Latin America is increasingly contributing to scientific research on leadership, although less than other regions. What are the predominant paradigms on leadership within the scientific community in Mexico? The article reviews doctoral dissertations on leadership from the National Autonomous University of Mexico (UNAM) and the Anahuac University of Mexico (UA) defended before 2021. The findings highlight that 1) the number of doctoral dissertations has grown from 2016 onwards, especially in educational leadership. 2) In both universities a “functionalist” paradigm prevails, based on the transformational leadership model. 3) Two other leadership paradigms are present, referred to in this article as ‘political’ and ‘humanistic’. 4) These three paradigms have their characteristics and preferences in terms of research methodology, language, and reference authors. 5) The use of a paradigm is associated with the type of faculty rather than the type of university (public or private): in business faculties the functionalist paradigm predominates, in education faculties the humanist paradigm, and in political science or communication faculties the political paradigm. In conclusion, it is recommended to confirm the exploratory result obtained and to promote the dialogue between leadership paradigms.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

Since 1999, China’s higher education has experienced significant growth, with the government dramatically increasing college enrollment rates, thereby enhancing the overall quality of education. However, most existing studies have primarily focused on the quantity of education, with little attention having been given to the impact of higher education quality (HEQ) on economic growth. This study aims to explore how higher education quality (HEQ) contributes to regional economic growth through scientific and technological innovation (STI) and human capital accumulation. Using panel data from 31 Chinese provinces from the period 1999 to 2022, panel regression models and instrumental variable methods were employed to analyze both the direct and indirect impacts of higher education quality (HEQ) on economic growth. The results confirm that improving higher education quality (HEQ) is crucial for sustaining China’s economic growth. More specifically, higher education promotes regional economic expansion both directly, by enhancing labor productivity, and indirectly, by facilitating scientific and technological innovation. Furthermore, the study suggests that the balanced distribution of educational resources across regions should be prioritized to support coordinated regional development. This research provides insights for policymakers on how balanced regional economic development can be achieved through educational and technological policies. This work also lays a foundation for future studies.

The objective of this research was to analyze several reading and writing methods used in educational settings, evaluating their pedagogical approaches and their effectiveness in the process of learning to read and write in school-age children. A systematic review was carried out in the open databases Dialnet and ScieELO, using different inclusion and exclusion criteria, which resulted in 164 documents, applying the PRISMA protocol, 20 were selected. A narrative synthesis analysis was carried out on the following dimensions: reading and writing methods, applied strategies, similarities with other methods and impact on the development of literacy. It is concluded that the combined application of the methods of synthetic and analytical approaches to reading and writing paves the way to attend to the diversity of learning styles, facilitates the strengthening of specific linguistic skills, and strengthens reading comprehension and writing competence.

The Convention on the Rights of Persons with Disabilities (CRPD) constitutes a crucial international framework that underscores the significance of inclusive education for individuals with disabilities, a vital goal for nations globally. This study seeks to examine the alignment of the recently established Saudi Law on the Rights of Persons with Disabilities (SLRPD) with the CRPD in the educational sector. The study employs a comparative analytical methodology to examine pertinent legal material and international treaties regarding inclusive education for individuals with disabilities. The findings indicate that the SLRPD substantially improves the rights of persons with disabilities by facilitating access to educational opportunities. Article 8 of the bill significantly enhances Saudi Arabia’s adherence to Article 24 of the CRPD objectives regarding inclusive education. The report emphasizes Saudi Arabia’s dedication to the ongoing evaluation and enhancement of its legal frameworks to facilitate access to educational opportunities for disabled children and youth. Under Saudi Arabia’s Vision 2030, the Kingdom has made significant strides in assisting those with disabilities, aligning with worldwide norms and its strategic goals. The research advises nations to intensify their initiatives for inclusive education by bolstering intersectoral collaboration, amplifying awareness activities, and cultivating relationships with international organizations. These measures will not only guarantee ongoing adherence to the CRPD but will also empower persons with disabilities to attain sustainable educational opportunities.

This study aims to examine the evolution of the system of support sources in Hungary, focusing on the specific goals supporting higher education in the development programs Széchenyi 2020 (2014–2020) and Széchenyi Plan Plus (2021–2027). The study provides insights into development program evolution and changes, aiming to inform EU funding opportunities for Hungarian higher education institutions over a nearly 10-year period. By focusing on the operational programs that are the basis for the upcoming tenders, the study will display the target system of EU funds that can be utilized to bolster higher education institutions in Hungary. The study is based on document analysis, examining the Hungarian policy tools of the development programs and the operational program strategies of the ten-year time period from 2014 to 2024. By analyzing the support landscape for higher education institutions in Hungary, this study contributes to a better understanding of how the key objectives and criteria of strategic programs have evolved. It also examines the aspects and elements defined in two different development programs over the last ten years. The result of the study can contribute to anticipate the types of funding opportunities that may be available in the future and inform future decision-making processes.