Sisyphus — Journal of Education

Educational Research Themes

Sisyphus' Editors — Mon, 30 Jun 2025 00:00:00 +0100

Decoloniality of Being, Power, and Knowledge from the Perspective of Scientific Knowledge Production

Jurandir de Almeida Araújo — Mon, 30 Jun 2025 00:00:00 +0100

This article aims to analyse how decolonial theory, from the perspectives of being, power, and knowledge, can act as an element of tension and resistance, opposing the homogenizing structures of scientific knowledge production, while promoting the recognition and appreciation of multiple epistemologies. A qualitative approach and an exploratory method are adopted, based on a combination of bibliographic research, empirical data, and critical analysis, with the purpose of deepening the understanding of the topic and identifying relevant patterns and nuances within its context. The study highlighted that decolonial theory proposes a horizontal approach, in which different forms of knowledge coexist and enrich each other, recognizing and promoting historically marginalized knowledges and ways of existence. Furthermore, it questions the concepts of universality and neutrality, often employed as instruments of epistemic violence.

Active Methodologies in Teaching SDG 4

Mon, 30 Jun 2025 00:00:00 +0100

Considering the importance of engaged learning and the role of young people in a global transformation process aimed at sustainability, this article aims to investigate the use of Active Methodologies in teaching the Sustainable Development Goals (SDGs). It has an exploratory and descriptive character, a qualitative approach and presents the results of field research, carried out in a public high school, with teacher training, in Nova Iguaçu, a municipality in the Metropolitan Region of Rio de Janeiro. Among the results found, we highlight the greater use of project-based learning, and the benefits of active methodologies such as the focus on students and the greater possibility of student participation.

Pedagogical Training of Higher Education Teachers and its Effects

Andreia Veiga, Tatiana Sanches, Mariana Gaio Alves — Mon, 30 Jun 2025 00:00:00 +0100

This study aimed to analyse the consequences of the pedagogical training of higher education teachers reported in scientific literature in the context of the transformations associated with the Bologna Process. The post-Bologna period has been marked by significant structural and pedagogical changes that required substantial adaptation to address the challenges of massification and increased student diversity. Pedagogical training has proven essential in fostering pedagogical innovations, updated assessment methods and the integration of emerging technologies while also contributing to developing professional teaching identity. This scoping review based on Clarke and Hollingsworth’s (2002) Interconnected Model of Professional Growth, examined three interconnected domains: pedagogical practices, student learning outcomes and teachers’ beliefs. The findings highlight the critical role of pedagogical training in improving teaching quality, enhancing the understanding of the teaching-learning process and strengthening teacher-student relationships. The study concludes that pedagogical training is essential for innovation and continuous improvement in higher education, emphasising the importance of policies prioritising professional development to meet current and future institutional demands.

Integrating Machine Learning and Educational Robotics

Charles Soares Pimentel, Fábio Ferrentini Sampaio — Mon, 30 Jun 2025 00:00:00 +0100

This study explores an experiment conducted at a tuition-free school in Rio de Janeiro, Brazil, aimed at introducing high school students to Artificial Intelligence (AI) concepts through their mathematical foundations. Eleven students participated in workshops designed to connect mathematics and AI by engaging with a Weightless Neural Network (WNN) algorithm – WiSARD. The scripted activities focused on the mathematical calculations involved in the algorithm's training and classification phases, enhancing students' understanding of machine learning (ML). The results showed that students grasped both the functioning of the WiSARD algorithm and the mathematical principles behind it. Additionally, the activities fostered reflection on ethical concerns related to AI, emphasizing developer responsibility and the importance of protecting personal data.

Digital Teaching Competence in Higher Education Frameworks

Douglas Bressan, Cassio Santos, Samira Fayez Kfouri da Silva — Mon, 30 Jun 2025 00:00:00 +0100

Digital teaching competence (DTC) has become a central element in higher education, driven by digital transformation in education and the need for innovative pedagogical practices. This study conducts a Scoping Review, based on 23 scientific articles (2019-2024), following the PRISMA protocol to map and analyze the main frameworks used to assess DTC in higher education. The results indicate that DigCompEdu is the most predominant model (16 studies), followed by MCCDD (INTEF) (3 studies) and TPACK (2 studies), highlighting the influence of European frameworks as well as adaptations to regional contexts, such as China’s TDL. The analysis reveals that Spain has the highest number of publications (11 studies), reflecting its alignment with the European Union’s digital education policies. Additionally, the COVID-19 pandemic significantly increased the relevance of these frameworks, particularly in digital assessment and hybrid teaching. Among the identified challenges are cultural adaptation, practical implementation, and teacher engagement in training programs. The study concludes that frameworks are essential for guiding DTC development but require institutional support and customization to meet local demands.

Scoping Review of Barriers and Facilitators to the Successful Implementation of Education Programs that Promote Digital Literacy among Older Adults in the Community

Elzbieta Malgorzata Bobrowicz-Campos, Armanda Pinto da Mota Matos — Mon, 30 Jun 2025 00:00:00 +0100

This scoping review maps evidence on individual, situational, institutional and contextual factors influencing the success of digital education programs for community-dwelling older adults. Guided by the methodological recommendations of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish. From 1275 records identified, 19 met inclusion criteria. The analysis revealed a range of factors grouped as facilitators and barriers. These include learners’ disposition and capacity to engage in the learning process and their everyday circumstances (individual and situational perspectives); educator profiles, organizational and pedagogical strategies, and the availability, adaptability, and complexity of digital media and educational resources (institutional perspective); and the community’s role in encouraging the ongoing use of digital competences (contextual perspective). The findings underscore the need for a tailored and multidimensional approach, informing the development of evidence-based guidelines to support the design and implementation of education programs promoting digital literacy in advanced age.

Student Satisfaction

Alberto Bejarano-Heredia, Jean Paul Simon Castillo-Nuñez — Mon, 30 Jun 2025 00:00:00 +0100

Student satisfaction is key to institutional well-being and prestige. This study applied the Net Promoter Score (NPS) methodology to evaluate student satisfaction at a Business School in a Peruvian university. A non-experimental, descriptive-level design and a mixed-methods approach were used, combining quantitative NPS analysis with qualitative content analysis in a case study. An NPS of +35 was obtained, with 53% promoters, 29% passives, and 18% detractors. Promoters mainly valued the teaching method, faculty quality, and infrastructure; passives highlighted academic innovation and overall student experience, while detractors expressed dissatisfaction with administrative aspects. It is concluded that NPS, complemented by content analysis, provides a deeper and more useful perspective for institutional decision-making aimed at continuous improvement.