Vol. 5 No. 2 (2025): Challenges

December 2025 – May 2026: This issue, Challenges, brings together three studies that converge on a shared urgency: how to sustain educational quality, well-being, and relevance amid digital transformation. We open with a study set in post-pandemic Ecuador that links teachers’ digital competencies to nomophobia and problematic mobile phone use among adolescents, highlighting the role of platforms such as Moodle and the challenges for teacher training and public policy aligned with SDG 4. Next, a systematic review on the flipped classroom in higher health education synthesizes benefits, limitations, and implementation conditions to improve learning, performance, and clinical skills without overlooking institutional bottlenecks. The issue closes with an integrative review on third-level technologists in Latin American contexts, bringing to the fore tensions around employability, institutional recognition, and competency profiles within rapidly changing educational and productive systems.