DISCIMUS: Revista Digital de Educación ISSN: ISSN: 2954-5781,  is a publication focused on the fields of education, pedagogy, and didactics. It aims to disseminate research results through research articles, reflections, essays, experiences, and writings where educational research serves as the fundamental axis. It is an open-access, biannual publication. Each edition invites participation from research groups, didactic laboratories, teacher networks, and classroom teachers who seek to expand debates through their pedagogical experiences, didactic interventions, literature reviews, pedagogical proposals, and school narratives.

Acknowledgment to Our Authors

2025-06-08

On behalf of the editorial board, the scientific committee, and the Discimus Corporation, we extend our sincere gratitude to the authors who have entrusted their academic work to this independent and collective editorial project. For Volume 2 of the year 2025, we received a total of 49 submissions, which are currently at various stages of the editorial process: similarity check and detection of AI-generated writing using Turnitin, assignment of peer reviewers, analysis of reviewer suggestions, incorporation of revisions and clarifications, as well as final editing and design. Each of these stages is conceived not as a mere bureaucratic procedure, but as a rigorous, ethical, and collective exercise in knowledge construction, guided by principles of quality, depth, and academic responsibility.

We reaffirm that this editorial endeavor has never been, and will never be, a profit-driven enterprise. We do not align ourselves with the market logic that currently prevails in many universities, research centers, and academic circles, where prestige has been reduced to a position in the Quartiles, Journal Impact Factor, or h-index—often used as synonyms for academic value—without accounting for the unequal conditions of access, production, and dissemination that underpin them.

Our work resists the commodification that underlies publishing models which charge fees to authors, privileging those who can afford to pay and excluding those who cannot. In contrast, we are committed to open, democratic science that is radically engaged with epistemic justice. A science built from the ground up—from the territories, from the classrooms, and from the lived experiences of those who teach, research, struggle, and transform.

We are fully aware that even some alternative knowledge repositories—initially created as acts of resistance—have begun to replicate, uncritically, the classificatory and hierarchical structures of dominant models. In response, we reaffirm, now more than ever, our anti-capitalist commitment to open publishing: non-commercial, without article processing charges, and without profit-seeking goals. We publish because we believe. We publish because we teach. We publish because we resist.

Thank you for walking this path with us.

Leonardo Avendaño R.

Vol. 4 No. 1 (2025): The School Today: Reflections, Practices, and Emerging Agendas.

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