Vol. 1 No. 16 (2025): Educab-Revista de Educación

We are pleased to present the sixteenth issue of Educab-Journal of Education. Reaching this issue is a source of pride for our team, and it also reflects the growing recognition this journal has gradually earned within the ecosystem of peer-reviewed publications in Venezuela and Latin America. This clearly demonstrates the commitment, effort, continuity, and dedication of the Venezuelan academic community in the field of educational sciences, as well as colleagues from other disciplines who approach the study, research, analysis, and reflection on education. It is clear that educating and being educated are highly complex processes to organize, practice, and evaluate, a complexity that extends to their study. Therefore, interdisciplinary work is essential for building new paths toward consolidating quality education.

With that in mind, this issue features articles more closely associated with proposing and describing experiences of change that approach innovation—precisely those necessary transformations that directly impact pedagogical practice—in order to understand it from an innovative perspective. The work entitled "Theoretical Foundations of the Application of Web 3.0 Tools in Education" demonstrates that these tools foster active and collaborative learning, where students become protagonists of their own process, especially with the integration of blockchain technology, which facilitates addressing persistent challenges in educational processes. Following this line of thought, the article "Understanding Generative AI in Educational Environments" reveals that currently there is no conceptual framework for evaluating these technologies, leading to uncertainty among educators when selecting appropriate tools. This research proposes a domain model that articulates the relationships between quality assessment, meaningful teaching strategies, and GAI tools, using documentary methodology and the Unified Modeling Language (UML) to visually represent these interactions.

Without abandoning the space of pedagogical invocation based on technology, the article "Digital Alternatives to Promote the Inclusion and Integration of Children on the Autism Spectrum" analyzes digital tools that contribute to establishing better physical and psycho-emotional conditions for teachers, who are responsible for the integration of neurodiverse students. Therefore, its authors present a series of recommendations that go beyond the digital realm, hoping to align with more recent approaches to psychological development, helping families and schools better support their students and their families.

Now, transcending the digital world, this issue presents three works that address the development of best practices for pedagogical transformation, with a focus on higher quality education. The research supporting the article "Transformative Teaching: Best Practices in Times of Pandemic" analyzed best teaching practices during the 2021-2022 academic year at the Catholic University of Táchira. Their findings indicate that technology reduces learning gaps, ensuring that a large majority of students had access to conceptual, procedural, and attitudinal learning. Meanwhile, the article "Audiovisual Media as a Tool for Teaching Philosophy" advanced the systematization and analysis of the relationship between teaching philosophy and audiovisual media, a key aspect of the Fourth Industrial Revolution. This research proposed a two-pronged study: the first considers the resistance to adapting to and understanding audiovisual media among teachers; the second involves digital natives, who exhibit a rejection of traditional teaching methodologies. Finally, the work developed in Historical Painting, a Meeting Point for Learning employs Universal Design for Learning (UDL), a pedagogical framework that attempts to eliminate obstacles in the learning process, based on the recognition of the variety of learners' needs, in the teaching of Venezuelan history through the analysis of historical painting, specifically works by Juan Lovera and Tito Salas, with the intention of facilitating a better understanding of past events.

As with every issue of Educab-Journal of Education, we present a Teaching Experience, entitled "The History Olympics: A Successful Experience in the Teaching and Learning Processes of Venezuelan History." It recounts the reality of a program aimed at schools in low-income communities, with the goal of improving pedagogical mediation in the teaching of History as a means of fostering citizenship and democratic awareness among 5th and 6th grade primary school students.

It is always worth remembering that this issue of Educab would not have been possible without the important contribution and perspective of the reviewers and the Editorial Board. We also extend our gratitude to the Research Secretariat and the AB Ediciones UCAB Management for their work in producing this issue. We hope that this journal will encourage debate, analysis, and the consideration of new proposals in the field of education, which is, ultimately, Educab's central objective.