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The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustainability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master's Degree in Secondary School Education. The aims of the administered questionnaire were to identify students' perceptions of the development of sustainability competencies; to analyse the relationship between students' perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach: An ad hoc questionnaire of 18 items was designed to analyse students' self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings: The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value: An empirical study has been conducted to investigate preservice teachers' perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies' development. [ABSTRACT FROM AUTHOR]

• Axial symptoms in PD affect individuals' autonomy and overall quality of life. • iTBS-induced plasticity shows potential for significant PD symptom relief. • Bilateral M1-iTBS notably improved bradykinesia and postural/gait disturbances. • Volumetric changes and enhanced functional connectivity support iTBS efficacy in PD. • The modulation of BDNF/GFAP post-iTBS suggests long-lasting neuroplasticity effects. [ABSTRACT FROM AUTHOR]

The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students' contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students' effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts. [ABSTRACT FROM AUTHOR]