Prologo

ISBN

Formato impreso
978-607-8964-08-6
Formato digital
978-607-8964-09-3 

Fecha de publicación

22-11-2024

Licencia

D. R. © copyright 2024; Erika Paola Reyes Piñuelas.

Nadia Saraí Corral Frías
Universidad de Sonora
0000-0002-1934-0043

Referencias

Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001
Coulombe, S., Hardy, K., & Goldfarb, R. (2020). Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education, 18(3), 295–321. https://doi.org/10.1177/1477878520988432
Freire, P. (1997). Pedagogía del oprimido (50a. edición (14a. España)). Siglo XXI de España Editores.
Govorova, E., Benítez, I., & Muñiz, J. (2020). How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00431
Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12, 661427. https://doi.org/10.3389/fpsyg.2021.661427
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912

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