Vol. 4 No. 8 (2025): Revista de la Facultad de Ciencias de la Educación de la Universidad Autónoma de Santo Domingo
The present issue of Facetas Educativas brings together a set of empirical studies and methodological developments that illuminate, through recent evidence, the formal quality and communicability of the knowledge produced at the Autonomous University of Santo Domingo (UASD), particularly within its Faculty of Education Sciences (FCE). The guiding thread of this dossier is clear: to strengthen the visibility, retrievability, and standardization of academic outputs (theses, monographs, and reports) as a condition for their social appropriation, circulation within knowledge networks, and pedagogical use in teacher education. Within this framework, the contributions compiled herein provide precise diagnoses, comparative metrics, and pathways for institutional improvement, while also engaging in dialogue with regional best practices in scientific information management.
In a first thematic block of the journal, Basilio Florentino Morillo, Manuel Eusebio Herasme, and Wilfredo Rosario Carrión document the construction and analysis of the institutional database of the Faculty of Education Sciences (INVEDU-FCE). This initiative organized metadata and standardized abstracts for more than seven thousand academic research records, enabling combinable filters by faculty, academic level, period, and thematic descriptors. The platform enhances consultation and the use of the collection for thesis supervision, curriculum design, and decision-making processes. This database has been prepared for inter-faculty scaling under rules of consistency and design integration.
A second block of studies examines the structure of undergraduate and master’s degree reports at the Autonomous University of Santo Domingo through five articles authored, respectively, by Leonela Salazar Vásquez, Nikauly Rainielys Mueses Paredes, Rosmery Montalvo Almonte, and Yolanda Mercedes Almonte Socorro; Angeoline Félix Campusano, Ashley Féliz Gerónimo, Yahaira Villa Félix, and Yodary Méndez Beltré; Francisco Geraldo Gernández Genao, Alexander Contreras Contreras, and Jennypher Elizabeth Tejada Sosa; Carmen Zuleidy, Alexander Reyes, and Oscar Canario Michel; and Heredia Santana Meran, Mirelis Mora de los Santos, and Rubén Darío Puello Royal.
Their review, inspection, and verification studies, conducted within the context of Optional Course 12 (equivalent to the Undergraduate Thesis), describe patterns of presence and absence in key sections—objectives, methodology, results, conclusions, references, and appendices—and reveal persistent gaps in standardized abstracts, controlled keywords, and integrity mechanisms (e.g., plagiarism detection reports). Beyond diagnosis, they propose rubrics, checklists, and standardization guidelines that strengthen the communicability and traceability of academic works.
Taken together, the evidence presented in this issue of the journal offers three key insights. First, improving formal quality does not merely consist of “having” sections, but of ensuring their communicative function through explicit criteria for writing, synthesis, and citation. Second, academic supervision and evaluation require operational tools that ensure coherence among research problems, methods, and findings, as well as methodological transparency (appendices and instruments). Third, information infrastructures and metadata standards multiply the public value of knowledge by enabling its visibility, comparability, and reuse.
With this compendium, Facetas Educativas reaffirms its commitment to rigorous, useful, and open scholarly production that translates findings into verifiable improvements for teacher education and university management.
