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This paper investigates the performance of physical layer security (PLS) in a vehicle-to-vehicle (V2V) communication system, where a transmitter vehicle exploits a dual reconfigurable intelligent surface (RIS) to send confidential information to legitimate receiver vehicles under the non-orthogonal multiple access (NOMA) scheme in the presence of an eavesdropper vehicle. In particular, it is assumed that an RIS is near the transmitter vehicle and another RIS is close to the receiver vehicles to provide a wider smart radio environment. Besides, we suppose that the channels between two RISs suffer from the Fisher-Snedecor F fading model. Under this scenario, we first provide the marginal distributions of equivalent channels at the legitimate receiver vehicles by exploiting the central limit theorem (CLT). Then, in order to evaluate the PLS performance of the considered secure communication system, we derive analytical expressions of the average secrecy capacity (ASC), secrecy outage probability (SOP), and secrecy energy efficiency (SEE) by using the Gauss-Laguerre quadrature and the Gaussian quadrature techniques. Moreover, to gain more insights into the secrecy performance, the asymptotic expression of the ASC is obtained. The numerical results indicate that incorporating the dual RIS in the secure V2V communication under the NOMA scheme can significantly provide ultra-reliable transmission and guarantee more secure communication for intelligent transportation systems (ITS).

Actividad individual autobiográfica en la que el estudiantado de la asignatura de Sociedad, Familia y Educación del Máster de Profesorado de la Facultad de Educación de la Universidad de Alicante, explora su identidad individual, social y educativa.

Actividad de clase que consiste en la realización de un ensayo que establezca un diálogo entre una selección de autores de la historia de la educación y la escuela de la posmodernidad.

The purpose of this study is to examine the discussion about public access to information inrelation to independent schools within the newspapers Dagens Nyheter, Aftonbladet andSvenska Dagbladet. To enable this purpose, a qualitative and quantitative content analysis of gathered articles ranging from 2016 up until 2021 was done. In order to examine the empirical data gained from the articles, the study based its theoretical framework upon multiple approaches. These are as follows; one of the most prominent media theories; agenda setting theory which was complimented by framing theory, and Lennart Lundquist’s (1998) idea of a democratic values and economic values in the public sector from his book Guardians of Democracy. Through the material that has been analysed, the study can conclude that the debate about the principle of public access to information increases around the year 2020 and that the years before, the debate about independent schools was centered on other topics. The study also concludes that there is an overall balance between the arguments for economic and democratic values but the importance of the principle of public access to information about schools is emphasised in most of the articles.

La educación actual ha de ser repensada, reflexionada y puesta en cuestión. De esta forma podremos sentar las bases para iniciar mejoras sustanciales y no meras declaraciones de intenciones con muchos objetivos muy loables, pero con resultados poco efectivos. La sobreinformación actual, los nuevos espacios de socialización digitales y la saturación de formaciones superficiales, requieren una acción decidida por parte de la comunidad escolar y universitaria. Una mayor especialización de los grados universitarios educativos españoles, con capacidad para transformar las dinámicas escolares, y una orientación decidida hacia la Educación para el Desarrollo Sostenible, se ha convertido en una necesidad social, en estos tiempos tan convulsos, que no se puede aplazar por más tiempo.

Una competencia clave para avanzar en la Agenda 2030 es el pensamiento crítico. Por ello, el propósito de este estudio fue conocer la disposición hacia pensamiento crítico de los estudiantes del Máster en Investigación Educativa (MIE) y del Máster de Profesorado de Educación Secundaria (MPES) de la Universidad de Alicante (España). Con esta finalidad, se utilizó el método cuantitativo. La muestra estuvo constituida por 54 participantes y el instrumento con el que se llevó a cabo la recogida de datos fue la Escala de Motivación del Pensamiento Crítico de Valenzuela (2007). El análisis de los datos se realizó con el software SPSS v. 26. Los principales hallazgos muestran que la utilidad del pensamiento crítico fue la más valorada, seguida de los factores importancia e interés, mientras que el factor que obtuvo la valoración media más baja fue la expectativa. Al segregar la muestra por el tipo de máster, se encontraron algunas diferencias en el factor utilidad, siendo los alumnos del MIE quienes le dieron mayor relevancia. Los participantes fueron conscientes de la importancia de adquirir competencias de pensamiento crítico para su buen desempeño profesional y personal; sin embargo, tuvieron pocas expectativas sobre sí mismos. Se concluye que es necesario fortalecer su autoestima y autoconfianza a través de programas formativos específicos., A key competency for advancing the 2030 Agenda is critical thinking. Therefore, the purpose of this study was to know the disposition towards critical thinking of the students of the Master’s degree in Educational Research (MER) and Master's degree in Academic Staff of Secondary Education (MASSE) of the University of Alicante (Spain). For this purpose, the quantitative method was used. The sample consisted of 54 participants and the instrument with which the data collection was carried out was the Critical Thinking Motivation Scale of Valenzuela (2007). The data analysis was conducted with SPSS v. 26 software. The main findings show that the usefulness of critical thinking was the most valued, followed by the factors importance and interest, while the factor that obtained the lowest average rating was expectation. When segregating the sample by the type of master's degree, some differences were found in the utility factor, being the MER students who gave a greater relevance. Participants were aware of the importance of acquiring critical thinking skills for their good professional and personal performance; However, they had few expectations of themselves. It is concluded that it is necessary to strengthen their self-esteem and self-confidence through specific training programs.

The purpose of this study is to examine the discussion about public access to information inrelation to independent schools within the newspapers Dagens Nyheter, Aftonbladet andSvenska Dagbladet. To enable this purpose, a qualitative and quantitative content analysis of gathered articles ranging from 2016 up until 2021 was done. In order to examine the empirical data gained from the articles, the study based its theoretical framework upon multiple approaches. These are as follows; one of the most prominent media theories; agenda setting theory which was complimented by framing theory, and Lennart Lundquist’s (1998) idea of a democratic values and economic values in the public sector from his book Guardians of Democracy. Through the material that has been analysed, the study can conclude that the debate about the principle of public access to information increases around the year 2020 and that the years before, the debate about independent schools was centered on other topics. The study also concludes that there is an overall balance between the arguments for economic and democratic values but the importance of the principle of public access to information about schools is emphasised in most of the articles.

Control laws for continuous-time dynamical systems are most often implemented via digital controllers using a sample-and-hold technique. Numerical discretization of the continuous system is an integral part of subsequent analysis. Feedback linearizability of such sampled systems is dependent upon the choice of discretization map or technique. In this article, for feedback linearizable continuous-time systems, we utilize the idea of retraction maps to construct discretizations that are feedback linearizable as well. We also propose a method to functionally compose discretizations to obtain higher-order integrators that are feedback linearizable.

This paper investigates the performance of vehicleto-vehicle (V2V) communications assisted by a reconfigurable intelligent surface (RIS) and a simultaneous transmitting and reflecting intelligent omni-surface (STAR-IOS) under nonorthogonal multiple access (NOMA) and orthogonal multiple access (OMA) schemes. In particular, we consider that the RIS is close to the transmitter vehicle while the STAR-IOS is near the receiver vehicles. In addition, we assume that the STAR-IOS exploits the energy-splitting (ES) protocol for communication and the fading channels between the RIS and STAR-IOS follow composite Fisher-Snedecor F distribution. Under such assumptions, we first use the central limit theorem (CLT) to derive the PDF and the CDF of equivalent channels at receiver vehicles, and then, we derive the closed-form expression of outage probability (OP) under NOMA/OMA scenarios. Additionally, by exploiting Jensen's inequality, we propose an upper bound of the ergodic capacity (EC), and then, we derive an analytical expression of the energy efficiency (EE) for both NOMA and OMA cases. Further, our analytical results, which are double-checked with the Monte-Carlo simulation, reveal that applying RIS/STAR-RIS in V2V communications can significantly improve the performance of intelligent transportation systems (ITS). Besides, the results indicate that considering the NOMA scheme provides better performance in terms of the OP, EC, and EE as compared with the OMA case for the considered V2V communication.

Security has become a main concern for the smart grid to move from research and development to industry. The concept of security has usually referred to resistance to threats by an active or passive attacker. However, since smart meters (SMs) are often placed in unprotected areas, physical security has become one of the important security goals in the smart grid. Physical unclonable functions (PUFs) have been largely utilized for ensuring physical security in recent years, though their reliability has remained a major problem to be practically used in cryptographic applications. Although fuzzy extractors have been considered as a solution to solve the reliability problem of PUFs, they put a considerable computational cost to the resource-constrained SMs. To that end, we first propose an on-chip-error-correcting (OCEC) PUF that efficiently generates stable digits for the authentication process. Afterward, we introduce a lightweight authentication protocol between the SMs and neighborhood gateway (NG) based on the proposed PUF. The provable security analysis shows that not only the proposed protocol can stand secure in the Canetti-Krawczyk (CK) adversary model but also provides additional security features. Also, the performance evaluation demonstrates the significant improvement of the proposed scheme in comparison with the state-of-the-art.

Radiological fndings on chest X-ray (CXR) have shown to be essential for the proper management of COVID-19 patients as the maximum severity over the course of the disease is closely linked to the outcome. As such, evaluation of future severity from current CXR would be highly desirable. We trained a repurposed deep learning algorithm on the CheXnet open dataset (224,316 chest X-ray images of 65,240 unique patients) to extract features that mapped to radiological labels. We collected CXRs of COVID-19-positive patients from an open-source dataset (COVID-19 image data collection) and from a multi-institutional local ICU dataset. The data was grouped into pairs of sequential CXRs and were categorized into three categories: ‘Worse’, ‘Stable’, or ‘Improved’ on the basis of radiological evolution ascertained from images and reports. Classical machine-learning algorithms were trained on the deep learning extracted features to perform immediate severity evaluation and prediction of future radiological trajectory. Receiver operating characteristic analyses and Mann-Whitney tests were performed. Deep learning predictions between “Worse” and “Improved” outcome categories and for severity stratifcation were signifcantly diferent for three radiological signs and one diagnostic (‘Consolidation’, ‘Lung Lesion’, ‘Pleural efusion’ and ‘Pneumonia’; all P < 0.05). Features from the frst CXR of each pair could correctly predict the outcome category between ‘Worse’ and ‘Improved’ cases with a 0.81 (0.74–0.83 95% CI) AUC in the open-access dataset and with a 0.66 (0.67–0.64 95% CI) AUC in the ICU dataset. Features extracted from the CXR could predict disease severity with a 52.3% accuracy in a 4-way classifcation. Severity evaluation trained on the COVID-19 image data collection had good out-of-distribution generalization when testing on the local dataset, with 81.6% of intubated ICU patients being classifed as critically ill, and the predicted severity was correlated with the clinical ou

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents.

Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum.

Propuesta de actividad de cinefórum para la asignatura de Ciencias de la Actividad Física y el Deporte, que consiste en la realización de una serie de tres ensayos que vinculan una selección de películas con textos académicos.

Radiological findings on chest X-ray (CXR) have shown to be essential for the proper management of COVID-19 patients as the maximum severity over the course of the disease is closely linked to the outcome. As such, evaluation of future severity from current CXR would be highly desirable. We trained a repurposed deep learning algorithm on the CheXnet open dataset (224,316 chest X-ray images of 65,240 unique patients) to extract features that mapped to radiological labels. We collected CXRs of COVID-19-positive patients from an open-source dataset (COVID-19 image data collection) and from a multi-institutional local ICU dataset. The data was grouped into pairs of sequential CXRs and were categorized into three categories: 'Worse', 'Stable', or 'Improved' on the basis of radiological evolution ascertained from images and reports. Classical machine-learning algorithms were trained on the deep learning extracted features to perform immediate severity evaluation and prediction of future radiological trajectory. Receiver operating characteristic analyses and Mann-Whitney tests were performed. Deep learning predictions between "Worse" and "Improved" outcome categories and for severity stratification were significantly different for three radiological signs and one diagnostic ('Consolidation', 'Lung Lesion', 'Pleural effusion' and 'Pneumonia'; all P < 0.05). Features from the first CXR of each pair could correctly predict the outcome category between 'Worse' and 'Improved' cases with a 0.81 (0.74-0.83 95% CI) AUC in the open-access dataset and with a 0.66 (0.67-0.64 95% CI) AUC in the ICU dataset. Features extracted from the CXR could predict disease severity with a 52.3% accuracy in a 4-way classification. Severity evaluation trained on the COVID-19 image data collection had good out-of-distribution generalization when testing on the local dataset, with 81.6% of intubated ICU patients being classified as critically ill, and the predicted severity was correlated with the cli

Purpose – Education for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs. Design/methodology/approach – This paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered. Findings – The results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability. Originality/value – It is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.

La retroalimentación docente en el ámbito universitario es un tema poco abordado. Es difícil conseguir un equilibrio donde la evaluación se combine con una formación personalizada a través de la retroalimentación del alumnado a la hora de realizar tareas, actividades, trabajos y proyectos, entre otros. Por ello, la finalidad de esta Red ha sido abordar la retroalimentación, además en un contexto definido por una metodología activa donde se utiliza la tecnología digital. El proceso de incorporación de dicha retroalimentación a la misma metodología activa ha supuesto un enfoque innovador respecto al desarrollo anterior en las respectivas asignaturas. Los resultados han demostrado la importancia de este proceso evaluador en el aula y urge diseñar procesos de enseñanza-aprendizaje específicos que se desarrollen en el aula universitaria.

One of the essential tasks in reducing gender imbalances in academia is to identify and understand how discriminatory practices occur and how they can be reversed. As a consequence, research in this area has become a highly relevant topic among the scientific community, which has given rise to a field of knowledge in its own right, gender studies, and to a large and extensive body of literature. In this context, one of the issues to which most attention has been devoted is the subject of feminist research methodologies. Although more than 30 years have passed since Sandra Harding considered the possible existence of a feminist method of study, the debate is still alive and kicking. For this reason, this paper aims to contribute knowledge about research approaches in gender studies and, in particular, in academic leadership. It analyses the potential of the quantitative and qualitative paradigm in this field, and describes the possibilities that the narrative tradition offers for investigating female university leadership. The aim is to contribute to the strengthening of research in gender studies and, ultimately, to advance the achievement of equality in higher education institutions.

La educación es considerada por los expertos como el instrumento facilitador para lograr un futuro sostenible. Pese a esto, la comunidad científica reconoce que se ha avanzado poco en la integración de la sostenibilidad en la educación universitaria, siendo uno de los problemas acuciantes su deficiente integración en los planes de estudios universitarios. En base a ello, el objetivo de este estudio fue investigar en qué medida se integra la sostenibilidad en los planes de estudio de las Facultades de Educación en España. Para ello se analizaron 106 guías docentes de asignaturas básicas de los futuros maestros de cuatro universidades: Universidad de Alicante, Universidad de Castilla-La Mancha, Universidad de Navarra y Universidad de Santiago de Compostela. Para la recogida de datos se utilizó una matriz de análisis. La metodología utilizada en el estudio es descriptivo-exploratoria y evaluativa. Los hallazgos más destacados muestran que la sostenibilidad se integra en algunos elementos de las guías docentes, especialmente en las competencias. Se concluye que la integración de la sostenibilidad en la formación del futuro profesorado es superficial, escasa, puntual y no está articulada en el diseño curricular.

Women’s empowerment is one of the targets of Sustainable Development Goal 5, gender equality. However, little research has highlighted the contributions of sustainable female leadership in academic governance. In order to fill this gap, this study identifies and analyses the satisfactions, opportunities, and contributions of women academics to university governance and their perceptions of the potential impact of gender in this process. Forty-eight women leaders participated in the study. A purposive sampling technique was used because the research involved leaders who had held a management position in the university. The research methodology was qualitative, the instrument used for the collection of information was a semi-structured interview, and the analysis of the narratives was carried out with Aquad v. 7 software (Günter Huber, Tübingen, Alemania). The study revealed that the leadership style of the female academics is framed within the sustainable leadership approach. Beyond personal satisfactions, the main reward derived from the performance of the position lies in becoming transformative and catalysing agents of the institution, who try to find a balance between the economic and social interests of the organisation. The functions these female academics perform, within the framework of sustainable development, have a technical and, at the same time, humanised vision, as they focus on people and on personal and social values. Gender issues have not been a determinant in the satisfactions, opportunities, and contributions that the leaders make to the institution; however, participants emphasise that this was a strength for leadership.

Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum.

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents.

Obtaining manual annotations for large datasets for supervised training of deep learning (DL) models is challenging. The availability of large unlabeled datasets compared to labeled ones motivate the use of self-supervised pretraining to initialize DL models for subsequent segmentation tasks. In this work, we consider two pre-training approaches for driving a DL model to learn different representations using: a) regression loss that exploits spatial dependencies within an image and b) contrastive loss that exploits semantic similarity between pairs of images. The effect of pretraining techniques is evaluated in two downstream segmentation applications using Magnetic Resonance (MR) images: a) liver segmentation in abdominal T2-weighted MR images and b) prostate segmentation in T2-weighted MR images of the prostate. We observed that DL models pretrained using self-supervision can be finetuned for comparable performance with fewer labeled datasets. Additionally, we also observed that initializing the DL model using contrastive loss based pretraining performed better than the regression loss., Comment: Presented at the Annual Conference of International Society for Magnetic Resonance in Medicine, London, UK. May 2022

Las universidades han aportado muy poco en lo concerniente al logro de los ODS. Únicamente los académicos más sensibilizados, de forma individual y aislada, los incluyen en su quehacer académico. La docencia es una de las funciones universitarias más importantes por su influencia decisiva en el cambio de comportamiento y en los estilos de vida de las personas. Por ello, la finalidad de la Red fue integrar los Objetivos de Desarrollo Sostenible en la docencia universitaria teniendo en cuenta que los ODS 4. Calidad de la educación, ODS 5. Igualdad de género y ODS 10. Reducción de las desigualdades son transversales. El proceso de incorporación de los ODS en el proceso de enseñanza-aprendizaje implica la necesaria formación del profesorado; en consecuencia, urge diseñar políticas institucionales universitarias específicas al respecto, así como planes de estudio sostenibles.

La profesión docente requiere una actualización constante en esta era posmoderna de cambios y adelantos tecnológicos. Los futuros maestros/as han de reflexionar y comprender las claves del nuevo rol docente y los desafíos de su futura profesión de maestros/as.

María de Maeztu es una figura esencial de la historia de la educación del siglo XX. En esta serie de clases y talleres indagamos acerca de la historia de la educación en la España del cambio del siglo XIX al XX y analizamos el papel que jugó María Maeztu y su entorno, así como las decisivas influencias de la Escuela Nueva en el contexto de la ILE y la Ley Moyano.

Presentación de las nuevas infancias realizada por los alumnos/as de la asignatura de Teoría e Historia de la Educación del Grado de Maestro de Educación Infantil en el contexto de un taller práctico de formación.

El objetivo de esta investigación ha sido conocer la autopercepción del alumnado de la Facultad de Educación de la Universidad de Alicante sobre su propia competencia digital a partir del Marco de Referencia Europeo DigComp 2.1. Se ha utilizado un cuestionario online con 44 ítems diseñado ad hoc. Han participado un total de 185 alumnos y alumnas y los datos se han analizado con el programa SPSS versión 20.0. Los resultados nos indican que el alumnado autopercibe un nivel intermedio respecto a las competencias digitales adquiridas. Como conclusión, cabe decir que es necesaria una formación transversal continua en torno a la tecnología digital, especialmente por el contexto actual en el que nos encontramos.

En el año 2015 la ONU propuso 17 objetivos comunes que debían lograrse en menos de dos décadas. Estos son conocidos como los Objetivos de Desarrollo Sostenible (ODS) y se enmarcan en una estrategia global denominada Agenda 2030. La educación ha sido propuesta como un eje fundamental para el logro de los ODS, siendo todos los componentes del sistema educativo esenciales para contribuir a un mundo más sostenible a nivel económico, social y medioambiental. Concretamente, la Educación Física ha sido descrita como una materia que posee unas características importantes para contribuir al logro de los ODS; sin embargo, en la literatura previa aún no existen investigaciones que evalúen las intervenciones de los docentes de Educación Física (DEF) en sostenibilidad. Para indagar en este ámbito, el presente estudio tiene como objetivo explorar el conocimiento de los DEF sobre los ODS. Para ello, se realiza un estudio cualitativo-exploratorio basado en la entrevista. Doce DEF de Secundaria (seis mujeres) respondieron a ocho preguntas agrupadas en tres dimensiones. La noción del concepto de sostenibilidad, el análisis de las conductas sostenibles realizadas y las consideraciones sobre el valor que tiene la Educación Física para poder contribuir a la adquisición de los ODS. Los resultados mostraron que los DEF conciben la sostenibilidad sobre todo como un problema medioambiental, dejando de lado el aspecto económico y social. Además, mayoritariamente, confirman no realizar ningún tipo de conducta sostenible en clase, limitándose a impartir los contenidos de la materia. Finalmente, señalan al ODS 3 “Salud y bienestar” como el más relacionado con la Educación Física, seguido, de lejos, por los ODS 5 “Igualdad de género” ODS 16 “Paz y justicia social”. Estos resultados permitirán establecer futuras intervenciones e investigaciones destinadas a la mejora de actuaciones docente en el marco de la Educación Física., UN set 17 common goals to be achieved in less than two decades in 2015. These are known as the Sustainable Development Goals (SDGs) and are part of a global strategy called Agenda 2030. Education has been proposed as a fundamental element for the achievement of the SDGs, with all components of the education system being essential to contribute to a more economically, socially and environmentally sustainable world. Specifically, Physical Education (PE) has been described as a subject that has important characteristics in achieving the SDGs; however, in previous literature there is still no research aimed at assessing PE teachers' interventions in sustainability. In order to investigate this area, this study aims to explore PEFs' knowledge of the SDGs. For this purpose, a qualitative-exploratory interview-based study was conducted. Twelve secondary school DEFs (six female) responded to eight questions grouped into three dimensions. The concept of sustainability, the analysis of sustainable behaviors and considerations on the value of Physical Education in contributing to the achievement of the SDGs. The results showed that the DEFs conceive sustainability mainly as an environmental issue, leaving aside the economic and social aspects. Furthermore, most of them confirm that they do not engage in any kind of sustainable behavior in class, limiting themselves to teaching the contents of the subject. Finally, they point out SDG 3 "Health and well-being" as the one most related to Physical Education, mentioning SDG 5 "Gender equality" and SDG 16 "Peace and social justice" secondarily. These results will help to establish future interventions and research aimed at improving teaching actions within the framework of Physical Education.

Los objetivos de este estudio fueron realizar una revisión de la literatura científica sobre la integración del ODS 5 en la docencia universitaria en España, en las bases de datos Web of Science y Google Scholar (años 2015 a 2020), y analizar cómo y en qué medida se está integrando dicho ODS. Se diseñó un estudio ex post facto retrospectivo y se utilizó la técnica de análisis de indicadores bibliométricos. Los criterios de elegibilidad de los estudios fueron: (1) la temática: integración de los ODS 5 en la docencia, (2) contexto de estudio español, (3) accesibilidad al contenido íntegro del documento y (4) publicaciones de los últimos seis años. Se emplearon los análisis descriptivos de las variables estudiadas, con el software SPSS. v. 21. Fueron seleccionados 31 manuscritos. Los hallazgos muestran el escaso interés en la integración del ODS 5 en la docencia universitaria, la temática preeminente es la integración del ODS5 en la formación de los futuros maestros y la autoría es preferentemente femenina. En conclusión, no hay un cambio de paradigma hacia la igualdad y la investigación en redes colaborativas. Las limitaciones del estudio se centran que no se han analizado otros indicadores como la categoría profesional, la producción y el índice de impacto por autor/a., The aim of this study was to conduct a review of the scientific literature on the integration of SDG 5 in university teaching in Spain, in the Web of Science and Google Scholar databases (years 2015 to 2020). An ex post facto retrospective study was carried out using the bibliometric indicator analysis technique. Eligibility criteria for the studies were: (1) subject matter: integration of SDG 5 in teaching, (2) Spanish study context and (3) accessibility to the full content of the document. Descriptive analyses of the variables studied were used with SPSS v. 21 software. Thirty-one manuscripts were selected. Findings show little interest in the integration of SDG5 in university teaching, pre-eminent theme is mainstreaming SDG5 in the training of future teachers and authorship is predominantly female. In conclusion, there is no paradigm shift towards equality and collaborative network research. The limitations the study has are that other indicators such as professional category, production and impact index per author have not been analyzed.

El deporte se considera un medio esencial para favorecer la salud y el desarrollo de los ciudadanos. A su vez, es el camino para alcanzar otras metas como la paz, la tolerancia, el respeto, la democracia o la inclusión de los grupos marginados, que es el caso de las mujeres y niñas. Sin embargo, existe muy poco reconocimiento de la marginación de género en el mundo del deporte. Este estudio, a través de informes y datos estadísticos, analiza cómo la mujer es relegada de los cargos directivos y de los espacios de toma de decisiones y, asimismo, cómo es excluida del cuerpo de entrenadores, asesores y jurados deportivos, lo cual le quita toda visibilidad. Si la mayoría de los estudios vinculados con el deporte es ocupado por los varones y su índice de especialización en masters y doctorados es consecuentemente más alto en la mayoría de países, debemos prever que, desafortunadamente, la brecha no se está cerrando y la proyección de los varones en las ocupaciones laborales vinculadas al mundo deportivo continuará perpetuando espacios deportivos masculinizados, en los que el capital humano y la valiosa aportación de las mujeres se seguirá perdiendo. El análisis realizado muestra, a diversos niveles, la permanencia de la brecha de género en el deporte., First of all, we must consider that the World Health Organization -WHO Global Action Plan on Physical Activity 2018-2030 Report (2018) points out the scarce physical activity implemented by citizens, and especially how this deficiency is focused on women. Then, it is important to analyze all aspects connected with this disaffection that it takes women away from the health benefits of sports and physical activity. We also must analyze the powerful effort of the international institutions to alert about the gender gap. And why have these reports not been enough listened to, or effective? The review of specific data as the presence of women in the Olympic Games, the women absence in responsibilities, decisions and management positions of the sportive field, or the differentials in the quarry of high-level athletes confirm in almost all levels and scopes the existence and overlooked gender gap. The alert of international organizations, on a continuous basis, has not made a dent in the marginalization of gender in the sport field (United Nations Women - UNWomen, 2007, 2016 & 2019). Girls and women have fewer opportunities and support when they participate in sport activities. And in the event that they manage to become professional athletes, they find another important gap such as salary. Likewise, the fact that women are scarcely present in Higher Education grades related to physical activity and sports is a significant indication of how little the situation can change. If the majority of studies associated to sport are occupied by men, and their specialization rate in masters and doctorates is consequently higher, we must anticipate that, unfortunately, the gap is not closing and the projection of men in the work occupations related to the sport world will continue to perpetuate masculinized sports spaces where human capital and the valuable contribution of women will continue to be lost. It is essential to sensitize future teachers to the importance of not leaving wom

INTRODUCCIÓN. El sexismo y la violencia de género son problemáticas sociales graves. Los objetivos del estudio son: 1) analizar los estereotipos y roles de género en los comportamientos de la población adolescente, que permean en las actitudes sexistas y 2) identificar posibles relaciones entre la autoatribución de roles de género y las actitudes sexistas. MÉTODO. Se diseñó un estudio de corte transversal. Participaron 1508 adolescentes. La media de distribución de edades fue de M=14.83. Se utilizaron dos instrumentos: la Traditional Masculinity-Femininity Scale y el cuestionario Gender Role Attitude Scale. RESULTADOS. 1) El colectivo adolescente adopta roles típicamente masculinos y femeninos, y prevalece la autoidentificación masculina y hegemónica; 2) hay una concentración de roles más estereotipados masculinos y femeninos en la adolescencia temprana; 3) existen diferencias en la autoatribución de los roles de género en función de los estudios de los progenitores y 4) el análisis de la dispersión muestra que los hombres son más sexistas y 5) el análisis de regresión confirma que los roles de género tradicionales incrementan el riesgo de actitudes sexistas. DISCUSIÓN. Se concluye que hay un nivel medio de sexismo, siendo los adolescentes más sexistas que las adolescentes. La masculinidad, tradicionalmente entendida, es más sexista en sus actitudes hacia la igualdad de roles que la feminidad. La influencia de las madres en el desarrollo de la identidad de género es menor y los padres son un factor predictivo de los roles de género de los adolescentes. Hay una correlación positiva entre la autoatribución de roles de género tradicionales y las actitudes sexistas, por lo que dichos roles aumentan el riesgo de estas actitudes., INTRODUCTION. Sexism and gender-based violence are serious social issues. The objectives of the study are: 1) to analyze the role of gender-based stereotypes in adolescent behavior that promote sexist attitudes and 2) to identify the possible relationships between gender role self-assignment and sexist attitudes. METHOD. A cross-sectional study was designed. A total of 1508 adolescents participated. The mean age distribution was M=14.83. Two instruments were used: The Traditional Masculinity-Femininity Scale and the Gender Role Attitude Scale questionnaire. RESULTS. 1) Adolescents adopt typically male and female roles; with the male and hegemonic self-identification prevailing 2) there is a concentration of more stereotyped male and female roles in early adolescence, 3) there are differences in self-attribution of gender roles according to parental studies, 4) dispersion analysis shows that men are more sexist than women and regression analysis confirms that traditional gender roles increase the risk of sexist attitudes. DISCUSSION. It is concluded that there is an average level of sexism, with male adolescents being more sexist than girls. Masculinity, traditionally understood, is more sexist in its attitudes towards the equality of roles than femininity. The influence of mothers on the development of gender identity is lower than that of fathers; the latter being a predictor of adolescent gender roles. There is a positive correlation between the self-attribution of traditional gender roles and sexist attitudes, and these roles increase the risk of these attitudes.

The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. The study design was predictive correlational. The sample consisted of 1453 students of primary and secondary education (61.3% women; 38.7% men). The findings have shown a significant correlation between the values taught in schools and mobile phone addiction. It is concluded that the greater the formation of values, the less the mobile addiction. These correlations are especially significant regarding social values such as solidarity, inclusion, and justice, and personal values such as enthusiasm, patience, impartiality, openness of ideas, honesty, and balance. Likewise, there are significant differences depending on the educational stage; the younger the age, the less the mobile addiction.

El objetivo de esta investigación ha sido conocer la autopercepción del alumnado de la Facultad de Educación de la Universidad de Alicante sobre su propia competencia digital a partir del Marco de Referencia Europeo DigComp 2.1. Se ha utilizado un cuestionario online con 44 ítems diseñado ad hoc. Han participado un total de 185 alumnos y alumnas y los datos se han analizado con el programa SPSS versión 20.0. Los resultados nos indican que el alumnado autopercibe un nivel intermedio respecto a las competencias digitales adquiridas. Como conclusión, cabe decir que es necesaria una formación transversal continua en torno a la tecnología digital, especialmente por el contexto actual en el que nos encontramos.

Las universidades han aportado muy poco en lo concerniente al logro de los ODS. Únicamente los académicos más sensibilizados, de forma individual y aislada, los incluyen en su quehacer académico. La docencia es una de las funciones universitarias más importantes por su influencia decisiva en el cambio de comportamiento y en los estilos de vida de las personas. Por ello, la finalidad de la Red fue integrar los Objetivos de Desarrollo Sostenible en la docencia universitaria teniendo en cuenta que los ODS 4. Calidad de la educación, ODS 5. Igualdad de género y ODS 10. Reducción de las desigualdades son transversales. El proceso de incorporación de los ODS en el proceso de enseñanza-aprendizaje implica la necesaria formación del profesorado; en consecuencia, urge diseñar políticas institucionales universitarias específicas al respecto, así como planes de estudio sostenibles.

La profesión docente requiere una actualización constante en esta era posmoderna de cambios y adelantos tecnológicos. Los futuros maestros/as han de reflexionar y comprender las claves del nuevo rol docente y los desafíos de su futura profesión de maestros/as.

Presentación de las nuevas infancias realizada por los alumnos/as de la asignatura de Teoría e Historia de la Educación del Grado de Maestro de Educación Infantil en el contexto de un taller práctico de formación.

María de Maeztu es una figura esencial de la historia de la educación del siglo XX. En esta serie de clases y talleres indagamos acerca de la historia de la educación en la España del cambio del siglo XIX al XX y analizamos el papel que jugó María Maeztu y su entorno, así como las decisivas influencias de la Escuela Nueva en el contexto de la ILE y la Ley Moyano.

INTRODUCCIÓN. El sexismo y la violencia de género son problemáticas sociales graves. Los objetivos del estudio son: 1) analizar los estereotipos y roles de género en los comportamientos de la población adolescente, que permean en las actitudes sexistas y 2) identificar posibles relaciones entre la autoatribución de roles de género y las actitudes sexistas. MÉTODO. Se diseñó un estudio de corte transversal. Participaron 1508 adolescentes. La media de distribución de edades fue de M=14.83. Se utilizaron dos instrumentos: la Traditional Masculinity-Femininity Scale y el cuestionario Gender Role Attitude Scale. RESULTADOS. 1) El colectivo adolescente adopta roles típicamente masculinos y femeninos, y prevalece la autoidentificación masculina y hegemónica; 2) hay una concentración de roles más estereotipados masculinos y femeninos en la adolescencia temprana; 3) existen diferencias en la autoatribución de los roles de género en función de los estudios de los progenitores y 4) el análisis de la dispersión muestra que los hombres son más sexistas y 5) el análisis de regresión confirma que los roles de género tradicionales incrementan el riesgo de actitudes sexistas. DISCUSIÓN. Se concluye que hay un nivel medio de sexismo, siendo los adolescentes más sexistas que las adolescentes. La masculinidad, tradicionalmente entendida, es más sexista en sus actitudes hacia la igualdad de roles que la feminidad. La influencia de las madres en el desarrollo de la identidad de género es menor y los padres son un factor predictivo de los roles de género de los adolescentes. Hay una correlación positiva entre la autoatribución de roles de género tradicionales y las actitudes sexistas, por lo que dichos roles aumentan el riesgo de estas actitudes., INTRODUCTION. Sexism and gender-based violence are serious social issues. The objectives of the study are: 1) to analyze the role of gender-based stereotypes in adolescent behavior that promote sexist attitudes and 2) to identify the possible relationships between gender role self-assignment and sexist attitudes. METHOD. A cross-sectional study was designed. A total of 1508 adolescents participated. The mean age distribution was M=14.83. Two instruments were used: The Traditional Masculinity-Femininity Scale and the Gender Role Attitude Scale questionnaire. RESULTS. 1) Adolescents adopt typically male and female roles; with the male and hegemonic self-identification prevailing 2) there is a concentration of more stereotyped male and female roles in early adolescence, 3) there are differences in self-attribution of gender roles according to parental studies, 4) dispersion analysis shows that men are more sexist than women and regression analysis confirms that traditional gender roles increase the risk of sexist attitudes. DISCUSSION. It is concluded that there is an average level of sexism, with male adolescents being more sexist than girls. Masculinity, traditionally understood, is more sexist in its attitudes towards the equality of roles than femininity. The influence of mothers on the development of gender identity is lower than that of fathers; the latter being a predictor of adolescent gender roles. There is a positive correlation between the self-attribution of traditional gender roles and sexist attitudes, and these roles increase the risk of these attitudes.

El deporte se considera un medio esencial para favorecer la salud y el desarrollo de los ciudadanos. A su vez, es el camino para alcanzar otras metas como la paz, la tolerancia, el respeto, la democracia o la inclusión de los grupos marginados, que es el caso de las mujeres y niñas. Sin embargo, existe muy poco reconocimiento de la marginación de género en el mundo del deporte. Este estudio, a través de informes y datos estadísticos, analiza cómo la mujer es relegada de los cargos directivos y de los espacios de toma de decisiones y, asimismo, cómo es excluida del cuerpo de entrenadores, asesores y jurados deportivos, lo cual le quita toda visibilidad. Si la mayoría de los estudios vinculados con el deporte es ocupado por los varones y su índice de especialización en masters y doctorados es consecuentemente más alto en la mayoría de países, debemos prever que, desafortunadamente, la brecha no se está cerrando y la proyección de los varones en las ocupaciones laborales vinculadas al mundo deportivo continuará perpetuando espacios deportivos masculinizados, en los que el capital humano y la valiosa aportación de las mujeres se seguirá perdiendo. El análisis realizado muestra, a diversos niveles, la permanencia de la brecha de género en el deporte., First of all, we must consider that the World Health Organization -WHO Global Action Plan on Physical Activity 2018-2030 Report (2018) points out the scarce physical activity implemented by citizens, and especially how this deficiency is focused on women. Then, it is important to analyze all aspects connected with this disaffection that it takes women away from the health benefits of sports and physical activity. We also must analyze the powerful effort of the international institutions to alert about the gender gap. And why have these reports not been enough listened to, or effective? The review of specific data as the presence of women in the Olympic Games, the women absence in responsibilities, decisions and management positions of the sportive field, or the differentials in the quarry of high-level athletes confirm in almost all levels and scopes the existence and overlooked gender gap. The alert of international organizations, on a continuous basis, has not made a dent in the marginalization of gender in the sport field (United Nations Women - UNWomen, 2007, 2016 & 2019). Girls and women have fewer opportunities and support when they participate in sport activities. And in the event that they manage to become professional athletes, they find another important gap such as salary. Likewise, the fact that women are scarcely present in Higher Education grades related to physical activity and sports is a significant indication of how little the situation can change. If the majority of studies associated to sport are occupied by men, and their specialization rate in masters and doctorates is consequently higher, we must anticipate that, unfortunately, the gap is not closing and the projection of men in the work occupations related to the sport world will continue to perpetuate masculinized sports spaces where human capital and the valuable contribution of women will continue to be lost. It is essential to sensitize future teachers to the importance of not leaving wom

En el año 2015 la ONU propuso 17 objetivos comunes que debían lograrse en menos de dos décadas. Estos son conocidos como los Objetivos de Desarrollo Sostenible (ODS) y se enmarcan en una estrategia global denominada Agenda 2030. La educación ha sido propuesta como un eje fundamental para el logro de los ODS, siendo todos los componentes del sistema educativo esenciales para contribuir a un mundo más sostenible a nivel económico, social y medioambiental. Concretamente, la Educación Física ha sido descrita como una materia que posee unas características importantes para contribuir al logro de los ODS; sin embargo, en la literatura previa aún no existen investigaciones que evalúen las intervenciones de los docentes de Educación Física (DEF) en sostenibilidad. Para indagar en este ámbito, el presente estudio tiene como objetivo explorar el conocimiento de los DEF sobre los ODS. Para ello, se realiza un estudio cualitativo-exploratorio basado en la entrevista. Doce DEF de Secundaria (seis mujeres) respondieron a ocho preguntas agrupadas en tres dimensiones. La noción del concepto de sostenibilidad, el análisis de las conductas sostenibles realizadas y las consideraciones sobre el valor que tiene la Educación Física para poder contribuir a la adquisición de los ODS. Los resultados mostraron que los DEF conciben la sostenibilidad sobre todo como un problema medioambiental, dejando de lado el aspecto económico y social. Además, mayoritariamente, confirman no realizar ningún tipo de conducta sostenible en clase, limitándose a impartir los contenidos de la materia. Finalmente, señalan al ODS 3 “Salud y bienestar” como el más relacionado con la Educación Física, seguido, de lejos, por los ODS 5 “Igualdad de género” ODS 16 “Paz y justicia social”. Estos resultados permitirán establecer futuras intervenciones e investigaciones destinadas a la mejora de actuaciones docente en el marco de la Educación Física., UN set 17 common goals to be achieved in less than two decades in 2015. These are known as the Sustainable Development Goals (SDGs) and are part of a global strategy called Agenda 2030. Education has been proposed as a fundamental element for the achievement of the SDGs, with all components of the education system being essential to contribute to a more economically, socially and environmentally sustainable world. Specifically, Physical Education (PE) has been described as a subject that has important characteristics in achieving the SDGs; however, in previous literature there is still no research aimed at assessing PE teachers' interventions in sustainability. In order to investigate this area, this study aims to explore PEFs' knowledge of the SDGs. For this purpose, a qualitative-exploratory interview-based study was conducted. Twelve secondary school DEFs (six female) responded to eight questions grouped into three dimensions. The concept of sustainability, the analysis of sustainable behaviors and considerations on the value of Physical Education in contributing to the achievement of the SDGs. The results showed that the DEFs conceive sustainability mainly as an environmental issue, leaving aside the economic and social aspects. Furthermore, most of them confirm that they do not engage in any kind of sustainable behavior in class, limiting themselves to teaching the contents of the subject. Finally, they point out SDG 3 "Health and well-being" as the one most related to Physical Education, mentioning SDG 5 "Gender equality" and SDG 16 "Peace and social justice" secondarily. These results will help to establish future interventions and research aimed at improving teaching actions within the framework of Physical Education.

Los objetivos de este estudio fueron realizar una revisión de la literatura científica sobre la integración del ODS 5 en la docencia universitaria en España, en las bases de datos Web of Science y Google Scholar (años 2015 a 2020), y analizar cómo y en qué medida se está integrando dicho ODS. Se diseñó un estudio ex post facto retrospectivo y se utilizó la técnica de análisis de indicadores bibliométricos. Los criterios de elegibilidad de los estudios fueron: (1) la temática: integración de los ODS 5 en la docencia, (2) contexto de estudio español, (3) accesibilidad al contenido íntegro del documento y (4) publicaciones de los últimos seis años. Se emplearon los análisis descriptivos de las variables estudiadas, con el software SPSS. v. 21. Fueron seleccionados 31 manuscritos. Los hallazgos muestran el escaso interés en la integración del ODS 5 en la docencia universitaria, la temática preeminente es la integración del ODS5 en la formación de los futuros maestros y la autoría es preferentemente femenina. En conclusión, no hay un cambio de paradigma hacia la igualdad y la investigación en redes colaborativas. Las limitaciones del estudio se centran que no se han analizado otros indicadores como la categoría profesional, la producción y el índice de impacto por autor/a., The aim of this study was to conduct a review of the scientific literature on the integration of SDG 5 in university teaching in Spain, in the Web of Science and Google Scholar databases (years 2015 to 2020). An ex post facto retrospective study was carried out using the bibliometric indicator analysis technique. Eligibility criteria for the studies were: (1) subject matter: integration of SDG 5 in teaching, (2) Spanish study context and (3) accessibility to the full content of the document. Descriptive analyses of the variables studied were used with SPSS v. 21 software. Thirty-one manuscripts were selected. Findings show little interest in the integration of SDG5 in university teaching, pre-eminent theme is mainstreaming SDG5 in the training of future teachers and authorship is predominantly female. In conclusion, there is no paradigm shift towards equality and collaborative network research. The limitations the study has are that other indicators such as professional category, production and impact index per author have not been analyzed.

The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. The study design was predictive correlational. The sample consisted of 1453 students of primary and secondary education (61.3% women; 38.7% men). The findings have shown a significant correlation between the values taught in schools and mobile phone addiction. It is concluded that the greater the formation of values, the less the mobile addiction. These correlations are especially significant regarding social values such as solidarity, inclusion, and justice, and personal values such as enthusiasm, patience, impartiality, openness of ideas, honesty, and balance. Likewise, there are significant differences depending on the educational stage; the younger the age, the less the mobile addiction.

Imaging genetic studies aim to test how genetic information influences brain structure and function by combining neuroimaging-based brain features and genetic data from the same individual. Most studies focus on individual correlation and association tests between genetic variants and a single measurement of the brain. Despite the great success of univariate approaches, given the capacity of neuroimaging methods to provide a multiplicity of cerebral phenotypes, the development and application of multivariate methods become crucial. In this article, we review novel methods and strategies focused on the analysis of multiple phenotypes and genetic data. We also discuss relevant aspects of multi-trait modelling in the context of neuroimaging data.

The birth of a child diagnosed with autism spectrum disorder (ASD) tends to strongly disrupt family dynamics and functioning. However, the severity of the impact may be softened if the family feels supported during the diagnostic process. The Valencia region (Spain)—where this study is located—recently put in place a protocol to improve ASD detection and support for families. The aim of this study was to identify these families’ views on the quality of the process experienced and the operation of the new system. The participants were 34 families with a child who had been diagnosed with this condition. A mixed methodological approach was adopted. A descriptive analysis and an interpretative-phenomenological study were performed using SPSS v. 25 and AQUAD 7, respectively. The results showed that while families seemed to be relatively satisfied, there is still room for improvement in some important areas such as guidance and emotional support, the training of the professionals involved, and waiting time. It was concluded that significant improvements must be implemented in the new diagnostic model to successfully meet the demands of families in a context characterized by a paucity of studies.

En esta serie de clases y talleres ponemos en diálogo cuatro movimientos pedagógicos esenciales del siglo XX que nos ayudan a comprender y mejorar la educación actual. Se trata de la Escuela Nueva, el Constructivismo, el aprendizaje significativo y el método de Filosofía para niños de Matthew Lipman.

La estructura de la subjetividad es uno de los temas de la asignatura de Teoría e Historia de la Educación. Estudiamos sus dimensiones: corporal, afectiva, cognitiva y volitiva en el educando. Por otra parte, reflexionamos acerca de la identidad, sus características y su desarrollo en el contexto actual de la era posmoderna.