<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000400029</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Re-imagining Teaching Socialisation to Students in the Era of Technology]]></article-title>
<article-title xml:lang="es"><![CDATA[Reinventar la enseñanza de la socialización a los estudiantes en la Era Tecnológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luvalo]]></surname>
<given-names><![CDATA[Loyiso M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of South Africa Department of Educational Foundations ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000400029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000400029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000400029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The ability to fully socialise is one of the crucial aspects necessary for the full development of learners. In an age dominated by mobile technology, developing socialisation skills in pupils brings new problems and opportunities. Parents and teachers are confronted with a myriad of new challenges. While there is a noticeable surge in the use of technology in schools worldwide, it is disconcerting to note the limited empirical research on the perspectives of teachers and parents about how socialisation can be taught. If educational support for student adaptation and socialisation is not emphasised during the schooling period, it may diminish the ability of learners to socialise as adults. This article employs a phenomenological approach and semi-structured interviews with educators and parents in South Africa to explore their perspectives on how to effectively impart socialisation skills in an age dominated by mobile phones and other digital devices. The findings suggest that both teachers and parents, motivated by a desire to ensure their children's success, work tirelessly to impart invaluable socialisation skills using verbal admonishments, punitive measures, affirmative reinforcements and, occasionally, exemplification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La capacidad de socializar plenamente es uno de los aspectos cruciales necesarios para el pleno desarrollo de los aprendices. En una época dominada por la tecnología móvil, el desarrollo de las capacidades de socialización de los alumnos plantea nuevos problemas y oportunidades. Padres y profesores se enfrentan a un sinfín de nuevos retos. Aunque el uso de la tecnología en las escuelas de todo el mundo está experimentando un notable auge, resulta desconcertante la escasa investigación empírica sobre las perspectivas de profesores y padres acerca de cómo puede enseñarse la socialización. Si no se hace hincapié en el apoyo educativo a la adaptación y socialización de los alumnos durante el periodo de escolarización, puede disminuir su capacidad de socialización como adultos. Este artículo emplea un enfoque fenomenológico y entrevistas semiestructuradas con educadores y padres de Sudáfrica para explorar sus perspectivas sobre cómo impartir eficazmente las habilidades de socialización en una época dominada por los teléfonos móviles y otros dispositivos digitales. Los resultados sugieren que tanto los profesores como los padres, motivados por el deseo de garantizar el éxito de sus hijos, trabajan incansablemente para impartir habilidades de socialización de valor incalculable mediante el uso de reprimendas verbales, medidas punitivas, refuerzos afirmativos y, ocasionalmente, la ejemplificación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Socialisation]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[Technology era]]></kwd>
<kwd lng="es"><![CDATA[Socialización]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Era tecnológica]]></kwd>
</kwd-group>
</article-meta>
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