<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100444</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.805</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Arquitecturas Relacionales del Aprendizaje en Red: Aproximación Transcompleja en Contextos Educativos y Tecnológicos Emergentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Relational Architectures of Networked Learning: A Transcomplex Approach in Emerging Educational and Technological Contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergaras]]></surname>
<given-names><![CDATA[Arlene Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Castro]]></surname>
<given-names><![CDATA[José Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mago]]></surname>
<given-names><![CDATA[Clemys García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosillón]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos Medina]]></surname>
<given-names><![CDATA[María Auxiliadora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mujica-Sequera]]></surname>
<given-names><![CDATA[Ruth Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Centro de Estudios Superiores en Ingeniería (CESI)  ]]></institution>
<addr-line><![CDATA[ Maracaibo]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>444</fpage>
<lpage>456</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100444&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT Research in the 21st century was challenged by the need to transcend reductionist paradigms that constrained the understanding of complex, dynamic, and interconnected educational realities. In response, this essay proposed a transcomplex architecture of networked learning as an integrative epistemological framework to re-signify knowledge construction in emerging educational and technological environments. The study was framed within an inductive method, under a humanistic paradigm, with a qualitative interpretative approach, descriptive-interpretative type, and a topical narrative design. Methodologically, it was grounded in a critical and interpretative documentary review of scientific literature indexed in high-impact academic databases, which was analyzed through thematic and hermeneutic techniques. The analysis addressed the transition from disciplinary fragmentation to relational rationality, reconceptualized learning as an emergent phenomenon within interconnected ecosystems, examined the reconfiguration of expert knowledge in contemporary professional dynamics, and explored the constitutive role of technological mediations in hybrid learning environments. These dimensions were articulated into a transcomplex analytical framework that integrated epistemological, pedagogical, and technological perspectives. The study contributed a transcomplex conceptual model, hereafter referred to as the transcomplex architecture of networked learning, which redefined knowledge construction as a relational, distributed, and technologically mediated process. The findings positioned transcomplexity as a robust epistemological foundation for understanding and transforming educational realities, emphasizing dialogicity, interdisciplinarity, and the co-construction of knowledge in contexts shaped by uncertainty, interconnectivity, and digital mediation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación en el siglo XXI estuvo marcada por la necesidad de trascender los paradigmas reduccionistas que limitaban la comprensión de realidades educativas complejas, dinámicas e interconectadas. En respuesta, el presente ensayo propuso una arquitectura transcompleja del aprendizaje en red como un marco epistemológico integrador para resignificar la construcción del conocimiento en entornos educativos y tecnológicos emergentes. El estudio se enmarcó en un método inductivo, bajo el paradigma humanista, con enfoque cualitativo interpretativo, de tipo descriptivo-interpretativo y diseño narrativo tópico. Metodológicamente, se sustentó en una revisión documental de carácter crítico e interpretativo de literatura científica indexada en bases de datos académicas de alto impacto, la cual se analizó mediante técnicas de análisis temático y hermenéutico. El análisis abordó la transición desde la fragmentación disciplinar hacia una racionalidad relacional, reconceptualizó el aprendizaje como un fenómeno emergente en ecosistemas interconectados, examinó la reconfiguración del saber experto en las dinámicas profesionales contemporáneas y exploró el papel constitutivo de las mediaciones tecnológicas en entornos híbridos de aprendizaje. Estas dimensiones se articularon en un marco analítico transcomplejo que integró perspectivas epistemológicas, pedagógicas y tecnológicas. El estudio aportó un modelo conceptual transcomplejo, denominado arquitectura transcompleja del aprendizaje en red, que redefinió la construcción del conocimiento como un proceso relacional, distribuido y mediado tecnológicamente. Los hallazgos posicionaron la transcomplejidad como una base epistemológica robusta para comprender y transformar las realidades educativas, destacando la dialogicidad, la interdisciplinariedad y la co-construcción del conocimiento en contextos caracterizados por la incertidumbre, la interconectividad y la mediación digital.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje en red]]></kwd>
<kwd lng="es"><![CDATA[transcomplejidad]]></kwd>
<kwd lng="es"><![CDATA[arquitecturas relacionales]]></kwd>
<kwd lng="es"><![CDATA[ecosistemas educativos digitales]]></kwd>
<kwd lng="es"><![CDATA[contextos tecnológicos emergentes.]]></kwd>
<kwd lng="en"><![CDATA[Networked learning]]></kwd>
<kwd lng="en"><![CDATA[transcomplexity]]></kwd>
<kwd lng="en"><![CDATA[relational architectures]]></kwd>
<kwd lng="en"><![CDATA[digital educational ecosystems]]></kwd>
<kwd lng="en"><![CDATA[emerging technological contexts.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<name>
<surname><![CDATA[Bond]]></surname>
<given-names><![CDATA[M.]]></given-names>
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<name>
<surname><![CDATA[Gouverneur]]></surname>
<given-names><![CDATA[F.]]></given-names>
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</person-group>
<article-title xml:lang=""><![CDATA[Systematic review of research on artificial intelligence applications in higher education]]></article-title>
<source><![CDATA[International Journal of Educational Technology in Higher Education, 16(1)]]></source>
<year>2019</year>
<volume>39</volume>
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</ref>
</ref-list>
</back>
</article>
