# data[].attributes.body
Didactics is understood to be a branch of pedagogy that studies and applies the most appropriate methods and techniques to facilitate the teaching and learning process. In other words, it seeks to answer questions such as: How to teach better? What to teach? When and with what resources?. In short, didactics analyzes how we teach and how students learn, to ensure that learning is meaningful, effective, and adapted to the needs of the educational context.

# data[].attributes.body
Medina emphasizes that didactics not only addresses teaching methods but also reflects on the purpose of instruction, the characteristics of students, the content to be taught, and strategies for updating knowledge. In this sense, didactics is presented as an essential tool for improving teaching practice and adapting to the challenges of a constantly changing world.

Sarré and White 2016 p.142, states that knowledge-oriented didactics is a science that seeks to understand how teaching leads to learning.

Stocker, 1964 Didactics refers to the main phenomena, forms, precepts and laws of teaching without a particular subject.

Gutierrez, 2001 p15, Didactics is the science that studies the teaching-learning phenomena as prescriptive aspects of an efficient methodology.

Meyer, M.A 2007, Didactics refers to the science of teaching in relation to objectives, subject matter, methods and frameworks within a specific field.

# data[].attributes.body
To improve interactions between teacher, student, and content—which are at the heart of the teaching process—several strategies can be applied, focusing on personalized learning, the use of active methodologies, and the creation of a flexible and inclusive environment. Here are some examples:

Use tests or dynamics to identify whether my students are visual, auditory, kinesthetic, reflective, etc.

Project-based learning (PBL): Allows students to build knowledge by investigating and solving real-life problems.

Flipped classroom: Students explore the content at home, and questions are answered and practical activities are completed in class.

Use visual aids, guides, digital resources, or manipulatives according to specific needs (for example, students with attention or reading comprehension difficulties).

Use feedback as an opportunity to improve interaction: not just saying "what did they do wrong," but "how can they improve?"

Use interactive platforms (Kahoot, Padlet, Canva, Genially, Quizizz, etc.) to present content in an engaging way.

Using tools like Google Classroom or Moodle allows you to adapt your learning pace and maintain constant communication.

# data[].attributes.body
To achieve balance, we must first understand that combining a critical and human perspective (pedagogy) with concrete strategies (didactics) is necessary to achieve a balanced and differentiated approach.

Some strategies that can be used for both are:

Meaningful curriculum design: not just addressing content, but selecting what truly shapes and transforms.

Flexible planning: Thinking about the student before the content. What do they need? How do they learn best?

Formative assessment: Using assessment as part of learning, not just as a measurement.

Constant reflection: Reviewing teaching practice with pedagogical questions: Am I educating or just teaching? What values ​​am I transmitting?.

# data[].attributes.body
that pedagogy and didactics, although distinct, profoundly complement each other in the educational process. Pedagogy helps me understand the human, social, and ethical meaning of education, while didactics provides me with the practical and technical tools to translate that meaning into concrete action in the classroom.

# data[].attributes.body
That teaching isn't just about explaining content, but also about understanding my students and supporting them in their learning process. I reconnected with the importance of viewing education from a human and conscious perspective, not just a technical one.

# data[].attributes.body
I understood that education is a complex process that requires both theoretical reflection and practical action. Pedagogy and didactics are not opposites, but rather complementary, and their integration enriches my work as a teacher.

I recognize the importance of adapting my teaching to the needs and learning styles of students, using active and participatory methodologies that foster a more dynamic, meaningful, and humane learning environment.

have the commitment to continue reflecting on my practice, not only to improve my teaching strategies, but to stay connected to the deeper meaning of educating people with critical thinking, values, and autonomy.

# data[].attributes.body
A dynamic and effective learning environment is achieved when I combine pedagogical theory with teaching practice. By integrating both approaches, I not only teach, but I educate in a conscious, critical, and inclusive manner, responding to the real needs of my students.

Stöcker (1964) conceives didactics as the general theory of teaching at all levels, while Medina (2003) defines it as an applied discipline that articulates the interaction between teaching and learning. From this understanding, I reaffirm that didactics provides me with tools to plan, execute, and evaluate learning processes in a coherent, flexible, and meaningful manner.

Pedagogy is the foundation that guides the purpose of education. It allows me to reflect on my role as a teacher, the values ​​I transmit, and the social impact of teaching. Understanding it helps me teach with meaning and ethical commitment.