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Ámbito Jurídico de la Inteligencia Artificial en la Educación Superior
(UNASA, 2026) Mónica Zoraida Luna de Acosta
This article presents a thoughtful analysis of some regulatory references for the use of artificial intelligence (AI) at the international level, applied to higher education, with an emphasis on internal regulations in El Salvador, through an analysis of legal theories: legal positivism, natural law, legal criticism-feminism, and legal and contemporary hermeneutics. The approach begins from a fourth-generation human rights perspective, which includes the human right of access to artificial intelligence. Therefore, a referential review was conducted of how this right is beginning to be regulated in different parts of Latin America and Europe, focusing on the area of higher education and the challenges it presents in the training process and for educational institutions. This leads to a transformation of teaching methods and how it should impact training through honest and ethical practices by professors and students.
Apropiación del Espacio Público en la Educación de Arquitectura y Urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Sarai Montiel Escandón, Aurora Fernández Mayo
This chapter is based on the hypothesis that integrating the concept of "appropriation of public space" into architecture and urban planning education can enhance the quality of learning and foster the creation of public spaces that are not only functional but also socially conscious. It explores the relevance of spatial appropriation in the training of future architects, addressing the fact that many curricula focus primarily on functional, technical, and aesthetic aspects while overlooking the social interactions that define public space. The study draws on a literature review that—while extending beyond the fields of architecture and urban planning—prioritizes the impacts of spatial appropriation and the ways inhabitants interact within public spaces. Key authors include Gehl (2014), who discusses public space interactions and human-scale urban life, and Pallasmaa (2006, 2018), who contributes insights into the sensory experiences of inhabitants. The chapter also considers Lynch (1976), who explains the collective imagination and its significance, describing city symbols as essential for creating meaningful spaces. Furthermore, authors such as Lefebvre (1976) and Koolhaas (2014) address the relationship between public space and the ways inhabitants make it their own, highlighting the importance of urban identity and the social relationships that emerge from interaction within these spaces. Similarly, Alexander (1976) advocates for citizen participation as a design process to improve the user experience of space. By comparing and synthesizing these theories, the chapter aims to identify the best ways to integrate the concept of appropriation into the student learning process. These diverse perspectives offer a basis for proposing teaching methods and recommendations that incorporate inhabitant participation and ensure that design remains grounded in the reality of the surrounding environment. This approach raises questions that guide the chapter's discussion: How does empathy impact the understanding of architectural design and thereby foster public spaces that meet the community's needs? In what ways can the inhabitants' appropriation of public space reshape how architects conceive urban design? What teaching strategies could be implemented in architectural training to help students identify the symbols and meanings that inhabitants attribute to public spaces? These questions go beyond merely challenging the pedagogical aspects of architecture; they also point toward improvements in the training of architecture students—particularly regarding design processes—aimed at creating public spaces that are participatory, inclusive, and responsive to the needs of the inhabitants.
Arquitectura social enseñanza y aplicación para los arquitectos en formación
(Red Académica Internacional de Investigación (RIIA), 2025) Mariajose Aguilar Díaz, Josefina Cuevas Rodríguez
In recent years, the architecture degree programs at private—and occasionally public—universities in Tuxtla Gutiérrez, Chiapas, have focused on training architects primarily for the production of residential, commercial, and government buildings, often lacking a social dimension. Consequently, between 2015 and 2020, project-based collaboration was integrated into the curriculum to assist vulnerable communities on the city's outskirts and in nearby rural areas. Under the guidance of faculty members specializing in the relevant subjects, these initiatives reinforced students' skills in design, sustainability, and structural judgment, ultimately fostering a paradigm shift toward alternative approaches to architectural practice. This new perspective on the architect's professional role encourages students to explore diverse ways of using their skills to support society—such as performing community service with civil society organizations or engaging in projects that innovate to improve living environments. Broadening horizons into these areas—which are often largely unexplored during standard academic training—strengthens students' professional ethics and their commitment to society, the environment, and cultural contexts. As educators and mentors, it is crucial to create environments that foster creative student participation and—as discussed in Chapter 2, "Social Architecture: Teaching and Application for Architects in Training" (pp. 35–50) by Mariajose Aguilar Díaz and Josefina Cuevas Rodríguez—instill in young people the desire to become agents of change; the goal is for them not merely to judge the realities of their society, but to become active participants in improving those realities. The advisory process for these socially impactful architectural projects was led by three faculty members from the Universidad Valle de México (Tuxtla Campus) and the Universidad Autónoma de Chiapas. The approach was grounded in the theoretical foundations of courses such as sustainable architecture, architectural design, construction processes, and a zero-impact materials workshop; however, since no specific course addressing this aspect existed in the curriculum, a program was created to incorporate it through vertical workshops comprising students from various year levels. The "learning-by-doing" methodology was employed; a key benefit of this approach is that it exposes students to real-world societal conditions, allowing them to apply the skills they have acquired to seek optimal solutions rather than simply working with hypothetical scenarios provided by their professors. Through this method, students develop leadership, empathy, responsibility, commitment, social awareness, and resilience, while using their knowledge to assist families and organized community groups in need. Work was carried out in the "Los Yukis" settlement on the outskirts of Tuxtla Gutiérrez, as well as in the municipalities of Chiapa de Corzo, Berriozábal, Jiquipilas, Zinacantán, and Amatenango del Valle, all within the state of Chiapas. Consequently, the objective of this research is to demonstrate the existence of learning methods beyond the traditional classroom and to highlight their impact on the development of architectural practice. It does so by analyzing, adapting, and reinterpreting the actions taken, while also recognizing alternative ways to practice architecture.
Cartografía de la exclusión: mujeres en antologías poéticas salvadoreñas (1910–2020)
(UNASA, 2026) Claudia Reneé Meyer Pacheco
The article examines the representation of women in 28 Salvadoran poetry anthologies published between 1910 and 2020. A documentary mapping was conducted, classifying anthologies as mixed or exclusively female and quantifying women’s participation. Results reveal persistent underrepresentation: only five anthologies featured solely female authors, and in mixed compilations women averaged 27.7% of contributors. This imbalance reflects exclusionary canon-building practices. The discussion highlights the need for gender-focused cultural policies to ensure sustained visibility and legitimization of Salvadoran women poets. The study also outlines future research pathways to deepen the analysis of these structural gaps. This article was originally published in the 2025 Congress proceedings: Scientific and social innovation for sustainability.
Competencias investigativas en docentes de educación superior privada de El Salvador
(UNASA, 2026) Raúl Alfredo López Tobar
Research is essential for ensuring academic quality and strengthening knowledge generation in higher education. This study describes the level of research competencies among 121 faculty members from five private universities in El Salvador. Three dimensions were evaluated: problem formulation, methodology, and scientific dissemination. Results show that 58% hold a master’s degree, 5% a doctorate, and 37% only an undergraduate degree. Overall, 57% reached a medium level of competencies, and only 18.2% achieved a high level. Significant gaps persist, particularly in doctoral training and dissemination skills, limiting the development of a solid research culture. This article was originally published in the 2025 Congress proceedings: Scientific and social innovation for sustainability.
Cultivo Concertado vs. Crecimiento Natural Nuevas narrativas en Educación Superior Caso de estudio Centro Universitario de Sur Oriente -CUNSURORI-USAC
(Red Académica Internacional de Investigación (RIIA), 2025) Olga Edith Ruiz
Addressing the issue of inequality within higher education is complex, as it involves—among other things—predictors of academic success and failure (such as socioeconomic status, gender, and ethnicity). When viewed through an intersectional lens, these factors foster and exacerbate social exclusion in impoverished countries. Consequently, the concepts developed by Annette Lareau—"concerted cultivation" versus "natural growth," as used in her 2001 study *Unequal Childhoods: Class, Race, and Family Life*—can be applied to a society like Guatemala’s, which is characterized by profound inequalities, exclusion, discrimination, and violence in all its forms. According to Lareau (2001), "concerted cultivation" refers to families where parents possess a middle-to-high socioeconomic status and a high level of education; they provide their children with favorable conditions for schooling and social interaction across various spheres (school, religion, sports, politics, social clubs, etc.). This allows children and young people to absorb their surroundings and apply these experiences to their daily lives, giving them a significant advantage over peers whose parents have low socioeconomic status and less education—a pattern Lareau (2001) terms "natural growth." This latter pattern acts as a negative factor in the development of children and young people, as they lack the resources to expand their social circles or access experiences that foster broad personal growth and the full development needed to succeed in the school system (Ferrada, 2018). These conditions are referred to as "new narratives." A comparison will be drawn between students in the Social Work program (at both the Technical and Licentiate levels) and university students in the Agricultural Production Technician and Agronomic Engineering programs at the Southeastern University Center (CUNSURORI) in Jalapa—part of the University of San Carlos of Guatemala (USAC)—drawing on a prior study of the University Center students' socioeconomic profiles conducted between June and November 2023. Lareau’s theory allows for a deeper understanding of the challenges faced by young people from disadvantaged socioeconomic backgrounds and facilitates the development of proposals to improve their educational outcomes within the framework of these new narratives. educational narratives.
Desarrollo sostenible: tendencia ambiental e incidencia en la arquitectura y el urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Carlos Urcino Pérez Montuy
Environmental degradation in the modern era has prompted a shift in understanding regarding sustainable development principles within the professional training of architects and urban planners—training that underpins environmental education. This shift is linked to built-environment design proposals that aim for ecological balance in line with current challenges. However, these challenges require acknowledging the complexity of environmental issues in professional practice, particularly where architectural design projects are disconnected from sustainable development principles, thereby hindering the realization of a sustainable habitat. Consequently, the overexploitation of natural resources and environmental pollution in recent decades have driven ecosystem degradation, constituting a major issue of the 21st century; this situation compels a rethinking of human impact on nature, given the environmental imbalances affecting people's lives. Although the precise epicenter of the environmental crisis remains unknown, events of the modern era—marked by scientific and technological advancement—marked a turning point in the rapid transformation of the environment (Salas-Canales, 2020). The consequences became evident through population migration to urban areas, product industrialization, and the creation of new materials. The industrialization process drove the shift of populations from rural to urban settings, a trend that depleted the natural environment as nature was exploited to construct habitable spaces (Sun et al., 2018). Thus, the educational setting serves as a crucial venue for raising awareness about the contemporary issues straining global environmental balance. It focuses on human development and fostering new approaches to how future professionals operate—moving away from a reductionist view of the environment that treats natural resources merely as commodities for irrational consumption at society's disposal.
Ecoaldea, una alternativa para la arquitectura sostenible en Guatemala
(Red Académica Internacional de Investigación, 2025) René Oswaldo Gómez
Ecovillages represent a viable alternative for sustainable architecture in Guatemala. This model not only addresses environmental issues but also fosters social equity and economic self-sufficiency. With appropriate support and the integration of ancestral Mayan wisdom, ecovillages can become a driving force for change toward development that is fairer and more respectful of Mother Earth. Architecture plays a fundamental role in an ecovillage. It is not merely about constructing homes but about designing an environment that respects the local ecosystem and improves quality of life; to this end, sustainable design can incorporate natural and recycled materials—such as adobe, bamboo, and local stone—and employ passive design strategies to optimize natural lighting and ventilation, alongside eco-friendly technologies like rainwater harvesting systems, dry toilets, and solar panels. Integrating permaculture is a viable option, as it provides a framework for designing ecovillages that not only minimize environmental impact but also regenerate the surrounding environment. In Guatemala, this philosophy can be complemented by ancestral Mayan knowledge and their worldview regarding the individual's relationship with nature, land management, and biodiversity. Although the potential is immense, the implementation of ecovillages in Guatemala faces significant challenges, such as the lack of specific regulations for sustainable construction and a scarcity of tax incentives for green architecture projects. There are also social and cultural barriers, including resistance to change due to a lack of familiarity with the model and the high initial costs of implementing sustainable technologies. Proposed solutions to overcome these challenges include environmental education; the promotion of community programs to raise awareness about the benefits of ecovillages; government and private sector support through grants and financing for pilot projects; and interdisciplinary collaboration involving architects, engineers, agronomists, environmentalists, elders, and community leaders in the design and implementation processes. Guatemala possesses the natural and cultural resources to lead the way in creating sustainable communities in Latin America. It is time to join forces and take the first step toward a future in harmony with nature.
Experiencias de personas actores del proceso de enseñanza y aprendizaje en el entorno digital de enfermería en El Salvador
(UNASA, 2026) Paula Yanira Palencia
The general objective of this study was to understand the experiences of individuals participating in the teaching and learning process in the digital nursing environment in El Salvador. Using a qualitative approach with an exploratory-descriptive scope, categories and themes were generated, and semi-structured, in-depth interviews and participant observation guides were conducted. Data analysis was conducted in two phases to enhance the information. The results led to the proposal of theoretical elements for a teaching and learning process in the digital environment that links it to social reality. The contribution is a better understanding of this process. This article was originally published in the 2025 Congress proceedings: Scientific and social innovation for sustainability.
Factores de separación infantil en familias salvadoreñas
(UNASA, 2026) Paola María Navarrete Gálvez
This research was undertaken due to persistent gaps in understanding the preventable factors that lead to child–parent separation in alternative care (Chaitkin et al., 2017). Existing studies indicate a lack of reliable data to identify why children enter, or are at risk of entering, such care (Wilke et al., 2022). Moreover, most available evidence comes from high-income countries (Gale 2018; Martin y Zulaika 2016), leaving important contextual differences unexamined. Crucially, the perspectives of children, young people, parents, and primary caregivers remain largely absent from current knowledge. These limitations hinder the development of effective universal and specialized programmes.
Guía del Autor
(UNASA, 2025-10) Universidad Autónoma de Santa Ana
The Author’s Guide of Universidad Autónoma de Santa Ana (UNASA) establishes the editorial standards, presentation criteria, and formatting requirements for academic submissions, with the aim of facilitating the preparation and peerreview process of scholarly articles. It provides detailed guidance on the submission of various types of manuscripts, including quantitative and qualitative research articles, review papers, reflective essays, case studies, letters to the editor, and editorials. The guide also outlines structural components, citation and referencing norms and the procedures for monitoring and managing the institution’s intellectual production.
Innovación Social y Desarrollo Sostenible: El rol transformador del emprendimiento femenino en el sector turístico de El Salvador
(UNASA, 2026) Cristina del Carmen Estrada Albeño
Tourism in El Salvador has grown significantly, driven by female entrepreneurship that fosters local economic and social development despite persistent gender gaps. This study, based on a mixed method approach and a sample of 103 women entrepreneurs in tourist municipalities of the western region, highlights their contributions to job creation, microeconomic dynamization, and the implementation of initiatives strengthen sustainability and require gender sensitive public policies aligned with Sustainable Development Goals (SDG´s) 5, 8, and 10.
La ética en la investigación de las ciencias sociales: un análisis sobre su aplicabilidad
(UNASA, 2025-01) María Rocío Cubías
This work addresses a summary of relevant topics with the application of ethics in research, taking as emphasis social ethics, which deals with moral principles and values applied to relationships and structures within a society. In this section, the advances in ethical regulations, social ethics and their application in universities were briefly developed. The field of action of social research was also emphasized with the aim of applying good practices in all research. In social ethics it is important to create policies that seek collective well-being, equality, respect, equitable distribution of resources, and the promotion of human rights. In other words, social ethics has its applicability in the construction of fairer, more respectful, supportive, equitable societies that ensure the good of the individual and society.
La simulación clínica como herramienta educativa en tiempos de pandemia
(Red Académica Internacional de Investigación (RIIA), 2025) Evelyn Carballo de Gómez, Carmen Herrera, Roxana Valladares
For many years, clinical simulation has been a significant tool in various areas of higher education training. Afanador (2010) notes that clinical simulation has become highly useful for student training through realistic practice, as it incorporates situations likely to be encountered in actual clinical settings. Consequently, this tool has traditionally been viewed as key to strengthening specific student skills by serving as a precursor to real-world experience; however, this perception shifted radically during the 2020 COVID-19 pandemic. Restrictions on conducting practical training in real-world settings meant that simulation could no longer be viewed merely as a supplement, as opportunities for the hands-on instruction of future health science specialists were significantly reduced. According to Poblete (2021), the commencement of clinical rotations is a pivotal milestone for students in health science disciplines. This is particularly true for nursing, a field that demands comprehensive training based on two core curricular pillars: theory and practice. Together, these components equip students with the knowledge and technical skills necessary to perform effectively and meet the professional demands of the specialty. Furthermore, this type of training fosters the development of soft skills—such as critical thinking and conflict resolution—that are currently in high demand among professionals. Faced with the urgent need to continue their educational programs, many universities chose to implement simulators as tools to ensure the continuity of student training. This was the case for the Universidad Iberoamericana in Costa Rica and the Universidad Autónoma de Santa Ana in El Salvador. This chapter presents the findings of a study conducted at both institutions, involving nursing students who—after gaining experience in real clinical settings—were compelled to transition to clinical simulation environments to continue their training due to the pandemic. The study primarily highlights the students' experiences while underscoring the value of simulation as an effective and efficient strategy for clinical nursing practice. It addresses the new educational realities imposed by the extreme circumstances of the pandemic, prompting educational institutions to innovate by creating remote scenarios that replicate real-world clinical environments.
Libro de Experiencias COIL y Clases Espejo. Tomo 1
(UNASA, 2026) Universidad Autónoma de Santa Ana
This book compiles teaching experiences in implementing COIL (Collaborative Online International Learning) and Mirror Classes methodologies at the Universidad Autónoma de Santa Ana (UNASA). Through the collaborative authorship of faculty members from the Schools of physiotherapy, Nursing, dentistry, and medicine, the first volume of this work examines the impact of curriculum internationalization on higher education in El Salvador. The document offers innovative pedagogical strategies, critical reflections, and practical tools for designing shared virtual learning environments. The experiences presented demonstrate how international academic cooperation breaks geographical barriers, promoting the development of intercultural and technological skills in both students and faculty, thereby consolidating institutional educational innovation.
Lo que nadie nos dice sobre la pérdida gestacional
(UNASA, 2025) Jesica María Galán Alfaro
Pregnancy loss is one of the most common and least talked about social problems, spontaneous or not the mental and emotional impact is the same not only for the woman but also for the family that go with her. Even though this is a very broad topic, we talk a little bit about all the things are involved, and many literatures mention all the signs and symptoms but we have to question what truly a woman experiment. For the 2020 approximately 5717 miscarriages were recorded (OMS, Sexual and Reproductive Observatory, 2021) and it is curious than of all woman some of them are relatives or friends, at this point we can question ourselves what is truly happening whit a pregnancy loss or abortion and how woman handles it but she doesn´t dare to say for fear or shame, let´s delve just a little into the emotions from a different perspective based on a work experience to at last understand what no one says about gestational loss.
Memoria del congreso 2025: Innovación científica y social para la sostenibilidad
(UNASA, 2026) Universidad Autónoma de Santa Ana
This proceedings volume presents the results of the 2025 Congress on Scientific and Social Innovation for Sustainability, organized by the Directorate of Research, Social Outreach, and University Extension of the Autonomous University of Santa Ana (UNASA). The document compiles multidisciplinary research across five thematic areas: Environment and Sustainability; Health, Well-being, and Quality of Life; Transformative Education; Social Development, Humanities, and Quality of Life; Transformative Education; Social Development, Humanities, and Culture; and Graphic Design. The offers a critical diagnosis of the Salvadoran reality within these topics. Its objective is to disseminate knowledge that drives innovative and strategic solutions, strengthening the link between academia, technological innovation, and sustainable human development.
Panorama global de la educación prenatal: análisis bibliométrico de estrategias formativas y su impacto en la salud de la embarazada
(UNASA, 2026) Marlyn Rocío Calidonio Flores, Yanci Yamileth Galdámez Hernández
Prenatal education promotes healthy pregnancies and appropriate childcare practices. Globally, educational strategies are integrated into prenatal care programs, and their implementation by nursing staff strengthens maternal health. The objective of this study was to analyze the scientific output on prenatal education between 1949 and 2024 through bibliometric analysis of 292 records in Scopus, processed using R, Bibliometrix, and Biblioshiny. The results show sustained growth since 2013, with 2024 being the most productive year. Prenatal education is consolidating its position as a key strategy for reducing maternal mortality and improving child health.
Percepción de la población femenina en edad reproductiva del occidente del país sobre las etnoprácticas en el embarazo, parto y puerperio
(UNASA, 2025-06) Jesica María Galán Alfaro, Karla Gabriela Campos Sermeño
This study, conducted by the Observatorio Voz y Vida de Occidente (VYVO) of the Universidad Autónoma de Santa Ana (UNASA), aimed to understand the perceptions of women of reproductive age in western El Salvador regarding ethnopractices associated with pregnancy, childbirth, and the postpartum period. Using a quantitative approach, data were collected through surveys administered in the departments of Ahuachapán, Santa Ana, and Sonsonate, considering variables such as age and educational level. The research revealed the persistence of traditional practices that, despite ongoing sociocultural transformations and the advancement of modernity, remain present in the participants’ beliefs and behaviors. The family was identified as the main source of transmission of this knowledge. The findings provide a basis for developing targeted interventions aimed at improving the quality of life and overall health of women and their children.
Percepción de los conductores de Santa Ana Centro, sobre la aplicación de la vigente normativa de tránsito.
(UNASA, 2025) Isabel Alejandra Flores Quintanilla
The Observatorio Voz y Vida de Occidente (VYVO) of the Universidad Autónoma de Santa Ana (UNASA), conducted a quantitative study in the Central Distric of Santa Ana, aimed at understanding driver´s perceptions regarding the implementation of the current traffic regulations. A non- experimental, cross-sectional desing was employed, using surveys administered to 329 participants. Respondents were asked about road safety, traffic reduction, and vehicle flow. The findings reveled widespread dissatisfaction; drivers did not perceive significant improvements in either road safety or traffic flow. Despite the tightening of penalties, the public expressed discontent with the lack of visible changes. The results indicate a disconnect between the measures implemented by authorities and citizen´s perceptions. However, the study also identifies opportunities for improvement, particularly in strengthening the effective enforcement of regulations, enhancing strategic communication, and promoting participatory road safety education.

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