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The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.

Purpose: In light of the world's accelerating march towards a sustainable future, the education for sustainable healthcare must be sufficiently acknowledged in health professions curricula. Early integration of these competences into nursing degree programme emphasizes its importance and applicability. This paper aims to investigate the effectiveness of an educational sustainability intervention in higher education to change nursing students' attitudes towards sustainability and climate change, and environmental awareness. Design/methodology/approach: A quasi-experimental study was performed with repeated measures between September 2019 and May 2023. Undergraduate students were introduced to sustainability and climate change in the context of healthcare using scenario-based learning and augmented reality over the courses in nursing degree. Participants' attitudes and awareness were collected by online questionnaires. Findings: The educational intervention showed effectiveness in significantly improving attitudes towards climate change and sustainability, and the environmental awareness for changing their clinical practice (p < 0.01). However, students struggled to apply sustainability and address unsustainable practices in healthcare settings. Originality/value: This study shows an effective model of curricular sustainability that can be implemented in other universities and health disciplines. The findings highlighting the importance of sustainability education in nursing and its potential to drive positive change in healthcare practice and society at large. Embedding key topics aligned with sustainable development goals in the curriculum prepares nursing or health workforce to address planetary health and implement sustainable practices that provide climate-smart care.

This article analyses discussion of a narrative concerning sexual consent in a 2019 Spanish television series broadcast on Netflix called "Les de l'Hoquei" ("The Hockey Girls"). A thematic analysis was conducted on 105 comments made in response to three posts on the show's official Instagram account (all dated 27 May 2019), which summarise the series' storyline about the absence of sexual consent in the relationship between two main characters. The findings revealed two contrasting views. On the one hand, there were comments that interpret the situation by referring to stereotypes of romantic love, ignoring the conflict over sexual consent and instead treating the break-up as a problem that the couple should resolve in their own private way. On the other hand, there were comments that identify what happened as a situation of sexual non-consent, where the aspects that generated the most controversy were the use of the word 'rape' and the male character's responsibility for not having heeded the non-verbal signals given to him by his partner. From the perspective of relationships and sex education, it is concluded that audiovisual content and exchanges on social media can be useful tools when it comes to learning to acknowledge non-verbal signs of non-consent.

Several studies have been published to date about the use of Augmented Reality (AR) as a breakthrough technology in education, but most of them focused on the impact of using prepackaged information on student motivation and engagement. This paper analyzes the affordances and limitations of AR in second language learning, emphasizing its potential as transformative rather than delivery technology in teacher training programs. The novelty of this research is that it examines the attitudes and creative skills of pre-service teachers to meaningfully integrate AR-based projects aimed at teaching English from a Computer-Supported Collaborative Learning model. The sample size was 229 Education students from the University of Alicante (Spain), who created 47 vision-based and location-based projects through different authoring tools, and utilized them to teach English to children. Quantitative and qualitative data were gathered through a pre-post-test, teaching experience videos and class debates. The research findings revealed that the teacher candidates lack practical training in AR content creation and implementation from a technological and pedagogical perspective, but their attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment. Spearman's Rho correlation coefficient also demonstrated a relationship between positive attitudes towards AR integration in EFL and the level of difficulty perceived by participants.

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants' knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p[less than or equal to]0.05) after the treatment in two of the five dimensions in the survey about teacher candidates' attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers' positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

A number of university educators decided to implement an experience "pilot": the co-creation of a blog with students in which they disseminated some topics of the subject "Spanish political system", taken as part of a joint honors degree in law and political science from the Faculty of Political Sciences and Sociology of the Complutense University of Madrid. Four professors and 42 students participated in this experience. In the first phase, the students, under the supervision of the professors, collaboratively developed each of the assigned topics. To do so, the professors explained the dynamics, provided them with a series of resources, trained them in collaborative work techniques, supervised the whole process, and resolved all their doubts. In a second phase, they jointly evaluated one subject to see the possible deviations that had occurred with respect to the initial model, in order to be able to correct them in the rest. In addition, the professors conducted a student survey to measure teamwork and the impact of the blog, the results of which were shared with the participants and at specialized conferences. Thanks, this pilot program has shown that blogging is an important technological tool for the transformation and improvement of teaching and learning processes, and that it encourages the active role of students and promotes their collaborative learning, generating knowledge with and for students.

Despite the prolific research on textbook evaluation in language teaching (Garinger, 2002; Miekley, 2005; Mukundan & Ahour, 2010; Nimehchisalem & Mukundan, 2015, among others), Content and Language Integrated Learning (CLIL) textbook evaluation is still a field to be developed. The lack of specific tools prevents CLIL teachers and other stakeholders from easily identifying strengths and weaknesses of the textbooks that contribute to conveying content through a foreign language (usually English). This study provides educators with a checklist to analyse and evaluate CLIL textbooks. It is the second part of a three-stage process which replicates in CLIL contexts the study by Mukundan, Hajimohammadi, & Nimehchisalem (2011), who created a valid and reliable checklist for that purpose in the English language teaching field. The checklist for CLIL textbooks is the final version based on a previous tentative checklist (López-Medina, 2016), which is the starting point for this part of the study. The final version of the tool was created incorporating the input provided by a focus group of CLIL teachers. Further research is in progress to provide each item of the list with specific weight through factor analysis, and to test the checklist for its validity and reliability.

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject "Applied Linguistics" at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing with others will allow them to establish and maintain positive relationships as well as aid them in making responsible decisions. SEL also touches a number of fields with which it is related: emotional intelligence, mindfulness and the recently developed concept of Mediation which was detailed in the Companion Volume of the Common European Framework of Reference for Languages. In this paper, two researchers from different countries (the USA and Spain) review the literature on SEL, give a bird's eye view of the SEL situation in their countries, discuss its value in the classroom and make recommendations for further study.

Background: A positive conception of sexuality among people with intellectual disabilities is crucial and relies on several social and interpersonal contexts. The goal of this study is to analyse the interaction and impact of three different contextual groups: individuals with intellectual disabilities, their parents, and professionals working with them. Methods: Survey data were collected from 330 people with intellectual disabilities attending occupational centres in eastern Spain, 330 parents, and 100 professionals. Results: Correlation and variance analyses of dyad-level data show significant differences among the three groups in all variables. Professionals perceived people with intellectual disabilities to have higher knowledge of socio-sexual norms than people with intellectual disabilities actually appear to be, but they are also more concerned about aspects related to this area of people with intellectual disabilities. Compared to people with intellectual disabilities and professionals, parents perceived people with intellectual disabilities to have lower sexual knowledge. Conclusions: Our study demonstrates inconsistent perceived knowledge of people with intellectual disabilities' socio-sexual norms and sexual knowledge among the three groups, leading to disparate levels of concern regarding people with intellectual disabilities sexuality. Thus, the need to collect information from different perspectives for more accurate reporting and the critical need for sex education programs that involve the target population, but also parents and professionals who frequently interact with people with intellectual disabilities are highlighted.

Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors and educational outcomes but not the underlying mechanisms. This study aimed to identify how the motivation to enter the teaching profession influenced prospective teachers' approaches to learning and their academic outcomes. We used the Factors Influencing Teaching-Choice, and Revised Approaches to Study Inventory scales with a sample of 217 first-year prospective teachers enrolled in initial teacher education programmes at a Catalan university (Spain). The findings indicated that social utility values, intrinsic career values, and social antecedent components were linked to deep and strategic approaches to learning, leading to a positive impact on prospective teachers' academic success. Moreover, social antecedent components were linked to a surface approach to learning and negatively impacted prospective teachers' academic outcomes. These results suggested that approaches to learning could be a pathway by which motivation to become a teacher affects academic outcomes. Practical implications are discussed in terms of pedagogical strategies that may help improve prospective teachers' learning.

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

University plays a vital role in the social development of students, and, in line with this premise, the main foundations for the creation of the European Higher Education Area are based on the social perspective for its promotion. The introduction of the Spanish university system into the European Higher Education Area has had an impact on initial teacher training. In order to maintain a balance from the social perspective, this work analyses the student's perception of a bachelor's degree in early childhood education and primary education and a master's in secondary education on the implications of the European convergence process for their initial training. It is a descriptive study that uses an "ad hoc" scale as an instrument for data collection, addressed to students from two Spanish universities (n=682). Results show the positive evaluation of the student towards the practicum, understood as a complement to their academic training, as well as the coherence between the theoretical and practical contents in the different subjects, among other aspects. However, it also criticizes the development of subjects taught by several professors, as well as the lack of information disseminated by the university on the implications that this European process has generated in the teaching-learning process. These perceptions are more favorable in master's students than in undergraduate students. This allows the identification of the potentialities and limitations of the European process for the initial teacher training.

The presence and variety of mobile devices in Spanish homes, regardless of the social and economic con-text, has been widespread for years. Several studies focus on parental mediation in children's consumption of smart devices, however, there is a lack of scientific evidence about how the educational level and the professional profile of parents affect children's digital media consumption. This study analyzes the influence of the socio-educational level of families on the consumption of digital screens. The study deepens the understanding on the educational level of parents, as well as their professional category. A quantitative methodology was applied on a sample of 792 primary school children, between 5 and 9 years of age, in three Spanish cities. The consumption of television, smartphones, tablets, computers and videogames was analyzed. Results indicate that, the lower the level of education and professional category of the mother, the greater the consumption of content through smart devices by children. The study demonstrates, therefore, the importance of considering the educational and professional levels of mothers and fathers for a better understanding of the consumption of digital screens and, at the same time, as an opportunity for designing family strategies that encourage critical thinking and digital media education.

The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.

This research aims to obtain knowledge of the perception of last year's students in Pre-primary and Primary Education Degrees and Secondary Education, Vocational Education and Languages Education in Teachers University Master (better known as Training Teachers Master or Secondary Education Master) at Jaen University (UJA) and the National Distance Education University (UNED), about the most important competences in their learning process. Those competences allow students to develop their knowledge and practice, in order to be capable of dealing with those real demands that surround them. In order to achieve this, we use a descriptive methodology. We apply an ad hoc, pre-designed questionnaire, (n=638). The results reveal a positive opinion in students in relation to competences and how those competences are developed within their classrooms or Study centers. In addition to that, students present some proposals to boost the improvement of competences. They invite teachers to innovate and to create new educative models that allow them to achieve an optimal development as future professionals.

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.

The consolidation of smartphones as dominant devices for access to digital information and entertainment has redefined the processes of production and commercialization of cultural communication industries. The nature of these screens, which prioritize the visual content over the sound, decisively influences distribution strategies in the audio market: radio operators, streaming music platforms and podcast creators need to adapt their value chains to the habits derived from this mediation, especially in the younger audience. This research identifies the practices of mobile use as an audio receiver among adolescents in Colombia, Spain and Mexico--the most representative countries of Spanish-speaking digital sound consumption--based on a descriptive study on a thousand subjects from 13 to 19 years of age. The results confirm the overwhelming dominance in this music menu in the face of low penetration of radio and podcast word content. The selection is based on personal criteria, with little margin for the prescription of family or friends. There is evidence of the roots of individual listening, linked to the brand and the visibility of audio providers, who are obliged to develop diffusion logics based not only on thematic or genre preferences, but also on the user experience.

The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1-5). Six hundred forty-six students of master's degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student's t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.

The analysis of a community's linguistic landscape has proven to be an excellent tool not only in portraying, but also in evaluating and interpreting what languages are used in a single place (and what languages seem to be invisible), what the vitality of any of these languages is, and the relative influence that each linguistic variety within that community has and how it relates to the other varieties in terms of power, visibility and functionality. The presence or absence of a language in the public space conveys a message that directly and indirectly exposes its significance versus its marginality in the community. The present study analyzes languages used in the public space of a neighborhood in Oviedo, the capital city of Asturias in Spain, where Spanish is the majority language and Asturian is the regional language. While Asturian is present in some of the official street signs, stores' signages only utilize Spanish along with other minority languages such as Arabic. Using a mixed research approach, this article analyzes attitudes and power relations among Spanish, Asturian and other immigrant languages used in the LL of a neighborhood in Oviedo, Asturias, while also revealing public perceptions of language hierarchies and prestige in the area.

There are very few studies relating the Pedagogy of Death to special needs education. The objective of this study was to explore perceptions of death education among the special school educational community. The study adopted a qualitative, phenomenological design, using interviews and discussion groups to encourage the emergence of participants' perceptions and understandings of death education in schools. 22 staff members and parents from 2 special schools took part. The main results were: participants had favourable attitudes towards death education in schools; educators lacked training in the Pedagogy of Death; planned educational responses to death were absent in schools; death had significant impact in special schools; and the positive aspects of special needs education could be transferred to ordinary education. The conclusions stress the need to train educators and parents and to include death in the education offered at special schools, in an individualised and personalised way.

The objective of this research was to analyse the relationship between the perception of the teacher educators' instructional style and the intention to choose teaching as a career, as reported by pre-service teachers. A longitudinal panel study was designed based on Self-Determination Theory. The participants were 429 pre-service teachers. The results that emerged from the path analysis revealed a positive relationship between the perceived democratic style of the teacher educators, needs satisfaction, self-determined motivation and teaching self-efficacy, as perceived by the pre-service teachers, and their intention to choose teaching as a career. By contrast, the perceived autocratic style of the teacher educators was positively related to needs frustration; and the needs frustration was negatively related to teaching self-efficacy. The conclusions suggest that the teacher educators' instructional style, as perceived by pre-service teachers during their initial teacher education programme, can be a determining factor in developing the intention to choose teaching as a future career.

Purpose: "Content Representations" (CoRes) is an instrument that links content with aspects about its teaching and is recognized for its utility designing lessons and elucidating teachers' knowledge. Lesson study (LS) is a practice through which teachers collaborate to plan, teach and reflect on a lesson. Both have been acknowledged separately as being valuable for teachers' training; however, there is little research addressing the consequences of combining them. This study filled in that gap by examining how higher education (HE) teachers used the CoRes and perceived its integration within LS. Design/methodology/approach: The authors performed a multiple case study with features of ethnomethodology and conducted an inductive content analysis of the data gathered through document analysis, in-depth semi-structured interviews and participant observation. The research was approved by the ethics committee of the host university, and participants were faculty members from different health sciences disciplines. Findings: The authors found that participants considered that the use of the CoRes during LS allowed them to organize their ideas, consider more details for lesson design, address new topics and engage in greater reflection. However, participants (specially senior faculty) showed a superficial dedication to filling in the CoRes and considered the instrument bothersome, urging caution when engaging in the combined practice of CoRes and LS. Originality/value: This is the first research in the international literature approaching the integration of the CoRes and LS with HE teachers. Its results fill a research gap and can help LS practitioners make an informed decision about whether to incorporate CoRes into it.

This research developed and psychometrically tested the Sport Education Scale, a measure of students' perceptions of the structural features of a Sport Education season. In the first study (N = 277 students), a pool of 28 items was developed, and an exploratory factor analysis found a 7-factor solution. In the second study (N = 656 students), a confirmatory factor analysis verified the 28-item 7-factor correlated model, which was invariant across gender and age. Convergent validity was met by suitable average variance extracted values. Discriminant validity was underpinned by appropriate values for heterotrait-monotrait ratio of correlations and correlations among latent factors. Reliability was adequate for each factor of the Sport Education Scale. A structural equation modeling showed that Sport Education positively predicted perceived competence, sportspersonship, and intrinsic motivation among students. The Sport Education Scale is a valid and reliable instrument to assess the core elements of this pedagogical model.

We aimed to investigate the impact of COVID-19 infection on maternal characteristics and obstetric and neonatal outcomes in a cohort of women in labor previously vaccinated who tested positive for SARS-CoV-2 infection, compared to aged-matched healthy controls. A retrospective case-control study was conducted among 66 women in labor. Clinical data were obtained from medical records. The attendance rates at childbirth and parenting classes, as well as the implementation of a birth plan, were significantly lower in the COVID-19 infection group (6.1% vs. 48.5%, <0.001; 6.1% vs. 33.3%, p =.005, respectively). Women with COVID-19 had a higher prevalence of prolonged postpartum hospital stay (33.3% vs. 9.1%, p =.016), and significantly higher prevalence of spontaneous preterm birth (27.3% vs. 1.09%, p =.006). Breastfeeding within the first 24 hr was also lower in women with COVID-19 (72.7% vs. 97.0%, p =.006). Maternal characteristics and neonatal outcomes are influenced by COVID-19 infection in vaccinated women. Complications include spontaneous preterm birth, prolonged postpartum hospital stay, and lack of breastfeeding within the first 24 hr. Childbirth education, parenting classes and implementing a birth plan may be associated with a decreased risk of COVID-19 infection. [ABSTRACT FROM AUTHOR]

The starting point of our urbanism courses in the master's degree programme is to take a broad, comprehensive local and global look at the urban reality of our environment from a comparative and historical perspective. The aim is to apply a learning-by-doing approach. The paper is structured in two parts. The first explores theory- and design-based approaches considered by architects and urban designers to improve the urbanity of our cities and neighbourhoods. The second presents the experience of five academic years of "Integrated Urban and Landscape Design," a subject in the framework of the Master's Degree Programme in Architecture taught at the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with innovative approaches. The aim is to explore innovation in the academic field considering user participation. The workshop methodology is explained in detail, with more attention paid to the process followed than to the specific results of the workshop. The paper explains the four stages of the process: preliminary phase and selection of the study area; analysis and diagnosis phase; proposal phase, in which work is performed jointly with a vision of action in the entire neighbourhood; and presentation phase of the results to residents. Finally, some future challenges of this workshop are outlined.

Although many laboratory experiments are available to illustrate spectrophotometric or fluorometric methods, few of them introduce the use of luminometry to students. Bioluminescence, a subtype of chemiluminescence, is produced when an enzyme-catalyzed chemical reaction gives rise to light emission. Despite the advantages of bioluminescent methods, including sensitivity and specificity, and their increasing use in experimental sciences and biomedical laboratories, their presence in courses is almost nonexistent. The luciferase-catalyzed enzymatic reaction has generated a myriad of practical applications, including those derived from the measurement of the ATP consumed in the reaction. In particular, the measurement of ATP levels in drinking or stored waters directly correlates with their bacteria content, facilitating the development of rapid methods for detecting bacterial contamination. This avoids the long waiting time associated with traditional microbiological methods, based on the growth of the microorganisms in a suitable culture medium. Over the past two years at the University of Malaga, we have implemented a new laboratory experiment for undergraduate chemistry and biochemistry students. In this experiment, students detected bacterial contamination in water by quantifying ATP with the luciferase-catalyzed reaction. The experiment was successfully implemented in two different formats, either as a full project developed by students throughout the entire duration of the academic course, or as a short protocol, carried out in a single laboratory session. Between them, a whole range of intermediate options could be arranged by educators to suit their course requirements and the learning objectives to be achieved by students.

The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess historical knowledge. A closed questionnaire was developed with a Likert-type scale (1-5). The sample was 506 questionnaires of students of the Teacher Training Master's degree in the speciality of Geography and History in Spain (344) and PGCE and Teach First in United Kingdom (162). The research involved 22 universities, 13 from Spain and 9 from England, with a wide territorial representation. The results show significant differences between the two countries, quite clear educational profiles for Spain, and more diffuse ones in United Kingdom.

Street harassment is a widespread problem that affects women from all backgrounds, often leading to negative psychological consequences such as anxiety, depression, and reduced self-worth. Despite the pioneering development of laws protecting women's rights, Spanish culture often normalizes this type of violence against women, and research on this context remains limited. To address this gap, we conducted a cross-sectional study with 245 women in Spain to investigate the occurrence and impact of street harassment on psychological well-being. We used the Street Harassment Assessment Scale, a self-report measure designed to evaluate the prevalence and frequency of street harassment, and explored its association with anxiety, fear of rape, avoidance behavior, self-esteem, and adherence to sexist beliefs. The results showed that 98% of women experienced street harassment, with 80% reporting monthly occurrences. The frequency of street harassment was correlated with increased anxiety, fear of rape and avoidance behavior, and lower self-esteem. Additionally, the results supported the link between the endorsement of sexist ideology and lower identification of events. Collectively, the results underscore the negative impact of street harassment on women's well-being and freedom, highlighting its role as a patriarchal tool that perpetuates female objectification and subordination. An integrative feminist perspective involving various fields, including psychology, public policy, and education, among others, is necessary to create safer environments for women. [ABSTRACT FROM AUTHOR]

The work of wildland firefighters, especially of the so-called 'Brigadas de Refuerzo contra Incendios Forestales', is characterised by high physical demands and extreme operating conditions. These professionals face long workdays (12 h), walking with heavy loads (~25 kg), being exposed to high temperatures (>30 °C), and handling specialised tools in high-risk environments. This study aimed to describe the prevalence of occupational injuries among members of the 'Brigadas de Refuerzo contra Incendios Forestales' and its relationship to variables such as age and work experience. A total of 217 wildland firefighters (18 female and 199 male) correctly answered a questionnaire developed on an ad hoc basis to meet the study's objectives. A high prevalence of occupational injuries was observed among them (~76%). Age and work experience were shown to be significantly associated with injuries. Individuals over 35 years of age with more than 10 years' experience had a higher probability of injury (OR = 2.14, CI = 1.12–4.06 and OR = 2.46, CI = 1.30–4.67, respectively). Injuries occurred mainly during physical training (~46%), followed by preventive work (~33%) and forest fires (~20%). The most common injuries were tendonitis and muscle pain (~44% and ~21% respectively), followed by sprains (~21%). The results underline the need for physical activity programmes adapted to help wildland firefighters, especially older and more experienced individuals. The identification of risk factors such as age and work experience can contribute to the prevention and management of occupational injuries among this group of highly specialised forestry workers. Specific preventative measures during training are required to mitigate the risk of injury among these crews, who play a crucial role in protecting the environment and public safety. [ABSTRACT FROM AUTHOR]

Our study assessed the characteristics of people living with HIV (PLWH) detected via opportunistic screening in Valencia (Spain) to determine diagnoses potentially missed under a more restrictive, indicator-condition diagnostic strategy. We conducted a retrospective analysis of electronic health records of 97 PLWH diagnosed between April 2019 and August 2022. The main outcomes reported were patient CD4+ T cell count, known HIV risk factors at diagnosis, and missed opportunities for diagnosis, defined as the failure of a previously untested patient to undergo HIV testing despite attending previous visits to healthcare facilities prior to diagnosis. Successful linkage to care was achieved for 95.9% of diagnosed patients. Half of the PLWH were diagnosed late, while 47.8% did not meet the criteria for indicator-condition-driven HIV diagnosis at the time of their diagnosis. Additionally, 52.2% did not receive HIV testing despite an average of 5.1 ± 6.0 healthcare visits in the 12 months prior to diagnosis. Spaniards had more missed opportunities for diagnosis than foreigners (64% vs. 40%, p = 0.02). Depending solely on an indicator-condition-driven HIV diagnosis approach could result in 47.8% of cases being missed. Including "migrants" as a testing criterion could lower missed diagnoses to 25.3% but might create inequities in prevention access. In conclusion, our findings provide valuable insights to enhance HIV testing, early diagnosis, and linkage to care. While it is crucial to uphold the indicator-condition-driven HIV diagnosis as baseline practice, improving screening strategies will decrease late diagnoses and missed opportunities, thereby effectively contributing to end the epidemic. [ABSTRACT FROM AUTHOR]

This article provides information on the efficacy and safety of cemiplimab, a drug used to treat advanced cutaneous squamous cell carcinoma (CSCC). The study conducted in Spain included 83 patients who received cemiplimab treatment, with an overall response rate of 56.6% and 33.7% experiencing complete responses. The study found that the presence of distant metastasis and a higher ECOG score were associated with a worse response to treatment. The article emphasizes the need for more real-world data on cemiplimab treatment for CSCC and highlights the importance of including patients from diverse ethnic backgrounds in clinical trials. [Extracted from the article]

Copyright of Virtual Archaeology Review is the property of Virtual Archaeology Review 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 well-being and satisfaction of individuals with serious mental illnesses (SMI) and their family caregivers are less than desirable. Research on the quality of life (QoL) of individuals with SMI and their caregivers, including disorders other than schizophrenia, is limited. Thus, this study aimed to investigate the self-perception of QoL in patients with SMI and their family caregivers and the associated factors. This cross-sectional study was conducted in patients with SMI and their caregivers who completed self-assessment instruments to determine their QoL. Social support and burden in caregivers and symptomatology levels in individuals with SMI were assessed. The physical aspect of QoL in individuals with SMI was associated with employment status and symptom severity. The physical component of caregivers' QoL was associated with kinship relationship, the presence of other family members with disabilities, social support, and age. The mental component was associated with global symptomatology and the diagnosis of major depression in individuals with SMI and caregiver burden in family members. In conclusion, these findings on correlated factors of QoL in individuals with SMI and their caregivers could be used in developing therapeutic interventions for mental health. Plain summary: A significant number of people with serious mental health problems and their families often endure poor quality of life. However, research on how these individuals truly feel about their lives is limited. This study aimed to explore the perceptions of quality of life among individuals with serious mental health issues and their family caregivers in Spain. We sought to understand the personal sentiments of these individuals and their caregivers regarding their quality of life and the factors that influence it. Our findings indicate that job status, symptoms of the illness, and family relationships play crucial roles in how these individuals view their quality of life. Additionally, caregivers' age, support they receive, and the challenges they face in their families can influence their feelings. This implies that, to enhance their lives, it is crucial to consider these factors and provide appropriate support. [ABSTRACT FROM AUTHOR]

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; M[subscript age] = 14.49, SD[subscript age] = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students' perception of autonomy support from physical education teachers in the Spanish context.

Lesson study (LS) is a process through which teachers design, teach and discuss a lesson collaborating with colleagues. Sometimes, it includes video recording the lesson so teachers can use videos to later discuss the lesson and its improvement, however, there is little research addressing the consequences of doing it. This article investigates participants' perceptions and use of video within LS. Results show that participants perceived video in LS as viable and with potential to stimulate reflection and to improve lessons, but also evince that video affects the outcomes, management and sustainability of LS. We analyze and discuss its potential and the challenges it poses, suggesting ideas for its implementation.

The new imperatives of the knowledge-based society require engineering students to equip themselves with a broad range of skills, among which entrepreneurship plays a critical role. An academic itinerary was designed with the explicit aim of improving the entrepreneurial attitudes of agricultural engineering students in a state university in southern Spain. Within a wider research framework, this paper focuses on an evaluation of that itinerary using participatory techniques, and on a discussion of the lessons learned in the course of ten years of running the program. The findings highlighted the importance of building a solid support network involving a whole range of aspects and actors, and of carrying out continuous monitoring. The incorporation of this program into the standard curriculum, with a view to ensuring continuity, needs to be combined with other elements such as tutorship, thus providing a flexible response to the students' various needs and demands. Training based on authentic learning, alumni participation and teamwork is recommended. The impact at a personal level is an extra dimension to be borne in mind. The participatory rural appraisal (PRA) methodology proved extremely useful for the purposes of program evaluation, enabling core issues to be identified. The authors would recommend taking the risk of running an entrepreneurship program even if conditions are not entirely favorable. The intensity and enthusiasm of day-to-day work in entrepreneurship education can instill a degree of commitment and motivation in students and academic staff, and inspire them to tackle new challenges.

The enzymatic determination of glucose in soft drinks, based on the glucose concentration measurement by means of the coupled reactions of glucose oxidase and peroxidase, has been implemented at the University of Malaga and optimized according to the Biochemistry and Chemistry undergraduate students' results and feedback throughout the last few years. This traditional and robust laboratory practical has been reformed, in the light of inquiry-based and interdisciplinary learning approaches, in order to optimize the students' formative achievements that now are not restricted to the learning of enzymology, but also integrates cross-curricular knowledge from chemistry and mathematics. In this experiment, inexpensive and feasible to be carried out in a single laboratory session, students have to make the decision of what method is the most suitable for a given analytical problem, anticipating situations that they will probably face throughout their professional careers. It not only illustrates basic issues related to the use of enzymes as reagents for enzymatic analyses and its application to food chemistry, but it is also used to put into practice some principles of statistical analysis and analytical methods evaluation. This can be achieved because students get results from two different enzymatic analysis protocols (kinetic and end-point methods) using a single reaction mixture. The measurement of glucose concentration in four carbonated soft-drinks, regular or sugar-free colas and tonic waters makes students deal with the presence of color interferences that should be either avoided or eliminated. Undergraduate students, having performed this experiment, have found it formative, interesting, and challenging.

Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers.

Background: Patients with kidney stones (KSFs) are known to have a heightened risk of coronary heart disease (CHD) or stroke. The objective of the present study was to describe the natural history of these complications through the longitudinal analysis of the hospitalizations due to kidney stones in Spain from 1997 to 2021. Methods: A retrospective longitudinal observational study was developed based on nationwide hospitalization data (minimum basic data base). Three different analyses were carried out. In the first step, the prevalence of coronary or cerebrovascular events in kidney stone hospitalizations was compared with the hospitalization burden of CHD or strokes related to the general population. In the second step, a survival analysis of the kidney stones–hospitalized patients using the Kaplan–Meier method was conducted. In the third step, a Cox regression was used to assess the influence of the classical comorbidities in the development of the lithiasic patients–cardiovascular disease. Results: Kidney stone-hospitalized patients exhibit a significantly higher risk of CHD (OR = 14.8 CI95%: 14.7–14.9) and stroke (OR = 6.7 CI95%: 6.6–6.8) compared to the general population across in all age groups, although they had less cardiovascular risk factors. A total of 9352 KSFs (1.5%) developed a coronary event within an average time of 78.8 months. A total of 2120 KSFs (0.33%) suffered a stroke in an average time of 71.1 months. Diabetes, hypertension, hyperlipidemia, and being overweight were identified as risk factors for developing CHD and stroke using a univariate and multivariate analysis. Conclusions: Our study confirms previous studies in which kidney stones must be considered as a risk factor for developing CHD or cerebrovascular disease. Preventive strategies should target patients with kidney stones and classical risk cardiovascular factors to mitigate modifiable conditions associated with cardiovascular diseases. [ABSTRACT FROM AUTHOR]

Objectives: The use of probiotics could promote the balance of the subgingival microbiota to contribute to periodontal health. This study aimed to identify the potential of bacteria commonly associated with healthy periodontal tissues as probiotic candidates. Material and methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines using the PubMed, Scopus, Science Direct, ProQuest, and Ovid databases as well as the combination of Medical Subject Headings (MeSH) and non-MeSH terms. Based on the selection criteria, original studies published in English and identifying the microorganisms present in the periodontium of healthy individuals and patients with periodontitis using the high-throughput 16S ribosomal gene sequencing technique were included. Results: Out of 659 articles, 12 met the criteria for this review. These articles were published from 2012 to 2020 and mainly originated from the United States, China, and Spain. Most of these studies reported adequate criteria for selecting participants, using standardized clinical criteria, and compliance with quality based on the tools used. In periodontal healthy tissue were identified species like Actinomyces viscosus, Actinomyces naeslundii, Haemophilus parainfluenzae, Rothia dentocariosa, Streptococcus sanguinis, Streptococcus mitis, Streptococcus oralis, Streptococcus gordonii, Streptococcus intermedius, and Prevotella nigrescens which have recognized strains with a capacity to inhibit periodontopathogens. Conclusions: S. sanguinis, S. oralis, S. mitis, and S. gordonii are among the bacterial species proposed as potential probiotics because some strains can inhibit periodontopathogens and have been reported as safe for humans. [ABSTRACT FROM AUTHOR]

This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three comparable classes were exposed to different teaching and assessment conditions. Two of them were the research groups, learning under a competence-based CLIL (Content and Language Integrated Learning) paradigm, while the control group did so under a content-based EMI (English-Medium Instruction) model. The participants (n = 76) were asked to answer two questionnaires, which collected their expectations (pre-questionnaire) and final perceptions (post-questionnaire) in regard to their levels of anxiety towards studying in English. The qualitative and quantitative comparison of their answers facilitated results that allowed to discuss and conclude the beneficial effect of CLIL as a competence-based coping strategy to diminish foreign language anxiety among student teachers who face the challenge of learning in a bilingual classroom setting. [ABSTRACT FROM AUTHOR]

Peer-to-peer accommodation has generated an ecosystem of platforms with different business models (i.e., for-profit and nonprofit). This study aims to identify and compare attributes that influence guests' experiences as reviewed on the for-profit platform Airbnb and the nonprofit platforms Couchsurfing.com and HomeExchange.com according to a three-dimensional experience theoretical model and a methodological approach to interpret these attributes. The study used text-mining techniques to analyze 772,768 online travel reviews representing Spain's four most-visited cities. Findings show that attributes influencing guests' experiences in the case of nonprofit platforms relate to the authenticity dimension of experience (e.g., existential values and travel philosophy). Furthermore, guests reported that their guest–host interaction was the most representative attribute and that, unlike with Airbnb, such interaction helped to create a more authentic experience. By contrast, attributes of guests' experiences in the case of for-profit platforms related to the physical amenities and characteristics that guests would expect to find in hotels. Those results can allow destination managers and accommodation practitioners to better understand users of peer-to-peer accommodations and thereby design more suitable strategies and experiences for them. Impact statement: Experience is at the heart of the tourism industry. Until now, most research on users? experiences in Peer to Peer (P2P) accommodations has examined the for-profit platform Airbnb, which tends to be similar to experiences in traditional accommodations. Consequently, evidence of guests? experiences from other types of P2P accommodation platforms remains limited, which complicates identifying the impact of accommodation sharing at destinations and the dynamics generated based on perceptions of users? experiences. This article thus provides researchers and practitioners with insights into theory and methodologies that can elucidate the guest experience in accommodations on nonprofit accommodation platforms. Such insights can support strategies to improve the experiences of backpackers and families alike, which stands to increase their loyalty and satisfaction. According to our findings, such guests are especially interesting for destinations and provide added value, co-create more authentic experiences through host?guest interaction, and are potentially more sustainable given their P2P travel philosophy. [ABSTRACT FROM AUTHOR]

Copyright of Cuaternario y Geomorfología is the property of Cuaternario y Geomorfologia 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.)

Water scarcity will increase in the world in the coming decades due to climate change, especially in areas that currently already have water scarcity, such as the Mediterranean area. In these areas, to guarantee water resources, systems' sustainability is necessary to improve demand management and the development of non-conventional resources, such as treated wastewater reuse or seawater desalination. These non-conventional resources are highly energy-consuming; so, reducing energy costs is a key element in developing their use in different sectors, including agriculture. Combining photovoltaic solar energy with seawater desalination by reverse osmosis will reduce the cost of producing water to below 0.36 EUR/m3; so, this resource can be attractive for agriculture, as demonstrated in this work. The arrangement of bifacial solar modules in horizontal single-axis tracking systems increases the energy amount generated from the sun in one hour or more, improving the facility's efficiency and reducing the desalinated water cost. The greater distance between the solar module lines, with a ground coverage ratio (GCR) = 0.3, makes for a better environmental integration of the facility and allows the development of agrovoltaic strategies, such as native flora planting and pollinator colonization. [ABSTRACT FROM AUTHOR]

The use of validated tools to evaluate the nutritional status of the cancer patient provides guaranteed precision and reliability in their nutritional evaluation, ensuring that the information is accurate and reflects the patient's situation. The aim of this study was to identify the valid and reliable instruments in the evaluation of the nutritional status of cancer patients with a diagnosis of solid tumor undergoing antineoplastic treatment (chemotherapy and/or immunotherapy). A scoping review was conducted to search for original articles published in scientific journals in English, Spanish, or Portuguese in the past five years. In order to identify potentially relevant documents, searches were performed in the following databases: SCOPUS, WOS, CINAHL, MEDLINE, BVS, and PUBMED. DECS-MeSH descriptors and Boolean operators were used. In addition, the Arksey and O'Malley protocol, the Joanne Briggs Institute (JBI) method, and the flow chart of the Preferred Information Elements for Systematic Reviews and Meta-Analyses, known as PRISMA, were followed. The initial search strategy identified a total of 164 references, which were examined successively, leaving a final selection of ten studies. It was found that the most used instrument for nutritional evaluation was the Patient-Generated Subjective Global Assessment (PG-SGA). Other questionnaires also stood out such as the Mini Nutritional Assessment (MNA), the Malnutrition Universal Screening Tool (MUST), the Nutritional Risk Screening (NRS 2002), and the Functional Assessment of Anorexia/Cachexia Therapy (FAACT). The variation in the tools used ranges from subjective assessments to objective measurements, thus underlining the need for a comprehensive and individualized approach. [ABSTRACT FROM AUTHOR]

Background: Mental health literacy (MHL) is especially important for young people, but comprehensive studies on MHL in adolescents are limited, with no nationwide studies in Spain. This research aims to study MHL among Spanish adolescents and its relationship with sociodemographic factors. Methods: An exploratory study is carried out using stratified random sampling in Spanish adolescents (N = 1000), aged 12–16 years and balanced in terms of gender, age and territorial distribution. Data collection took place in October and November 2023 through online surveys using the CAWI methodology. Sociodemographic variables, contact with mental health and the Spanish version of the Mental Health Literacy Questionnaire (MHLq-E), a self-administered instrument of 32 Likert-type items (1–5) that assesses the dimensions of help-seeking skills, knowledge about causes and symptoms, and stigma, were evaluated. Descriptive and multivariate analyses of variance (MANOVA) were conducted. Results: In general, adequate levels of literacy were observed, although some aspects related to help-seeking towards teachers, stigmatising attitudes towards people of low economic status and knowledge of severe mental health problems could be improved. The results show contact with previous mental health problems as a key variable for stigma and knowledge about symptomatology together with age. Likewise, gender and family educational level were found to be related to the ability to seek professional help. Conclusion: This study provides information on levels of MHL among Spanish adolescents and highlights significant socio-demographic variables. These findings pave the way for interventions aimed at improving adolescents' understanding, attitudes and skills to manage mental health problems, making possible to adapt content and focus on specific groups, thus increasing its effectiveness. [ABSTRACT FROM AUTHOR]

The electricity market in Spain holds significant importance in the nation's economy and sustainability efforts due to its diverse energy mix that encompasses renewables, fossil fuels, and nuclear power. Accurate energy price prediction is crucial in Spain, influencing the country's ability to meet its climate goals and ensure energy security and affecting economic stakeholders. We have explored how leveraging advanced GPT tools like OpenAI's ChatGPT to analyze energy news and expert reports can extract valuable insights and generate additional variables for electricity price trend prediction in the Spanish market. Our research proposes two different training and modelling approaches of generative pre-trained transformers (GPT) with specialized news feeds specific to the Spanish market: in-context example prompts and fine-tuned GPT models. We aim to shed light on the capabilities of GPT solutions and demonstrate how they can augment prediction models by introducing additional variables. Our findings suggest that insights derived from GPT analysis of electricity news and specialized reports align closely with price fluctuations post-publication, indicating their potential to improve predictions and offer deeper insights into market dynamics. This endeavor can support informed decision-making for stakeholders in the Spanish electricity market and companies reliant on electricity costs and price volatility for their margins. [ABSTRACT FROM AUTHOR]