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Given the current situation with regards to the publication of the Development Orders to Improve University Teaching approved by Royal Decree 822/2021, which might affect degree mentions in Spain, this research focuses on a study of the form of the curriculum for the Mention in Music Education. To do so, we have selected public and private centres (n = 48) that are affiliated to the Conference of Deans of Education. We examined the offer of this specialisation on the degrees in Early Childhood Education and Primary Education, the distribution of subjects, and access requirements. In addition, the content of the subjects was classified. and the presence of specific placements and final degree projects was considered. The results show a reduction in credits and training capacity compared to the previous specialism. In addition, the more restricted offer of this mention in Early Childhood Education than in Primary Education is shown. The Kruskal-Wallis non-parametric test did not find any statistically significant differences in the availability of these courses in different autonomous communities. In the case of modules offered, it is apparent that both stages share the same musical categories (vocal, instrumental, auditory, musical language and rhythm, movement and dance, among others) but that the teaching load differs. Likewise, it was also found that few centres offer specific practicals and final degree projects for the mentions. For all these reasons, taking into account all of the foregoing is recommended in the event of any modification that could increase the number of credits with the publication of the afore mentioned orders. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

Social conditions of current life do not exactly constitute an ideal framework for the serene implementation of a balanced temporal perspective in the educational system. The article tries to contribute to: 1) substantiating the anthropological value of time, showing the decisive character that, in the current circumstances of accelerated change, the time domain has in the configuration of personal identity; 2) with a more applied nature and awareness of the interaction between time, power, and educational action, rethinking the meaning and scope of today's educational policy decisions. Methodologically, we adopt a hermeneutical approach in which we critically analyse the temporal perspective as a coordinate of personal and social experience, as well as the predominant patterns that explain and justify the connections between time, power, and education. We show how, within our individual possibilities, the balanced organisation of time contributes to achieving a successful personal identity, strengthening the ethical impetus of the educational task and transforming our lifestyle. However, the encounters and disagreements between time and education also depend on the horizons of meaning that we adopt at the collective level, which leads to power being seen as an explanatory variable. Rethinking time and education leads us to reconsider educational policy decisions, in which we simultaneously notice obstacles and innovative possibilities. The change in individual and collective lifestyles, linked to a balanced temporal orientation, is associated with complex interactive and not merely unidirectional socio-cultural dynamics. [ABSTRACT FROM AUTHOR]

The aim of this work is to analyse the influence of protective and/or judicial measures on the transit to prison of young women who have been through these situations as minors, starting by identifying risk factors associated with the process. Consequently, it provides new verified benchmarks for intervention with the population of young women in prison. To this end, qualitative and quantitative methods are used with a sample of 599 female inmates from 42 Spanish prisons, to whom 538 surveys and 61 interviews were applied. Three subsamples were selected: protection centres (n = 60); foster care (n = 36), and judicial measures (n = 72). A descriptive and interpretative study was carried out using frequency analysis, contingency tables, independence tests, and measures of association. The results show that 20.3 % of young women in prison have a prior history of institutionalisation in protective measures and 13.4 % with judicial measures. The main risk factors identified are: low educational levels (69.4 % below secondary education), environments with family members or partners in prison (between 48 % and 63.2 %), addictions (drugs and alcohol), either personal or affecting family members (over 60 %), and a significant relationship between young people who experienced judicial measures as minors having made reports of abuse. In the discussion and conclusions, growth in criminal behaviour by young people, especially women, is evident. Regarding the group studied, the low valuation of their time in protection centres and judicial measures by the imprisoned women, the difficulty of their family and affective background, and their worryingly low levels of education are striking. These data support the bases for evaluating the early impact on processes of transit towards prison and the options for socio-educational intervention aimed at reintegration and inclusion. [ABSTRACT FROM AUTHOR]

There is evidence of the existence of both bullying and cyberbullying in the university environment. The aim of this study is to analyse the differences between cyberbullying roles (target, perpetrator, and bystander) according to sociodemographic and academic variables (sex, age, origin, level of studies, and faculty). The participants were 765 young students (72.9% women) from a university of the southeast of Spain (83.7% undergraduate degree, 15.2% Master's degree, and 1.1% other studies) from different faculties. The Questionnaire on Harassment among University Students tool was used. The results of the study determined that women, people aged under 20, undergraduate degree students, and Humanities, Social Sciences, and Health Sciences students obtained higher values in the sub-scales evaluated. Among the roles of those involved, bystanders stood out, followed by perpetrators and victims. Regression analysis showed a relationship between being the target, perpetrator, and/or bystander of cyberbullying. The study will make it possible to focus on those sociodemographic variables that turned out to be significant as well as the relationship between the cyberbullying roles in the face of prevention and intervention programs for each of the roles. The university context must assume the importance of promoting coexistence and university welfare. The involvement of the entire educational community is also relevant. [ABSTRACT FROM AUTHOR]

The present article analyses how cultivation of creativity underpins the possibility of rational dialogue with people who have different cultural origins by confirming the essentially productive character of human beings and contemplating creativity as a human dimension with intrinsic value, linked to the full realisation of the individual's personality. The phenomenon of creativity is examined as an event that --sometimes dramatically-- extracts the subject from the cultural world of mediations formulated within her own tradition that she usually inhabits, thus revealing to her a transcultural reality that manifests itself clearly. Recognising this original reality --which goes beyond the signifies constructed by different cultural traditions and from which creative action occurs-- is the starting point for a true dialogue between cultures that enables a process of cultural critique, in other words, an examination of the validity of the products or objectivities of one's own culture and the cultures of others. [ABSTRACT FROM AUTHOR]

The American Journal of Education (AJE) is one of 11 core journals identified in the field of education and publishes new research across a broad range of educational disciplines. Located at Penn State, the journal is supported by associate editors from around the nation as well as an advisory board of senior scholars. The journal also supports an online forum (AJE Forum) that is managed by the student editorial board. The major issue facing the journal is how to effectively disseminate peer-reviewed research to a broad audience that includes administrators, policy makers, reform advocates and educators. Given the limitations of university resources, the journal has experimented with new ways to disseminate information about its articles via social media and continues to assess how best to monitor the impact of journal articles in academic and policy contexts. [ABSTRACT FROM AUTHOR]

This article analyses the characteristics of musical intelligence within the framework of the multiple intelligences model with the aim of moving forward the relationship between the development, learning and optimisation of these intelligences. The skills and capacities that are developed in interaction with musical intelligence are analysed as are the main lines of teaching work in schools, especially in the case of people with a specific educational need. Similarly, a brief overview of the proven effects of musical practice and the development of musical intelligence is provided, identifying some of the cortical and subcortical areas involved in these intelligences and the modifications that musical training generates, with some suggested criteria about its pedagogical applications. [ABSTRACT FROM AUTHOR]

At present, competence-based approaches are gradually becoming the main axis of the European Union's general education policies and of pedagogical practice at several educational levels. Nonetheless, it is important to analyse how the various general prescriptive directions that can easily be identified at the normative level are being put into practice in order to establish an in-depth understanding of them. This study presents the results of a research project with the aim of analysing and describing successful practices in the development of Cross-curricular Competences (CCC) in VET centres in the Basque Country. The methodology used is case studies in which a quantitative approach (a questionnaire for teachers) is used, followed by a qualitative approach comprising interviews and focus groups with management teams, students, and teachers. Analysis of the results reveals three typical cases relating to the forms and modes of institutionalization of CCCs: at the level of individual teachers where the development of CCCs is in the hands of teachers in an isolated and diffused way; at the cycle level where the teachers of a cycle as a group direct the process within a context of methodological change; and at the centre level where the development of CCC becomes an institutional feature involving all of the centre's teachers. Each of these cases results in a particular understanding of the concept of CCCs as well as diverse ways of materializing them in teaching-learning processes. The results provide key information that enables critical reflection on the shift from individual experiences to more collaborative institutional and teaching models for developing CCCs in vocational training. [ABSTRACT FROM AUTHOR]

In this paper we present a historical study of the culturalist contributions of Wilhelm Flitner specific processes for the epistemologization of contemporary pedagogy. From a literature review of the author, content analysis and comparison with literature on the subject, we conclude that Flitner proposed rework the epistemological body of pedagogy, following the neo-Kantian, own rationalist tradition of the first half of the century XX. Education is a spiritual activity and pedagogy is a pragmatic human science, whose object is the hermeneutic understanding of education in its historical and cultural context. Flitner ended up confusing the fields of Theory of Education with the Philosophy of Education. Both fields, but equally legitimate, are different. The Philosophy of Education should not replace theoretical studies on education, which correspond to the Theory of Education. [ABSTRACT FROM AUTHOR]

The struggles for recognition, focused on cultural and identity issues until recently, are returning to public arenas in the form of struggles for legal recognition, precisely when we are witnessing, in the context of the post-2008 economic recession, a downward review of citizenship rights, in particular social and labour rights. This article discusses this issue by: first, associating education to the struggles for legal recognition, using the «moral grammar of social conflicts » of Axel Honneth; second, showing how education, connected to empowerment, may have an interesting role in the qualification of social actors involved in these struggles; third, defining the major articulations of this educational role in terms of empowerment. The article concludes by demonstrating the strategic role of empowerment, when promoted by education, in the struggles against the recession of subjective or citizenship rights. [ABSTRACT FROM AUTHOR]

In this paper the author describes the identity of the pedagogy of alterity, based on Levinas's ethics and anthropology. For the author, the pedagogy of alterity is indebted to a circumstance, because there are no education outside time and space, is a response to a singular and particular subject, is reception to the other and resistence to evil, is memory of what our elders have been built, and testimony, more than instruction. [ABSTRACT FROM AUTHOR]

The transition of young people into employment and training is a challenge in today's society, even among young people in situations of social vulnerability. In this project a study to review allocations on the study and the employment of vulnerable youth sample is presented. To do this, there has been an integrative research design that includes a quantitative and a qualitative study. For the former, an ad hoc questionnaire was applied to 493 vulnerable young people from all regions. For the second, interviews were conducted with nineteen young participants in social and educational programs aimed at improving employability and employment, developed by seven social institutions of Madrid and Andalusia. The results reveal the type of benefits attributed to the study and employment, and that there is a relationship between them. [ABSTRACT FROM AUTHOR]

Research over the past three decades consistently shows poor outcomes in education and employment for young people leaving care in England. Evidence indicates lower levels of education attainment and post-16 participation for young people in and leaving care in comparison to other young people and suggests a lasting impact, with care experienced adults at greater risk of social exclusion, being overrepresented in marginalised groups such as the long-term unemployed, homeless and prison populations and adults with mental health difficulties. This paper draws on recent research carried out with young people leaving care to explore the challenges they face in finding and sustaining participation in education, employment and training. It shows that support from formal and informal sources to address the practical, emotional and financial challenges is crucial to successful journeys and that young people's own motivation and self-belief are significant factors in increasing and sustaining participation. [ABSTRACT FROM AUTHOR]

The question of adapting folk tales is one of the most controversial issues in Literature for Children that affects not only linguistic or stylistic issues but also the educational level of transmission of moral values. Can any traditional story be retold or its vision of the world is no longer significant? Must the new version be adapted to contemporary children's psychology? Must macabre or too frightening passages be removed? Should we give priority to illustrations over text? How can we deal with sexist, xenophobic or religious ideology in some works? Should satirical or ironic component be eliminated? What should we communicate and what we pass on morality as adaptors? Considering the casuistry found in the history of adaptations, there seems to be a conflict between the faithful transmission of the texts and the desirability of profound and severe adjustments to suit contemporary child psychology, of certain social or ecological values, or referred to as politically correct; to put it more simply, a conflict between the faithful transmission of the texts (culture) and the desirability of profound and severe adjustments to suit contemporary child psychology (education). As a conclusion, adaptations will depend on our concept of education and our concept of the childhood. [ABSTRACT FROM AUTHOR]