EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje <p><em>EDU REVIEW. International Education and Learning Review</em> publishes rigorous articles that contribute to our collective understanding of the theory and practice of the field of education. Submissions related to contemporary as well as emergent research theory, methods, practices, and issues are welcome. The goal of the journal is to promote dialogue, understanding, as well as collaboration among scholars and practitioners who reflect the broad spectrum of education around the world. The journal welcomes submissions in English, Spanish, and Portuguese. The journal is refereed, blind-peer reviewed, and publishes 4 issues per year. Only original texts are accepted for publication.</p> Global Knowledge Academics en-US EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 2695-9917 <p>Those authors who publish in this journal accept the following terms:</p> <ol> <li class="show">Authors will keep the moral right of the work and they will transfer the commercial rights.</li> <li class="show">After <strong>2 years</strong> from publication, the work shall thereafter <strong>be</strong><strong> open access </strong>online on our website, but will retain copyright.</li> <li class="show">In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to <a href=""></a></li> </ol> Perception of stress in Veterinary Medicine students <p>The objective of the present study was to identify the main symptoms of stress perceived by students of an anatomy group in Veterinary Medicine school at the University of La Salle in Bogotá, Colombia, during the year 2018. For this, 97 students were surveyed, and the responses were estimated on a 5-point Likert scale. Subsequently, the results of each question were classified as: normal, moderate and severe stress. The results showed that the greatest symptoms of stress are found in women, while the symptoms found more frequently match with those reported in the adolescent population, such as changes in appetite, cold sweat, tingling sensation, tachycardia and stomach discomfort. Emotional manifestations include feelings of irritability, fear, worry, anxiety, overwhelm, apathy, sleep, and indifference. The findings show that a substantial proportion of the students surveyed perceive symptoms of stress and anxiety at different levels. The prevalence of symptoms of severe depression found exceeds that reported nationally and internationally, while moderate depression occurs within the internationally described ranges.</p> César Muñeton Gomez Fernando Melo Mayra Moline Ivan Merchan Copyright (c) 2021-01-07 2021-01-07 9 1 1 8 10.37467/gka-revedu.v9.2625 Steam in Childhood and the Gender Gap: a Proposal for Non-Formal Education <p>The STEAM model seeks the appropriation of ICT tools from science, technology, arts and mathematics, in addition to reducing the gender gap, especially in women. What does a non-formal education STEAM model need to pay to reduce the digital gender gap? A design-based research methodology is proposed to create a STEAM model of non-formal education among 9-13 year old girls. Results, it is possible to identify the motivations that are inclined to the arts. Conclusion: It is necessary to mainstream the gender perspective.</p> <p>&nbsp;</p> Janett Juvera Sandra Hernández López Copyright (c) 2021-03-15 2021-03-15 9 1 9 25 10.37467/gka-revedu.v9.2712 Room Escape: a Transversal Gamification Activity to Stimulate the Integration of Knowledge in Physiotherapy Students <p>Room Escape is a collaborative team game in which clinical cases must be solved, with the aim of finding the appropriate treatment for each case. The aim was to facilitate the integration of content in a game environment and to evaluate the perception of the students. The activity was carried out during two academic years. It was evaluated quantitatively and qualitatively through a questionnaire. The students valued the activity positively, highlighting its usefulness for the integration of content, the possibility of self-evaluation, and the promotion of teamwork in a dynamic and fun way.</p> María Pilar López Royo Sandra Calvo- Carrión Carolina Jiménez Sánchez Raquel Lafuente Ureta Lindsey Bruton Sara Pérez Palomares María Ortiz Lucas Copyright (c) 2021-03-15 2021-03-15 9 1 27 40 10.37467/gka-revedu.v9.2532 Sociodemographic characteristics, perception of study skills and academic performance in first level students of Facultad Ciencias de la Salud <p><em>El propósito </em><em>del estudio</em><em> fue establecer la relación entre las características sociodemográficas de estudiantes</em><em> universitarios</em><em> de primer año y el rendimiento académico </em><em>para</em><em> pesquisar </em><em>a </em><em>candidatos a reprobación</em><em>. Mediante metodología </em><em>cuantitativ</em><em>a</em><em>, no experimental-transversal,</em> <em>un alcance descriptivo y correlacional</em><em> y una muestra de </em><em>376 estudiantes</em><em>, se demostró que </em><em>existe una correlación entre los promedios de asignaturas </em><em>con variables como</em><em> edad, jornada laboral,</em> <em>tenencia y número de hijos, estudios previos y el gusto por leer y estudiar, junto con la facilidad para el estudio. </em><em>Se concluye</em><em> que los estudiantes </em><em>con</em><em> mayores responsabilidades familiares y laborales y mayor experiencia académica presentan mejores calificaciones.</em></p> María Soledad Sandoval Zúñiga Copyright (c) 2021-03-23 2021-03-23 9 1 41 54 10.37467/gka-revedu.v9.2627 Digital Hospitality: a Concept for the Education of the 21st Century <p>Digital hospitality was born as a reflective approach from hermeneutics, presenting itself as a proposal for an advanced digital era, but which has not yet managed to break the barriers of inequality, evidenced by the still existing digital divide. We present this definition from an ethical reflection, respectful of diversity and with a human rights approach. We hope that digital hospitality can be incorporated from the pre-school to the tertiary system, where teachers develop this competence that favors educational innovation and that seeks to reduce the gap and digital illiteracy present in the 21st century.</p> Juan Alejandro Henriquez Peñailillo Copyright (c) 2021-03-25 2021-03-25 9 1 55 65 10.37467/gka-revedu.v9.2839