<?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>S2665-02662026000100487</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.798</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La Enseñanza del Idioma Inglés: Retos y Perspectivas Globales desde la Educación Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching English: Global Challenges and Perspectives from Basic Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aviles-Bustamante]]></surname>
<given-names><![CDATA[Indira Xochiquetzalt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-López]]></surname>
<given-names><![CDATA[Martha Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Navarrete]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Hipócrates  ]]></institution>
<addr-line><![CDATA[Guerrero ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Hipócrates  ]]></institution>
<addr-line><![CDATA[Guerrero ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Hipócrates  ]]></institution>
<addr-line><![CDATA[Guerrero ]]></addr-line>
<country>México</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>487</fpage>
<lpage>497</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100487&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aprendizaje del idioma inglés en la educación básica se configuró como un eje estratégico para el desarrollo social, económico y cultural en contextos globalizados, donde el dominio lingüístico amplió las oportunidades académicas, laborales e interculturales. El objetivo del estudio fue analizar críticamente los retos y las perspectivas globales de la enseñanza del inglés en la educación básica, en articulación con los principios del desarrollo sostenible. El ensayo se enmarcó en el paradigma crítico-social, bajo el método deductivo, con enfoque cualitativo, de tipo analítico-documental y con un diseño narrativo de tópico. El universo estuvo conformado por literatura científica reciente y por documentos de política educativa internacional. Como técnica, se empleó la revisión documental y, como instrumento, la matriz de análisis categorial, orientada a la comparación de políticas educativas y estrategias pedagógicas en distintos contextos. El análisis evidenció que la incorporación del inglés en la educación básica trascendió su carácter normativo y requirió una articulación efectiva entre las políticas públicas, la formación docente y el uso pedagógico de las tecnologías educativas. Asimismo, se identificaron avances y limitaciones en países como México, Brasil, Nepal, Finlandia y Ruanda, vinculados a factores estructurales, socioculturales y tecnológicos. Se concluyó que el fortalecimiento de la enseñanza del inglés desde edades tempranas constituyó una condición necesaria para promover la equidad, la competitividad y el desarrollo integral, aunque su efectividad dependió de la coherencia entre el diseño curricular, las condiciones contextuales y las estrategias de implementación educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Learning English in basic education is a key pillar for social, economic, and cultural development in globalized contexts. Linguistic proficiency expands academic, professional, and intercultural opportunities. The objective of this study was to analyze the challenges and global perspectives of teaching English in basic education, focusing on sustainable development principles. This essay follows the critical-social paradigm, uses a deductive method, takes a qualitative approach, and adopts an analytical-documentary type with a topical narrative design. The study covers recent scientific literature and international educational policy documents. Documentary review was used, with a categorical analysis matrix as the main instrument to compare educational policies and pedagogical strategies in different contexts. The analysis showed that integrating English in basic education requires more than following norms. It needs effective coordination among public policies, teacher training, and the use of educational technologies. The study found both progress and limitations in countries like Mexico, Brazil, Nepal, Finland, and Rwanda, connected to structural, sociocultural, and technological factors. Strengthening English instruction from an early age is key to equity, competitiveness, and holistic development. However, success depends on clear links between curricular design, local conditions, and instructional strategies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza del idioma inglés]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="es"><![CDATA[competencia lingüística]]></kwd>
<kwd lng="es"><![CDATA[educación global.]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
<kwd lng="en"><![CDATA[linguistic competence]]></kwd>
<kwd lng="en"><![CDATA[global education.]]></kwd>
</kwd-group>
</article-meta>
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