Vol. 9 No. 14 (2025): Nº14 - Revista ICU. Investigación, Ciencia y Universidad (ICU)

In the second issue of this volume, we present a set of scientific contributions that, although grounded in diverse disciplines, converge around a common thread: the need to critically reassess productive, communicational, legal, and educational practices in light of their real effects on individuals and communities, particularly in contexts of profound social transformation. From the field of Veterinary Sciences, one study examines the impact of nutritional restriction during gestation in Pampinta ewes, demonstrating that although a low level of feeding did not affect milk yield or lamb carcass characteristics at slaughter, it did produce effects on the offspring, highlighting the importance of considering the long-term consequences of productive decisions.
In the area of Human Health Sciences, research on the impact and recall of breast cancer prevention campaigns in Mendoza, Argentina, reveals a concerning gap between communication and action: the campaigns are poorly remembered and do not effectively motivate women to attend breast screening, thus questioning the actual effectiveness of public health communication strategies.
Within the Social Sciences and Humanities, three contributions extend this reflection to institutional and educational contexts. An analysis of occasional service contracts in Ecuador discusses their tension with the constitutional principle of job stability and suggests that their use in public institutions may undermine employee commitment and performance. A prospective study on the future of the university, based on the perspectives of educational, social, and business leaders, explores possible scenarios for higher education and examines the role of distance learning in shaping professionals capable of contributing to social development. Finally, a study focused on student trajectories in Argentine public universities emphasizes the value of initial diagnostic assessment as a situated pedagogical tool to adjust teaching strategies and anticipate barriers, while also proposing that student demands be understood as key inputs for building a more inclusive, critical, and sustainable university.
Taken together, the articles in this issue move beyond the mere description of phenomena and offer evidence-based reflection to inform more effective, equitable, and socially responsible decision-making in areas that directly affect quality of life and collective development.