In the 21st century, brand communication has been significantly transformed through the interaction of users and artificial intelligence (AI), who co-create and recreate texts in digital environments. This evolution challenges traditional disciplines and roles, opening new perspectives for textual production on multiple platforms. The study examines the current state and application of the textual component in brand communication, exploring its disciplinary foundations, rhetorical traces, and research methodologies. To this end, a content analysis of 97 relevant publications from 2000 to 2024 was conducted, selected for their impact on the field of brand communication and following the guidelines established in the PRISMA statement. The results identified three sources of textual creation: Organization, users and algorithms. In addition, persuasion and sentiment take precedence at the rhetorical level, while data mining stands out in message analysis. In conclusion, the advertising text, which previously prevailed in brand communication with corporate authorship, formal prefiguration and a closed entity, now expands in a media and networked context. This text originates from a multiplicity of human and automated sources, overlapping rhetorical phases and fluid textualities. The shift implies a transition from unidirectional communication, characterized by repeated impacts, to multidirectional communication with spiraling trajectories and iterative adjustments. This challenges the boundaries of genres and formats, merging the persuasiveness of rhetoric and the imagination of storytelling. This situation demands commercial policies that integrate new professionals and roles, in partnership with the educational sector, and that address copyright with AI and users.

Disability inclusion is important to ensure everybody has the same opportunities in society, which is critical in achieving the Sustainable Development Goals. Persons with Disabilities (PWDs) are one of the marginalized communities and most of them are living in poverty. Disabilities encounter many challenges internally and externally due to their disabilities. They are struggling to keep their jobs due to their own self-confidence and social stigma and entrepreneurship is said to be the best option for PWDs to gain economic liberation. However, many PWDs still depend on government assistance and public donations instead of starting their own business. This study investigates the mediating effect of entrepreneurial motivation on the relationship between internal and external factors of PWDs’ perceptions of entrepreneurship in Malaysia. A quantitative approach to the survey was carried out. A sample of seventy-seven PWDs was gathered using face-to-face and online surveys through purposive sampling. The data were analyzed using structural equation modelling. The results show that only internal factors influence PWDs’ entrepreneurial personal perception. Entrepreneurial motivation plays a crucial mediating role in the relationship between internal and external factors and entrepreneurial personal perception. The study is helpful for the relevant parties to assist PWDs in becoming financially independent through entrepreneurship by focusing more on their internal strengths. Proper training and coaching assist PWDs in being more resilient when facing adversity.

With the outbreak of the COVID-19 pandemic in 2019, educational activities have faced significant disruptions, leading to a widespread adoption of online teaching and a transformation in the evaluation of teaching quality. Using CiteSpace visualization software, the study examines 1485 papers from the Chinese database of China Knowledge Network and 1656 papers from the English database of Web of Science (WoS) spanning the period from January 2013 to June 2023 as research samples. The findings reveal heightened activity in China and other countries research on teaching quality evaluation, moreover, research in both contexts predominantly comprises independent studies, supplemented by collaborative efforts. Notably, there is an increased focus on the exploration of online teaching quality evaluation, specifically delving into methodologies and systems. The emphasis has shifted towards students’ learning initiatives and a comprehensive evaluation of teachers’ work before, during and after class. While research in other countries has also identified new hotspots related to online teaching, the number of studies is comparatively limited. The study proposes the imperative need to update the evaluation criteria for online teaching and enhance the infrastructure of online teaching platforms. Additionally, it advocates for reforms in the evaluation systems of educational institutions and innovations of teachers’ instructional methods.

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 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.

Arbuscular mycorrhizal fungi (AMF) increase the uptake of soluble phosphates, while phosphorus solubilizing fungi (S) promote the solubilization of insoluble phosphate complexes, together benefiting plant nutrition. The use of these organisms in combination with minerals or rocks that provide nutrients is another alternative to maintain crop productivity. The objective of this work was to combine AMF and S with pyroclastic materials (ashes and pumicites) from the Puyehue volcano and phosphoric rocks (PR) from the Río Chico Group (Chubut) and to evaluate the performance of these mixtures as substrates for potted production of Lactuca sativa. To formulate the substrates, a mixture of Ter-rafertil® with ashes was used as a base. Penicillium thomii was the S and spores of the fungus Rhizophagus intraradices (AEGIS® Irriga) served as the source of AMF. Various combinations of microorganisms and the addition or not of RP were evaluated. The treatments were: (1) substrate; (2) substrate + AMF; (3) substrate + S; (4) substrate + AMF + S; (5) substrate: PR; (6) substrate: PR + AMF; (7) substrate: PR + S, and (8) substrate: PR + AMF + S. There were 3 replicates per treatment. The parameters evaluated were total and assimilable P content in the substrate, P in plant tissue and dry biomass. All of them were significantly higher in the plants grown in the substrate added with PR and inoculated with S and AMF. This work confirms that the S/AMF combination with volcanic ashes from Puyehue and PR from Grupo Río Chico formulated with a commercial substrate promote the growth of L. sativa. Thus, it is possible to increase the added value of geomaterials of national origin.