Revista Mexicana de Bachillerato a Distancia

Teaching programming in the era of generative AI

2025-09-02T00:53:25-05:00

The article examines the advantages and benefits that teaching programming offers to students, particularly in terms of their cognitive and creative development, as well as its role in the broader process of digital literacy. It also highlights the potential for students not only to become consumers of technology but also to evolve into developers capable of creating solutions for everyday tasks. Furthermore, the article analyzes the relevance of continuing to teach programming at the upper-secondary level, even with the availability of generative artificial intelligence tools.

Microcredentials to strengthen the curriculum and job placement: experience from SEMS-UDG

2025-09-02T00:53:23-05:00

This article presents the experience of the Upper Secondary Education System of Universidad de Guadalajara in implementing micro-credentialing as an innovative educational strategy. It describes the operational mechanisms adopted, the pedagogical principles underpinning the initiative, and the modalities through which it is integrated as a complementary component of the formal curriculum. Furthermore, it analyzes the advantages offered by this approach, as well as the institutional, pedagogical, and technological challenges needed for its consolidation. In doing so, the article seeks to provide analytical insights that contribute to the ongoing discussion regarding the relevance and impact of micro-credentialing at the upper secondary level within contexts characterized by rapid change.

Using RAG in the development of B@UNAM instructional scripts

2025-09-02T00:53:22-05:00

This project describes the implementation of Generative Artificial Intelligence (GenAI) as support for the development of educational content for UNAM's Distance Learning High School (B@UNAM). The project focuses on complementing the process of creating instructional scripts through the application of RAG (Retrieval-Augmented Generation) systems that integrate more than 1,450 essential and fundamental learning objectives established by UNAM for this educational level. A system was developed based on the large language model Llama 3.2, which utilizes a specialized database of academic documents indexed through a unique key system by knowledge area. This architecture enables the generation of high-quality content while maintaining traceability and verification of the sources used.

Electrochemistry Learning: Comparing Traditional and Digital Methods in High School

2025-09-02T00:53:21-05:00

This study compares two methods of teaching electrochemistry to high school students: traditional lectures and the use of digital tools. Four groups of students participated in the study, one of which received traditional teaching and the other three used digital platforms to learn about redox reactions and galvanic cells. Student performance was assessed using Pre-Test and Post-Test, applying statistical tests such as the related samples t-test and one-way ANOVA. The results showed significant improvements in the students' scores across all groups, indicating that both traditional and digital teaching methods enhanced learning. However, no significant differences in performance were found between the groups, suggesting that digital tools can be as effective as in-person teaching. This study provides evidence on the effectiveness of educational technologies in learning electrochemistry, particularly in in-person settings, and supports the integration of digital tools to enhance the understanding of complex concepts.

Digital citizenship in university high school: digital skills from a person-centered approach

2025-09-02T00:53:20-05:00

The aim is to identify the digital skills of high school students at the Universidad Autónoma de Guerrero (UAGro) regarding digital citizenship. Advances are presented from a design-based research project that proposes three dimensions of training: being, living-together, and online well-being, each integrated with domains and capabilities at three levels of perception: not at all capable, capable, and very capable. The results show mostly capable perceptions in the dimension of being online and a decrease in the perceptions of capacity in the dimensions of well-being, being and living online, which represents an area of opportunity to form citizenship from the integrality of the person. This work is part of an ongoing project to strengthen digital citizenship training.

Autonomous learning strategies for the development of language competencies in online high school programs

2025-09-01T19:42:11-05:00

Online high school programs in Mexico include between two and four English courses within their curricula, designed to foster the development of the four language skills. Given the asynchronous nature of these programs, learning requires a high level of autonomy from students. Therefore, to achieve these objectives, it is essential to promote autonomous learning strategies that strengthen students’ linguistic development and contribute to an integral and high-quality education at this educational level. This article outlines several relevant strategies.

From high school to college: Five essential skills for success

2025-09-02T00:53:18-05:00

The Beijing Institute of Technology (BIT) and its School of Global Governance are introduced. Founded 85 years ago, BIT has evolved from a science, technology, and engineering–focused university into a comprehensive institution with schools of Management, Law, and Humanities. BIT prioritizes five core capabilities in prospective students: self-directed learning, execution, intercultural communication, leadership, and critical judgment—particularly relevant in the era of artificial intelligence. The university also underscores the integration of science and art, fostering innovation that is both functional and aesthetically meaningful.

COIL and Red LUMINIE: Boosting educational internationalization in Latin America An interview with Jorge Matamoros

2025-09-02T00:53:17-05:00

In this interview, Professor Jorge Matamoros, COIL Coordinator at the Francisco Morazán National Pedagogical University (Honduras), presents a synthesis of the academic, cognitive, and socio-emotional benefits—as well as the gains in intercultural and workplace competencies—that Collaborative Online International Learning (COIL) experiences afford both students and faculty. Embedded in regular courses jointly offered by two or more universities in different countries, these experiences enable instructors and students to work together on a shared theme and to devise solutions to concrete problems over the span of a few weeks. In addition, Professor Matamoros outlines the prospects of the new Latin American network LUMINIE for rigorously assessing the impact of COIL projects in the region.

Book review of Tecnologías de la información y la comunicación en educación

2025-09-02T00:53:16-05:00

The review introduces the analysis of the 2012–2021 state of knowledge by COMIE, which includes the book Information and Communication Technologies in Education. Due to its length, Chapter 5 is taken as an example, focusing on access to ICT, inclusion, equity, and digital coexistence. In a changing and digitized world, education requires substantial transformations from all stakeholders. This research-based work argues that it is necessary to innovate educational systems in collaboration with governments to address new realities, expand coverage, and ensure equitable access through technology.

High School Voices on Reading Comprehension

2025-09-02T00:53:14-05:00

Reading comprehension constitutes an essential tool for meaningful learning and for shaping young people who are capable of interacting with their social and academic environments in an autonomous and conscious way. This article presents the testimonies of faculty members from various higher education institutions belonging to the Red de Bachilleratos Universitarios Públicos a Distancia, (Mexico’s network of public, distance university high schools). Collectively, this group brings together decades of experience in the development and implementation of valuable strategies to promote reading comprehension.

Evaluating AI-Personalized Learning Interventions in Distance Education

2025-09-02T00:53:12-05:00

This study aimed to evaluate the utility of artificial intelligence (AI) in improving the persuasive communication skills of online Master of Business Administration (MBA) students. In particular, this study investigated the influence of personalization through AI using the Google Gemini platform on conventional and online instructional approaches. This quasi-experimental study used a pretest and posttest design to compare two groups of MBA students pursuing persuasive online communication. The experimental group (n = 32) interacted with the AI-based personalized learning materials, whereas the control group (n = 32) used standard instructor-designed online modules. During the 12-week intervention period, the experimental group was provided with customized practice activities. Conversely, the control group was offered conventional online learning material. The effectiveness of both approaches was evaluated using pretests and posttests. The results of Tukey’s Honestly Significant Difference (HSD) test provided insight into the areas where AI-based personalized learning had a statistically significant impact. These results support the conclusions derived from an analysis of variance and further validate the study’s research hypotheses. This study demonstrates the advantages of incorporating AI into language development for remote learners and offers valuable insights for integrating AI-driven technologies into distance education.

Editorial

2025-09-02T00:53:10-05:00

The Revista Mexicana de Bachillerato a Distancia (RMBD) is an academic, peer-reviewed electronic publication whose purpose is to disseminate research results, theory, and best practices in distance high school education. It represents the efforts of Mexican public universities offering distance high school programs, grouped in the Red de Bachilleratos Universitarios Públicos a Distancia (RED), to provide a forum for sharing research results on these programs, as well as academic, technological, and management experiences.