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Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Higher Education (HE) teachers in the use of digital resources in research work. The initial instrument was made up of a total of 22 items classified into four dimensions: (DIM. 1. Digital skills to search for information, manage it, analyze it and communicate results; DIM. 2. Digital ethics in digital research; DIM. 3. Digital flow in research work; DIM. 4. Anxiety towards the use of ICT resources for research). The instrument was applied to a final sample of 1709 teachers from different higher education institutions in Spain, from an initial sample of 1740. Reliability was measured using Cronbach's Alpha and composite reliability. To check the validity of the instrument, the validity of understanding and exploration of dimensionality was analyzed using Exploratory Factor Analysis (EFA), and the instrument was adjusted for the different models using Confirmatory Factor Analysis (CFA). IBM SPSS V.24 software was used for the AFE and AMOS V.24 software was used for the AFC. The result of the reliability analyzes were adequate and, in relation to construct validity, the results found a good fit of the model, both in internal validity and factorial invariance. The final version of the instrument consists of 12 items. [ABSTRACT FROM AUTHOR]

Introduction: Problematic behavior and drug use are behaviors of social concern, especially in adolescence. There are school factors that can contribute to their development or prevent them. The objective was to establish explanatory models of the relationship between various school variables with the consumption of alcohol, tobacco and cannabis; determining its direct and/or indirect relationship with problematic behaviors. Materials and methods: The study was cross-sectional with a sample of 346 students (Main Age=14.81; 54% women) from secondary education. Structural Equation Model (SEM) were carried to analyze the relationship between the dimensions of the Scale of perception of aspects of school life and alcohol, tobacco and cannabis consume with the presence of Problematic Behavior. Results: Problem behavior was predicted by alcohol, tobacco and cannabis consume, and binge drinking. Different aspects of school life differentially predicted problem behavior and drug use. Sense of challenge was observed as having a reciprocal predictive relationship with problem behavior. Perception of oneself at school predicts both alcohol and tobacco use; while the value given to school predicts binge drinking. Discussion: These findings suggests that, when addressing problem behavior and drug use that affect minors in school and have repercussions on class dynamics and academic outcomes, we should not focus exclusively on these problem areas, but rather take a more integrated approach that includes modifying different school-related aspects that act as risk factors for these types of problems. [ABSTRACT FROM AUTHOR]

Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence. [ABSTRACT FROM AUTHOR]

The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons.The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom.The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts.What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT.Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource.Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves.Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource.The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process.Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource. [ABSTRACT FROM AUTHOR]

Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers' perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants' ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to analyze the digital competence of teachers on the use of YouTube as a didactic resource in the teaching and learning process of students. Specifically, this was analyzed and compared for each educational stage (Preschool Education, Primary Education, Secondary Education, Adult Education, and Vocational Education-VET) between genders of the teacher (female and male). For this, an ex post facto non-experimental design was used, with a sample of 2157 in-service teachers from all over Spain. Among the main results found in this study, teachers of all educational stages had satisfactory skills on the use of YouTube to search and communicate information, although low in relation to the creation of audio-visual material through YouTube. In addition, it was evidenced how gender was a significant factor which affected the competencies of teachers, in most of the educational stages analyzed. [ABSTRACT FROM AUTHOR]

Educational technology offers multiple opportunities for students with functional diversity. For an enriching implementation, it is necessary to develop both aforementioned constructs in initial teacher training. Bearing this in mind, the objective of this study is to analyse pre-service teachers' perceptions of the role of ICT in attending to diversity. A quantitative and longitudinal design was constructed with pre-test and post-test measures, as well as descriptive, inferential, and predictive approaches. The sample included 284 pre-service teachers, and an adaptation of Subscale 1 from the "Demands and potentials of ICT and apps for assisting people with autism" questionnaire (DPTIC-AUT-Q) (Rodríguez-Fuentes et al., 2021) was used. The results indicated the pre-service teachers' positive perceptions regarding the use of ICT with students with functional diversity, revealing significant differences according to gender in the post-test. The digital competence variable is relevant for predicting the perceptions of both genders, in addition to the time and interest variables for men, and the confidence and adequate training variables for women. As a result, the positive impact that the implementation of a module on ICT and attention to diversity had on the pre-service teachers is discussed, with such an intervention being key for an improvement in working with these types of students. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants' perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The excessive use of ICTs is a growing problem among young people. The social isolation caused by COVID-19 can increase these inappropriate behaviour. This study aims at analysing the problematic use of ICTs in trainee teachers based on the gender variable before and after the COVID-19 lockdown based on the gender variable. A longitudinal panel design was carried out with pre-test and post-test measurements based on the gender variable. The sample consisted of 147 students from the Faculty of Education at the University of Malaga who were tested using a validated instrument: MULTICAGE-TIC. The results show that women used ICTs at a higher risk than men before lockdown, except for video games. During lockdown, men obtain higher scores than women in all the analysed ICTs (except for mobile phones). Both genders reach dependency level in all ICTs except for video games in women. The significant increase in all ICTs shows that the effects of the pandemic, such as restrictions on mobility and social interaction, have influenced such growth. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research skills are part of the academic activities of Higher Education teachers. Regardless of the knowledge area they teach, there is a need to observe, reflect, select, analyse and communicate scientific results using technological advances. The aim of this study is to analyse the use that teachers make of different ICT resources for research in terms of gender, comparing within each gender the different areas of knowledge to which the teachers belong (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). To this end, an ex post facto design through surveys was used with a sample of 867 university teachers in the Spanish education system. For the comparative analysis, univariate ANOVA by multiple comparisons was used. The findings revealed that teachers have, in general terms and in both genres, an average level of use, highlighting more use in digital databases, academic Google, high-impact journal websites, and very little use in data analysis software, mainly in qualitative software. The results highlighted that the Engineering-Architecture area is the one that makes the greatest use of ICT for research in comparison with the Art-Humanities area which uses ICT resources the least. The results demonstrate the need to develop procedural and cognitive skills in teaching staff in the most needed areas, not only to encourage them to continue researching and sharing the results acquired, but also to attend and prepare students in research skills so that they can continue learning and increasing their academic and professional training once the university stage is over. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary: This article presents a study of the participants of a Small Private Online Course (SPOC) entitled "The Didactic Programming: Elements and Process of Elaboration" at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in the high drop-out rate. Using a descriptive method, a questionnaire was designed to collect data on the individual characteristics of the University students participating in the SPOC, the degree of satisfaction they expressed at the end of the training process and their opinion regarding class-based courses. The completion rate was 78.7%, and 70.6% of them had previously undertaken online training activities. All the sections of the course (objectives, contents, evaluation, etc.) were favourably evaluated by more than 85% of the participants, as well as their preference for online training. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In increasingly diverse cultural contexts, the intercultural perspective favors an enriching coexistence between cultures, with volunteering being an exercise that allows for a critical transformation of reality in order to achieve a more supportive and equitable society. This article aims to find out how university students conceive of volunteering, as well as their level of participation. The sample was made up of 208 students from the Pedagogy and Social Education degrees of the University of Granada during the 2019/2020 academic year. An ad hoc questionnaire was applied, which incorporated a standardised instrument (Adapted Values Test), as well as questions designed by the authors. The results underline the positive axiological perception of volunteering. The participants understand volunteering as a helping role that depends on the social, personal, and professional motivations of the students. However, this positive perception is not transformed into active participation and continuous links with voluntary organisations. The conclusions indicate that university students value volunteering as a necessary task for the social good, although their participation is low, and it is necessary to transform the pro-social awareness of university students into real participation. [ABSTRACT FROM AUTHOR]

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample. [ABSTRACT FROM AUTHOR]

In a secularised and postmodernist social context, young people are increasingly distanced from religious beliefs. Nevertheless, in schools with a religious character, the main contents of the faith continue to be transmitted through the ideology and the pedagogical model. The objective of this study is to analyse the influence of the type of school on the perception of religious values. The "Adaptive Values Test" instrument was used on a sample of 456 students from secular and religious schools (Salesian) in the province of Seville during the 2018–2019 academic year. The consideration of religious values in Salesian students is also specifically analysed. The results obtained show that young people studying in schools with religious pedagogical models have a more positive view of faith than the students from secular schools. However, the rejection of the ecclesial institution occurs in students from secular schools and, to a lesser extent, in students from religious schools, becoming a common factor of distancing from religion. Young people studying in religious Salesian schools reflect significant gender differences in the perception of religious values. In these students, the exploratory factor analysis reflects three main factors, the key aspects of faith being valued more than the ecclesiastical hierarchy. [ABSTRACT FROM AUTHOR]

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to "Ensure inclusive and quality education for all and promote lifelong learning" as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development. [ABSTRACT FROM AUTHOR]

Big Data has revolutionized decision making in many fields, including education. The incorporation of information and communication technologies into education enables us to gather information about the teaching and learning process. As Big Data can help us improve it, it is paramount to integrate it into initial and continuous learning stages. This study therefore aims at finding out the perception of the training advisors of teacher training centers (N = 117) in Andalusia on the application of Big Data in education. The tool is an adaptation of the VABIDAE (Assessment of Big Data Applied to Education) scale, and the study of the descriptive statistics was carried out by using the analysis of variance (ANOVA) and Mann–Whitney U tests in order to check the existence of significant differences and correlations between the items that make up the scale. The results reflect the positive perception of training advisors on the use of Big Data in education. Significant differences were found in the competence level variable, whereby this tool was better rated by those advisors who feel that they have an advanced competence level. In conclusion, Big Data is valued for its ability to personalize educational processes and the consequent improvement in academic results, which shows the need to increase the level of knowledge about this tool. [ABSTRACT FROM AUTHOR]