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Introduction: Labor consolidation is not a sufficient criterion to abandon the need for the qualification and requalification of professionals, especially in the field of education, whichmust respond to the uncertainties of society in the light of trends and advances incorporated in pedagogical research. Methods: The present qualitative study analyzes the training demands of social education professionals from their own perspective, using their own stories in a semi-structured interview format conducted with), key informants from governmental and non-governmental organizations in southeastern Spain, specifically from the autonomous community of the region of Murcia. Results: According to the results, the most frequent and significant formative limitations are those referred to in the field of social policies, legislative training, administrative processing, specialized work in specific sectors or collectives, and mediation. Similarly, the results reveal fashion themes (mental health, gender) and reiteration of non-exclusive conditioners of social education. These are extrapolable to other areas, such as the increasing bureaucracy and complexity in the proceedings as common places in the reflection of professionals with their own initiative and commitment to their own updating that is associated with a reflective criticism of their own professionalization. Discussion: The diverse range of responses and subjects, as indicated by the numerous descriptors needed for the categorization and their respective percentages, leads us to conclude that ongoing professional training does not encourage excessive specialization. Instead, it necessitates offering a broad range of training adjusted to the versatility of situations. [ABSTRACT FROM AUTHOR]

Background: The transition to adulthood is especially critical for young people who have been in the child protection system, as they face significant challenges in areas such as education, mental health, employment, and economics. Methods: This qualitative study examines the perceptions of 20 young adults from Spain who have exited the child protection system regarding their transition to adulthood. Structured interviews were conducted, transcribed, and analyzed using IRAMuTeQ software to identify thematic patterns. Results: The young adults reported inadequate preparation and a need for ongoing support, and they faced challenges in areas such as housing, employment, financial education, and mental health. They emphasized the importance of social and emotional support networks for successful adaptation. The results reveal a deficit in training programs and structural support, suggesting the need for a review of existing Spanish policies. Conclusions: Social educators play a crucial role in facilitating the transition to adulthood for young people who have been in protective systems in Spain, providing emotional support and resources to aid in their integration and autonomy. Effective coordination between institutional actors and Spanish society is vital to ensure a successful transition to adulthood. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse the socio-pedagogical actions carried out in Spanish prisons. To do so, we begin by analysing the main regulations covering educational policy in prisons, share as an essential axis the orientation of the custodial sentence towards the re-education and social reintegration of the prisoners, serving as a basis for justifying social intervention. Secondly, we analysed the prison population, where we observed a prevalence of men over women, a greater presence of crimes related to material offences and an average age of the population between 35 and 45 years old. Thirdly, based on the legislative and contextualized review, we analysed the programmes that are carried out in prison, the socio-educational potentials that may arise, through their principal objectives and the target groups they are aimed at, with the purpose of detecting good socio-educational practices. We underline the social and pedagogical function of these activities, as opposed to the therapeutic vision from which they emanate, highlighting the emancipatory potential of such an approach. Finally, we conclude with the professionalizing principles that can guide good practices in socio-educational intervention in prison, both in the Spanish context and in other countries with similar characteristics.

Background. The problem is becoming urgent in the demand for the implementation of educational projects that allows increasing the competence of bachelors in the field of social work as a technology that will eliminate the dissonance with an insufficient number of presented model range of the final product. Purpose. The purpose of the article is to present the implementation of the educational project model as a technology of pedagogical activity improving the competences of university students which includes the possibility of transforming the final product according to the chosen type of literacy in the context of social education. The subject of the analysis is the design of educational projects. The authors aim to present the experience of implementing an educational project model that proves the success of developing professional skills and meta competencies of students. Research methodology is based on the experimental search work and the technological level of pedagogical research methodology that consider the pedagogical conditions for implementing the technology of project activities for training bachelor students in the field of social work. Results. This study has identified the pedagogical conditions that ensure the possibility of developing high and average level competences defined by the Federal State Educational Standard for Bachelors in the field of Social Work through the types of literacy that make up social education. The authors present product evaluation criteria that make it possible to draw conclusions on the formation of declared competencies among the participants. The results of the experimental search work are presented, which allows to track students’ recognition and understanding of the main theoretical units of the course. The authors justify the use of project activities as a pedagogical technology for improving systematically the professional and meta competences, for consolidating theoretical knowledge and developing skills, for expanding the cognitive capabilities of students and providing opportunities for fulfillment of their creative abilities, etc. Practical implications. The results of the study can be applied for training bachelors in social sciences, for implementing the idea of lifelong education, for providing conditions of creative self-development and professional self-improvement in solving practical problems of specialists in the field of social work.

\nIMPLICATIONS OF PRACTICEPromoting social justice, fighting against social inequalities, and minimizing the risks and dangers faced by society’s most vulnerable groups are the aims of socio-educational intervention actions promoted by Social Educators in community projects. Using a qualitative and interpretative case study research methodology, this study sought to understand, from the perspective of Social Educators (n = 13) who graduated from a university in the north of Portugal between 2018 and 2022, how and if the experience of working in a community project during initial and in-service training enriches and/or alters their work. The results showed that the participation of Social Educators in community projects deconstructs an excessively individualistic view of intervention, with Social Educators highlighting the social and educational conditions that shape the target audiences in an action that is required to be holistic and legitimized by the members of the communities in which they operate. The initial training of Social Educators should have a theoretical and conceptual community focus, as part of a mesostructured and macrostructural intervention.Curricular internships and projects applied to social contexts contribute to the training of Social Educators in a work that is intended to be increasingly articulated with other community intervention agents.The networks that are created for the implementation of community projects starts mainly from individual rather than institutional initiatives.Community projects tend to overemphasize corrective or treatment intervention to the detriment of preventive intervention, i.e. upstream of social problems.In-service training is a need perceived by Social Educators, although it has a dispersed profile and is poorly adjusted to the demands of community intervention.The initial training of Social Educators should have a theoretical and conceptual community focus, as part of a mesostructured and macrostructural intervention.Curricular internships and projects applied to social contexts contribute to the training of Social Educators in a work that is intended to be increasingly articulated with other community intervention agents.The networks that are created for the implementation of community projects starts mainly from individual rather than institutional initiatives.Community projects tend to overemphasize corrective or treatment intervention to the detriment of preventive intervention, i.e. upstream of social problems.In-service training is a need perceived by Social Educators, although it has a dispersed profile and is poorly adjusted to the demands of community intervention. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo 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.)

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines—a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines. [ABSTRACT FROM AUTHOR]

Climate change (CC) is one of the most urgent problems to solve in this century, the effects of which cover a wide range of disciplines that go beyond the environmental component, becoming a social and economic problem as well. Social educators are professionals who must ensure that the quality of life in socially vulnerable societies is improved. In order to mitigate the problem of climate change, it is necessary for all professionals in the most varied areas to have climate literacy, so that they can adopt behaviors that comply with the objectives of sustainable development. Recognizing the importance of the social educator in the context of contemporary societies, we intended to find out the university students' perceptions on the social education course. With this in mind, we set out to carry out this study, which was based on the application of a questionnaire using a Likert scale. The respondents were 161 social education students at a higher education institution in Portugal. In order to carry out the inferential analysis, we took care to meet the necessary criteria for carrying out parametric tests. The results showed that a majority (72.6 %) of students were concerned about climate change. They (54.7 %) also stated that they would like their course to deal more with climate change, as 74 % acknowledged that they did not have the skills to deal with climate change as a future professional. The results also showed that the students were incapable of correctly listing a consequence of climate change. The data collected and analyzed in this study allowed us to conclude that Environmental Education played a fundamental role in the academic training of social educators, suggesting the need for its reinforcement and inclusion in their training plans. We also found that greater efforts were needed to improve students' climate literacy. [ABSTRACT FROM AUTHOR]

Citizenship education is essential for the continued existence of a society. The purposes of and approach towards citizenship education vary from country to country. In Singapore, social studies is an important school subject used for citizenship education. This article traces the development of social studies in Singapore and shows how, for many years, social studies was conservative, aimed at cultural transmission and preservation of the status quo. The goal was the development of moral, law-abiding and patriotic citizens. With the challenges of globalization, rapid technological advancements and changing demands of the economy, there is recognition of the need to develop citizens who are more informed, thinking and capable of social reformation. Towards the end of the millennium, citizenship education through social studies began to shift towards a more progressive orientation. We question the extent and nature of this shift and highlight the tensions. [ABSTRACT FROM AUTHOR]

Background: Skin melanoma is one of the three main types of skin cancer along with basal cell carcinoma (BCC) and squamous cell carcinoma (SCC), and develops from melanocytes. 2019 saw the beginning of the National Skin Cancer Prevention Programme (OPPNS) in Poland. One of the tasks performed was a health promotion campaign for patients. To effectively educate the public, the project was preceded by a survey assessing knowledge on skin cancer prevention methods. Then, the survey was repeated to evaluate the effectiveness of the awareness raising campaign. Materials and methods: both studies were conducted based on an author-developed survey. A representative sample size was determined based on the calculator available at www.cem.pl/pl/analizy/wielkość-proby. In addition, each participant filled in a knowledge upgrade declaration. The analysis employed basic statistical data, such as absolute numbers and structural indicators. Results and Conclusions: Knowledge upgrade score of 9.16 (out of 10) was declared by 99.7% of the respondents. As many as 99.0% of them declared an intent to change their lifestyle to a healthier one. Thus, the education provided to the Programme participants was confirmed to have raised their awareness of skin cancer prevention and self-examination methods. [ABSTRACT FROM AUTHOR]

This research is part of a larger study and aims to analyze the case of EducaBlog, a professional blog of social education, from a phenomenological perspective to analyze its contribution to the professionalization, identity, and professional development of social education. This report presents the quantitative results and compares them with qualitative ones, both collected through a virtual questionnaire that was aimed at professionals from the third social sector who follow EducaBlog. The analysis was performed using SPSS V.26 software (INC., Chicago, IL) for quantitative data and NVIVO 12 V. Release 1.5 for qualitative data. The results showed that EducaBlog users identify it as a professional learning space that contributes both to professionalization, to identity and to professional development.

In the era of the Meiji Restoration, social education for adults in Japan has taken shape to make up for the lack of school education. After World War II, social education in Japan focused on compensation education and vocational training for young and adult women. With the promulgation of the Basic Education Law and the Social Education Law, "social education as the legal right of Japanese" was clarified. Governments were encouraged to develop and operate public social education facilities. From the late 1940s to the mid-1980s, "social education" included adult education activities in addition to primary and secondary schools and higher education institutions. Since the 1960s, UNESCO's propaganda activities have promoted the idea of "lifelong education" in Japan, and the official acknowledged that domestic demand for lifelong education had become more apparent. In 1971, the Central Education Committee issued a report recommending that" from the perspective of lifelong education, comprehensive adjustments of the entire education system are required." In 1981, the Central Education Commission of Japan submitted a lifelong education report to MEXT, which emphasized the necessity and importance of "lifelong education" and marked the beginning of the transition to lifelong education in Japan. Since the mid-1980s, "lifelong learning" has become the most common term in Japan for adult education activities. In the 21st century, with the support of local and national governments, people can freely choose formal, informal, or non-informal learning opportunities at any time, and relevant institutions would offer appropriate certificates. [ABSTRACT FROM AUTHOR]

Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas's philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic format. First, Levinas' philosophy is presented as our ethical position, focusing on subjectivity as hospitality. Secondly, methodological aspects regarding hermeneutics are addressed. Finally, the testimonies of social educators are presented in an evocative way, exploring uncertainty and three different tensions regarding human relations in their practices: physical spaces, affection, and embodiment. [ABSTRACT FROM AUTHOR]

IntroductionLabor consolidation is not a sufficient criterion to abandon the need for the qualification and requalification of professionals, especially in the field of education, which must respond to the uncertainties of society in the light of trends and advances incorporated in pedagogical research.MethodsThe present qualitative study analyzes the training demands of social education professionals from their own perspective, using their own stories in a semi-structured interview format conducted with), key informants from governmental and non-governmental organizations in southeastern Spain, specifically from the autonomous community of the region of Murcia.ResultsAccording to the results, the most frequent and significant formative limitations are those referred to in the field of social policies, legislative training, administrative processing, specialized work in specific sectors or collectives, and mediation. Similarly, the results reveal fashion themes (mental health, gender) and reiteration of non-exclusive conditioners of social education. These are extrapolable to other areas, such as the increasing bureaucracy and complexity in the proceedings as common places in the reflection of professionals with their own initiative and commitment to their own updating that is associated with a reflective criticism of their own professionalization.DiscussionThe diverse range of responses and subjects, as indicated by the numerous descriptors needed for the categorization and their respective percentages, leads us to conclude that ongoing professional training does not encourage excessive specialization. Instead, it necessitates offering a broad range of training adjusted to the versatility of situations.

Social media have a special role in today's society and this is being reflected in the development of the professions. Social Education does not escape from this reality and to this we can add the lack of studies on the subject. This article presents part of the analysis carried out as part of a wider investigation into the contribution to Social Education of a blog called "Educablog", which has been running for more than 15 years. The aim is to analyse the contribution of the blog to the identity, professional development and professionalisation of Social Education, from the perspective of professional users. In this research we have opted for a qualitative methodology and we have used the lifeline where we have relied on the use of photographs to gather information. The discourse generated in the development of the dynamic shows significant contributions from “Educablog” in the professionalization, professional identity and professional development of Social Education. In the same way, it has been shown that digital media have significantly accompanied the evolution of Social Education within and outside this object of study.

This article explores the role of team sports in fostering inclusivity and empathy among diverse student groups in the school sport context. While previous research has highlighted the potential of social education in physical education, this study focuses on the specific impact of team sports on social development. Drawing from relevant literature and empirical studies, we investigate how team sports provide a unique platform for students from different backgrounds to collaborate and learn together. The article delves into the effectiveness of cooperative teaching methods and their influence on promoting social assistance behavior and cooperation. Furthermore, we explore the concept of role theory and its relevance in enhancing social competence and conflict resolution skills in school sports. The significance of reflective teaching as a tool for encouraging positive social behaviors is also discussed. By emphasizing the importance of diversity, cooperation, and reflective practices, this article highlights the potential of team sports as a means to nurture well-rounded individuals who excel in sportsmanship and empathy.

Background: The transition to adulthood is especially critical for young people who have been in the child protection system, as they face significant challenges in areas such as education, mental health, employment, and economics. Methods: This qualitative study examines the perceptions of 20 young adults from Spain who have exited the child protection system regarding their transition to adulthood. Structured interviews were conducted, transcribed, and analyzed using IRAMuTeQ software to identify thematic patterns. Results: The young adults reported inadequate preparation and a need for ongoing support, and they faced challenges in areas such as housing, employment, financial education, and mental health. They emphasized the importance of social and emotional support networks for successful adaptation. The results reveal a deficit in training programs and structural support, suggesting the need for a review of existing Spanish policies. Conclusions: Social educators play a crucial role in facilitating the transition to adulthood for young people who have been in protective systems in Spain, providing emotional support and resources to aid in their integration and autonomy. Effective coordination between institutional actors and Spanish society is vital to ensure a successful transition to adulthood.

Social media have a special role in today's society and this is being reflected in the development of the professions. Social Education does not escape from this reality and to this we can add the lack of studies on the subject. This article presents part of the analysis carried out as part of a wider investigation into the contribution to Social Education of a blog called "Educablog", which has been running for more than 15 years. The aim is to analyse the contribution of the blog to the identity, professional development and professionalisation of Social Education, from the perspective of professional users. In this research we have opted for a qualitative methodology and we have used the lifeline where we have relied on the use of photographs to gather information. The discourse generated in the development of the dynamic shows significant contributions from "Educablog" in the professionalization, professional identity and professional development of Social Education. In the same way, it has been shown that digital media have significantly accompanied the evolution of Social Education within and outside this object of study. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Social-based learning and leadership (SBL) is an innovative pedagogical approach that centers on enhancing relationships within the educational system to address 21st-century challenges. At its core, SBL aims to help teachers transform into social architects who nurture positive social processes among pupils. Emphasizing prosocial education, SBL lays the foundation for cultivating pro-environmentalism and sustainable behavior by fostering a sense of care and responsibility toward others. SBL's prosocial education program encompasses social and emotional skills, knowledge, and dispositions to empower pupils to actively engage in and contribute to a more democratic, reciprocal, just, and sustainable society. This approach underscores the importance of education in shaping students' mindsets and life orientations. By nurturing a sense of interconnectedness and responsibility for the well-being of others, SBL provides a promising avenue to transform education by building more sustainable educational systems, thus contributing to creating a more sustainable future. A qualitative case study, which consisted of 18 in-depth interviews and nine observations, examined the impact of an SBL-based teacher training program at an elementary school from 2020 to 2023. The results point to changes in teachers' perceptions of their roles as social architects and, more specifically, as facilitators of social, emotional, and cognitive processes. The teachers gained recognition as meaningful adults from their students and transitioned to hold integral positions as part of a supportive and connected school community, associating with colleagues and parents. This study thus showcases patterns of socio-organizational communication that can unfold in a school influenced by the SBL approach. SBL's emphasis on positive social relationships and empowering teachers as facilitators of holistic student development thus further reinforces its potential to transform education for a sustainable and thriving future. [ABSTRACT FROM AUTHOR]

Universities must confront social challenges and prepare their students to be future socially responsible professionals. This research considers social responsibility in depth and examines how it can be promoted among university students. Specifically, it analyses whether prosocial behaviour and moral values are predictor variables, and to study whether moral values are a mediator variable between prosocial behaviour and university student social responsibility. Non-probabilistic convenience sampling was used in a Spanish university (N = 193; 115 females; Mage = 19). Three scales were applied: the University Student Social Responsibility scale, the Prosocial Tendencies Measures scale and the Importance of Personal and Professional Values scale. The results of the regression models showed that prosocial behaviour and moral values both contributed significantly to the model (F (2,196) = 41.979; p < .001), predicting 30.2% of university student social responsibility. In the mediation model, total effects between the variables were observed, as was an indirect effect of prosocial behaviour on social responsibility mediated by moral values (β = .07; t = 3.80; p < .001). This suggests that university programmes that seek to help the community and enable people to discover values will more effectively be able to develop social responsibility.

This study proves with scientific data the assumptions, perceptions, and myths that have developed in society which state that the religious and social behavior of parents, especially mothers who are pregnant or during the prenatal period has a significant impact on the baby to be born, both from the physical or psychological/spiritual side. This research aims to describe the religious and social behavior of parents during prenatal education. The objects and primary data of this research were the parents of students who won the best graduate title at UIN Sunan Ampel in 2019-2021 who come from different regions and socio-economic and cultural backgrounds. The research method used in this study is descriptive qualitative method, which aims to investigate the condition and behaviours of parents during the parental period. The result of this research indentified two categories of prenatal education patterns practiced by parents: 1) internalization pattern, characterized bty the belief in and engagement with religious rituals and social activities that significantly impact the unborn children; 2) integration pattern, involving the blending of sosial and religious activities by expectant parent, with the aim of ensuring that the future child aligns with their expectation. The implications of this research can serve a theoretical foundation to be emulated and applied by parents during the prenatal period.

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop's effectiveness in enhancing social education students' training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development. [ABSTRACT FROM AUTHOR]

Since the 1970s, the concepts of "lifeworld" and "everyday life" have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of "lifeworld orientation" within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy. [ABSTRACT FROM AUTHOR]

This article explores the role of team sports in fostering inclusivity and empathy among diverse student groups in the school sport context. While previous research has highlighted the potential of social education in physical education, this study focuses on the specific impact of team sports on social development. Drawing from relevant literature and empirical studies, we investigate how team sports provide a unique platform for students from different backgrounds to collaborate and learn together. The article delves into the effectiveness of cooperative teaching methods and their influence on promoting social assistance behavior and cooperation. Furthermore, we explore the concept of role theory and its relevance in enhancing social competence and conflict resolution skills in school sports. The significance of reflective teaching as a tool for encouraging positive social behaviors is also discussed. By emphasizing the importance of diversity, cooperation, and reflective practices, this article highlights the potential of team sports as a means to nurture well-rounded individuals who excel in sportsmanship and empathy. [ABSTRACT FROM AUTHOR]

Spain is one of the European countries that has changed the most in recent years. The arrival of population of foreign origin has been one of the major changes and its impact is particularly evident in the educational system. Many tools have been introduced in an attempt to manage diversity and coexistence, including the introduction of the social educator in schools. However, its introduction has not been homogeneous: in some communities there have been educators in schools for 20 years, while other communities do not have them yet. This article seeks to delineate the recognized profile of social educators in their regulations and functions in schools. Methodologically, the work was carried out through a comparison of regional regulations that recognize the social educator as a professional in the school context. The results show that there are few communities that have included social education professionals at school and that, among those who have done so, most focus on coexistence and few on interculturality.

Social education is a relatively new and expanding area of knowledge. This means that there are few studies that attempt to analyze its impact on society. This study aims to build knowledge using mixed research methods to analyze the perception held by rural society of the figure of the social educator. A questionnaire was used to research the perception in the rural community and interviews were used to understand the views of social education professionals, as key informants on their role, in the same rural area. The results are surprising as they show a social perception close to the theoretical conception. In addition, factors that affect this perception, such as having had previous experience with a social educator, are analyzed and proposed. The quantitative results seem to be in line with the conclusions drawn when analyzing what was reported by the professionals through the interviews. The study concludes by pointing to the importance of social and institutional support to try to incorporate and make more visible the figure of the social educator as the main agent of social intervention. [ABSTRACT FROM AUTHOR]

The family as an integral unit of society and a unique aspect of social relations is an important means of education and the formation of the moral foundations of the younger generation. It is in it that a complex and important process of the formation of a person's personality takes place in all directions: physical, labor, spiritual, moral, aesthetic. The family not only lays the foundation, but also surrounds the person, living forever and consistently acquiring strong spiritual values, which expands the possibilities for spiritual upbringing and education, the formation of worldviews and enrichment of the inner world. It is here that the student first enters social life, studies his/her values, norms of behavior, way of thinking and language. In other words, the family is a school of education, the transfer of life experience, worldly wisdom. The main goal of the study is to determine the role and importance of the family in the formation of students as individuals. Awareness and realization of the needs and possibilities of forming a person's moral principles in the family is one of the conditions for the comprehensive development of the individual. Therefore, it is important to determine the choice of "maternal connection" in the spiritual and moral world of a person in each specific historical period, with which you can show the optimal control effect on the nature of his/her spiritual and moral formation. The family, in turn, is a mechanism that follows from the moral, ethical, and sociocultural norms of society as a whole, laying the foundations for the moral education of the student's personality and developing a mechanism for controlling his/her behavior. The existence of contradictions between these norms in real life further enhances the role of the family as an intermediary between society and the individual and affects the formation of the values of the young generation. [ABSTRACT FROM AUTHOR]

The objective of this study is to identify the usage of ICT tools among social educators within their professional activity. Technology among social educators is currently a very up-to-date topic. This is a professional group with its own characteristics that are different from those of teachers or other professionals in formal education. A mixed sequential two-phase method was proposed for the study: both quantitative and qualitative. In the first phase, the EdSocEval_V2 questionnaire was applied to a sample of 504 social educators from 17 autonomous communities. In the second phase, four focus groups were formed. The results presented reduced and basic usage of ICT: in management and administrative tasks and for communication with conventional tools. The COVID-19 pandemic has likewise increased the need for the use of ICT in socio-educational interventions, although their use for intervention among these groups is still very scarce. Training in and raising awareness of ICT among professionals for social interventions are priorities, as is the construction of a referential framework for professional training. [ABSTRACT FROM AUTHOR]

A globalized world demands every country's citizen to proceed to build a creative economy to adapt to the rapid changes that follow. Therefore, promoting social and financial education should be engaged with children early. However, a learning model available to awaken children's socio-financial capabilities is vividly rare, if not none. Furthermore, the Early Childhood Education Institution is the best place for children to experience social and financial education. This research aims to develop a social financial education model for early childhood. This study employed Research and Development (R&D) in the development process of the educational model. The data were collected through questionnaires and focus group discussions. The data analysis used descriptive quantitative and t-tests to explain the results of field studies, FGD, and trials and to measure the effectiveness of models during experimental and operational trials. In the analysis, the researchers found that the Model Script and Financial Social Education Guide for early childhood using loose parts media were very suitable. Further, the t-test result between the pretest and post-test was 0.924 (92.4%) at α = 0.05. In conclusion, the financial social education model using loose parts of media effectively develops children's social and financial abilities.

In the 1970s and 1980s, the social and professional imaginaries of education, sociopolitical conceptions of it, and educational practices in Spain, began to be influenced by certain elements specific to critical popular education, which had developed in Latin America during the long 1960s. Paulo Freire’s work was particularly prominent among such influences, either directly or indirectly inspiring social and fundamental educational movements in contexts of poverty, marginalisation and social exclusion –for example, street educators. One of the most significant examples of these Freirean practices was Enrique de Castro– a working-class priest who worked in the south of Madrid (Spain) with young people in such a position, from the early 1970s. At the same time, he laboured to bring about social transformation and development; the project managed to Garner the involvement of practically the entire community. This article analyses Paulo Freire’s influence in the educational and community principles expressed by Enrique de Castro in his works ¿Hay que colgarlos? and Dios es ateo. Particular attention is paid to the notions of awareness-raising, education, social action, community development, social and critical leadership of institutions, which de Castro championed.

Campus personnel are agents of change, their presence in the midst of society and the state has a very strategic role in the process of change, even recorded in history they have always been the driving force in every change. We realize that the process of social transformation is and will continue to follow the progress of science and technology (science). Because of this, an entrepreneurial spirit is needed in dealing with socio-economic developments which are currently entering the era of society 5.0. This study uses a qualitative descriptive research method, while the data collected is based on direct observation, interviews and document studies. The results of the study show that the output of university graduates, especially in this case, is that the Uhamka Postgraduate is still limited to being a teacher and not many have become entrepreneurs, at the same time they have a very strategic role as agents of change, only a small proportion have started businesses and even then more due to family environmental factors.. [ABSTRACT FROM AUTHOR]

This article presents the methodological proposal made during two academic years in the subject "Geography and History" of the degree in Social Education at the University of Lleida. An analysis of the old town was presented in the proposal, which was given a historical and social context. To reflect on current problems affecting the community of residents of the old town, we examined different spaces understood as open-air museums. The experience --which was part of the University of Lleida's call for the Improvement of University Education-- demonstrates the effectiveness of placing the spaces, together with their ]1istorical context, as protagonists of the historical narrative to encourage active learning that is compatible with the training requirements of students pursuing a degree in social education. [ABSTRACT FROM AUTHOR]

The need for health education and prevention is a relevant and up-to-date topic, “it is the moment of the evolution of society” through the “change of traditionalism”, and the inclusion of the basic notions of pro-health behaviors must “be a priority of social policy” (Firică, 2017,280-281). In the preface of its Statute, the World Health Organization (WHO) stipulated that “The health of all peoples is fundamental to the attainment of peace and security” and “The achievement of any State in the promotion and protection of health is of value to all” (Constitution of the WHO, 1946). Prevention cannot be limited only to the medical aspect or the therapeutic act, but extends beyond these boundaries, to sociology, anthropology, psychology, nutrition and physical activity, human behavior, religion, level of culture, etc. Prevention and education through prevention help us control genetic factors as “they can be compensated” by a deepening of the study of environmental factors, which can influence our “physical health, emotions... but also the social life”, of the lifestyle characterized by attitudes, habits, behaviors, and a better knowledge of the risk factors that lead to illness, but also of the factors responsible for maintaining the state of health and modifying non-healthy behaviors, all these aspects being essential to the life and health of the individual (Cazacu, 2017, 3). Research methodology: The research method consists of a review of the literature on the role of Medical Sociology in the historical evolution of education for health and prevention in society. Results: The research results highlight the importance of extending the areas of social education for health and prophylaxis over medical schools and the implications of social schools in this step. Conclusions: To expand the area of social education for health and prevention, we need to open this field of education for specialists in the social field. [ABSTRACT FROM AUTHOR]

This article will answer two questions: What are the characteristics of knowledge applied and produced within the framework of social pedagogy? And how are theory and practice articulated in the production and application of social pedagogical knowledge? To this end, the article first presents some of the different types of knowledge existing in the framework of the social sciences and the characteristics that define them. Following that, an analysis is provided of how theory and practice are related to one another in the application and creation of (social) pedagogical knowledge, and then a proposal is made to define the three levels in this process, which I have called: (I) Research; (2) Integration; and (3) Relationship. The next section analyses how, when and where said social pedagogical knowledge is produced and applied at each of these three levels, and by whom, and it ends with some conclusions. [ABSTRACT FROM AUTHOR]

Purpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges. Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education. Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level. Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education. [ABSTRACT FROM AUTHOR]

This study analyzed the status and trends of research in the field of social education, by applying the method of content analysis to examine the articles published in one of the representative journals of the field, Sociální pedagogika / Social Education, from 2018-2020. Several articles were retrieved from the relevant database and examined based on seven themes, which include frequently used keywords, general aims, research type, research method, data collection methods, sample, and data analysis methods. The data obtained were recorded and analyzed using frequency and percentage. Based on the findings of the study, it was recommended that the prospects and shortcomings of the analyzed studies should be harnessed to expand the frontiers of knowledge in the field of social education in the future.

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop’s effectiveness in enhancing social education students’ training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development.

The purpose of the article is to consider the views and assessments on the issues of social education of one of the prominent representatives of the Russian scientific and pedagogical community N.N. Iordansky, to trace their connection with the present. Research material. Scientific and pedagogical works of N.N. Iordansky became the material for the research. Research results and conclusions. One of the main directions of scientific and pedagogical activity of N.N. Iordansky was the issues of social education. The ideas and recommendations formulated by him were aimed at preparing a thinking and practically oriented graduate at school, capable and striving to independently acquire knowledge, determine his place in life and who is ready to successfully move along the intended path. They represent not only an important contribution to the history of pedagogical thought, but are also relevant for modern pedagogy.

Purpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges. Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education. Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level. Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education.

Social work and social pedagogy in Colombia are disciplines and professional fields of special relevance for social and educational action. This article analyses what has been the evolution of these fields of knowledge and practice in the Colombian context, from historical, disciplinary, professional and academic standpoints. For this, a documentary analysis has been carried out methodologically in the two areas of knowledge, with a historical and theoretical review of the disciplines in the country, as well as of the relevant national undergraduate and graduate programmes. This article concludes by establishing that social work has a longer historical trajectory in the country to provide social responses to complex problems and violence, with vocational professionalisation, scientific intervention and wide academic recognition in careers present in the country's universities. In contrast, social pedagogy has had some attempts at being instituted into careers in the country and presents a great diversification of professions from popular or community education, and has struggled to become professionalised due to the prominence given to social work by public policy and education. Nonetheless, our analysis demonstrates that with the historical influence of critical pedagogies and recent global contributions, there is currently a significant upward trajectory of social pedagogy in Colombia, with two Master's degrees existing since 2019 (which train educators and social workers in socio-educational action). [ABSTRACT FROM AUTHOR]

The aim of this article is to highlight the history of social work in Kosovo, regarding the major political climate from 1945 to the present. Unfavorable political developments that have existed in Kosovo for a long historical period have made it impossible to develop the social work profession compared to the countries of the region. Although the Former Yugoslav Federation claimed to be a socialist country, the social differences between states and provinces within this were large. The findings of the paper show that social work did not develop in Kosovo as a profession until specific structures, such as the emergence of the University of Pristina as a legal structure of education for Kosovo Albanians, which has been offering a degree program in social work for almost a decade now. The political orientation and organizational infrastructure are highly relevant for the execution and education of social work. Literature review is the methodological framework of this paper. Education and social work have been shown to be an extraordinary opportunity for the transformation of society. [ABSTRACT FROM AUTHOR]

Background: Regarded to the rapid and increasing growth of science and technology, yet one of the main challenges of today's human beings is the issue of ethical and social education. As a result, this study was conducted with the aim of identifying the effective factors on ethical and social education of students with emphasis on the fundamental reform document of education. Method: This study in terms of purpose was applied and in terms of implementation was qualitative from type of content analysis. The research community was documents and resources and experts of education. The research sample was documents and resources related to ethical and social education and 22 experts of education who according to the principle of theoretical saturation were selected by purposive sampling method. Data were collected by take noting and semi-structured interview methods and were analyzed by content analysis method in three stages of open, axial and selective coding through MAXQDA software. Results: The findings showed that ethical and social education of students with emphasis on the fundamental reform document of education had 35 sub-factors and 6 main factors (factors of individual, family, local community, school, media and information technologies and changes in the world community). Finally, according to the sub and main factors, was designed the conceptual pattern of effective factors on ethical and social education of students with emphasis on the fundamental reform document of education. Conclusion: Based on the pattern of ethical and social education of present research, education specialists and planners can design and implement programs to improve the ethical and social education of students.

Social work and social pedagogy in Colombia are disciplines and professional fields of special relevance for social and educational action. This article analyses what has been the evolution of these fields of knowledge and practice in the Colombian context, from historical, disciplinary, professional and academic standpoints. For this, a documentary analysis has been carried out methodologically in the two areas of knowledge, with a historical and theoretical review of the disciplines in the country, as well as of the relevant national undergraduate and graduate programmes. This article concludes by establishing that social work has a longer historical trajectory in the country to provide social responses to complex problems and violence, with vocational professionalisation, scientific intervention and wide academic recognition in careers present in the country’s universities. In contrast, social pedagogy has had some attempts at being instituted into careers in the country and presents a great diversification of professions from popular or community education, and has struggled to become professionalised due to the prominence given to social work by public policy and education. Nonetheless, our analysis demonstrates that with the historical influence of critical pedagogies and recent global contributions, there is currently a significant upward trajectory of social pedagogy in Colombia, with two Master’s degrees existing since 2019 (which train educators and social workers in socio-educational action).

Due to the crisis generated by COVID-19 at a global level, many professionals are working under harsh conditions, and the Basque Country is no exception. On 14 March 2020, the head of the government decreed a state of alarm at the state level, which forced us all to be confined to our homes. This situation directly affected the profession of social educator. In fact, these professionals work with the most vulnerable groups, so working on the front line is mandated, even if this results in a significant risk. The situation of the groups in residential resources cannot be easy due to the stress produced by living together and being locked up, and this directly affects the educators who necessarily work in it. However, the over-exertion that all of this requires, which is a risk, has not been detected nor recognized at the social level. For this reason, the objective of this investigation is to measure the stress of social educators of advanced age who work in residential resources in different zones of the Basque Country (northern Spain). Sixty-seven social educators participated in the case study. Qualitative and quantitative methods were combined for data collection. This questionnaire was conducted through the Google Forms platform. The quantitative data collected through the questionnaire were analyzed by descriptive analysis and frequency contrasts were performed through the SPSS V25 program. We can conclude that it is necessary to take into account the difficulties of this sector and the professionals both at the governmental and social levels. Future research should include responses from both groups and workers in order to guarantee adequate inclusion. [ABSTRACT FROM AUTHOR]