DARDER, A., 2025. Desvelando el mito de la meritocracia: ¿Qué hacer? Revista internacional de educación para la justicia social (RIEJS), vol. 14, no. 2, pp. 1-19. ISSN 2254-3139.
This article critically examines the myth of meritocracy as a dominant ideology that conceals structural inequalities while legitimizing privilege and capitalist domination. Drawing from Marxist, feminist, and decolonial traditions — including the works of Lenin, Freire, Bourdieu, Gramsci, and hooks — the piece argues that meritocracy operates not as a fair mechanism for social mobility, but as a hegemonic tool that masks class, race, and gender oppression. The article also critiques the neoliberal transformation of education into a market-driven system, where students are commodified and educators are alienated from their vocation. By analyzing how meritocracy fosters alienation, individual blame, and false consciousness, the author reveals it as a barrier to democratic life and collective liberation. In response to Lenin’s question, “What is to be done?”, the article proposes revolutionary educational strategies rooted in feminist and socialist traditions — aimed at dismantling meritocratic ideology, affirming human dignity, and cultivating transformative pedagogies that support equity, solidarity, and systemic change.
GUTIÉRREZ RODRÍGUEZ, W. ÁNGEL, 2025. El impacto de la inteligencia artificial en el aprendizaje autónomo de los estudiantes: hacia un nuevo paradigma educativo. Sage Sphere in Artificial Intelligence, vol. 3, no. 1, pp. 1-13. ISSN 3103-1307.
The integration of artificial intelligence (AI) in educational environments has significantly transformed learning processes, favoring autonomy, self-regulation and strategic management of study. This article analyzes the impact of the use of AI tools on the autonomous learning of university students through a quantitative, non-experimental and cross-sectional design approach. A structured questionnaire was applied to 152 students, evaluating two main dimensions: academic use of AI and level of autonomy. The results show a high frequency of use of smart tools, especially generative systems and adaptive platforms. Likewise, high levels of self-regulation, metacognition and time management are evidenced, although the study planning shows relatively lower values. The correlational analysis revealed a positive and significant relationship between the use of AI and autonomous learning, indicating that the greater the interaction with these technologies, the greater the capacity for academic self-direction. The discussion highlights both the formative potential of AI to strengthen complex cognitive skills and the risks associated with excessive technological dependence. Finally, it is concluded that AI constitutes a strategic resource to promote student autonomy, as long as its implementation is based on ethical, pedagogical and critical principles.
BERNAL SANTAMARÍA, F., 2026. Políticas de igualdad en la universidad pública: marco normativo del plan de igualdad, aplicación y desafíos actuales. Trabajo, Persona, Derecho, Mercado, no. 11, pp. 79-120. ISSN 2660-4884.
This article analyses equality plans at the university level, addressing both their normative foundation and their impact on reducing gender inequalities. First, it presents an introduction to equality policies in higher education institutions, contextualizing their emergence and the institutional objectives aimed at promoting gender equity. Next, it examines the integration of the gender equality legal framework in higher education, highlighting Spanish and European legislation that provides guidelines for the planning and implementation of equality measures in universities. Finally, it analyses gender gaps in public universities, identifying persistent challenges in terms of representation, employment opportunities, and academic conditions, as well as the progress achieved through the implementation of equality plans. The article concludes by reflecting on the remaining challenges and future perspectives for consolidating more equitable university environments.
- Documentation Centre's collection of historical articles
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