Vol. 22 No. 35 (2025): Approaches to teaching and learning proposals

This volume brings together a collection of research and critical reflections articulated around the fundamental axis of contemporary educational transformation: the teaching-learning dyad. In a global scenario characterized by complexity and technological acceleration, approaches to teaching demand a profound revision of traditional practices. This compendium explores how the work of teachers has shifted from the mere transmission of information to strategic mediation, centered on the development of critical thinking skills and student autonomy.

Through various articles, learning proposals are presented that integrate active methodologies, the ethical use of digital tools, and attention to diversity in the classroom. The volume is organized under a dialectical premise: it is not possible to innovate in teaching without a deep understanding of the cognitive and socio-emotional processes of the learner. The authors analyze everything from classroom experiences at basic levels to complex models of higher education, offering a holistic vision that encompasses the didactic, pedagogical, and evaluative dimensions.

In conclusion, this volume not only systematizes current pedagogical theories but also proposes practical, context-specific solutions to the challenges of the 21st century. Ultimately, it seeks to foster an academic dialogue that transcends theory and translates into a significant improvement in the quality of education. This text is essential reading for researchers, teachers, and administrators interested in redefining the horizons of shared knowledge.

Keywords: Teaching, Learning proposals, Educational innovation, Didactics, Active methodologies, Teacher transformation.