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The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of this research has been to analyze the influence of sociodemographic factors and knowledge in pedagogy on labor market insertion, expectations about the degree, and employability of students of the degree in pedagogy at the University of Granada, Spain. The methodology used was based on a cross-sectional study design through a survey administered to a total of 334 students. The results obtained show that there are differences between the two genders. Regarding the year of study, no significant differences were found. Knowledge about the profile of the pedagogue is a factor that does influence expectations about the degree, job placement, and employability. However, expectations about the degree did not influence job placement, although employability did. It is concluded by stating that there is a lack of knowledge about the role of the pedagogue, which needs to be alleviated, as well as highlighting the need to reinforce the curricular, academic, and practical training of this degree.

Sharenting is becoming a regular practice that compromises children's safety and privacy. This phenomenon is related to the act of sharing images of underage children on the Internet by their relatives. At the same time, a concern arises about the levels of Internet addiction in the population. In turn, levels of Internet addiction are a current problem in modern societies that has been linked to low self-control. This paper aims to analyse the degree to which images are published and the reasons why the adult segment of the population practices sharenting, to determine the socio-demographic factors that have an impact on sharenting, Internet addiction and self-control, and to establish the correlations between these three variables. A total of 367 Spanish adults aged between 18 and 61 (M=28.98; SD=10.47) completed an online survey. Both the multiple regression analysis and the structural equation modelling revealed that: 1) Age emerges as a predictor of Internet addiction; 2) Age, gender and employment status are predictors of low self-control; 3) No socio-demographic factors were found to be predictors of sharenting; 4) The only significant correlation was observed between Internet addiction and self-control. Finally, practical implications of this paper on the protection of minors and adults' need for information on Internet security are discussed.

This work is part of a wider research effort in the field of leadership and organizational development, coordinated by the University of Granada and the A.R.E.A Research Group (Analysis of Educational Reality in Andaluz), HUM/672. It was developed in the Cooperative University of Colombia, a country where technical and technological programmes have been promoted in the past 10 years through institutions of higher education. We build on the idea that knowing the leadership styles of teachers and principals is fundamental. The main objective of the study is thus to formulate achievement strategies to improve the educative centre and the educational community at several levels: as individuals, as groups and as an organization. To this aim we conducted a descriptive research with a non-experimental design by the poll method, through the implementation of the "Multifactor Leadership Questionnaire by Bass and Avolio-- LQ" instrument, administered to teachers and principals of technical-technological programmes of the Cooperative University of Colombia. Results show that the elements of Transformational Leadership are predominant over the other types of Leadership. They thus emerge as the key element to strengthen, through individual training processes and organizational improvement strategies, in order to achieve optimal organizational results. This must be carried out from within the educational entity, through the motivation of students and work groups, strengthening the practices of teachers and principals in the development of basic organizational and academic functions.

The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of this research has been to analyze the influence of sociodemographic factors and knowledge in pedagogy on labor market insertion, expectations about the degree, and employability of students of the degree in pedagogy at the University of Granada, Spain. The methodology used was based on a cross-sectional study design through a survey administered to a total of 334 students. The results obtained show that there are differences between the two genders. Regarding the year of study, no significant differences were found. Knowledge about the profile of the pedagogue is a factor that does influence expectations about the degree, job placement, and employability. However, expectations about the degree did not influence job placement, although employability did. It is concluded by stating that there is a lack of knowledge about the role of the pedagogue, which needs to be alleviated, as well as highlighting the need to reinforce the curricular, academic, and practical training of this degree. [ABSTRACT FROM AUTHOR]

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, professional and academic level. Likewise, creativity is another key element requested by organisations to solve problems. Against this background, some student- centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the development of such skills. According to the results obtained, it is stated that developing the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativity, since it provides students with autonomy to carry out their tasks. Finally, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society. [ABSTRACT FROM AUTHOR]

Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodology could be defined as the reversal of roles in the classroom, where the student acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantitative, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the different personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge. [ABSTRACT FROM AUTHOR]

The exercise of leadership in the educational area and its diverse forms of being reflected in practice continue to arouse interest at the time of designing and developing research that reveals the characteristics that a leader must have in order to be considered a competent university leader, that is, a college student who carries out activities and a leadership position on his or her campus. In this sense, the present work aims to analyze the profile of the student leader to generate an explanatory model, being answered by means of a series of questions. Next, a cross-sectional study of university students at the University of Santo Tomás is carried out, obtaining statistical-descriptive data that indicate the mean scores in relation to each of the dimensions of the sociodemographic factors of this research. In addition, gender and age are identified as study factors that coincide with other research, as well as the qualities, expectations and formation of the student leader. In the present study, female gender is significant in relation to leadership practice, and age does not show significant differences between the groups. Finally, it is concluded by determining as key the role of students who exercise leadership in the University. In addition, it should be noted that the present research is derived from the Doctoral Thesis entitled: "Student leadership at the University Santo Tomás de Bucaramanga: Pedagogical proposal", defended at the University of Granada, Spain. Funded by Proyecto de investigación, Colombia. Code: 2008/12058. [ABSTRACT FROM AUTHOR]

The use of mobile devices in education is becoming standardized at the higher education stage. However, it is necessary to evaluate good teaching practices of mobile learning (m-learning) in order to set proper application of mobile devices and favourable learning outcomes for students. The purposes of this paper were, on the one hand, to determine the degree of implementation of m-learning and good teaching practices in Spanish universities; on the other hand, to know the causes that lead university professors not to integrate mobile devices and to determine the socio-demographic factors that influence the development of good teaching practices of m-learning. In relation to the researching method, it was used a quantitative approach focused on the implementation of an online survey. A total of 1544 university professors attached to the Faculties of Education throughout Spain, aged between 20 and 77, participated in the study (M = 45.29; SD = 10.45). The results obtained revealed that: 1) More than 70% of Spanish university professors use mobile devices in the classroom; 2) The main reasons whereby mobile devices are not used in the classroom are ignored, belief that they are a distraction, resistance to change and perceived uselessness; 3) Only 39.56% carried out good teaching practices; 4) The main and possible influential factors good teaching practices of m-learning were professional category, line of research in educational technology, other teaching innovations, believes in the adequacy of mobile devices and the expansion of m-learning in the coming years. Finally, the practical implications of this study are discussed, highlighting the wealth of collected data from this pioneering research on the evaluation of good teaching practices of m-learning. • More than 70% of Spanish university teachers use mobile devices in the classroom. • The main reasons for non-use of mobile devices are ignorance, distraction, resistance to change and perceived uselessness. • Of the sample that applies mLearning as a teaching methodology, only 39.56% carried out good teaching practice. • Significant differences were knowledge field, educational technology research, innovations, belief in mLearning expansion. • Category, educational technology research, innovations, belief and adequacy of mLearning influenced good teaching practices. [ABSTRACT FROM AUTHOR]

Pollution is shown as the environmental challenge, which has the greatest impact on global climate change. Faced with this situation, numerous environmental summits agree on the fact that Environmental Education needs to be implemented within the different disciplines and educational institutions. Therefore, Further Education must foster the research and management of environmental education with the aim of developing responsible citizens with sustainable attitudes. Based on this idea, this paper aimed to analyse the attitudes in Further Education students towards different situations and habits linked to pollution, as well as some of its varied typologies (chemical pollution, acoustic pollution and management of solid urban waste and rubbish). To achieve this, a sample of 307 students from different degrees of Preschool and Primary Education was included, using a questionnaire as a measuring instrument. The methodology of the study was both descriptive, through the analysis of its measures, and inferential, with the preparation of a confirmatory conceptual model through the structural equation model (SEM). Results revealed that students are highly concerned about the different situations proposed, and that the predictive model forges strong correlations between the four variables of the study. Hence, the study focused on the idea of trying to enhance environmental awareness in the groups of students from different educational phases, to subsequently foster the implementation of specific actions aimed at preserving and conserving natural resources, and to guide society towards sustainable development.

The environmental challenges of the twenty-first century are a consequence of the impact that human beings have on nature. Because of this, environmental attitudes are paramount in establishing effective measures regarding both biodiversity preservation and environmental pollution. Therefore, the main goal of this paper has been evaluating the environmental attitudes of future primary education teachers, considering their responsibility for teaching the new generations of citizens. A quantitative methodology has been applied to describe the reality observed. The data collection instrument used was the scale of environmental attitudes towards specific problems; this scale was applied to a sample of 307 students of the degree in Primary Education at the University of Granada. More specifically, the subscales corresponding to pollution, biodiversity, natural spaces and recycling were analysed. Results reveal a high level of environmental attitudes in future primary education teachers; moreover, there is a positive interdependence among the different subscales. Finally, it is of great importance to evaluate the environmental attitudes of future primary education teachers, given that the future of biodiversity preservation and environmental pollution are in the hands of new generations.