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The mathematics learning process is influenced by several variables that influence the optimal development of knowledge and positive attitudes towards mathematics in students; therefore, the study of these variables is of great interest. Within this framework, the objective of the present study is to identify the level of mathematics anxiety of high school students in Mexico and their academic engagement with this discipline. A quantitative methodology (exploratory-descriptive) was followed. Two Likert-type rating scales were used to obtain information on these variables. A total of 120 students from public and private institutions in the state of Puebla in Mexico participated. The results revealed that the majority of students have moderate mathematical anxiety; however, anxiety is higher in situations of evaluation of their mathematical knowledge. A high level of academic engagement was found which manifested itself in a greater desire to strive for academic success, in heightened levels of energy and perseverance while studying, and in pride and motivation with their learning process in mathematics. It is concluded that, although high levels of mathematical anxiety was found only in a few students, it is necessary to further investigate how this level influences their academic performance and engagement in mathematics. Likewise, the influence of teachers and their strategies and teaching methodologies in promoting a high level of academic engagement in students is highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de 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.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 aims to contribute to the analysis of the processes of school attachment and disengagement of young people in secondary schools in the context of the pandemic, highlighting the family socioeconomic level in which the young people in this study are embedded. School connection is the subject of extensive debates in our country, mainly since the expansion of the Right to Education where compulsory schooling extends to the secondary level. The pandemic has impacted education in multiple ways, making school engagement one of the main focuses of attention when looking at school trajectories. Preliminary findings from an ongoing investigation are presented below: "School dropout in secondary school: an investigation into the networks of events and experiences in the processes of school interruptions with secondary school youth"; which aims to contribute to knowledge about educational problems in secondary schools in the context of the pandemic. [ABSTRACT FROM AUTHOR]

Gamification has recently emerged as a promising teaching strategy. An existing concern lies in the insufficiency of research that firmly supports the effectiveness of its pedagogical application in English language learning. This study aims to explore the relationship between gamification as a didactic strategy and English language teaching in the general bachelor unified at the Louis Victor de Broglie Educational Unit. To evaluate the feasibility of the application of gamification in language teaching, a questionnaire was applied and the association between two variables was analyzed using Pearson's chi-square test. The findings reveal that the continuous and consistent integration of playful and challenging elements of gamification, taking advantage of ICT, generates a positive impact on students' motivation, participation and learning. However, despite the fact that most teachers claim to use gamification, only one third of the students report significant benefits, suggesting challenges in its effective application. Given the results, a teacher training strategy on gamification for teaching is proposed. The study highlights the need to strengthen teaching skills in the design and proper integration of gamified activities and the pedagogical use of ICT. It is concluded that gamification represents a promising alternative but requires solid teacher training to maximize its potential. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense 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 Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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 de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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 study explored the visual communication design for the mobile learning applications through user interface usability and learning engagement. This experiment also observed the mediating impact of cognitive load in the relationship between user interface usability and learning engagement. The method adopted for the study was quantitative method and the data was collected by adopting a questionnaire survey strategy. The data was collected from the higher education institutions in China located at different regions and the target population of the study were the current enrolled students at these institutions. The study tested the research hypotheses through structural equation modelling. CFA was used to evaluate the fitness of the measurement model. The findings of the study indicated that user interface, and student engagement were effective indicators of visual communication design. The study would be a great contribution as it dealt with emerging topic of visual communication design in the educational sector of China, advocating the use of mobile learning applications. The study would also offer significant insights to managers and policy makers. Future researchers could maneuver qualitative research design to analyze the perspectives, viewpoints and subjective opinions in the subject. [ABSTRACT FROM AUTHOR]

The aim of this study was to provide guidelines to setting up business incubation study programs in higher education for the promotion of innovation and entrepreneurship activities in the field of animation. This study examined the relationship between business incubation program implementation, institutional policies, student engagement, faculty involvement, intelectual property (IP) management, and animation major relevant innovation and entrepreneurship activities to achieve its goals. Data collection was carried out from Chinese universities by using a survey questionnaire and results were obtained by using statistical tool in which Structural Equation Modeling (SEM) was carried out. This study believed that incubation centers in the field of animation at higher education institutions can perform better to promote innovation and entrepreneurship success by concentrating on student engagement, faculty involvement and IP management practices along with the supportive institutional policies and proper implementation of strategy. Consequently, this study has significant importance for the policymakers to promote animation major among students by considering the results of the current study. Policymakers can promote animation major through the promotion of incubation centers in Chinese higher educational institutions. [ABSTRACT FROM AUTHOR]

In virtual classrooms, the engagement of learners has become a critical challenge. This research aims to answer the question: What is the impact of virtual classroom and teaching pedagogy on learner engagement in film and visual art education? This research addresses a gap to close a loop in literature and knowledge. A sample of 380 students pursuing films and visual arts education was taken to test the hypotheses. The findings of this study are based on empirical data, and a partial least square--structural equation model (PLS-SEM) employed for data analysis. The study reported that virtual classrooms and teaching pedagogy are significant antecedents of learners' engagement. The study asserted that learners' engagement is influenced by teaching pedagogy with the mediating role of the use of technology. This research is significant for its reliable theoretical contribution to the domain. Furthermore, the study has developed practical recommendations to improve learners' engagement with teaching pedagogy and visual classroom. Future directions are also highlighted to conduct further studies on this area of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 study explores the adoption and effectiveness of emerging technologies in higher education from an administrative and managerial perspective, showing how these innovations are redefining educational paradigms. Through a systematic review of the literature, the diversity of emerging technologies integrated into educational environments, the motivating factors behind their adoption, and the barriers faced by institutions were analyzed. The results highlight significant improvements in student engagement and performance, though they underscore the impact's variability depending on pedagogical implementation. The discussion focuses on administrative and managerial challenges, highlighting the need for effective change management strategies to overcome identified barriers. The conclusions emphasize the crucial role of educational management in the success of technological integration, suggesting that strategic planning and visionary leadership are essential to leverage the potential of emerging technologies in higher education. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of Genially, a digital tool, in distance education at the Unidad Educativa Fiscomisional Yachana Inti, which focuses on young people and adults with incomplete education. In the current context of educational digitalization, accentuated by the pandemic, the importance of tools such as Genially is highlighted. A quantitative approach was implemented, applying surveys to 40 teachers, to evaluate the usability of Genially, its impact on student comprehension and participation, and its integration in teaching. The results indicate a favorable perception towards Genially, highlighting its role in increasing interactivity and student engagement. However, challenges such as the learning curve and the need for more technical support were identified. These findings support the effectiveness of digital tools in distance education and highlight the need to adapt teaching practices to emerging technologies. Despite the positive results, the limitation of the study is recognized due to its restricted geographic and demographic scope, suggesting the need for further research to generalize the results to other educational contexts. [ABSTRACT FROM AUTHOR]

Training competent learners capable of acting in complex situations is a challenge of current university teaching. In response to this challenge, teaching methodologies that promote more active learners’ engagement and a greater capacity for self-regulation of their learning have increased, such as the use of personalised learning strategies. In this work, we present a research that adopts a mixed methodological approach with quantitative predominance, whose objective is to investigate the Educational Psychology students’ perspective of Initial Teacher Training regarding an experience of teaching innovation aimed at reinforcing students’ sense-making and engagement with their learning. A questionnaire was designed with open and closed questions that a total of 274 students answered. This article presents the basic descriptive analysis of the quantitative data from the questionnaire. The results indicate high students’ engagement and show different evaluations of the personalised learning strategies contemplated in the innovation, being especially valued: the possibility of choosing the format to demonstrate learning outcomes, the analysis of real situations of professional teaching practice and reflection on the executive aspects of the learning process carried out. The conclusions highlight the importance of integrating educational research as an integral part of improving teaching and learning processes and the need to consider the students’ perspective to design formative training environments to be able to generate students’ sensemaking and engagement. [ABSTRACT FROM AUTHOR]

This study explored gamification in primary mathematics education, aiming to enhance student engagement and motivation. Employing an observational and mixed-method approach, it assessed key teaching competencies. The objective was to analyze the impact of gamification in mathematics teaching and evaluate associated teaching competencies, considering the influence of age and work experience. An observational, descriptive, and prospective design was used. Ten educators from the Republic of Ecuador Educational Unit participated. A questionnaire addressing teaching competencies in areas such as scientific, didactic, and digital was administered. Central tendency measures were calculated and disaggregated by age and experience. Didactic competencies received high scores (9.88), while digital competence showed some variability (8.92). Age influenced digital and scientific skills, while experience highlighted scientific and organizational competencies. The study underscores the critical importance of multifaceted teaching competencies. Identified trends emphasize the need for adaptation and continuous training, addressing generational gaps and designing specific strategies. The research supports theories advocating for a holistic approach to teacher training and highlights the relevance of effectively integrating technology in education. [ABSTRACT FROM AUTHOR]

The article titled "Music and TikTok in Social Sciences: A didactics of brain languages" presents a novel intervention in primary education using TikTok as an interdisciplinary tool. The study uses quantitative and qualitative methodologies with 101 fifth-grade students, and the results show a positive impact on the understanding of content about the Middle Ages. The effectiveness of this approach in improving student participation in current interdisciplinary education is highlighted. [Extracted from the article]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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 Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete 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 Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional 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 de Lengua para Fines Específicos is the property of Revista de Lengua para Fines Especificos 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en 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.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra 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 Campus Virtuales is the property of Campus Virtuales 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 aim of this study was to evaluate the effectiveness of the flipped-classroom methodology in a virtual teaching context -prompted by the COVID-19 pandemic-in the instruction of Chemistry, as compared to the traditional approach. On the one hand, students following the flippedclassroom methodology (Bachelor's Degree in Agri-environmental Engineering) were required to review materials prepared for this purpose prior to the sessions, devoting the class time to address queries and engage in exercises. On the other hand, students the traditional method (Bachelor's Degree in Agricultural Engineering) attended on-line lectures and exercise sessions. The study assessed whether the implementation of the flipped-classroom methodology enhanced students' learning and their participation in the subject, investigating the influence of the methodologies on assessment grades and student appraisals. The findings indicated that the flipped-classroom approach reduced procrastination and increased student engagement in attending classes and completing activities. Nevertheless, a high rate of absenteeism was observed under virtual learning conditions, irrespective of the teaching method followed. Students expressed contentment with the flipped classroom activities, highlighting that it facilitated individualized learning and accommodated their learning pace. Negative feedback revolved around the lack of real-time interaction for query resolution in the asynchronous phase, as opposed to lecture-based classes where questions can be immediately addressed. While no discernible differences in grades between methodologies were observed, the flipped-classroom approach proved satisfactory, warranting its expanded use in subsequent courses following necessary improvements. [ABSTRACT FROM AUTHOR]

An important yet barely explored line of research lies in elucidating how to enhance the critical performativity of Critical Management Studies (CMS) from higher education institutions. To address this question, in this article we present a case study of the Social Economy Laboratory (LAB_ES), a space created at the University of Zaragoza for the university community to experiment with initiatives and projects organized around the principles and values of the Social Economy. Specifically, the article identifies and delves into three key lines of action to promote the critical performativity of CMS from higher education spaces: (i) raising awareness among the university community of the existence of alternative forms of organization and management that are more democratic, humanistic, emancipatory, and socially responsible; (ii) developing closer collaboration between the university community and other stakeholders to collectively generate relevant and useful knowledge for social transformation; and (iii) promoting the engagement of students in alternative organization and management projects. In a context of under-representation of the Social Economy in the official curricula and research structures of Spanish higher education institutions, the article also draws some practical implications aimed at promoting training, dissemination and consultancy on Social Economy from spaces created within the boundaries of the university, but organized outside its institutional and bureaucratic rigidity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 study aims to evaluate the direct and indirect effects of academic motivation and emotional intelligence on academic engagement. It is a quantitative and predictive research composed of 416 Peruvian students through structural equation analysis (SEM), who answered three instruments to evaluate the variables. The results refer significant effects of emotional intelligence and motivation on school engagement, simultaneously emotional intelligence predicted motivation with optimal SEM goodness-of- fit indices. Additionally, a multigroup SEM analysis was performed to determine the structural invariance of the predictive model as a function of sex and age. We conclude the mediating role of academic motivation between emotional intelligence and academic engagement, which is important for better academic performance and achievement. The mediating model was equivalent between females and males, as well as between younger and older adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense 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 Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en 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.)

The article presents a summary of the Interinstitutional Colloquiums of Patrology Students that have been held in Colombia since 2018. These colloquiums are academic spaces for reflection on the thinking of authors from the first centuries of the Christian era. In each edition, papers are presented on various topics related to the Church Fathers, such as the importance and relevance of their thinking today. The conferences are given by students from different universities and also feature the participation of keynote speakers. The event has been growing in participation and it is expected that in the next edition, organized by the Catholic University Luis Amigó and the Pontifical Bolivarian University, there will be a greater attendance. [Extracted from the article]

The article presents a study on the perception of university students regarding the use of the collaborative virtual reality platform Second Life in the learning of science subjects. The research found that students showed high levels of interaction and motivation in immersive activities, which increased their participation. It is concluded that the use of virtual reality in higher education offers diverse didactic possibilities and stimulates new forms of participation. The study highlights the potential of virtual reality to improve educational practices. [Extracted from the article]

Education 4.0 and its applications such as web-based virtual reality (WebVR) can be useful to strengthen student learning, as the use of this technology in teaching allows participation in simulated reality scenarios that strengthen interaction and the development of communication and collaboration skills. In this study, both acceptance and the academic performance of 258 students who participated in a learning experience around components of computational thinking were evaluated through the implementation of a knowledge rally that was designed in a three-dimensional virtual world. The study considered an experimental group and a control group. The results indicate that there is a high level of acceptance to adopt virtual scenarios as a space for learning, and that the academic performance of the students showed an improvement when it was generated in the application of simulated reality. However, there are opportunities that need to be resolved to successfully implement these experiences, such as access to computers with high processing capacity and the development of digital skills for both teachers and students. [ABSTRACT FROM AUTHOR]

This work aims to discover the opinion of future teachers and educators studying for a degree in Early Childhood Education or Primary Education, or a master's in Inclusive Education, at the University of Córdoba (Spain), of the use of the VESS Model, an innovative model based on creating a culture of thought in the classroom; and to discover whether they believe that using this method in educational praxis leads to an improvement not just pedagogically but also socially. The methodology used for this is quantitative, with a cross-sectional design and a previously prepared and tested questionnaire. The data collected was analysed using descriptive and inferential analysis. The results obtained show that the students think that the use of this model increases their social participation, communication and understanding, making them more self-reliant and confident. In addition, the study also finds that the use of new technologies, cooperative learning and emotional development is very powerful in terms of developing executive skills. These conclusions encourage future teachers to use active methodologies that use thought as the main pedagogical axis in the teachinglearning process. [ABSTRACT FROM AUTHOR]

This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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 Educación XX1 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 Educación XX1 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 Educación XX1 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 Acta Colombiana de Psicologia is the property of Universidad Catolica de Colombia 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 de Psicología (Santiago) is the property of Universidad de Chile 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.)