Introduction: Educational excellence assigns a series of priorities that can be fulfilled in various approaches, through the realization of the plans required by the educational procedures, considered in the teaching-learning process of the agricultural technical baccalaureate, and the competency-based curriculum in secondary education is a considerable factor to improve the professional balance in students. Objectives: The objective proposed in the research is to design a competency-based syllabus for the Agricultural Technical Baccalaureate of the Logroño Educational Unit to implement a change in the professional profile, contributing to the work competence of students. Methodology: the design of the research adopted a systemic character, taking into consideration graduates, students of the agricultural technical high school and professionals linked to the career, developing under an exploratory approach with quantitative and qualitative methods, the data collected from the directed surveys were tabulated with the statistical program IBM-SPSS in its version 25.0 taking into consideration the descriptive statistics,  the validation method was guaranteed by Cronbach's coefficient. Results: A one-syllabus format proposed as a pedagogical tool for the specialty areas was developed, providing the units by competence for the training modules taking into reference the activities of agricultural companies according to the job offers in Ecuador. Conclusions: The results showed that the implementation of curricular adaptations by competence generated greater interest in students in continuing their studies in the agricultural sector, in addition to presenting greater mastery and motivation in the activities of professional technical projects. General area of study: Education. Specific area of study: Technical training education. Type of study: Original articles.

Introduction. Traditional foods in Mexico are a pillar of cultural identity and economic development, especially in the eastern part of the State of Mexico. To understand their true value, it is essential to analyze the social representations (SR) that people construct around them. Objective. Identify the core and peripheral elements of consumers' social representations of traditional foods, as well as the hierarchy of the categories that make up these representations. Methodology. A qualitative descriptive study was conducted using prototypical and categorical analysis of social representation, content analysis, lexicographic analysis, and free word association techniques. A questionnaire was administered to 356 consumers in the eastern part of the State of Mexico. Results. SRs are sets formed by central cores and peripheral elements. The core constitutes a stable structure that is more resistant to transformations or changes, which strengthens these SRs, becoming a “common basis” among individuals. In this case, it was identified that the central nodes of traditional foods are “flavor,” “culture,” and “food.” On the other hand, the peripheral components are located between the represented object and the central nodes, becoming more susceptible to modifications in the representation of an object, although this does not alter the RS. Conclusion. For consumers, traditional foods represent much more than nutrition. Their perception is based on taste, culture, home, and quality. Sensory and cultural aspects are more important, surpassing factors such as cost or accessibility. This is because these foods evoke emotions, memories, and social interaction. Therefore, it is important to promote their cultural value and the multi-sensory experience they offer, rather than just highlighting their health benefits. General Area of Study: Scientific/Industrial. Specific area of study: Natural Anthropology. Type of study: Original article.

Introduction: This study examines in depth the convergence between Artificial Intelligence (AI) and the production of graphic pieces, analyzing how this technology redefines visual innovation today. Objectives: The research is based on the central question about how the integration of algorithmic tools enhances the effectiveness and narrative dimensions of visual communication. In this sense, the article breaks down the contribution of these systems in the phases of image generation and automated composition, understood today as strategic resources where human creative intuition and the processing capacity of the algorithm coexist. Methodology: under a qualitative approach, the methodology was based on the analysis of visual content and the execution of clinical interviews with specialists in the sector. From a diverse universe of graphic products, an intentional sample was drawn to audit the technical coherence and aesthetic value of the resulting pieces. Results: The results achieved maintain that the use of AI does contribute significantly to the optimization of creative processes and visual experimentation in the communication field. Conclusions: The identification of technological contribution, transformed into new work dynamics that involve the participation of generative tools, underlines the importance of AI in the construction of a more agile graphic language adapted to current digital demands. General area of study: communication. Specific area of study: digital communication. Type of item: original.

Introduction: The study analyzes the integration of digital tools in the learning of English in the "Elías Muñoz Vicuña" Fiscal Educational Unit of Guayaquil, Ecuador. The research raises the persistent gap between technological access and its effective pedagogical use in vulnerable contexts. Objectives: The main objective was to evaluate the level of access, use, advantages, and limitations of these tools for language learning. Methodology: The methodology followed a descriptive and non-experimental quantitative approach, applying a structured survey to a sample of 184 students of Basic General Education. Results: The results revealed that, although there is basic access to devices and the internet, their use for specific educational purposes is irregular and limited. The students showed high motivation and confidence in the potential of digital tools, but an operational digital literacy and a moderate perception of real improvement in their language skills. Conclusions: The conclusion highlights that the main challenge is not technological availability, but its effective pedagogical integration, requiring a comprehensive approach that strengthens teacher training, the development of productive digital competencies and the design of strategies aligned with learning objectives. General area of study: Education. Specific area of study: Education in Virtual Environments. Type of study: Original articles.