<?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>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872025000100149</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2025.10.35.7.149-170</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las Redes Sociales Aplicadas al Aprendizaje de la Odontología]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Media Applied to Dental Education Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín Guamán]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero Luzuriaga]]></surname>
<given-names><![CDATA[Aura del Cisne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Cuenca, UCACUE  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Cuenca, UCACUE  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>10</volume>
<numero>35</numero>
<fpage>149</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872025000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872025000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872025000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio analiza el impacto de las redes sociales en la enseñanza-aprendizaje de estudiantes de odontología de la Universidad Católica de Cuenca (UCACUE). Mediante un enfoque mixto (cualitativo-cuantitativo) descriptivo, se aplicó una encuesta a 93 estudiantes del octavo ciclo durante el periodo académico 2022-2023. Los resultados revelaron que el 99% utiliza redes sociales y el 91% las incorpora en su proceso educativo. YouTube (83,10%) destaca como plataforma preferida para el aprendizaje teórico-práctico, mientras WhatsApp (76,60%) lidera en retroalimentación clínica. El 95% considera estas plataformas útiles para el componente teórico y la creación de videos educativos. El 78% percibe beneficios tanto en materias teóricas como prácticas. El tiempo dedicado a redes sociales (65% entre 3-5 horas diarias) plantea interrogantes sobre posibles efectos en el rendimiento académico. Se concluye que las redes sociales representan herramientas pedagógicas complementarias con alto potencial para enriquecer la formación odontológica, aunque se requieren normativas institucionales para su integración sistemática en todas las cátedras y el desarrollo de competencias digitales críticas que permitan discriminar, validar y aplicar efectivamente la información disponible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the impact of social media on the teaching-learning process of dentistry students at Universidad Católica de Cuenca (UCACUE). Using a mixed (qualitative-quantitative) descriptive approach, a survey was applied to 93 eighth-semester students during the 2022-2023 academic period. Results revealed that 99% use social media and 91% incorporate these platforms into their educational process. YouTube (83,10%) stands out as the preferred platform for theoretical-practical learning, while WhatsApp (76,60%) leads in clinical feedback. 95% consider these platforms useful for theoretical components and creating educational videos. 78% perceive benefits in both theoretical and practical subjects. Time dedicated to social media (65% between 3-5 hours daily) raises questions about possible effects on academic performance. The study concludes that social media represents complementary pedagogical tools with high potential to enrich dental education, although institutional regulations are required for their systematic integration into all courses and the development of critical digital competencies that allow students to discriminate, validate, and effectively apply available information.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación odontológica]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[dental education]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
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