The purpose of this study is to predict the frequency of mortality from urban traffic injuries for the most vulnerable road users before, during and after the confinement caused by COVID-19 in Santiago de Cali, Colombia. Descriptive statistical methods were applied to the frequency of traffic crash frequency to identify vulnerable road users. Spatial georeferencing was carried out to analyze the distribution of road crashes in the three moments, before, during, and after confinement, subsequently, the behavior of the most vulnerable road users at those three moments was predicted within the framework of the probabilistic random walk. The statistical results showed that the most vulnerable road user was the cyclist, followed by motorcyclist, motorcycle passenger, and pedestrian. Spatial georeferencing between the years 2019 and 2020 showed a change in the behavior of the crash density, while in 2021 a trend like the distribution of 2019 was observed. The predictions of the daily crash frequencies of these road users in the three moments were very close to the reported crash frequency. The predictions were strengthened by considering a descriptive analysis of a range of values that may indicate the possibility of underreporting in cases registered in the city’s official agency. These results provide new elements for policy makers to develop and implement preventive measures, allocate emergency resources, analyze the establishment of policies, plans and strategies aimed at the prevention and control of crashes due to traffic injuries in the face of extraordinary situations such as the COVID-19 pandemic or other similar events.

This paper aims to explore the practice and effect of integrating ideological and politics in higher vocational mathematics education. Through the review of relevant literature and the analysis of practical cases, this study analyzes the necessity and feasibility of integrating ideological and political education into higher vocational mathematics teaching, as well as the promoting effect of students' ideological and political education. At the same time, it also discusses how to effectively combine the curriculum thinking and politics with higher vocational mathematics teaching, as well as the strategies and methods to achieve positive results, in order to provide some reference for the majority of higher vocational mathematics teachers.

Improving educational outcomes in subjects such as English and mathematics remains a significant challenge for educators and policymakers. Strategic Human Resource Management (SHRM), which aligns human resource practices with organizational goals, has proven effective in business sectors but is less explored in educational contexts, especially from students’ perspectives. Existing studies often focus on teacher development, overlooking direct impacts on student performance. This research addresses the gap by examining how SHRM influences students’ performance in English and mathematics, incorporating student feedback to assess SHRM’s effectiveness. In the quantitative study, 200 students were analyzed to explore the relationship between SHRM practices and academic outcomes. The findings indicate that SHRM significantly affects student performance, with high predictive relevance and explanatory power in both subjects. The results suggest that strategic HR practices, such as professional development, performance management, and resource allocation, are critical to academic success. These insights provide valuable implications for educators and policymakers, highlighting the importance of integrating strategic HR management into educational frameworks to enhance curriculum design and resource distribution. The study demonstrates the broad applicability of SHRM across different academic disciplines, suggesting a need for comprehensive HR strategies that focus on both teacher and student performance. Future research should explore how SHRM influences educational outcomes and identify contextual factors that moderate its impact, enhancing effective HR practices in diverse academic settings.

This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children’s cognitive development. The findings reveal a significant gap in teachers’ understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.