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This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s. In looking back to the impact that teachers' centres had on teachers in these very different social and political contexts, the paper examines whether, in spite of being adopted and adapted differently in the English and Spanish contexts, there was a fundamental essence of the teachers' centre model that could transcend both time and space. Thus, although essentially historical in method and focus, the paper will problematise just how far new forms of teacher professional development have lessons to learn from older, now largely overlooked forms, as found in the practice of the teachers' centres, with their focus on grassroots teacher autonomy and collaboration. The paper is in four parts: setting the scene and methodology; outlining the rise and fall of teachers' centres in England and Spain; identifying the core essence of the teachers' centre model; and finally exploring potential implications for current policy and practice.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

This paper delves deeply into the creative pedagogies which support cutting edge digital STEAM practice across primary and secondary school settings. It contextualises the research within current STEAM agendas including transdisciplinarity, and STEAM and technology and goes on to offer insight from the novel context of ocean learning to develop and extend a theorisation of creative pedagogies as entwining both creative teaching and teaching for creativity as embodied, democratic, dialogic and material processes. Intra-action between theory, praxis, nature, culture, the digital and humans enables an emergent perspective about changing the dynamics of power to develop ocean or environmental learning and related activism. Derived from research into an ocean education project, which aimed to develop students' ocean literacy through the combined educative principles of creative pedagogies and digital technologies (Augmented and Virtual Realities), the research draws on data from six projects across primary and secondary school settings in Denmark, Spain and England. It used a "diffractive" analytic technique, inspired by new materialist theory, to explore the messy mixtures of natural, cultural and technological environments that were being learned through. This involved the development of four material-dialogic assemblages each including diffractive switches. Each is presented first through a "piece" which demonstrates each assemblage's connection to the core question, followed by "ripples," which briefly articulate the new learning and questions arising from that assemblage. The four assemblages cover the irresistibility of making kin, the relationships between lively bodies and virtual environments, the importance of spacetimematter in environmental edu-activism and trajectories between transience, stability and dialogic space. The paper leaves the reader/engager with a selection of prompts to highlight the research's contribution to current STEAM agendas related to changing power dynamics, and to provoke reader/engagers' own practices. These can include new pedagogies and activisms, as well as theoretical developments to the combined educative principles of creative pedagogies and digital technologies within STEAM education.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

Service-Learning (SL) is a powerful methodology to acquire competences and values in Higher Education. However, there is still no widespread use in Information and Computer Science (ICS) degrees where most of the subjects are focused on the development of theoretical and practical contents purely related to technical competences. In this paper, we show the structure of a SL methodology to develop Bachelor's Thesis: 1) definition of proposals considering all the competencies of the Bachelor's Thesis subject and the needs of entities; 2) development of applications using agile methodologies, and 3) assessment of the SL experience from students, entities and professors. We present an experience developed in the 2019/2020 academic year with two entities devoted to disfavoured people. The results show both the high technical and professional quality of the projects and the high satisfaction of entities and students. We hope that the development of applications with the collaboration of non-profit entities allows the acquisition of both specific and transversal competencies on ICS degrees at the same time enhancing the development of useful professional ones.

This paper deals with the implementation of flipped learning as a didactic method and its use through the Moodle platform. For this purpose, a quantitative research was carried out with the intention of analyzing the perceptions of new teachers in the acquisition of digital competences that they acquire during their teaching and learning process. The sample is made up of three groups of students in the subject Didactics of Social Sciences in the third year of primary education. The results obtained show that active learning methodologies promote digital literacy in higher education and the improvement of good teaching practices. In this way, through this research, students updated their use of new educational platforms, given the lack of initial training in digital literacy. In short, we can conclude that flipped learning is a useful and innovative teaching method that combines face-to-face and online learning for the education and training of new teachers.

This paper aims to extend our understanding of the factors underlying teacher wellbeing and the stress-coping mechanisms that professionals from the field use in their daily lives. The study focuses on the point of view of EFL teachers working in Andalusia, the southern region of Spain. Through semi-structured interviews and using Bronfenbrenner's ecological theory for the content analysis of data, the project identifies the primary sources of distress and growth that participants link to their profession. Key among them are emotional competence, the school environment, legislation, and boundaries. The study also pinpoints the main stress-coping strategies participants were already implementing in their lives to fight against feelings of burnout. Especially relevant is the practice of hobbies, professional training, and establishing boundaries.

This paper provides a longitudinal analysis of the understanding of repetition patterns by 24 Spanish children ages 3, 4 and 5, through representation and the type of justification. A mixed quantitative and qualitative study is conducted to establish bridges between algebraic thinking and computational thinking by teaching repetition patterns in technological contexts. The data are obtained using: (a) participant observations; (b) audio-visual and photographic records; and (c) written representations, in drawing format, from the students. The analysis involves, on the one hand, a statistical analysis of the representations of patterns, and on the other, an interpretive analysis to describe the type of justification that children use in technological contexts: "elaboration", "validation", "inference" and "prediction or decision-making". The results show that: (a) with respect to the representation of patterns, errors decreased by 27.3% in 3-to-5-year-olds, with understanding and correct representation of repetition patterns gaining prominence in more than 50% of the sample from the age of 4; (b) on the type of justification used, it is evident that in 3-and-4-year-olds, "elaboration" predominates, and at 5, progress is made towards "validation". We conclude that it is necessary to design learning sequences connected with theory and upheld through practice, and that foster the active role of the teacher as a promoter of teaching situations that help spur the beginning of computational and algebraic thinking.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

Assessment is a key element in any course, and providing students with a balance between formative and summative assessments is crucial. Defining such a process is a complex task for teachers and often entails a great workload. This makes it necessary to have tools to help in the assessment process definition and its monitoring. This paper first analyses the possibility of using the available tools in Moodle. For that, we carried out a bibliographical study, conducted semi-structured interviews with 26 teachers, and analysed the use of the Moodle gradebook in their courses. We found that teachers find it quite difficult to use the Moodle gradebook, so they rarely take advantage of all its possibilities. Taking this into account, we present Forge, a system that facilitates the definition of assessment processes following the e2Forja methodology in such a way that the produced process can be exported to Moodle. We have analysed whether Forge makes the assessment definition process easier or not. We have selected four courses to carry out a case study using Forge and interviewed the teachers again. We detected that Forge facilitates the assessment process definition and its monitoring, taking advantage of the characteristics of the Moodle gradebook.

In this text, with an autobiographical methodology, we consider what it has meant for us to position ourselves as feminists in academia, inhabiting research lines and spaces in the field of Gender Studies. In our context, where universities are divided into teaching departments based on areas of knowledge, placing ourselves in a peripheral, subordinate field such as that which is termed Gender and/or Feminist Studies, as well as involving a dual task, this has positioned us at times as 'traitors' to our fields of knowledge. In this paper, we aim to go beyond analyses demonstrating the subordinate place women occupy in universities to explore how, although situating ourselves in this in--between place resulted in a dual task and has been a source of conflict, it has also been a space of escape (from the hierarchies which are the backbone of departments) and of oxygen (by enabling dialogue between knowledge and disciplines from our ethnographic perspective).

This paper aims to analyse to what extent the engineering curricula contribute to the development of visual literacy among engineering students. Communicating and thinking visually is a basic skill for all engineers, being a fundamental part of their educational stage. For this purpose, Engineering Graphics subjects from 30 engineering schools from Spain have been selected to review their content. The sample consists of 80 subjects of Engineering Graphics, mechanical design and computer-aided design. The curricula were analyzed using a quantitative and qualitative method. A database has been developed where keywords that identify the objectives of the analysis have been tabulated. Learning technical visual language and visualization skills as a means of developing visual literacy in engineering has been taken as the basis of the analysis. The results show that the curricula of the subjects contemplate the development of graphic skills around communication and technical representation and, to a lesser extent, visualization. On the other hand, the teaching activities contemplated do not dive into the cognitive aspects of graphics. We can also observe the pre-eminence of computer graphics as the main basis for teaching activities and marginal use of freehand drawing, which is basic for the development of Visual Literacy.

This paper examines the implications of the association patterns in our understanding of the mental lexicon. By applying the principles of graph theory to word association data, we intend to explore which measures tap better into lexical knowledge. To that end, we had different groups of English as Foreign language learners complete a lexical fluency task. Based on these empirical data, a study was undertaken on the corresponding lexical availability graph (LAG). It is observed that the aggregation (mentioned through human coding) of all lexical tokens on a given topic allows the emergence of some lexical-semantic patterns. The most important one is the existence of some key terms, featuring both high centrality in the sense of network theory and high availability in the LAG, which define a hub of related terms. These communities of words, each one organized around an anchor term, or most central word, are nicely apprehended by a well-known network metric called modularity. Interestingly enough, each module seems to describe a conceptual class, showing that the collective lexicon, at least as approximated by LA Graphs, is organised and traversed by semantic mechanisms or associations via hyponymy or hiperonymy, for instance. Another empirical observation is that these conceptual hubs can be appended, resulting in high diameters compared to same-sized random graphs; even so it seems that the small-world hypothesis holds in LA Graphs, as in other social and natural networks.

International large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we attempt to estimate the likely PISA 2018 reading scores for Spain, and for each region within. The figure finally published by the OECD for Spain - in terms of reading scores - was 476.5 points, which is between the lower and upper bound of the interval we find (475 to 483 test points in 2018). Additionally, we report some robustness checks for the OCED countries participating in PISA 2018, which show that the difference between the actual scores and the ones we found with the imputation methods are quite close.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

Purpose: This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach: A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings: The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications: The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value: Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life.

Current physical literacy recommendations include a focus on enhancing teachers' knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept.

Objective: This review summarizes evidence pertaining to the impact of the COVID-19 pandemic on the psychological health of children and adolescents with autism spectrum disorder (ASD). Materials and Methods: An electronic search was conducted using four major databases--PubMed, ScienceDirect, Web of Science, and Google Scholar. Using an umbrella methodology, the reference lists of relevant papers were reviewed, and citation searches were conducted. The study included articles written in English between January 2020 and March 2021 that focused on the psychological health of autistic children and adolescents. Results: All eight studies included in the final review were cross-sectional. Three of the eight studies were conducted in Italy, two in Turkey, and one study each in Portugal, Spain, and the United Kingdom, with a total of 1,407 participants. All studies used a mixture of standardized and non-standardized questionnaires to collect data. The total number of patients were 1407 at a mean age of 9.53 (SD = 2.96) years. Seven studies report gender; male 74.7% (657/880) and female 25.3% (223/880). The finding showed that behavioral issues in children and adolescents with ASD have significantly increased; 521 (51.9 percent) of the 1004 individuals with ASD presented with behavioral changes, including conduct problems, emotional problems, aggression, and hyperactivity. Some studies also found increased anxiety and difficulties managing emotions. Only one study reported clinical stabilization in children with ASD during COVID-19. Finally, 82.7% of families and caregivers of children with ASD (544 out of 658) faced challenges during COVID-19. Conclusion: Although the studies in this review suggest a general worsening of ASD children's clinical status, it remains difficult to draw definitive conclusions at this moment, with newer COVID-19 variants on the rise worldwide. During this difficult pandemic period, caregivers, families, and healthcare professionals are recommended to pay more attention to the ASD patients' health and care needs.

Increasing numbers of Chinese students are pursuing graduate degrees in Catalonia. Although highly proficient in both Castilian and English when they arrive, they find themselves in a bilingual society where Catalan, not Castilian, predominates both at universities and in the broader social context. Acquiring Catalan is hence important for both academic and social purposes. Using a longitudinal ethnographic study, this paper explores the factors motivating 25 Chinese students pursuing MA or Ph.D. programmes at Catalan universities to learn Catalan. Their motivation is examined over time using the L2 Motivational Self System, categorising it in "ought-to L2 self," "ideal L2 self," and "learning experience." The results reveal that Chinese graduate students in Catalonia are initially motivated to learn Catalan mainly by the ideal L2 self. The desire to integrate themselves into the Catalonia society is the most reported factor, followed by ought-to L2 self, such as academic needs and future career considerations. Once the learning process begins, learning experience becomes another important (de)motivation for the learners. Even when the initial future image has faded over time, personal satisfaction obtained from learning can still motivate learners to continue the investment.

This study investigates the beliefs of primary school teachers about multilingual language teaching and learning approaches and examines the relationship between these beliefs and the current ideas on multilingualism. This paper reports key elements of the multilingual educational reality in the Basque Country, where a minority language (Basque), a majority language (Spanish), and an international language (English) share space in the curriculum. The study adopts a mixed methods approach combining a specifically designed online questionnaire regarding beliefs (N = 418), and four focus groups (N = 20). The findings indicate that teachers believe fluency is essential in the language learning process, prioritize the non-native multilingual teacher model, and show awareness of the influence parents' linguistic attitudes have on students' language learning outcomes. Teachers hold welcoming beliefs toward multilingual language teaching approaches and regard translanguaging as suitable for upper levels of Primary education. A major implication of this study is that teachers have a positive point of departure from which to develop and promote multilingual teaching approaches; however, the provision of valuable and applicable training plans based on the current school of thought on multilingualism should be considered in the near future.

This paper proposes a critical assessment of equality policies from a theoretical standpoint. As an analytical proposal, this idea is exemplified within the educational context of Vocational Education and Training in Spain, specifically in the Region of Valencia. We have analysed Order 85/2016, insofar as it establishes mechanisms that seek to encourage access by women to professional fields which have been historically and culturally masculinised. Our analysis is based on two key questions: Does this policy succeed in increasing the number of women who undertake studies in masculinised professional fields? Is providing access to training sufficient to drive changes in gender relations? To approach these questions, we have reviewed the theoretical framework that gives rise to public policy and performed a comparative analysis of the number of enrolments registered since these mechanisms came into force. Our findings have led us to conclude that not only does this policy fail to fulfil its goal of encouraging women to enrol in certain studies, but its theoretical implications have paradoxically been found to heighten the gender divide.

Purpose: The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs). Design/methodology/approach: A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE). Findings: The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed. Originality/value: The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system.

Purpose: Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities' sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities' practices regarding "gender equality and equal opportunities"? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development. Design/methodology/approach: This paper examines universities' general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities' plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university's documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022. Findings: According to the data, the main topics within the sustainability structure can be classified as (1) "sustainability in teaching system", (2) "sustainability in research, development and innovation research, development and innovation (R&D&I) activities", (3) "sustainability in management structure", (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) "networks and collaborations", (4) "sustainability communication" and (5) "community development." Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study's findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university's priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department. Research limitations/implications: This research is based on a case study method and is limited to the case of Jaume I University. Originality/value: To the best of the authors' knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods.

Messaging platforms are applications, generally mediated by an app, desktop program or the web, mainly used for synchronous communication among users. As such, they have been widely adopted officially by higher education establishments, after little or no study of their impact and perception by the teachers. We think that the introduction of these new tools and the opportunities and challenges they have needs to be studied carefully in order to adopt the model, as well as the tool, that is the most adequate for all parties involved. We already studied the perception of these tools by students, in this paper we examine the teachers' experiences and perceptions through a survey that we validated with peers, and what they think these tools should make or serve so that it enhances students learning and helps them achieve their learning objectives. The survey has been distributed among tertiary education teachers, both in universitary and other kind of tertiary establishments, based in Spain (mainly) and Spanish-speaking countries. We have focused on collecting teachers' preferences and opinions on the introduction of messaging platforms in their day-to-day work, as well as other services attached to them, such as chatbots. What we intend with this survey is to understand their needs and to gather information about the various educational use cases where these tools could be valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools varies across gender, experience, and their discipline of specialization is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.

Recent research has highlighted the role of functional relationships in introducing elementary school students to algebraic thinking. This functional approach is here considered to study essential components of algebraic thinking such as generalization and its representation, as well as the strategies used by students and their connection with generalization. This paper jointly describes the strategies and representations of generalization used by a group of 33 sixth-year elementary school students, with no former algebraic training, in two generalization tasks involving a functional relationship. The strategies applied by the students differed depending on whether they were working on specific or general cases. To answer questions on near specific cases they resorted to counting or additive operational strategies. As higher values or indeterminate quantities were considered, the strategies diversified. The correspondence strategy was the most used and the common approach when students generalized. Students were able to generalize verbally as well as symbolically and varied their strategies flexibly when changing from specific to general cases, showing a clear preference for a functional approach in the latter.

This paper aims to understand how teachers' attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement of the attitudes of fifty pre-service teachers towards ASD before and after a short-term training on Autism is presented. The explicit measure used was a Likert-type questionnaire, while the implicit measure was a Single Target Implicit Association Test (ST-IAT). After statistical analysis of the data, it was found that prospective teachers' explicit attitudes were positive before the short-term training, and they were significantly better after it. Conversely, participants' implicit attitudes were neutral before the short-term training, and no significant difference was found after it. Additionally, no statistically significant relation was obtained between explicit and implicit attitudes, either before or after training, which suggests that the used instruments measure different attitudinal constructs. According to the remaining findings, it is concluded that explicit attitudes may be more prone to social desirability bias than implicit ones, implying that future attitudes research regarding sensitive topics such as the educational inclusion of students with Autism should combine both measures. Moreover, implicit attitudes seem more difficult to change than explicit ones. Some implications for pre-service teacher education are discussed.

The purpose of this paper is to explore the influence of Lesson Study on reconstructing students' practical knowledge during initial training as prospecting teachers. This case study sets out the voice and opinions of a student taking part in a lesson study process. The aim was to further understand how the student's opinions around teaching change both during and after her involvement in the different phases of Lesson Study. Information was obtained through semi-structured interviews, observations, photo and video records, document analysis and field diaries. We were also interested in understanding the student's perception of the influence of mentoring and tutoring on her professional development while accompanying her in her reflection about teaching. The results show that Lesson Study, as a cooperative curriculum creation process, provides prospecting teachers with opportunities to build their identity as professionals within a network of peers in which they interact in order to learn together. Focused on the context of initial teacher training, this article could lead to a new approach to Lesson Study as a strategy that can bring about more relevant transformations while teachers' beliefs, values and dispositions are still at an early stage of construction.

From an understanding of knowledge mobilisation as a set of strategies that favour responsible and inclusive research, the aim of this paper is to identify the obstacles or barriers to carrying out such research in higher education institutions, as perceived by researchers. In this descriptive study, content analysis is used to examine semi-structured interviews carried out with eighty research groups from five European countries (Austria, Romania, Serbia, Slovenia and Spain) that participated in the research. Results reveal the main barriers researchers perceived are associated with social commitment, relational aspects, encouragement to participate (attitudinal, organisational and institutional barriers) and knowledge mobilisation practices (derived from the research process and research evaluation policies). Ethical and policy implications for more responsible and inclusive research are drawn in the conclusions.

Purpose: This paper aims to find out if there is a relationship between access to climate change information and student activism. Design/methodology/approach: Exploratory study focused on the survey of 400 [n = 400] students from 10 universities in Spain from April to May 2022. A questionnaire with 19 questions was divided into blocks of knowledge, awareness, and action and bivariate analysis with a margin of error of ±5% and a confidence level of 95%. Findings: The greater the degree of information received, the greater the activism of university students, who tend to use digital media and social networks to get informed. However, they perceive that the university generates little information and a low number of activities related to climate change. Students demand that universities implement informal, formal, and service-learning environmental education strategies on sustainable consumption. Research limitations/implications: Given the results of previous studies showing the variable "type of degree" does not show differences at the beginning and end of studies, it has not been considered in this research. Nevertheless, it would be convenient to introduce it in future investigations to confirm if this may have an impact on informational habits. Practical implications: This paper urges universities to act as sources of environmental education, given the relationship between the information received and the pro-environmental attitudes of students. Social implications: The universities are powerful social actors that can shape public and political discourses for eco-social transition. Originality/value: This research adds the variable access to information in studies on pro-environmental attitudes. Furthermore, this research provides data about student perceptions of the university, government, industry, and NGO climate actions. [ABSTRACT FROM AUTHOR]

The football rivalry between Real Madrid CF and FC Barcelona is one of the most popular at club level globally. In Spain, where it is known as El Clásico (the Classic), it has an unrivalled status in the sports media industry. Its significance relies in part to the historical tension between Catalonia, the region of which Barcelona is the main centre, and Madrid, the capital of Spain. The exaltation of confrontation and partisanship is the central feature of highly popular radio programmes devoted to El Clásico. This study aimed to observe how the media discourse articulated by these programmes was affected by the fact that, during the Covid-19 pandemic, matches were played in empty venues. Through the comparisons of broadcasts of two games, one from 2017 and from 2020, the paper shows that the sensationalistic style is toned down, and a less polarised and partisan sports journalism is possible. [ABSTRACT FROM AUTHOR]

In the context of public administrations after COVID-19, this paper formulates and validates a digital model of tutoring (e-tutoring) for small and medium enterprises (SMEs) by public administrations or PAs to help the former reduce their risks to fold in their first few years of existence and with the support of private professionals (economists, accountants, business advisors, managers, etc.). The model draws on ideas about relational administration (RA), a concept that is yet to be fully exploited or assessed in the literature. Several hypotheses derived from the model are formulated and tested using a polytomic-nominal logistic regression. A questionnaire was sent to and returned by 236 small and medium entrepreneurs in Spain facing insolvency proceedings to identify main reasons for business failure and if or how they would accept online tutoring from private professionals associated with PAs. Findings suggest that SM entrepreneurs agree with receiving selected forms of tutoring, requiring public administrations to enhance capabilities for joint information provision and decision making through the use of information and communication technologies or ICTs. These findings have important implications for the potential restructuring of public administrations, their collaborations with professionals, and the future co-design and implementation of e-government services by PAs [ABSTRACT FROM AUTHOR]

This paper examines how climate change and the environment have been incorporated into Spain's security documents and policymaking. We have examined forty-plus documents issued by Spain's National Security Department to identify the evolution of the climate and environmental discourse. A keyword filter helped to single out the eleven most environmentally relevant documents, which have been qualitatively analysed to better understand the context in which environmental language is used. In our work we identify how both common practices of security analysts and policy-makers different level policies have been strongly influenced by environmental knowledge, and, therefore, incorporated new considerations into security policies as well as. Our findings suggest that climate is not the only challenge incorporated into security documents. Other environmental issues such as desertification, access to water, energy transition or loss of biodiversity are also included, which implies that they are part of a broader concept of national security more in line with the new challenges of the twentity-first century. [ABSTRACT FROM AUTHOR]

International organisations assert that political corruption is a major global problem. However, it is still unclear how to combat corruption. Previous research has studied corruption in central or local governments, rarely in regional ones. In this paper, we aim to identify factors influencing political corruption in regional governments. Using panel data, we analyse the statistical association between 29 economic, financial, political and socioeconomic variables and the corruption perceived by citizens, from January 2006 to September 2019. The results reveal that perceived political corruption is affected by government spending and ideological distance, among other factors. We propose several measures to reduce political corruption. Points for practitioners: The study has found that political corruption needs to be combatted through different measures for each administrative level. Our results support the idea that the following variables influence the perceived level of corruption within the regional governments: the volume of government borrowing, the ideological distance between the voter and the government, the percentage electoral participation and the volume of dependent and immigrant population of the region. Likewise, we also confirm that regional governments with higher values on the Quality of Government Index are perceived as less corrupt. [ABSTRACT FROM AUTHOR]

Combined Heat and Power (CHP) has been identified by the EU as a powerful resource capable of making substantial contributions to energy savings and reducing GHG emissions. Spain's effort to promote CHP has been prolific since the 1980s. In this regard, there have been various Laws, Royal Decrees (RDs) and European Union (EU) Directives addressed to reach the national objectives set for the CHP sector. Despite these attempts, the evolution and growth of installed CHP capacity has been irregular, compared to other technologies. Likewise, the academic treatment of the Spanish CHP evolution has not deserved the same attention as other technologies such as wind, photovoltaic and thermal solar systems. As a result, this article is aimed at providing a comprehensive overview of the regulatory frameworks applied to the Spanish CHP sector and analysing the reasons behind the variable evolution of the installed CHP capacity. The study covers the legislative context from 1980 to 2020, describing the evolution during both the pre-liberalization and liberalization periods, highlighting the modifications in economic policies that affected self-producers and the so-called Special Regime (SR) for CHP, and examining the challenges faced during the cost containment measures that followed. The manuscript finds and explains the connection between the regulatory framework and the evolution of installed CHP capacity in Spain. Likewise, the connection between the industrial situation and the promotion of CHP, as well as the influence of the Spanish Electricity Sector (SES)'s liberalization on the CHP sector are also pointed out. The paper intends to provide valuable insights for CHP experts and policymakers by showcasing the importance of aligning regulatory measures with the objectives of energy efficiency. It also serves as a reference for countries in various stages of promoting CHP, and provides evidence for the importance of stable energy-policy control mechanisms. [ABSTRACT FROM AUTHOR]

The bioeconomy includes the sectors that use renewable biological resources to produce value added products, such as food, feed, energy, and bio-based products. Its importance has been demonstrated by its inclusion as a priority in specific and related policies such as the bioeconomy strategy, the Sustainable Development Goals, the European Green Deal, and the Next Generation recovery plan. Spain has not lagged behind and considers the bioeconomy as a priority in its policy strategies to achieve a more sustainable economy. Despite its importance, the analysis of the potential of the bioeconomy sectors in Spain is limited. To carry out policy-relevant impact assessment in support of bioeconomy development, specific databases describing bio-based products are required. Hence, this work based on the Bio Social Accounting Matrix (BioSAM) for Spain for the year 2010 with a high disaggregation of bio products to perform a structural analysis based on two different and complementary methods: the traditional and the Hypothetical Extraction approach. The structural analysis results reveal promising products as key wealth generators and growth promoters and allow to identify the most suitable to be stimulated with policies to promote the development of the Spanish bioeconomy. Therefore, this paper provides some proposed avenues that should be considered by policymakers. [ABSTRACT FROM AUTHOR]

Copyright of Investigaciones Historicas is the property of Universidad de Valladolid, Facultad de Filosofia y Letras 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 Historia y Memoria de la Educación is the property of Historia y Memoria de la 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 paper identifies the Moroccan diaspora in Spain, the largest foreign diaspora in that country, and explains the causes for its rapid establishment. After six regularisation processes, which took place between 1985 and 2023, and the ongoing regularisation process in conjunction with family reunification channels, more than 1.3 million Moroccans now live in Spain. This example shows the significant demographic transformations that can result from mass regularisation, the social and political transformations that follow in the host states that enact such measures, and the transformation in external relations with the diaspora's state of origin. [ABSTRACT FROM AUTHOR]

The city of Barcelona has become a nodal point of the transnational social space of the Pakistani diaspora. Despite being quite invisible, Pakistanis stand out for their entrepreneurial activities, especially in the food and telecommunication sectors. This paper aims to shed light on the transnational dimension of Pakistani ethnic businesses of Barcelona through the lens of 'transnational mixed embeddedness' and a multi-level approach that combines analytical levels (macro, meso and micro) and territorial levels (local/national and transnational). This is within the theoretical debate around globalization from below, immigrant entrepreneurship and transnational entrepreneurship, and by using a mixed-methods design. The results show how migrant entrepreneurs can be placed in a 'continuum of transnational embeddedness', depending on the interrelation of agency and micro-sociological processes entailing in-group differences with meso-market and macro-structural factors from a dynamic point of view. [ABSTRACT FROM AUTHOR]

This paper focuses on something not previously addressed by the literature, labour inspection in Spain in the first decades of the Franco dictatorship. Despite the Franco dictatorship's fascist-style approach of regulatory interventionism, this research shows a relapse into an abstentionist conception of labour inspection that led to worker vulnerability. The study has not only found, as was already known, normative similarities with the contemporaneous Italian and German dictatorships, but also similar (although more severe) limitations to the functioning of the inspection service. The slight improvement registered from 1947 onwards and the effort to achieve a limited equivalence with Western democracies also failed to notably improve working conditions, occupational safety and worker protection. The Labour Inspectorate suffered from understaffing and a lack of resources up to the very end of the dictatorship, something which the incipient democracy then inherited. These human and material resource shortages continue to be a problem and are currently debated in Spain. [ABSTRACT FROM AUTHOR]

In recent years, 'place-based' interventions have become influential in shaping economic development policy, especially at the European level. From the 2007 to 2013 programming period onwards, EU Cohesion policy, adopted a 'place-based' approach to encourage the competitiveness of all regions. Rather than spatially-blind interventions, the focus is on tackling territorial inequalities via a more sophisticated spatially-sensitive approach to stimulate economic change, at the local level. The challenge is that place-based policies are complex, risky and the performance indicators used to capture the achievements from EU Cohesion policy focus on direct results rather than expected policy change, making it hard to prove effectiveness and value for money. This paper contributes to ongoing academic and policy debates about how to capture the achievements of EU Cohesion policy, through an in-depth case study of 'place-based' interventions made via Interreg funding, to encourage cross-border cooperation between Spain and Portugal. The evidence illustrates that there is a need for novel approaches, which are conceptually informed and spatially sensitive to be able to capture not only the quantitative but also the qualitative achievements generated through EU 'place-based' interventions. [ABSTRACT FROM AUTHOR]

Transnational ageing processes are usually studied by focusing on the various cross-border practices and mobilities of different categories of ageing migrants. This paper introduces a retirement mobilities approach as an analytical framework that draws on both transnational studies and the new mobilities paradigm to widen the theoretical and empirical debates. It argues that both migrant and non-migrant populations, as well as human and non-human cross-border circulations, have to be taken into account when studying transnational ageing. Based on a mixed-methods study combining original data from a quantitative survey conducted in Switzerland with residents 55+ and semi-structured interviews held in Spain and Switzerland with older adults receiving a Swiss pension, we demonstrate the heuristic value of this approach. Indeed, empirical findings indicate that older adults with and without a migration background represent an internationally mobile population with similar mobility aspirations and transnational lifestyles. However, the motivations driving these two groups' transnational mobility differ significantly. Moreover, transnational circulations of financial resources, and in particular retirement pensions, are interlinked with mobility in old age. To conclude, a retirement mobilities approach sets a new research agenda, inviting scholars to examine transnational ageing beyond the ageing-migration nexus. [ABSTRACT FROM AUTHOR]

• Significant reduction (18.44%) in overall Spanish GHG emissions from 2008 to 2018, highlighting some differences depending on the considered phase of the crisis. • The total intensity effect has been noticeable negative, especially in Agriculture, Transport, and Other Services. • The total carbonization effect has contributed to increase GHG emissions by 5.86%, being particularly negative in the case of Industry. • Per capita production effect was strongly negative in Industry and slightly positive in the rest of the economic sectors. • R&D, more eco-friendly technologies, green energies, circular economy and consumer green attitudes: the best strategies to reduce GHG emissions. The reduction of GHG emissions to reverse the greenhouse effect is one of the main challenges in this century. In this paper we pursue two objectives. First, we analyze the evolution of GHG emissions in Spain in 2008–2018, at both the global and sectoral levels, with the variation in emissions decomposed into a set of determining factors. Second, we propose several actions specifically oriented to more tightly controlling the level of emissions. Our results showed a remarkable reduction (18.44%) in GHG emissions, mainly due to the intensity effect, but also to the production-per-capita effect. We detected somewhat different patterns among the various sectors analyzed. While the intensity effect was the most influential one in the agricultural, transport, and others sectors, the production-per-capita effect was predominant in the case of industry. The carbonization effect was revealed as crucial in the commerce sector. The above findings highlight the importance of the energy efficiency measures taken in recent years in the Spanish economy, also pointing to the need to deepen those strategies and to propose new measures that entail greater efficiency in emissions. Additional efforts in areas like innovation, R&D, diffusion of more eco-friendly technologies, and a greater use of greener energies all prove to be essential reduction actions to fight the greenhouse effect. [ABSTRACT FROM AUTHOR]

The eventual disconnection between voters´ preferences and specific policies is of special concern in decentralized countries, where any policy initiative might be simultaneously seen either as an erosion or a reinforcement of selfrule. The aim of this paper is to apply this framework to the harmonization of the Spanish Inheritance and Gift Tax (IGT). We econometrically contrast whether citizens´ living in Autonomous Communities (ACs) that led a tax race to the bottom regarding this tax or in those that exert a greater taste for political autonomy are more likely to oppose a more nationally uniform tax than the rest of Spaniards. Empirically, we exploit data from the 2019 wave of the Institute for Fiscal Studies Fiscal Barometer. According to our main results, citizens living in low taxation ACs and citizens living in some more pro-self-rule regions are even more likely to favor harmonization. [ABSTRACT FROM AUTHOR]

INTRODUCTION Whether men find it easier to quit smoking than women is still controversial. Different studies have reported that the efficacy of pharmacological treatments could be different between men and women. This study conducted a secondary analysis of 'Subsidized pharmacological treatment for smoking cessation by the Spanish public health system' (FTFT-AP study) to evaluate the effectiveness of a drug-funded intervention for smoking cessation by gender. METHODS A pragmatic randomized clinical trial by clusters was used. The population included smokers aged ≥18 years, smoking >10 cigarettes per day, randomly assigned to an intervention group receiving regular practice and financed pharmacological treatment, or to a control group receiving only regular practice. The main outcome was continued abstinence at 12 months, self-reported and validated with CO-oximetry. The percentage, with 95% confidence intervals, of continued abstinence was compared between both groups at 12 months postintervention, by gender and the pharmacological treatment used. Multilevel logistic regression analysis was performed. RESULTS A total of 1154 patients from 29 healthcare centers were included. The average age was 46 years (SD=11.78) and 51.7% were men. Overall, the selfreported abstinence at 12 months was 11.1% (62) in women and 15.7% (93) in men (AOR=1.4; 95% CI: 1.0--2.0), and abstinence validated by CO-oximetry was 4.6% (26) and 5.9% (35) in women and men, respectively (OR=1.3; 95% CI: 0.7-2.2). In the group of smokers receiving nicotine replacement treatment, self-reported abstinence was higher in men compared to women (29.5% vs 13.5%, OR=2.7; 95% CI: 1.3-5.8). CONCLUSIONS The effectiveness of a drug-financed intervention for smoking cessation was greater in men, who also showed better results in self-reported abstinence with nicotine replacement treatment. [ABSTRACT FROM AUTHOR]

The global energy price crisis that started in 2021—then exacerbated by the Russian invasion of Ukraine in March 2022—has caused unprecedented increases in electricity and gas bills. To contrast this rise, EU Member States implemented several 'emergency measures' protecting energy consumers. This paper theoretically estimates the 2022 burden of energy bills on Spanish households, with a particular focus on vulnerable ones. This assessment is carried out by simulating alternative scenarios to evaluate the consequences of the energy prices rise and the effect of the national emergency measures implemented to counteract the energy crisis impact. A disproportionate expenditure indicator is also applied to the vulnerable consumer group that benefitted from the social tariffs to provide a first proxy of the 2022 energy poverty situation in Spain. The results show that these policies significantly reduced regulated market consumers' bills, the vulnerable ones being the most protected by them. However, the high energy burden estimated for the latter category of customers reflects the insufficient 'energy efficiency preparation' of these households to react to energy price shocks. The insights of this assessment might eventually advise policymakers on future decisions during emergency scenarios. [ABSTRACT FROM AUTHOR]

Objective: Verbal fluency tests are quick and easy to administer neuropsychological measures and are regularly used in neuropsychological assessment. Additionally, phonological fluency is a widely used paradigm that is sensitive to cognitive impairment. This paper offers normative data of phonological verbal fluency (letters P, M, R) for Spanish middle- and older-aged adults, considering sociodemographic factors, and different measures such as the total number of words, errors (perseveration and intrusions), and 15 sec-segmented scores. Method: A total of 1165 cognitively unimpaired participants aged between 50 and 89 years old, participated in the study. Data for P were obtained for all participants. Letters M and R were also administered to a subsample of participants (852) aged 60 to 89 years. In addition, errors and words produced every 15 seconds were collected in the subsample. To verify the effect of sociodemographic variables, linear regression was used. Adjustments were calculated for variables that explained at least 5% of the variance (R 2 ≥.05). Results: Means and standard deviations by age, scaled scores, and percentiles for all tests across different measures are shown. No determination coefficients equal to or greater than.05 were found for sex or age. The need to establish adjustments for the educational level was only found in some of the measures. Conclusions: The current norms provide clinically useful data to evaluate Spanish-speaking natives from Spain aged from 50 to 89 years. Specific patterns of cognitive impairment can be analyzed using these normative data and may be important in neuropsychological assessment. [ABSTRACT FROM AUTHOR]