Finding the right technique to optimize a complex problem is not an easy task. There are hundreds of methods, especially in the field of metaheuristics suitable for solving NP-hard problems. Most metaheuristic research is characterized by developing a new algorithm for a task, modifying or improving an existing technique. The overall rate of reuse of metaheuristics is small. Many problems in the field of logistics are complex and NP-hard, so metaheuristics can adequately solve them. The purpose of this paper is to promote more frequent reuse of algorithms in the field of logistics. For this, a framework is presented, where tasks are analyzed and categorized in a new way in terms of variables or based on the type of task. A lot of emphasis is placed on whether the nature of a task is discrete or continuous. Metaheuristics are also analyzed from a new approach: the focus of the study is that, based on literature, an algorithm has already effectively solved mostly discrete or continuous problems. An algorithm is not modified and adapted to a problem, but methods that provide a possible good solution for a task type are collected. A kind of reverse optimization is presented, which can help the reuse and industrial application of metaheuristics. The paper also contributes to providing proof of the difficulties in the applicability of metaheuristics. The revealed research difficulties can help improve the quality of the field and, by initiating many additional research questions, it can improve the real application of metaheuristic algorithms to specific problems. The paper helps with decision support in logistics in the selection of applied optimization methods. We tested the effectiveness of the selection method on a specific task, and it was proven that the functional structure can help the decision when choosing the appropriate algorithm.

This study assesses the implementation of socioformation in Public Higher Education Institutions (HEIs) in Mexico, exploring its impact on the quality of education in the knowledge society. With a sample of 150 educators, gender-balanced (44.7% female, 55.3% male), and an average age of 43.7 years, the research employed a validated socioformative rubric. Significant progress was observed in analytical and creative thinking, while areas related to living conditions and entrepreneurship education showed slower development. The findings highlight the advancements in socioformation but advocate for further research, including classroom observation and student evidence collection. Gender differences, communication, and leadership emerged as critical factors influencing socioformation implementation. Women demonstrated deeper comprehension of the educational model, willingness to adopt innovative strategies, and emphasis on socioformation axes. As educators gain experience, their adaptability to new pedagogical approaches increases. The study underscores the universal relevance of effective communication, leadership, and stakeholder involvement in successful educational model implementation. The research contributes valuable insights, emphasizing the importance of openness to new approaches and collaboration to prepare students for the challenges of the evolving knowledge society.

This review paper delves into the intricate landscape of the digital economy, focusing on the multifaceted interplay between innovation, competition, and consumer dynamics. It investigates the transformative impact of digital technologies on market structures and consumer behaviors, spanning areas such as e-commerce, online publishing, taxation, and big data challenges. By analyzing network effects, market concentration, and the influence of key players like Google and Amazon, this study draws on insights from previous research. Furthermore, it examines evolving regulations with an emphasis on consumer protection, competition law, and privacy concerns. Through a comprehensive exploration of the digital ecosystem, this paper offers a nuanced understanding of how businesses, consumers, and policymakers navigate the complexities of the digital marketplace.

The root of the problem in this research is the fact that scientific writing with a national reputation is still low and the publication of scientific writing with a national reputation is also low, thus affecting the quality of lecturers at the University. To overcome this problem, this research developed a training management model that can improve the scientific writing skills of lecturers and familiarize lecturers to actively conduct nationally reputable scientific writing. The training management model in question is called the “National Reputable Scientific Writing Training Management” model. This type of research is development research or R&D to produce a valid, practical, and effective model, as well as all devices and research instruments related to the application of the model at the University. The results showed that: (1) the National Reputable Scientific Writing Training Management model is suitable for improving the scientific writing ability of lecturers; (2) the output of the National Reputable Scientific Writing Training Management model in the model group is significantly higher than the initial group (pre-model); (3) The average value of IP/IO from experts is 4.4 with a high category, from observers at stage I test is 4.0 with a high category, at stage II test is 4.7 with a high category and stage III test is 4.77 with a high category, so it is concluded that the National Reputable Scientific Writing Training Management model meets the criteria of effectiveness, practicality and implementation; (4) The response of university managers and respondents to the implementation of the model is quite satisfactory, both regarding the concept of the model, the application in technical implementation and their perception of the National Reputable Scientific Writing Training Management model; and (5) the National Reputable Scientific Writing Training Management model can be developed as an alternative implementation in training management at the university.

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.

Introduction: In contemporary healthcare education, the integration of technology has emerged as an essential factor in enhancing the efficiency and efficacy of training methodologies. Particularly within the domain of cardiopulmonary resuscitation (CPR) training, the adoption of technology-driven approaches holds considerable potential for enriching the skills and proficiencies of healthcare practitioners. Through the utilization of innovative technologies, such as simulation software and leveraging smartphones as primary tools, CPR training programs can be customized to provide immersive, interactive, and authentic learning experiences. This study aims to validate a comprehensive CPR training module tailored explicitly for healthcare professionals, to integrate it into smartphones as a medium for delivering CPR training. Methods: Two validity tests, namely content validity and face validity were conducted to evaluate the validity of the Smart-CPR training module. A self-constructed measurement scale was utilized to assess four parameters: consistency, representativeness, clarity, and relevancy. Content validity employed the content validity ratio, with scores ranging between 1 and −1, indicating the level of consensus among experts regarding the significance of each item. Face validity was assessed using two indices: the item face validity index and the scale face validity index. Ratings of 3 or 4 were given a score of 1, while ratings of 1 or 2 received a score of 0. Result: The content validity shows that CVI values for ‘consistency’ and ‘representativeness’ were 0.99 for the module and questionnaire, and 0.96 and 0.97, respectively. ‘Clarity’ scored 0.99 for the module and 0.96 for the questionnaire, while ‘relevance’ achieved 0.99 for both. All 44 items exceeded the 0.83 threshold for face validity. The Lawshe’s content validity ratio (CVR) and content validity index (CVI) value were used to evaluate the content validity of both the CRSTP module and questionnaire, with CVR values result ranging from 0.80 to 0.99 across dimensions. These findings demonstrate robust content validity. Additionally, high CVI scores, mostly exceeding 0.95, suggest favorable outcomes and indicate no need for revisions. In face validity method, all 44 items surpassed the minimum threshold of 0.83, signifying a favourable outcome. Thus, all items were deemed acceptable. Conclusion: The Smart-CPR training module and questionnaires were meticulously developed to meet both face and content validity standards. All 44 items demonstrated appropriate levels of validity, ensuring they effectively enhance and maintain CPR competency among healthcare providers and potentially benefit the broader community. The positive results of the Smart-CPR training module confirm the high validity of the CPR competency assessment. Content validity, evaluated by experts, received a perfect score, demonstrating agreement on the relevance of each module component. Similarly, face validity, assessed by healthcare professionals, also received a flawless score, indicating consensus on the module’s clarity and relevance. These findings validate the module’s effectiveness in teaching CPR techniques to a diverse audience and ensuring compliance with established standards. With such strong validity, digitizing the module becomes more straightforward, facilitating easier sharing and use across digital platforms. Ultimately, the module’s high validity facilitates its integration into digital platforms, thereby enhancing CPR education and improving outcomes during real emergencies.