Vol. 1 No. 17 (2026): Educab-Revista de Educación
We are pleased to present the seventeenth issue of Educab-Journal of Education. Reaching this issue is a source of pride for our team, and it also recognizes the space this journal has gradually carved out for itself within the ecosystem of peer-reviewed publications in Venezuela and Latin America. This effort takes on even greater significance in 2026. We began this year with upheavals, reverberations, and shifts in the configuration of the political system, with foreseeable effects yet to be fully assessed on the education system. Just as this reality was being assimilated into society, nature struck with the earthquakes of June 24th, causing profound damage in Vargas state and other parts of the country, resulting, according to UNICEF Venezuela, in the destruction of 437 schools nationwide. This number of schools represents more than 157,000 children and adolescents without a place to begin the 2026-2027 school year, as well as more than 7,000 teachers without a space to carry out their pedagogical practice.
This clearly demonstrates the need to sustain the commitment, effort, continuity, and dedication of the Venezuelan academic community in the field of educational sciences, especially during this time of worsening complex humanitarian emergency declared in the country in 2019. The year 2026 requires a thorough understanding of the concept of education in emergency contexts. It reaffirms 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 the way to build new paths toward consolidating the quality of education, with the added benefit of developing it in unconventional spaces, particularly those serving Venezuelans who have lost everything and are left with only their lives.
That said, this issue was being finalized in the context of the June 24th earthquakes. Therefore, it features articles more closely associated with proposing and describing experiences of change bordering on innovation—precisely those necessary transformations that directly impact pedagogical practice, in order to understand it from an innovative perspective. We can find three sections in this seventeenth issue: AI in education, educational policies, and successful experiences of innovation in educational processes.
It is always worth remembering that this issue of Educab would not have been possible without the important contribution and insights of the reviewers and the Editorial Board. We also want to 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 educational field, which is ultimately Educab's central objective.
