Editorial reflection

Abstract

This issue of SEKKAN confirms that the social sciences and the humanities continue to be a privileged space for critically examining the challenges of contemporary higher education. The works gathered here do not appear as isolated pieces, but rather as part of a shared conversation on inclusion, student retention, professional training, a culture of peace, pedagogical mediation, the ethics of artificial intelligence, and institutional responsibility. As a whole, this volume reveals a shared concern: understanding how to sustain the human dimension of the educational experience in a context shaped by inequalities, technological transformations, and new demands for quality, relevance, and justice.

One of the major contributions of this issue is its attention to student trajectories and to the conditions that make it possible to learn, remain in school, and project oneself professionally. The article on educational screenings shows the need for timely detection mechanisms to support students through a more preventive and comprehensive tutoring approach. In a convergent direction, the work on economic violence and peace makes visible how material and family conditions affect the academic experience, emotional stability, and the possibility of experiencing education from a culture of peace. Read together, both texts remind us that the university cannot be reduced to managing enrollment or outcomes: it must learn to recognize vulnerabilities, accompany processes, and build responses that are sensitive to the concrete realities of its students.