Global lessons and success factors in the co-management of protected and conserved areas

Project formulation constitutes a process aimed at developing solutions to problems arising in social, technical, business, and organizational contexts. From this perspective, the present research is based on a central idea: every project is a solution to a problem and, by its genesis, constitutes a complex artificial system derived from a conflict or need that requires the integration of interdependent variables to build a coherent solution. However, traditional methodologies such as the Logical Framework, PMI’s PMBOK® guides, IPMA, Building Information Modeling (BIM), Six Sigma, and agile methods such as Scrum, although widely used, present limitations when applied to non-standardized projects characterized by complexity and uncertainty. The objective of this research is to propose a systemic approach to the formulation of non-standardized projects through the conceptual integration of General Systems Theory, systems thinking, and complexity theory. The study was conducted using a qualitative analytical and documentary approach based on literature review, comparative analysis of traditional methodologies, and conceptual integration. The results identified limitations of traditional approaches in addressing the complexity and interdependencies of non-standardized projects and enabled the development of a systemic project formulation proposal structured around six components aimed at comprehensively understanding the problem, constructing the solution, and selecting and integrating methodologies according to the nature of the project. Furthermore, the applicability of the proposal was illustrated through cases related to hydraulic infrastructure, structural rehabilitation, and business process transformation. It is concluded that the systemic approach provides a flexible and complementary conceptual framework for the formulation of non-standardized projects

The rapid adoption of generative artificial intelligence (GAI) is profoundly transforming teaching practices in higher education, posing urgent challenges for instructional design, authentic assessment, and ethical governance. This study presents the development and validation of the Faculty Competencies for GAI Questionnaire (CCDGAI) and empirically analyzes faculty self-perceived competency profiles across three dimensions: technological, pedagogical, and ethical. A quantitative, non-experimental, cross-sectional design was employed with N=410 university instructors from a single large-scale higher education institution. Content validity was assessed via Aiken's V with 95% confidence intervals calculated following the interval method proposed by Penfield & Giacobbi (2004) for ordinal polytomous scales, from a panel of five expert judges (mean V=.91; range .80–1.00). Internal consistency was excellent across all subscales (total α=.973; 95%CI: .968–.977). Exploratory factor analysis yielded a three-factor solution preliminarily compatible with the proposed structure (KMO=.968; Bartlett p<.001); the bifactor model showed superior fit compared to alternative configurations. Hierarchical k-means clustering identified three distinct competency profiles: high competence (n=140; 34.1%), medium competence (n=164; 40.0%), and low competence (n=106; 25.9%), with adequate statistical support (silhouette=.378; bootstrap ARI=.821; η²>.67). Ethical competence was the most developed dimension across all profiles, while technological and pedagogical competencies showed the most pronounced training gaps. Findings offer evidence-based diagnostics to support differentiated faculty professional development and responsible institutional GAI governance.

Strategic alignment is typically treated in the program management literature as a governance design problem: establish the right structures at program launch, and coherence will persist unless disrupted by external shocks. This study challenges that assumption. A pre-post repeated measures study embedded within a live technology transformation workstream at a global banking institution examined whether alignment deteriorates systematically during execution, and whether a structured governance intervention could reduce that deterioration. The construct introduced is Strategic Alignment Drift (SAD), defined as the measurable, progressive divergence between a transformation program's documented strategic intent and the operational decisions, priorities, and stakeholder narratives produced during execution, arising from attention migration and local optimization rather than from external disruption or governance failure. SAD was operationalized across three behavioral dimensions: decision coherence, priority stability, and narrative coherence. Measurement followed a ten-week protocol (n = 5 observations per phase) with independent dual coding and inter-rater reliability assessment. During the baseline phase, all three dimensions deteriorated concurrently beginning in Week 3, with 45% of decisions rated inconsistent with strategic intent and narrative coherence collapsing from 0.75 to 0.00 by Week 5. Introduction of a 20-minute Weekly Alignment Checkpoint (WAC) in Week 6 produced full recovery across all dimensions within one session and sustained alignment through program close, with large effect sizes (Cohen's d = 1.52 to 1.69). The findings reframe strategic alignment as a dynamic condition requiring active maintenance, shift the appropriate unit of analysis from governance structures to decision sequences, and demonstrate that a lightweight recurring intervention can both prevent and correct alignment drift without significant governance overhead.

The objective of this study was to analyze adolescent students’ perceptions of the learning acquired during the Cyber-GreenFlags intervention program, aimed at preventing cyberviolence in adolescent dating relationships and promoting healthy relationships in digital environments. A exploratory study was conducted with 219 adolescents in the 3rd and 4th years of Compulsory Secondary Education, aged 14 to 17, from two schools in the province of Almería. Data were collected using a self-assessment rubric with open-ended questions about the learning perceived at the end of the intervention. Data were analyzed through inductive qualitative content analysis, supported by Atlas.ti (v.25), from which emerging categories and subcategories were organized. The results identify learning related to interpersonal bonding, self-care strategies, and self-care practices associated with sexual consent in digital interactions. Students highlighted the importance of building healthy relationships, communicating discomfort, asking for and offering support, identifying risks in digital environments, and regulating decision-making in situations of vulnerability. The findings suggest that the program fosters relevant learning for the prevention of cyberviolence and for strengthening self-care, communication, and sexual consent in digital interactions.

The management of municipal solid waste is one of the main environmental and socio-economic challenges in modern urban contexts. Although this sector presents a number of opportunities linked to sustainable development, technological innovation, and the circular economy, it also faces multiple structural, institutional, and environmental threats that limit its effectiveness. In Granada, the management of municipal solid waste is governed by the Nicaraguan Mandatory Technical Standard 05 014-02, Environmental Technical Standard for the Management, Treatment and Final Disposal of Non-Hazardous Solid Waste, since hazardous solid waste is not managed in the city. The main objective of this research was to conduct a strengths, opportunities, weaknesses, and threats analysis of the integrated management of urban solid waste in the city of Granada during June 2025, in order to understand the current management of urban solid waste in the city of Granada and thus determine possible sustainable strategies to improve waste management, considering the local context. Qualitative data collection instruments were used, with a cross-sectional design and descriptive scope, such as document analysis, interviews, and observation. The analysis reveals that waste management in Granada presents a marked asymmetry between numerous weaknesses (14) and few strengths (3), highlighting the lack of political will, insufficient economic budget, and a funding and infrastructure crisis as the core of the problem.