SAPERES UNIVERSITAS

EDITORIAL

José Gerardo Guarisma Jr. — 2025-09-01

The third issue of Saperes Universitas Magazine in 2025, corresponding to the months of September/December, is aimed at disseminating work carried out on: Technological innovations, pedagogical models, the digital divide, digital literacy, artificial intelligence, hybrid learning, educational innovation, educational technologies, pedagogy, leadership, nursing, soft skills, comprehensive care, innovative strategies, teaching strategies, and innovative open resources.

PREFACE

Cristina Seijo — 2025-09-01

Innovative strategies for hybrid learning include the use of virtual and augmented reality for immersive experiences, the flipped classroom model to optimize face-to-face classes, gamification to increase motivation, and the design of project-based learning experiences that combine face-to-face and digital learning.

Technological innovations to transform contemporary pedagogical models in Panama

Zurel Rivera — 2025-09-01

In Panama’s educational context, there is a significant challenge to incorporate technological innovations that drive the evolution and transformation of contemporary pedagogical models. The main objective of this research was to analyze the impact of such innovations on the transformation of current teaching practices. The study was framed within a post-positivist paradigm, using a mixed-methods approach combining qualitative and quantitative techniques. It was descriptive and exploratory, with a non-experimental field design, applying hermeneutic methods for data analysis. Data collection involved semi-structured interviews with education experts and surveys administered to professionals in the sector. The findings highlight the potential of emerging technologies such as artificial intelligence, augmented and virtual reality, and digital platforms to enrich teaching and learning processes. However, significant barriers were identified, including the persistent digital divide, insufficient digital literacy among teachers and students, the need to transform traditional methodologies, and ethical implications related to technology use. It is concluded that effective and sustainable adoption of these innovations requires ongoing investment in technological infrastructure, continuous teacher training programs, flexible curricular adaptation, and the development of clear normative and ethical frameworks to ensure equitable, inclusive, and quality education. This will prepare new generations to face the challenges of the twenty-first century with strong digital competencies and critical thinking skills.

Educational transformation in Panama: Innovative strategies for the implementation of hybrid learning

Damarys Batista — 2025-09-01

The COVID-19 pandemic accelerated the adoption of hybrid learning in Panama, highlighting the need for technological infrastructure, teacher training, and equitable access. This study analyzed innovative actions for the effective implementation of hybrid learning at the Pre-Middle and Middle education levels. The methodology was based on a documentary and bibliographic review, complemented by a hermeneutic analysis of hypothetical cases to contextualize the findings. The results reveal that, despite the digital divide and socioeconomic inequality, a systemic approach can enhance educational quality and equity by fostering essential 21st-century skills. Key strategies are proposed, such as creating a National Hybrid Learning Plan, training teachers in emerging pedagogies, and designing models adapted to the specific context of Panama. The study concludes that hybrid learning, with a long-term vision and the collaboration of all stakeholders, has the potential to transform education in the country.

Bibliographic Review

Nadeska Gallardo — 2025-09-01

Written by Antonio Torralba-Burrial and Marta García-Sampedro in 2025
According to its authors, this book describes the results of the Spanish team's work on the Erasmus+ OIR (Open Innovative Resources for distance learning) project (2020-1-PL01-KA226-HE-096059), co-funded by the European Union. The main objective of the OIR project was to strengthen the capacity of universities to offer high-quality and inclusive digital education, particularly by improving the forms and methods of training future teachers (including those with special educational needs or belonging to other disadvantaged groups).

Rules and requirements for manuscripts submitted to the journal

Editors — 2025-09-01

Rules and requirements for manuscripts submitted to the journal

Evaluation format for research articles, literature reviews, reflective pieces, short stories, or essays

Editors — 2025-09-01

Evaluation format for research articles, literature reviews, reflective pieces, short stories, or essays