Recent reports of increased employee absenteeism have raised concerns within organizations, as these absences may be linked to physical symptoms associated with high levels of stress and anxiety. However, such absences have not yet been systematically documented or analyzed, representing a significant gap in understanding employee well-being in today’s work environment. Therefore, this study aimed to design and validate a prevention and care program to reduce stress and anxiety levels among employees working remotely. The research followed a quantitative, non-experimental design. The sample consisted of 70 remote employees who completed a sociodemographic questionnaire, the Perceived Stress Scale (EEP-10), and the Hamilton Anxiety Rating Scale. Data analysis was conducted using SPSS 24©. Findings highlighted the need for an intervention program alongside measures such as preventing work overload, assessing individual capacity, promoting effective coping strategies, and encouraging healthy lifestyle habits. Establishing realistic work schedules and adhering to them was also identified as a key factor in reducing stress. The discussion revealed that while remote workers show some ability to manage their challenges, they also experience high anxiety and stress levels. To address these issues, the proposed and expert-validated program, Ataraxia, offers a structured approach to support emotional well-being and improve overall quality of work life. This initiative represents a step forward in closing the gap in mental health care for remote employees and fostering healthier, more sustainable work environments.

This study explores the effects of physical activity on cognition, investigating how exercise impacts functions such as memory, attention, and learning, in addition to contributing to mental health. A bibliographic review was conducted based on articles published between 2015 and 2024, prioritizing experimental studies and meta-analyses indexed in databases such as PubMed and Scopus. Inclusion  criteria encompassed interventions involving aerobic exercises, resistance training, or mixed activities. The results showed that regular physical exercise significantly improves memory, sustained attention, and cognitive performance, with increases of up to 20% compared to sedentary groups. Furthermore, a reduction in symptoms of anxiety and depression was observed, reinforcing its benefits for mental health. These effects are associated with biological mechanisms, such as increased cerebral blood flow and endorphin release, as well as psychological factors, including enhanced self-confidence and stress reduction. Despite the positive evidence, variability in the types and intensities of exercises evaluated is a limitation, indicating the need for future studies to analyze specific interventions and their impacts across different age groups. It is concluded that regular physical exercise is a powerful tool for promoting cognitive and mental health throughout life.

Artificial intelligence (AI) technology is significantly influencing how students in the foreign languages program at the National Autonomous University of Honduras (UNAH) complete their assignments. This study explores the perception and use of AI tools among university students in face-to-face foreign language classes. The research follows non-experimental, ex post facto field methods, using a mixed exploratory-descriptive approach with a self-selected sample of 37 subjects in a single cross-sectional design. A mixed, self-administered questionnaire with both closed and semi-closed items was applied, focusing on the use, impact, and perception of AI in the academic setting. The study analyzed students’ behaviors and attitudes regarding the validity and reliability of their assignments. The findings reveal that AI use in the academic environment presents both benefits and risks. 64.7% of students believe excessive AI use can limit the development of autonomous skills and negatively impact competencies like critical thinking. Additionally, AI is perceived as lacking personalization, hindering deep learning. AI supervision is considered stricter in face-to-face environments, highlighting the need for better regulation in virtual settings. While 55.9% of students report improved grades due to AI, many feel it does not significantly contribute to language skill acquisition. The study concludes that a balanced and ethical use of AI in education is essential.

High school students face numerous challenges during their education, such as stress, anxiety and negative emotions, difficulties that significantly affect academic performance, behavior and emotional well-being. Given this scenario, it is crucial to implement tools such as mindfulness that promote their comprehensive development. In this context, the present research aimed to determine whether high school students can develop greater awareness of the present moment, without making judgments about their thoughts and emotions, and responding more reflectively to their experiences. To obtain a detailed and quantitative view of the phenomenon, a descriptive field study was carried out. The sample consisted of high school students from an Ecuadorian educational institution. Through the administration of a survey, the information was collected. The analysis of the data reveals a promising start in the development of mindfulness among students, however, it reveals the need to delve deeper into specific aspects. Although there is a good awareness of actions, it is essential to strengthen attention to bodily sensations, environmental stimuli and mental processes. In addition, it is important for students to increase emotional vocabulary and develop effective communication skills, to build greater resilience and establish healthier relationships with themselves and with others.

This research is a continuation of the instrumental study that consisted of designing an instrument to measure the algebra proficiency (IMDA) of Mexican students in teacher training. The first stage included application of the Delphi method, expert judgment, content validity test using the Hernandez-Nieto coefficient and piloting with 79 undergraduate students in pedagogy, which resulted in a KR-20 alpha reliability coefficient of 0.89 and excellent content validity. The present study was carried out with the objective of finding out if the IMDA is prepared for a larger scale project and was verified through two ways: a) Determination of the psychometric properties of reliability and content validity; the first through the KR-20 alpha coefficient and the second through item quality; b) Measurement of variability through the regression model. The sample consisted of 333 undergraduate students in public institutions of higher education in the state of Durango, Mexico. The results indicated the following: a) Reliability of the KR-20 alpha with a value of 0.84 and acceptable values in the statistical mean of the difficulty index (MIdif=0.59) and discrimination index (MIdisc=0.31); b) The R-squared coefficient of determination indicated that the proportion of variability of the dependent variable is significantly explained by all the independent variables in the regression model. It is concluded that the IMDA is reliable and has validity to generalize results in measuring the algebra proficiency of students in teacher training.

This article examines the growing inclusion of autistic students in regular educational settings, highlighting the challenges and opportunities this process brings to pedagogical practice. The inclusion of these students requires differentiated and adaptive pedagogical practices, due to the difficulties educators face in managing classroom crises and addressing the individual needs of each student. The study emphasizes that all students have the right to be attended to in their uniqueness, requiring schools and educators to adopt an approach centered on respect for diversity. Although challenging, the inclusion of autistic students is presented as beneficial for all involved, fostering a more empathetic understanding of human differences among teachers, peers, and families. The article underscores the importance of the school staff remaining open to continuous learning and emphasizes that early diagnosis of autism is crucial for developing effective pedagogical strategies. Collaborative contact with the student's family and the support of specialized professionals are essential to creating an inclusive environment. Furthermore, raising awareness among school staff and the constant exchange of experiences between teachers are highlighted as key practices for successful inclusion. This research thus contributes to the debate on the need for adaptations and differentiated strategies that promote effective inclusion, ensuring a quality and equitable education for all students.