<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402014</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14807422</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectividad de los entornos educativos en la educación inclusiva de los docentes de educación media]]></article-title>
<article-title xml:lang="en"><![CDATA[Effectiveness of educational environments in the inclusive education of secondary school teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toledo Navarrete]]></surname>
<given-names><![CDATA[Ana Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio se direcciona a determinar la efectividad de los entornos educativos en la educación inclusiva impartida por docentes de educación media. La investigación consideró una metodología aplicada, de enfoque cuantitativo y diseño cuasiexperimental. La población estuvo conformada por 50 docentes de nivel de educación básica media, divididos en un grupo experimental integrado por 25 docentes y un grupo de control, también compuesto por 25 docentes. Los resultados obtenidos mediante el pretest indicaron deficiencias en la educación inclusiva que estos docentes impartían. Como intervención, se aplicó un programa de entornos inclusivos al grupo experimental. Los resultados del post test destacaron mejoras en el grupo experimental, donde el 84,0% de los estudiantes alcanzó un nivel alto, mientras que el grupo de control se mantuvo en un nivel medio con una respuesta del 68,0%. A nivel inferencial, los resultados del post test indicaron U = 135,000; Z = -3,449; Sig. = 0,001 &lt; 0,05, lo que permitió aceptar la hipótesis de investigación y determinar que el desarrollo de una propuesta centrada en entornos educativos es efectivo en la educación inclusiva impartida por docentes de educación media.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to determine the effectiveness of educational environments in inclusive education provided by middle school teachers. The research considered an applied methodology, with a quantitative approach and a quasi-experimental design. The population consisted of 50 middle school teachers, divided into an experimental group composed of 25 teachers and a control group, also composed of 25 teachers. The results obtained through the pretest indicated deficiencies in the inclusive education that these teachers provided. As an intervention, an inclusive environment program was applied to the experimental group. The results of the post-test highlighted improvements in the experimental group, where 84.0% of the students reached a high level, while the control group remained at a medium level with a response of 68.0%. At the inferential level, the results of the post-test indicated U = 135.000; Z = -3.449; Sig. = 0.001 &lt; 0.05, which allowed us to accept the research hypothesis and determine that the development of a proposal focused on educational environments is effective in inclusive education provided by middle school teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[entornos educativos]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="en"><![CDATA[public administration]]></kwd>
<kwd lng="en"><![CDATA[bureaucracy]]></kwd>
<kwd lng="en"><![CDATA[organization]]></kwd>
</kwd-group>
</article-meta>
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