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

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

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

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

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

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

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

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

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