance activities to the universities that offer it, for chairs where the history of Psychopedagogy is approached, among others.
academic offer, degrees, geographic distribution, Psychopedagogy
Copyright (c) 2024 Vanesa Cayuqueo , Alina Tovani https://creativecommons.org/licenses/by-nc-nd/4.0
Degree Theses: Research Topics. Psychopedagogy Degree Programs at National Universities
This article presents a systematization and analysis of graduate theses carried out from 2010 to 2022 in four national public universities, where only one aspect of them was considered: the title of the thesis. We understand graduate theses as authentic research works, where students demonstrate methodological skills and knowledge about their discipline. At the same time, they reflect the cognitive interests of each academic unit, since they are developed within the framework of training and are directed by their teacher-researchers. In this sense, we believe that it is significant to explore this type of work since it can contribute to the research-psychopedagogy relationship, and install the dialogue between the different scientific productions. Likewise, its results may be useful for decision-making in curriculum changes and to promote the development of new topics of study in the discipline's research groups.
theses, Psychopedagogy, state university
Copyright (c) 2024 Sandra Bertoldi , Liliana Enrico https://creativecommons.org/licenses/by-nc-nd/4.0
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses
This work analyzes, from an interpretive approach, the context of academic knowledge production in Psychopedagogy, based on the documentary analysis of eleven (11) doctoral theses. Previous analysis categories were established: Research training; motives and expectations that inspired the beginning of the doctoral career; training on disciplinary aspects from which research ideas emerge. For this analysis, two instruments were constructed: a self-administered questionnaire and a documentary observation guide. The results allowed us to identify emerging categories, such as: factual object of research, new epistemic models, predominant fields, and operational themes, aimed at improving professional intervention. It is concluded that the doctoral trajectories were of bifurcation and crowning, with little training in research, and that the works fulfill the purpose of producing knowledge that responds to professional practices, from a predominantly neopositivist epistemology, with a breadth of epistemic frameworks.
research, thesis, knowledge, postgraduate studies
Copyright (c) 2024 Mariana Facciola , Natalia Petric https://creativecommons.org/licenses/by-nc-nd/4.0
Educability, Social Inequality, and Cultural Diversity: An Analysis from the Sociological Perspective of Néstor López
The article, the result of ongoing bibliographic research, addresses educability from the sociological perspective of Néstor López. He argues that educability is not inherent to individuals, but depends on the interaction between the conditions students bring with them and the expectations of the school. The analysis highlights two fundamental gaps that affect educability: the economic gap, related to material inequalities and family support, and the cultural gap, linked to identity differences and the treatment they receive within the educational system. López proposes that both the family and the State play key roles in creating the necessary conditions for educability. The State must ensure resources and social welfare, while schools should adapt their expectations and pedagogical practices to the realities of students, rather than expecting them to conform to the "ideal student".
educability, school trajectory, social inequality, cultural diversity, school
Copyright (c) 2024 Iván Bussone https://creativecommons.org/licenses/by-nc-nd/4.0
Reflections on inclusion, educational inclusion and inclusive education
This article attempts to show some reflections on inclusion, educational inclusion, and inclusive education. These concepts play an indispensable role in the educational practices of different academic systems. The diversity of students has demanded the creation of new forms of pedagogical work in classrooms. Due to this, new policies have been created, designed, planned, and implemented to benefit educational inclusion and inclusive education. Moving towards educational inclusion and inclusive education, as educators, will allow us to continue thinking about new ways to achieve a full and quality education for all students.
inclusion, educational inclusion, inclusive education, inclusion processes, teacher
Copyright (c) 2024 Rocío Narváez https://creativecommons.org/licenses/by-nc-nd/4.0
Importance of teacher training: assessment of students of teaching careers at a public university
The initial training process aims to train professionals capable of performing in the workplace. The objective of the study was to describe the assessment of teacher training at a public university (Córdoba, Argentina) from the student perspective (N=254), of four teaching courses that involve artistic-corporal knowledge and practices. Using an ad-hoc questionnaire, some indicators of the training process were investigated, such as difficulties in taking the course and satisfaction with the training received. The level of difficulty of all training fields is rated as moderate, being higher in teaching practice. There is greater satisfaction with training practices than with theoretical and methodological teaching. The level of conformity seems to be linked to the reasons for choosing the course: personal taste and specific corporal practices. It is concluded that the assessment that students make of their training is positive in all courses.
teacher training, student assessment, training fields
Copyright (c) 2024 Gustavo Orlando Ranzuglia , Leticia Elizabeth Luque https://creativecommons.org/licenses/by-nc-nd/4.0
Knowledge Accreditation and Digital Inclusion in Uruguay: the impact of digital skills on the approval of AcreditaCB
This article presents some findings on the impact of the digital component on the performance and success of young people and adults who seek to accredit basic secondary education in Uruguay through the AcreditaCB test. The aim of the research that supports this article is to explore if the fact that the test is taken online, especially in a computer, represents an additional difficulty for the people who take it. It is concluded that digital skills and the frequency of computer use are the most relevant variables to approach the phenomenon. The work intends to give some answers not only for the implementation and evaluation of these political actions, but of all those that contribute to the citizenship training of people, which, in these times, undoubtedly, implies considering the digital dimension.
digital skills, knowledge accreditation of knowledge, youth and adult education
Copyright (c) 2024 Lorena Cousillas, Alicia Dambrauskas , Marcelo Morales , Laura Ruiz , Andrés Wilkins https://creativecommons.org/licenses/by-nc-nd/4.0