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Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants. The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.

Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students' attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers' interviews and students' focus groups were conducted and analysed inductively. Results show that participants reported changes in students' attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.

This study examines some teacher sociodemographic factors and school characteristics that may influence teachers' identification of gifted students. Teachers initially nominated a sample of 505 students aged 7-17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers' identification had a sensitivity of 63% and that the teacher's sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage.

Inclusive education is a challenge that requires appropriate attitudes in trainee and working teachers. If the influential factors for these attitudes are known, it is possible to enhance them to achieve a training programme focused on quality professional activity. In this sense, the current study revealed and corroborated the attitudinal characterisation around educative inclusion of two groups that are traditionally not researched jointly: working teachers and students about to graduate as Preschool Education or Primary Education teachers. The quantitative method was employed for this purpose, delivering a multiple transversal study: firstly, descriptive, and secondly, relational. The data were compiled through two standardised and validated scales for the research context, determined by the location of the three campuses of the University of Granada. Through the statistical analysis, the results generally demonstrated that the attitudes were significantly different in both groups, although an acceptable attitude was inferred (and indubitably improvable) in both; it was more favourable among female participants, as well as among those who were specialising or were already specialists in Preschool Education. Therefore, it is imperative to develop optimal attitudes among the implicated agents in inclusive education.

Digital competences are essential to promoting internet users' appropriate, safe, responsible behavior, based on the digital society's needs. We examine self-perception of digital safety education in 1366 students pursuing five degrees in Education from a Spanish university, 2022-2023, by analyzing how these students perceive and understand digital safety through a nine-dimension questionnaire that stresses time management when using the internet, netiquette, knowledge of digital identity and reputation, attention to legislation on personal data protection, caution in sharing data on the internet, and promotion of responsible attitudes toward publishing content. Correlations with gender, age, and degree program show that women score higher on identity and men on digital reputation. Being over 25 years old is a differentiating factor in three of the five dimensions, and pursuing Primary Education or the double degree Primary Education-French Studies differentiates several. Overall, the findings suggest that more attention is needed to knowledge, skills, and attitudes in education for digital safety.

The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school.

A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.

University education requires students to be trained both at university and at external internship centres. Because of COVID-19, the availability of multimedia resources and examples of practical contexts has become vital. Multimedia annotation can help students reflect on the professional world, collaborating and interacting with colleagues online. This study aims to encourage collaborative practical thinking by using new video annotation technologies. 274 students participated in an experiment of task design focusing on the analysis of a technology-based, award-winning educational innovation project. With mixed research design, qualitative and quantitative data exported from the video annotation platform used was collected and analysed. The results show differences in the quality and quantity of the answers: in the tasks with broad Folksonomy they are more numerous but more dispersed in their analysis, and vice versa. The quality of the answers given with narrow Folksonomy is also higher in both texts and videos modes. Producing multimedia annotations is a practical way to encourage students to practise reflective reasoning about the professional reality.

The image that students have of scientists and their context appears distorted by multiple factors. The detection and modification of this image is important because this is related to scientific vocations. This research analyzes the drawings made by 128 early primary school-aged students (58 girls and 70 boys) from 6 to 8 years to determine the image they have regarding the scientist, their activity, and their environment, and how the current situation due to COVID-19 may affect this image. The analysis rubric defined in the modified Draw A Scientific Test-prompt was used. Results indicate that the image that the students have, in general, is far from the traditional one. Thus, the students draw both young women and men working in science, the girls being the ones who most habitually represent scenes broader than traditional. In addition, the influence of the COVID-19 crisis is perceived in some of the illustrations.

The work we present is an ongoing research project on school inclusion, its implications for education, and an analysis of quality indicators. The research's main objective is to analyze the beliefs and training needs that teachers have on inclusive education to consider some quality indicators for their training. The research was conducted at all levels of the Spain's education system, except for higher education, i.e., namely early childhood education, primary education, secondary education, baccalaureate, and training modules. The study uses a qualitative research approach. Interviews were conducted with an open-ended questionnaire, one per interviewee, except for the principal and head teacher, who were interviewed as members of the board. Based on the analysis of data, results, and conclusions, we propose quality indicators to guide teachers' training. The most relevant indicators are linked to the need to promote an inclusive educational model in which schools develop inclusive institutional projects, and teacher training is aligned with educational inclusion. This model is based on learning programs aligned with inclusive educational practices and needs and focuses on comprehension, democracy, and participation principles.

The mechanisms of dissemination of the counting frames in the teaching of mathematics in Spain during the nineteenth century are studied. José Mariano Vallejo and Pablo Montesino proposed them in order to facilitate an arithmetic initiation based on intuition, following Pestalozzi's proposals. The diffusion channels considered were pedagogical texts, professional journals, and school material catalogues. Moreover, these proposals are compared with the existence of references to the counting frames in primary school textbooks in the nineteenth century.

Numerous studies have analysed the relationships between the implementation of the railroad within a territory and the demographic, urban, or economic development in that territory. The aim of this study deviates somewhat to focus on the possible repercussions of the railroad line in terms of reducing illiteracy rates in Extremadura (Spain) between the second half of the nineteenth century and 1940. Using a predominantly quantitative research method based on generating a historical transportation model and its correlations with social, educational, and demographic progress, the main conclusion reached is that a town's proximity to the railroad line is an important factor in the reduction of illiteracy rates compared with municipalities that are further away from the railroad, where the improvement is slower.

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students' needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers' beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital "footprint" and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

The students' engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students' engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the "Atmospheric Pollution" course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students' number reaching higher "deep approach" in their learning increased at the course end, while it can be observed that the students' number marking "surface approach" below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students' engagement in the flipped sustainable science education.

The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed.

Among the strategies developed by members of ethnic minorities in an attempt to fight racism, the invisibility strategy of 'playing white' has been particularly noted and seems to be more frequent among those who achieve university studies or have upward social mobility. Invisibility is also a form of structural discrimination since, in Spain, ethnic data are not collected in statistics. In this paper, we outline the results of a research project conducted with Roma university students in Spain, including quantitative data collected through an online questionnaire and student opinions collected through interviews. The participants identified with what they understood it meant to be Roma, but not at all identified with what the majority of society considers to be Roma. Most of the participants had no problem talking about their identity, although we find cases of invisibility due to the fear of rejection. Some expressed their identity, even though their families advised them not to do so, in what we understand as an act of empowerment. They claimed their identity, considering themselves both as a type of Roma that breaks the stereotype and as examples of other ways of being Roma.

This paper examines two forms of listening in relation to racism and the minority language context in Catalonia. The research is based on a collaboration between two academics and RC (Racialised Catalans) which started with initial interviews on their educational experiences and trajectories in Catalonia. From there, a collaboration between the academics and a inter-cultural, anti-racism group (Junts a pseudonym) emerged. First, we analyse the role of the white listening subject in which RC are discriminated against for a perceived lack of Catalan. Second, we describe how the group made others listen through their work. Thus, listening results in a form of 'undecideability' which requires wider society for the possibilities of racial equality.

The Conceptions about the teaching profession affect professional performance, and metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor's Degree in Primary Education. A total of 247 students participated in this cross-sectional study; 145 were first-year students, and 102 were fourth-year students. Participants were requested to submit a metaphor following the open-ended formula: "the teacher is like…. because…" In order to categorize their answers, we used an inductive method and calculated frequencies and percentages. Metaphors were grouped according to the following categories: (a) Main Character; (b) Support; (c) Family; (d) Social Agent; (e) Teaching; and (f) Importance. The most frequent category was Support, followed by Teaching and Family. First-year pre-service teachers referred to Family, Teaching and the Main Character role of teachers more often than students in their fourth year, whereas the latter allude more often than the former to the teachers' role as providers of Support and as Social Agents. There is evidence of moving from a transmissive to a constructivist and transformative educational perspective, but there is no indication of any evolution towards a socioconstructivist outlook.

Spinal cord injury (SCI) is a life-changing event that often results in chronic physical damage and challenges in maintaining a good quality of life as it affects every aspect of life. These situations require adjustment, increasing vulnerability to psychological disorders. The objective of this study was to evaluate the impact of SCI on psychological morbidity in individuals with subacute and chronic SCI. The present investigation was designed to determine the presence and extent of psychological complications following SCI. We used two reliable questionnaires and validated psychological assessments to study depression (BDI) and anxiety (STAI), a broad range of factors derived from SCI that may be predictors of certain psychological problems. The psychological assessment revealed alterations in depression and anxiety, although the data do not exceed those of previous investigations. No clear predisposing factors leading to certain psychological pathologies were found. In addition, individuals in the subacute and chronic stages differed in their scores. In individuals with SCI, identifying predictors of psychological problems is difficult, but premature assessment of mental state is essential. This early diagnosis of possible problems or changes at the mental level is fundamental and necessary to avoid possible alterations at the cognitive level and, of course, more serious mental complications. [ABSTRACT FROM AUTHOR]

Introduction: Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method: The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: "Satisfaction with Life Scale-Child" (SWLS-C), "Parental Educational Style of Adolescents," "Inventory of Parent and Peer Attachment" (IPPA) and "Trait Meta-Mood-Scale-48" (TMMS-48). Results: Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion: Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.

The term 'MENA' refers to 'Menores Extranjeros No Acompañados' ('unaccompanied foreign minors') who are child immigrants to Spain who entered alone without legal documentation. Over the years, 'mena' has become a pejorative term associated with criminality, a view especially promoted by some on the political far right. In this article, we describe an experiment where virtual reality (VR) was used to place people among a group of young adults with a 'MENA' background ('ex-mena') to explore how their experience might alter their attitudes about the plight of the MENA. In particular, we were interested in the different influence of a 360 3D video or the same video on a 2D large screen, both experienced through the same VR head-mounted display. There were 51 people recruited for the experimental study, 28 of whom experienced the video in the screen condition and 23 in the 360 video condition. In addition to questionnaires, a sentiment analysis was carried out on short essays that participants wrote after their experience. The results show that sentiment was greater for the 360 video condition than the screen. Lower sentiment scores are associated with sadness, media bias, feeling bad about the conditions of the MENA, the difficulty of integration, and the utility of understanding and empathy. Higher sentiment scores are associated with empathy due to being closer to the situation, knowing the story of the migrants better, politicization, prejudging, feeling sorry for the manipulation of the migrants, and failure of action by the authorities. The 360 video approach used could be an important tool for documentary journalism. [ABSTRACT FROM AUTHOR]

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Background: The Banff Patellofemoral Instability Instrument (BPII) 2.0 is a patient-reported outcome measure (PROM) tailored specifically for patellofemoral instability. The BPII 2.0 was developed in English and has been validated for adolescents and translated into several languages, but not into Spanish. Purpose/Hypothesis: This investigation involved translating the BPII 2.0 into Spanish and evaluating and validating its psychometric properties. It was hypothesized that there would be a moderate correlation between the Spanish BPII 2.0 and the Spanish version of the Kujala score. Study Design: Cohort study (diagnosis); Level of evidence, 3. Methods: The BPII 2.0 underwent forward and backward translations into Colombian Spanish according to the Consensus-Based Standards for the Selection of Health Measurement Instrument guidelines. Colombian patients aged 9 to 18 years who experienced knee symptoms after a primary or recurrent patellar dislocation were recruited from a hospital-based orthopaedic clinic. Participants completed the Spanish BPII 2.0 and the Kujala score during their initial visit (t0) and the Spanish BPII 2.0 again 1 week later (t1). Internal consistency and test-retest reliability were assessed using the intraclass correlation coefficient (ICC). Concurrent validity of the Spanish BPII 2.0 with the Kujala score was explored through Pearson correlation analysis. Results: A total of 46 participants (31 [67%] female; mean age, 15.1 ± 2.0 years) were included. The mean time since first patellofemoral dislocation was 22 ± 28 months. Of the 4 participants who received operative treatment for patellar instability, the mean time since surgery was 12 months (range, 7-18 months). All patients completed the BPII 2.0 at t0 and at t1, a mean of 7 days later (range, 6-7 days), and 45 (98%) participants completed the Kujala score at t0. Five Spanish BPII 2.0 items exhibited floor or ceiling effects, however no subscales demonstrated these effects. Th Spanish BPII 2.0 demonstrated excellent internal consistency at both t0 (ICC, 0.94; 95% CI, 0.92-0.96) and t1 (ICC, 0.96; 95% CI, 0.93-0.97), along with excellent test-retest reliability (ICC, 0.98; 95% CI, 0.97-0.99). Concurrent validity of the Spanish BPII 2.0 with the Spanish Kujala score was good to strong (r = 0.74; 95% CI, 0.57-0.85). Conclusion: The Spanish BPII 2.0 had excellent internal consistency and test-retest reliability, suggesting this PROM is a reliable and valid questionnaire. [ABSTRACT FROM AUTHOR]

Integrating technology into assessment processes in university contexts can change educational practices, in some cases by fostering self-regulated learning and in others by enabling more interactivity and participation among users. In this paper, we examine the opportunity to use electronic rubrics (erubrics) to assess learning. We report a student perception analysis on the process of assessment with electronic rubric at the university level. In this study, erubrics are applied in a Preschool (3-6 year-olds) and Primary Education (6-12 year-olds) pre-service teacher context. 87 students from two Spanish universities enrolled in a quarterly course of Education Technologies in the Faculty of Education used erubrics (©Gtea) for self- and peer assessment. Through a satisfaction survey, the study concluded that electronic rubric is an assessment facilitating resource for students as participants in the assessment process. Students tend to be satisfied with their use in both self- and peer assessment and acknowledge certain advantages regarding rubric features, implementation process and impact on learning process.

If the specificity of the architectural space is considered as a measuring element in the education scope to value the prominence of teaching throughout history, it is worth mentioning that the configuration of the vocational training center as a first-rate education scenario that arrives half century of delay with respect to schools, has few references of very specific period. At present, they continue excessively contaminated because of the continued struggle for linking them with other education levels. This article is focused on this issue. To that end, by interviewing experienced teachers, we value: a) from the most conceptual aspect, elements and architectural spaces that should have those reference centers; b) the appropriateness of the arranged spaces, not only those that meet the regulatory requirements but those that meet the criteria of the centers; c) to the most specific aspects on the way to optimize the arranged space in order to achieve a larger curricular extent. It concludes with a high positive assessment of the opportunity of having the necessary spaces for teaching, relying more strongly on those favoring the free relationship of students and allowing the permeability among the different disciplines that converge in the center.

Research on teacher training often focuses on learners' perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers' training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should.

Family participation and involvement in schools has been reported to be crucial for improving academic achievement and social cohesion, especially among those systematically excluded such as migrants or the Roma population. However, these families often participate less in school life. This hinders any attempt to reverse the cycle of inequality experienced in Europe by the Roma and migrant population, among others. This study focuses on a specific school that has successfully engaged Roma and migrant families. Particularly, this case study aims to identify the characteristics of the relationship that the Roma and migrant families have with the school and the way that parents' involvement in the education of their children has been promoted. The main results show that the participation of these families has been fostered by a strong collaboration constructed with egalitarian dialogue, trust and confidence-based relationships, and having a shared purpose of ensuring high-quality education for all children.

Introduction: Recent research shows that there has been a decrease in meaning in life and an increase in hopelessness and nonsuicidal self‐injury in adolescents after the pandemic. The present study aims to address three objectives: (1) to compare the frequency, types and functions of nonsuicidal self‐injury before and after the pandemic, (2) to explore the relationship between meaning in life, hopelessness and nonsuicidal self‐injury and (3) to study differences in nonsuicidal self‐injury, meaning in life and hopelessness levels before and following the pandemic. Methods: This research was conducted in a community sample of N = 3800 Spanish participants, including n = 1733 from the pre‐pandemic period and n = 2067 from the post‐pandemic period. Ages ranged between 11 and 19, and the average age was 14.87 (SD = 1.58). The sample had an equal distribution by gender, with 50.5% females (n = 1919) and 49.5% males (n = 1881). Standardized tests such as ISAS‐II, BHS and PIL‐10 were used, as well as descriptive statistics, Spearman correlations and non‐parametric ANCOVAs of Quade controlling for age and gender to compare pre‐ and post‐pandemic variables. Results: The results revealed a significant increase in the number of functions of nonsuicidal self‐injury, in the methods employed and in the levels of hopelessness, along with a notable decrease in meaning in life after the pandemic. However, the estimated prevalence of pre‐ and post‐pandemic nonsuicidal self‐injury remained similar. The estimated lifetime prevalence of NSSI was 24.9% (n = 432) before the pandemic and 19.4% (n = 401) after the pandemic. A positive correlation between nonsuicidal self‐injury and hopelessness and a negative correlation with meaning in life were observed. Conclusions: These findings indicate that the pandemic influenced the mental health of young Spaniards and suggest it may be useful to incorporate meaning‐centred interventions in protocols to address nonsuicidal self‐injury and hopelessness in adolescent populations. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic triggered an unprecedented health crisis that impacted healthcare systems worldwide. This study explores how Spanish healthcare workers learned, internalised and integrated values and work behaviours during the COVID‐19 pandemic and their impact on the personal sphere. This documentary research, using images, narratives and audiovisual content, was framed within the interpretative hermeneutic paradigm. Categories and subcategories emerged after a final theoretical sampling that focused on the analysis. Data triangulation between researchers favoured theoretical saturation. A total of 117 images and 27 texts were selected. The analysis identified three stages: bewilderment, seeking functionality in the chaos and integrating chaos into care. The data reflects how the need for security and knowledge, and the exhaustion and frustration caused by the initial working conditions, prompted adaptive responses. These responses involved focusing on problem‐solving and strengthening group sentiments and solidarity. Subsequently, the data indicates the acceptance of new structural, organisational and communication aspects. The findings of the analysis will contribute towards finding a framework that can help understand community health crisis events. [ABSTRACT FROM AUTHOR]

Dysarthria and Apraxia of Speech (AoS) are motor speech disorders in which neurological lesions differentially affect motor control, possibly leading to noticeable differences in articulation and consequently sound production. Among the sounds requiring greater motor capacity because of its articulatory complexity is the voiceless alveolar sibilant fricative /s/. The aim of this study was to identify acoustic variables able to distinguish between dysarthria and AoS, and between these disorders and normal speech in Spanish speakers. The production of this fricative was acoustically examined in 28 individuals with motor neurological disorders (20 with dysarthria, 8 with AoS) and in 28 neurologically healthy persons. Participants repeated 12 monosyllabic words containing the fricative plus one of the five Spanish vowels. The variables measured were absolute durations of the fricative, vowel, and fricative+vowel sequence, along with the vowel-to-fricative duration ratio. Findings indicate that duration of the fricative can distinguish between controls and speakers with dysarthria, but not between controls and speakers with AoS. Measures related to vowel duration served to distinguish between speakers with dysarthria and speakers with AoS and between each of them and controls. Further, speakers with dysarthria and those with AoS differed from each other and from controls in terms of articulatory variability; speakers with dysarthria showing most variability. In the latter participants, articulatory variability was higher for unrounded segments, vowels and fricatives, while in speakers with AoS this variability was higher for rounded segments. These observations are discussed within a framework of motor control models. [ABSTRACT FROM AUTHOR]

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student's task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.

The internationalisation of higher education has increased the visibility of linguistic diversity in universities worldwide. However, classroom practices do not necessarily reflect this diversity. This study explores how teachers and students manage plurilingual resources while learning Catalan during study abroad. The analysis applies [Moore, E., Nussbaum, L., & Borràs, E. (2013). Plurilingual teaching and learning practices in 'internationalised' university lectures. "International Journal of Bilingual Education and Bilingualism," 16(4), 471-493] categorisation of plurilingual practices to construct subject content knowledge in two international universities in Catalonia. The results show how teachers accept the students use of other languages in class, even though they do avoid employing it themselves. Using Spanish allows the students to reach a greater level of complexity and challenge the teacher's position in class as perhaps less of a plurilingual speaker than the students. We suggest that a Catalan language course which incorporates Spanish in its teaching methodology in a planned and organised way would be doubly beneficial, because it would speed up the acquisition of Catalan and stimulate the social practice of multilingualism as the students would learn how to move between Catalan and Spanish in Catalonia and understand the discourses they will encounter during their stay.

Introduction: Spain is a multicultural society and has been defined by several authors as an immigrant-receiving country. Moroccan women of childbearing age constitute 28.20% of Moroccan immigrants. Objectives: describe the interaction processes that occur between health professionals and Moroccan immigrant women in reproductive healthcare. Methods: Qualitative descriptive study based on Grounded Theory. Thirty immigrant women from Morocco and thirty-five health professionals participated in the study. Specific dimensions of analysis were defined and used to design the interview guide and focus groups. Results: In the healthcare encounter, the construction of an effective communicative space between the people involved in it is essential; however, the language barrier and the interpersonal relationships characterized by silence in the encounter make a meaningful healthcare relationship difficult for those who participate in it. Conclusions: There are communication and relationship problems that alter healthcare and the professional–patient relationship which require the use of translation programs, the incorporation of intercultural meters, and the development of cultural competence in health professionals. [ABSTRACT FROM AUTHOR]

Introduction: Cannulation with a central venous catheter (CVC) is a common procedure used in critical care. One of the main complications is occlusion, which can lead to delayed treatment, prolonged hospital stay, and increased health care costs. Objective: The aim of this project was to promote evidence-based practice for nurses caring for patients with a CVC in a Spanish intensive care unit. The project also aimed to reduce CVC occlusion and ensure CVC patency. Methods: This project was guided by the JBI Model of Evidence-based Healthcare and the JBI Evidence Implementation Framework. Seven phases were followed using evidence-based auditing and feedback. The JBI Practical Application of Clinical Evidence System (PACES) and Getting Research into Practice (GRiP) tools were used to support data collection, data analysis, and implementation planning. Results: After project implementation, the following results were obtained. Criterion 1 (assessing the CVC, flushing, and aspirating) reached 100% compliance in both audits. Criterion 2 (occlusion documentation) showed a modest improvement, rising from 13.33% to 36.67%. Improvement for Criterion 3 (the need for a policy and protocol) was excellent, rising from 0% at baseline to 100% following implementation. Criterion 4 (rapid instillation of an appropriate thrombolytic agent if a CVC is occluded) remained at 0% compliance in both audits. Criterion 5 (continuing education for health care professionals) improved from 10% to 60%. Criterion 6 (flushing and locking before procedures) improved from 90% to 100%. Conclusion: The project objectives were largely met and resulted in a protocol, which has been shared with other departments within the hospital. The implementation of best clinical practice will be continued, including the use of thrombolytic agents. [ABSTRACT FROM AUTHOR]

Background: This study aimed to analyze the relationship between socioeconomic status (SES), poverty rate, and the prevalence of overweight/obesity or obesity in children and adolescents aged 2–14. Methods: Parents or guardians reported the weight and height of participants, used to calculate body mass index (BMI) and BMI z-scores according to the International Obesity Task Force standards. Participants were categorized into "overweight/obesity" and "no overweight/obesity" and further into "obesity" and "no obesity". The rate of poverty rate was determined using data from the National Statistics Institute of Spain, defining it as the percentage of people with income below 60% of the national median. SES was based on the head of household's occupation and categorized into low, medium, and high levels. Results: Adjusted multilevel models showed participants with medium or high SES had lower odds of overweight/obesity compared to those with low SES (medium SES: odds ratio [OR]: 0.63, 95% confidence interval [CI]: 0.54–0.73; high SES: OR: 0.59, 95% CI: 0.49–0.70). Participants in the high-poverty group had higher odds of having overweight/obesity (OR: 1.40, 95% CI: 1.13–1.74) compared to the low-poverty group. Conclusions: The study highlights significant socioeconomic disparities in childhood overweight/obesity, emphasizing the potential impact of SES and poverty on health outcomes in Spanish children and adolescents. [ABSTRACT FROM AUTHOR]

Emotional health represents a significant burden on the mental health of university students. Adapting to a new learning environment and facing increased academic pressure make this period particularly vulnerable for their emotional health and well-being. The objective of the study was to analyse the prevalence of emotional and behavioural problems in university students and their association with lifestyle habits, and mental and physical health indicators. A cross-sectional study was conducted on a sample of 1268 students (23.65 ± 7.84 years) from a university in northern Spain during November 2020 and March 2021. An online questionnaire was administered, comprising the self-report Strengths and Difficulties questionnaire, the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale, the Satisfaction with Life Scale, the Perceived Stress Scale, the SENTIA-Brief Scale, the KIDMED questionnaire, the International Physical Activity Questionnaire-Short Form, the Alcohol Use Disorders Identification Test, and the Compulsive Internet Use Scale. 27.60% of students exhibited some form of emotional and behavioural problem. Students who did not present emotional and behavioural problems showed lower perceived stress, reduced suicidal behaviour and emotional intelligence deficits, as well as lower alcohol consumption and compulsive internet use (p < 0.001). Additionally, they reported higher engagement in physical activity and greater adherence to the Mediterranean diet (p < 0.001). The study shows that emotional and behavioural problems are recurring among university students, and given that modifiable psychosocial and lifestyle factors are associated with these issues, it underscores the need to develop multidisciplinary intervention strategies. [ABSTRACT FROM AUTHOR]

The article presents a research protocol to measure the quality of life in perimenopausal women through the intervention of community pharmacies. The Menopause Rating Scale (MRS) is used to evaluate symptoms and their impact on women's overall well-being. The objective is to identify and offer appropriate solutions to improve the quality of life during this stage. The study was conducted in Spain and Latin America, and a marked deterioration in the quality of life of menopausal women in Latin America was found. The importance of providing comprehensive care in community pharmacies to improve the health and well-being of women in this stage is highlighted. The study seeks to demonstrate the effectiveness of health education and pharmaceutical indication in improving the quality of life of women in this age group. The project is funded by the IX Stada-Sefac Scholarship for an amount of 5,000 euros. [Extracted from the article]

Energy saving and the development of renewable energies already form part of the daily discourse in our society. Climate change and the environmental problems arising from it affect all of us on the planet. In view of the recent energy supply crisis in Europe and in line with the EU's Sustainable Development Goals, it is necessary to accelerate the ecological transition. This means, among many other things, encouraging energy efficiency and energy savings. This research is based on the EURONET 50/50 max project, which applied a methodology with no upfront capital outlay, but based on changing user habits to save energy in educational buildings. It was carried out in twelve educational centres of the Spínola Foundation throughout Spain. Significant reductions in energy and water consumption were achieved. The maximum reduction obtained in water consumption was 29%, 24% in electricity consumption and 33% in heating consumption. The average reduction in consumption obtained was 13% compared to 11% achieved in the 50/50 max project. It was concluded that, on the journey to optimising our energy consumption, working on patterns of usage is fundamental, raising awareness and involving users in order to give rise to permanent processes over time, gradually reversing climate change. [ABSTRACT FROM AUTHOR]

The Preamble of the Spanish Financial Transactions Tax Law establishes that "[t]he shaping of the tax follows the line taken by our neighbouring countries, including France and Italy, thus contributing to greater coordination of these taxes across Europe." In this sense, the Spanish tax shows important similarities with those established in France and Italy in relation to the levy on the acquisition of certain shares and securities representing the capital of a company for consideration. Nevertheless, both the French and the Italian taxes apply to other types of transactions, not covered by the Spanish Law, which is why it is necessary to carry out the corresponding comparative study. Furthermore, the effects that have arisen from the application of this kind of taxes to financial transactions merited a proper analysis in order to determine if the main goals pursued by these taxes have been achieved in an efficient way. In any case, there are emerging tax challenges in financial markets connected, on the one hand, to the use of crypto-assets and distributed ledger technology, and, on the other hand, to the implementation of artificial intelligence and machine learning and the fair taxation of these operations. [ABSTRACT FROM AUTHOR]

Many agricultural landscapes offer few resources for maintaining natural enemy populations and floral plantings have frequently been adopted to enhance biological pest control in crops. However, restored margins may harbour both pests and natural enemies. The aim was to compare the abundance of pests and natural enemies in three types of margins (unmanaged, sown herbaceous floral strips and shrubby hedgerows) as well as in adjacent melon fields. Besides, yield was compared among melon fields as way of testing the effect of the type of margin on biocontrol. The research was carried out during 2 years in twelve melon fields from four different locations in southern Spain. Arthropods were sampled periodically in margins and melon fields by visual inspections and Berlese extraction. Hedgerow and floral strips hosted higher numbers of both pests and predators than unmanaged margins. Besides, hedgerows had a similar or higher number of natural enemies than floral strips but lower number of pests. In just a few occasions, the type of margin had a significant effect on the abundance of pests and natural enemies in melon fields, but rarely there was consistency between the two growing seasons. No differences were found in yield. We hypothesised that the lack of association in the abundances of pests and natural enemies between margins and melon fields could be attributed to the overriding effects of the landscape and/or the internal population dynamics of arthropods in melon fields. Overall, shrubby hedgerows are more recommended than herbaceous floral strips. [ABSTRACT FROM AUTHOR]

Hunting is one of the main uses associated with land which, in the current context, has a strong economic significance for rural areas. This work generates knowledge that can be useful for designing strategies that favour the economic dynamisation of rural areas, in a context of population loss and scarce economic diversification. In this sense and based on the results of a survey of hunters (N = 1662), the objectives of the work are first to analyse the territorial distribution and abundance of big game species in Spain and secondly, to examine the existence of correlations, between hunters' income, hunters' gender and preferences for certain big game species. This analysis is based on primary and secondary sources and its characteristics are explained in the methodology section. Univariate and bivariate descriptive statistics were used, specifically the chi-square contingency test, which allows us to determine the relationship of dependence between two variables. We found that female hunters showed greater interest than their male counterparts in hunting big game species, and the same interest was found in hunters with higher income level regardless of their gender. Our results may help to design and develop socio-economic strategies related to supply and demand hunting activities. [ABSTRACT FROM AUTHOR]

LEADER development programs have a primary objective of enhancing the quality of life. However, their evaluation has been limited due to the extensive time required for analysis. This report investigates the contribution of the LEADER approach to improving the quality of life through a thirty-year case study in the Alcarria Conquense region of Spain (1991-2021). Funding for projects focused on rural heritage, infrastructure, and essential services has played a pivotal role in creating conditions for a prosperous life in the region. Nonetheless, limitations have emerged, including deepening territorial imbalances, a heavy reliance on local government entities, and potential drawbacks to the innovation and management capacity of other economic and social actors. While LEADER offer a valuable tool for policymakers seeking to enhance rural communities' quality of life, further analysis is necessary to refine their implementation and maximize their overall impact. [ABSTRACT FROM AUTHOR]

Spain and Portugal, two countries located in southern Europe, share a significant export specialization in agricultural and agri-food products compared to the EU-27 as a whole. Based on arguments drawn from the literature and information provided by Eurostat, this paper first identifies the characteristics of the dynamics of sales of agri-food products in the international market for the two Iberian Peninsula economies between 2008 and 2022, a period marked by the introduction of restrictions on foreign trade flows worldwide. Secondly, using panel data methodology, it examines how imports by EU-27 partners influence this trajectory. The results confirm the strengthening of export specialization in these two countries, which sell a wide variety of agri-food products in international markets. Additionally, in the case of Spain, the estimated concentration indices show a spatial diversification process towards new destinations. In both economies, however, the EU-27 market, characterized by strong competition and low development expectations, continues to influence export trends in the short and medium terms. Consequently, institutions and companies in the sector must adopt a more dynamic approach and implement actions aimed at facilitating access to new export destinations and consolidating business there. Thus, an increasing share of their exports should be reoriented towards markets with higher demand growth, helping to reinforce the global competitiveness of the national agri-food sector. This research contributes to the scientific literature on the medium- and long-term effects of economic integration processes on the exports of agri-food products of member countries. [ABSTRACT FROM AUTHOR]

This paper offers a review of history of education statistics in Spain, starting in the mid-nineteenth century, describing their traditional means of operation based on censuses, flat tables, and macro-statistical data, which usually display a purely quantitative analysis. Only in recent decades have statistical analyses appeared, supported by modern office tools and parametric data processing, which facilitate qualitative research. Among other types of graphics used, for our purposes those based on serial mapping are especially revealing and useful, as they show the diachronic evolution of the variables analysed. Supported by this methodology, the present study statistically analyses the official data on state primary education in Extremadura in the second half of the nineteenth century, in order to demonstrate how significant the increase in financial investment in the late nineteenth century was and its direct impact on expanding the coverage of the educational network at a regional level. That meant the disappearance of inequalities in all educational standards (school equipment, number of appointments, salaries, gender, etc.) and, therefore, a reduction in illiteracy rates.

Introduction: In the Spanish context, very little is known about what research means for researchers in training. The goal of this study is twofold: to analyze the research conceptions held by doctoral students in the Social Sciences, and to evaluate how those conceptions relate to several relevant variables in the process of researcher training. Method: A total of 1082 students from 56 Spanish universities participated in this study. They answered a 33-item Likert-type questionnaire with seven possible responses according to their level of agreement with statements about their conceptions, commitment, interest in research, relationship with the scientific community, and stress. An observational, crosssectional design was adopted. Descriptive analyses of central tendency and dispersion, ANOVA, and Pearson's r (SPSS, v.23) were performed. Results: Doctoral students conceptualize research mainly as a process-oriented activity useful for contributing to the community and for personal development; additionally, albeit less often, they conceptualize it as a product, that is, papers published for others to read. Discussion and Conclusions: These conceptions are placed into the categories of research oriented toward individual or community development, and research oriented toward the process or product. There is some consensus on these categories from prior research in the international context. The results of this study have implications for the design of doctoral training proposals that take into account understanding what research means, along with students' job expectations.

This study analyzes the perception that teachers and management team members in secondary school education have of "technology-based educational innovation" (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders' perspective of planning, development, and evaluation. The school leaders' view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers' practice. Based on reflection on the "leadership-technology-innovation" relationship, we derive a top-down model for use by teachers, schools, the community, and education authorities.

The study analyzes the type and quantity of co-occurrence of social, cognitive, and teaching presence in a Community of Inquiry (CoI). Content analysis of the virtual educational communication shows units of analysis that must be assigned to more than one category. By crossing the categories of the CoI model, we observe that Social Presence is involved in all of the crossings and that graphic, linguistic, and paralinguistic elements change the meaning of the communication in the social, cognitive, and teaching interaction. We demonstrate the communicative richness of the educational encounters in which Social Presence interacts with the other elements and draw conclusions about the importance of support for communication in virtual communication. We stress the need to analyze co-occurrences to achieve a full analysis of computer-mediated communication.

This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N = 67) answered the online survey "Faculty identity and academic writing." A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were "written exams" in the teaching sphere of activity. Second, activities related to the research sphere, such as "writing-related activities" and "participation in events" were the least reported while "evaluative activities" were mentioned in all spheres. Third, faculty's perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty's perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty's identity development.