This issue of ESS brings together articles that reflect the intellectual vitality of our academic communities and address issues related to teaching, research, and public policy from diverse and rigorous perspectives. The central dossier explores how generative artificial intelligence is transforming educational processes—by producing content, assisting cognitive functions, and raising dilemmas regarding trust, authenticity, and creativity—and proposes responsible practices and critical frameworks for its implementation. Another valuable aspect of this issue is the inclusion of an article translated into an indigenous language: this editorial gesture goes beyond mere linguistic accessibility and recognizes the cultural and epistemic diversity of our region, thereby enriching academic dialogue and public deliberation in higher education. The general section complements the dossier with analyses of institutional issues, pedagogical experiences, and public policies, showcasing the critical capacity and disciplinary diversity of our community.