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

This exploratory study examined the impact of two reading conditions on the comprehension of sixth-grade students. The objective was to determine whether participation in a virtual read-aloud intervention was associated with differences in reading comprehension compared with silent reading. Participants were assigned to either of the two conditions. Reading comprehension was measured through a pretest and a posttest assessment. The pretest established baseline comprehension, while the posttest assessed independent reading of new excerpts. Data were analyzed using an independent-samples t-test to explore comprehension gains and analysis of covariance (ANCOVA) to compare posttest performance while controlling for baseline pretest scores. Results indicated no statistically significant differences between the reading conditions, neither in the change of mean between groups nor after controlling for baseline differences. However, a large practical effect size was observed between the groups in the t-test, favoring the read-aloud condition. This suggests that the intervention may have educational relevance despite the lack of statistical significance. The exploratory nature of the study and the small sample size suggest that further research is needed to examine the potential impact of these reading modalities in larger and more diverse samples. The findings contribute to the literature on read-alouds and middle school literacy and offer implications for future research.

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

Just like in private companies, public companies also use strategic management instruments to promote management efficiency. They are distinguished, however, by the nature of the definition and fulfillment of their objectives. In the public sector, all activities must be reflected in the satisfaction of customers and other stakeholders.The present work aims to design and propose the implementation of a Balanced Scorecard (BSC) model and the respective strategic map, as a strategic management tool for the Huambo Water and Sanitation Company (EASH-E.P.). In approaching the problem, a qualitative methodology was adopted, using primary and secondary sources as data collection techniques. For the design of the BSC applicable to EASH-E.P., there was a need to adjust the original perspectives presented by Kaplan and Norton, adding the mission as the fifth perspective of the model. The model developed by Niven constituted the conceptual basis for the elaboration of this company's BSC. The mission of EASH-E.P. it was positioned at the top of the BSC's strategic vision, establishing communication with the remaining perspectives. Additionally, the perspective of customers was integrated with that of stakeholders, both being analyzed together. To implement the proposed model, four strategic management processes were developed: vision translation, communication and alignment, business planning, and, finally, feedback and learning.

This article presents the results of the applied validation of the PM4R-based Maturity Model for Development and Social Impact Projects (2MPDeIS), previously proposed to address the lack of specialized frameworks for diagnosing and improving management capabilities in organizations implementing social projects. The purpose was to verify, in a real organizational setting, the usefulness of the model and of the Project Master technological tool for measuring organizational maturity, identifying gaps, and guiding continuous improvement. An applied, exploratory-descriptive study with a mixed-methods approach and a case study design was conducted in CORPOVALLE. The quantitative component assessed 19 projects selected through simple random sampling from a population of 52, using an instrument structured around five maturity levels, 12 sublevels, and 68 variables. The qualitative component included nine semi-structured interviews analyzed through thematic coding and triangulation. Findings show 1,292 valid records, an overall mean of 2.30 on the instrument scale, predominance of maturity level 2, and adequate internal consistency (Cronbach's alpha = 0.849). Triangulation revealed strengths in operational efficiency, risk management, methodological support, and social impact monitoring, as well as gaps in integrated planning tools, institutional learning, community participation, and sustainability of results. The study concludes that the 2MPDeIS operates effectively as an evaluation and improvement system for organizations focused on development and social impact 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.