Hachetetepé. Scientific journal of Education and Communication

Presentation. Fortune favors the bold

Víctor Amar — 2025-11-08

The booktrailer as a virtual epitext in the promotion of non-fiction picture books. A case study

Blanca Florido Zarazaga — 2025-06-29

This research addresses the potential of non-fiction picture books (NFLs) and booktrailers as tools to encourage the reading habit in primary school pupils, in a context where a low motivation towards reading is detected due to various factors. It is highlighted that LINFs, due to their intrinsic and extrinsic characteristics such as careful aesthetics, scientifically rigorous texts and playful elements, facilitate access to knowledge and develop critical thinking, while the booktrailer, as an audiovisual resource, can capture the attention of students and promote reading from a creative perspective. The research, with a mixed approach and a pre-experimental design, was carried out with students of the Primary Education Degree at the University of Cadiz. The results reflect a majority interest in the use of technology in the classroom, although with little previous training in digital competence, and a positive assessment of the booktrailer as a motivating teaching resource. The experience contributed to the development of digital skills, the positive perception of the use of ICT in teaching and the integration of reading with the Sustainable Development Goals.

Perceptions of students and faculty on online master's thesis supervision: the case of the International University of Andalucía

Ernesto Colomo Magaña — 2025-07-30

The Master's Thesis represents an academic milestone for students, with the roles of supervisors and program coordinators being crucial—especially in an online format. The aim of this study is to understand the evaluations of the coordination, supervision, and defense processes of the Master's Thesis in an online program, as well as the influence of various factors on these evaluations. To this end, an ad hoc questionnaire was used, completed by 21 supervisors and 45 students. The results show moderately satisfactory evaluations, with positive emphasis on the design and type of thesis, as well as the defense process. In contrast, the coordination, supervision, and overall satisfaction with the process received lower ratings. While being a faculty member led to significant differences in perceptions regarding coordination, supervision, and overall satisfaction compared to students, gender had no significant impact on the evaluations. Additionally, having had a supervision session specifically dedicated to the defense led to significantly better evaluations of the defense process. In conclusion, the coordination and supervision processes of an online Master's Thesis should improve the definition of their roles, taking into account the specific characteristics of online students.

Student perception of organizational change, university communication and competence-based education

Maria Virginia Bon Pereira — 2025-09-15

This study investigates students' perceptions of the internal organizational communication process for managing educational model change in a higher education institution. The research is exploratory and descriptive, in which, using a quantitative methodology, a self-administered survey was applied to a student sample of 200 people to ascertain their perceptions of the change in the educational model from objectives to competencies and the organizational communication that took place on this subject, considering the formal channels of university communication. The main findings revealed a significant difference between perceptions and knowledge of the competency-based model in the first half of the professional career compared to the second half. It is concluded that organizational communication efforts should be reinforced in the first half of students' careers through awareness-raising and the timely dissemination of institutional information, both pedagogical and didactic. Based on the results, proposals for improvement in the management of organizational change through effective communication strategies are put forward.

Innovative communication in education: digital strategies in multicultural Montessori communities

Erica Pamela Köchig — 2025-10-18

: Communication within the educational community is a key element of effective teaching practice. In large cities like Berlin (Germany), cultural diversity and linguistic variety add complexity to the communication process between educational institutions and families. This case study aims to document the experiences of the educational community at the Casa de Niños of Kita Bilinguale Kinderhäuser, part of the Montessori Stiftung Berlin, during the 2022–2023 school years. Through participant observation, informal interviews, and document analysis, both formal and informal interactions within the center were analyzed to identify communication challenges and opportunities. The phases of the project—diagnosis, planning, implementation, and evaluation—were structured following a continuous improvement approach, with systematic monitoring and the use of digital tools, checklists, and meetings. The findings highlight the importance of establishing effective communication channels, prioritizing the urgency of topics, and promoting timely responses that help prevent conflicts. The study also underscores the value of teacher training in assertive communication strategies tailored to multicultural environments. Future research could explore the scalability of this intervention model in other diverse educational contexts, incorporating digital technologies to strengthen community cohesion.

Artificial Intelligence in education: a communication student perspective

Damaris Zazueta-López — 2025-11-01

Artificial Intelligence (AI) is increasingly present in various sectors of society, and education and the media are no exceptions. Therefore, universities must begin preparing their Communication Sciences students to face future challenges, as well as the needs of businesses and society. The objective of this research was to understand the perception and use of different AI tools by students of the Bachelor's Degree in Communication Sciences at the Universidad Autónoma de Sinaloa, and to determine whether they are already using AI in their educational process and what benefits it has provided them. A quantitative, descriptive study was conducted with a convenience sample of 43 students. Atlas.ti was used for data processing. The results reveal that although students are familiar with AI and have begun to incorporate some of its tools into their educational process, its integration is still limited. This suggests the need to strengthen training in digital competencies to make more effective use of these emerging technologies.

Gamification and disinformation: critical analysis of their representations and challenges for digital inclusion in diverse contexts

Aura María Torres-Reyes — 2025-11-07

The expansion of digital disinformation has generated new forms of informational exclusion that unequally affect different populations. In this context, gamification has been proposed as a strategy to foster media literacy and counteract the effects of misinformation. This interpretative qualitative study, based on content analysis of scientific literature (2011-2025), explores how gamification is represented in the face of misinformation, addressing epistemological, ethical, participatory and political dimensions. The results show a predominance of educational purposes, a hybrid (technocentric and sociocultural) representation of misinformation and a mostly positivist epistemological approach. Although gamification appears as a transformative tool, tensions emerge that highlight its potential to reproduce or challenge symbolic and participatory inequalities. It is concluded that gamification, far from being neutral, must be rethought as a device that can promote or limit digital inclusion, the recognition of diversity and innovation in social intervention.

Conditioning factors and facilitators in virtual education: the case of the CPECH pre-university study – Chile

María Teresa Wulf Salinas — 2025-11-07

The present study focused on analyzing the experiences of teachers and students in a virtual pre-university education program, with the purpose of identifying the elements that condition and facilitate the academic performance and permanence of students in this educational modality. The research was carried out during the year 2023 at the CPECH Pre-University School in Chile, using a qualitative methodology with a case study approach.
Data were collected through focus groups with teachers and students, with group sizes ranging from 4 to 6 participants. In addition, online questionnaires were administered to a sample of 31 teachers and 28 students. Data from the online focus groups was analyzed using Atlas Ti software, version 8. Quantitative data obtained from the questionnaires were automatically processed using Google Forms, while open-ended responses were analyzed qualitatively. In this context, virtual education emerges as an educational modality with transformative potential in teaching and learning, but it requires a comprehensive vision.