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Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning experiences and enhance teachers’ research capabilities. This paper explores the beliefs of 425 university teachers regarding the integration of generative AI in educational settings, utilizing the UTAUT2 model to predict their acceptance and usage patterns through the Partial Least Squares (PLS) method. The findings indicate that performance expectations, effort expectancy, social influence, facilitating conditions, and hedonic motivation all positively impact the intention and behavior related to the use of AIEd. Notably, the study reveals that teachers with constructivist pedagogical beliefs are more inclined to adopt AIEd, underscoring the significance of considering teachers’ attitudes and motivations for the effective integration of technology in education. This research provides valuable insights into the factors influencing teachers’ decisions to embrace AIEd, thereby contributing to a deeper understanding of technology integration in educational contexts. Moreover, the study’s results emphasize the critical role of teachers’ pedagogical orientations in their acceptance and utilization of AI technologies. Constructivist educators, who emphasize student-centered learning and active engagement, are shown to be more receptive to incorporating AIEd tools compared to their transmissive counterparts, who focus on direct instruction and information dissemination. This distinction highlights the need for tailored professional development programs that address the specific beliefs and needs of different teaching philosophies. Furthermore, the study’s comprehensive approach, considering various dimensions of the UTAUT2 model, offers a robust framework for analyzing technology acceptance in education.

El cierre físico de las instituciones educativas durante la pandemia planteó nuevos retos para los autores educativos que tuvieron que adoptar sobre la marcha nuevas herramientas virtuales para su proceso de enseñanza-aprendizaje. En este sentido, el presente trabajo analiza de forma cuantitativa el uso de un simulador virtual disponible en la web como una estrategia educativa vinculada a las prácticas de laboratorio desarrolladas durante la pandemia en la asignatura de Microscopía y Microanálisis en una universidad ecuatoriana. Siguiendo las premisas de los docentes para el desarrollo de la práctica, 30 estudiantes experimentaron el manejo del simulador y contestaron a un cuestionario ad hoc, donde se evaluó tanto el uso del simulador como las competencias académicas adquiridas. Los resultados evidencian valores altos positivos en la percepción estudiantil y se concibió al uso del simulador como una experiencia interesante e innovadora. Esto discute el uso de entornos virtuales como una alternativa académica a las disciplinas con un componente práctico.

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.

New educational trends mediated by technology require the development of Teacher Digital Competence (TDC). These have been regulated by competence frameworks, such as DigCompEdu. The aim of the study is to determine and compare the level of self-perception of digital competence among teachers of the different stages of compulsory education (Early Childhood, Primary and Secondary Education) as a function of gender, considering different age ranges, years of teaching experience and hours of permanent education. This study also analysed how different predictors influence each other in the acquisition of TDC. To this end, an ex post facto non-experimental design is used with 78,966 teachers from Andalusia (Spain). The results show that the diagnosed level is low-medium and that the analysed variables had significant impact and prediction levels. Consequently, the casuistry of this phenomenon is discussed, concluding that it is necessary to develop personalised training programmes for teachers.

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings.

Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 university students, mostly female, and a questionnaire based on previous studies is used. The most important results of the research include the validation of the “Cursa-T” scale through advanced statistical methods, such as exploratory and confirmatory factor analysis. The scale is found to be reliable and valid for measuring undergraduate research and digital competencies, and the data collected fit the proposed theoretical model. The discussion of the research highlights the importance of technology, devices, software, and the use of platforms in the development of research and digital competencies in Health Sciences students. It also reflects on the role of social networks in these competencies, as they can facilitate participation in academic communities. Ultimately, the research underlines the relevance of preparing undergraduate students in health areas.

The digital educational breakout, as well as gamification, has become a methodological strategy that provides a multitude of benefits. The following study is presented, incorporating a gamified practice through the educational Breakout in the university context with the purpose of verifying the perception of this methodological strategy, as well as analyzing if it is perceived as useful for teachers in training, the degree of motivation and level of satisfaction experienced in participating in the training experience through the TAM model (Technology Acceptance Model) with 968 participants, teachers in training. The results show that the proposal is suitable for university teaching, and all study subjects perceived this strategy as valuable for their training, highlighting dimensions related to ease of use in the classroom, integration, or transformation of interest in learning as the variables more significant and, in addition, the TAM and its level of acceptance are high.

Introduction: Covid-19 brought great restrictions to face-to-face classes throughout the university system in Spain. In the field of health sciences, face-to-face teaching has been transformed into a virtual format. In most cases, teaching activities could not be prepared or planned, leading to unprecedented challenges for students and teachers, making it clear that some teachers have not developed an optimal level of digital skills. Materials and methods: This descriptive-comparative study aims to analyse the level of digital teaching competence among the university health sciences teaching staff in two Spanish autonomous communities: Andalusia and Catalonia. 561 teachers participated in the study and answered the DigCompEdu check-In questionnaire. Results: The results show how, in general, the level of their professed digital skills is basic, without significant differences between the participating communities. Further, technological mastery appears to be greater than pedagogical mastery with respect to one of the classroom technologies. The lack of technological training is highlighted and there is a discussion of the structuring of personalized learning itineraries by competences. Conclusions: With regard to possible limitations of the research, we could reflect on the different areas for improvement and how comparative studies between future works with similar characteristics should be approached. One of the main weaknesses lies in the types of samples used, since the intentional sampling method indicates that it is not random, therefore, the results found should be considered non-extrapolatable to other areas of knowledge. Incorporating probabilistic samples for each area to be studied in future studies will allow the collection of more representative data that can be extrapolated globally. Resumen: Introduction: Covid-19 trajo importantes restricciones a las clases presenciales en todo el sistema universitario español. En ciencias de la salud, la enseñanza presencial se transformó en un formato virtual. En la mayoría de los casos, no ha sido posible planificar las actividades docentes, lo que ha supuesto un reto para alumnado y profesorado, en el que algunos docentes no han desarrollado un nivel óptimo de competencias digitales. Materials and Methods: Este estudio descriptivo-comparativo analiza el nivel de competencia digital docente de los profesores universitarios de ciencias de la salud de dos comunidades autónomas españolas: Andalucía y Cataluña. Participaron 561 profesores que respondieron al cuestionario DigCompEdu check-In. Resultados: Los resultados muestran que, en general, el nivel de competencias digitales impartidas es básico, sin diferencias significativas entre las comunidades participantes. El dominio tecnológico parece ser mayor que el pedagógico con respecto a una de las tecnologías del aula. Se debate sobre la estructuración de los itinerarios de aprendizaje personalizados por competencias. Conclusiones: En cuanto a las posibles limitaciones de la investigación, podríamos reflexionar sobre las diferentes áreas de mejora y cómo se deben abordar los estudios comparativos entre futuros trabajos de similares características. Una de las principales debilidades radica en los tipos de muestras utilizadas, ya que el método de muestreo intencional indica que no es aleatorio, por lo tanto, los resultados encontrados deben considerarse no extrapolables a otras áreas del conocimiento. La incorporación de muestras probabilísticas para cada área a estudiar en futuros estudios permitirá recopilar datos más representativos y extrapolables a nivel mundial.

A systematic review is presented with the purpose of exploring the trends associated with the development of technological pedagogical content knowledge (TPACK) from Lesson Study. In the 21st century, technology established a complex and necessary relationship with different sectors of society, enabling different conceptual and practical models for the incorporation of technologies in teaching. TPACK was one of the most outstanding. In this perspective, a systematic literature review is presented taking into account 16 studies published between 2015 and 2021 with the purpose of analyzing the development of TPACK in teachers, in research that uses the Lesson Study (LS) as an intervention strategy. The review was carried out in April 2022 using the following databases: Scopus, Web of Science, Spinger Link, Proquest Central, Science Direct, Redalyc, Dialnet and Scielo. The phases of identification, screening, selection and inclusion of the flowchart of the PRISMA guide were applied. The results reveal that the LS constitutes a theoretical and practical framework that provides contextualized opportunities to work on the training needs and interests of teachers, promoting self-assessment and the construction of new conceptions about teaching with technologies. Therefore, the theoretical discussion reveals that the integrative vision of TPACK is the perspective that predominates the development of this type of research.

Concurrent with the expansion of visual culture, film tourism has experienced a significant boost in recent decades, and the motivation to visit places where series made for television or similar platforms were filmed has been added to this modality. In this context, and taking the city of Madrid as a reference, this work proposes a line of research wherein analysis of the relationships between geographical and audiovisual spaces through cultural and tourist use unites the representation of both, by way of social networks (specifically, Twitter). As regards methodology, an ‘application programming interface’ has been designed which permits the download of a sample of tweets useful for both quantitative and qualitative analysis. The main results indicate the impacts that fiction series have had on recognition of the city (or certain of its elements) as well as relationships established between the narrative and geographical spaces when the latter are referenced via on-site activities. Theoretically, this research focuses on the relationship between real geographies, imagined geographies, and simulacra, as well as their involvement in the commodification of space and in the construction of vicarious geographical experiences.

La realidad aumentada es una tecnología emergente que se está integrando cada vez más en el sistema educativo. Además, numerosas investigaciones destacan sus beneficios para el aprendizaje en realidad mixta, integración en tiempo real, incorporación de información de diferentes fuentes (vídeo, 3D, audio, páginas web, etc.). En este sentido, este trabajo presenta los resultados del Proyecto Rafodiun (Realidad Aumentada para Aumentar la Formación. Diseño, Producción y Evaluación de Programas de Realidad Aumentada para la Formación Universitaria), financiado por el Ministerio de Economía y Competitividad del Gobierno de España en el año 2017. En él se pretende analizar las posibilidades educativas que puede tener la realidad aumentada para contextos de formación universitaria. Este análisis se efectúa desde diferentes perspectivas tanto tecnológicas-instrumentales como educativas, de diseño de entornos formativos y del alumnado como productor de contenidos en realidad aumentada. Los resultados demuestran las posibilidades y potencialidades que ofrece la realidad aumentada para el aprendizaje del alumnado y del profesorado universitario (hombres y mujeres) en diferentes áreas. De la misma forma, se consolidan modelos predictivos de la aceptación de esta tecnología en el aula (technology acceptance model [TAM]). En función de las líneas anteriores, se discute la aplicabilidad de la realidad aumentada en el aula universitaria, así como la necesaria formación del profesorado en creación, edición y modificación de objetos y materiales en realidad aumentada.

Los MOOC se configuran como una de las tecnologías que, en los últimos tiempos, vienen ganando terreno en el campo educativo como nuevos enfoques en la educación a distancia, incrementándose su presencia en las instituciones educativas y el nivel de investigaciones y publicaciones que giran alrededor de estos desarrollos tecnológicos. En concreto, esta investigación se centra en el t-MOOC basado en la tarea. Se presenta la evaluación de un t-MOOC diseñado y producido para el desarrollo de competencias digitales del profesorado a través del juicio de expertos según el Marco DigCompEdu. En su evaluación participan 172 expertos que obtienen un índice de competencia experta igual o superior a 0,9. Las puntuaciones alcanzadas permiten señalar que los expertos valoraron el t-MOOC de manera muy positiva, tanto de forma conjunta como individual. Igualmente, el estudio pone de manifiesto la significación del Coeficiente de Competencia Experta (CCE) a la hora de discriminar de forma más adecuada y justificada la selección de los expertos. Por este motivo, se reflexiona sobre las posibilidades didácticas que este tipo de tecnología añade a los nuevos escenarios educativos.

Numerous studies suggest that immersive reality (IR) is an educational technology with great potential in the field of health sciences. Its integration allows for an increase in the motivation and academic performance of students. In this sense, this research aims to study the self-perception of motivation and performance levels obtained by students who are completing their degree in medicine at the University of Seville after experiencing a session with IR. To achieve this, 136 student participants answered two questionnaires, the IMMS and the academic performance test. The results show high levels of motivation during the IR session, where the interaction with “hot spots” predominates. In the same way, the measured performance results are quite great. For this reason, it is concluded that the potential of using IR as an educational technology is evident, and new lines of related research are opened.

Resumen: Introducción: Las competencias digitales de los docentes (CDD) son una variable clave para integrar las TIC en el proceso de enseñanza-aprendizaje. Su desarrollo se ha convertido en uno de los principales problemas formativos que afecta de forma general al ámbito universitario y, concretamente, a la formación de profesionales de Ciencias de la Salud. El objetivo de este artículo es conocer si existen diferencias significativas respecto al nivel de CDD mostrado por los docentes de Ciencias de la Salud de las universidades andaluzas (España) en función de las variables género, edad, experiencia docente, años que lleva utilizando las TIC, tiempo que dedica a la tecnología en el aula y dominio tecnológico. Métodos: Para este propósito, se realiza un estudio inferencial empleando estadísticos de contraste. Trescientos profesores contestan el cuestionario DigCompEdu Check In, capaz de evaluar el nivel competencial de los mismos. Resultados: Los resultados del estudio indican que existen diferencias significativas entre distintos grupos por cada variable. Conclusión: Por ello, se pone de manifiesto la necesidad de vertebrar planes de formación personalizados y extender la metodología de investigación a otros estudios relacionados. Abstract: Introduction: The digital competences of teachers (TDC) are a key variable to integrate practices with Information and Communications Technology (ICT) in the teaching-learning process. Its development has become one of the main training problems that affect the university field in general and, specifically, the training of Health Sciences professionals. The objective of this article is to determine whether there are significant differences with respect to the level of TDC shown by the teachers of Health Sciences of the Andalusian universities (Spain) based on the variables gender, age, teaching experience, years that they have been using ICT, as well as time spent on technology in the classroom, and technological mastery. Methods: An inferential study is carried out using contrast statistics for this purpose. A total of 300 teachers completed the DigCompEdu Check In questionnaire, which is capable of evaluating their competence level. Results: The results of the study indicate that there are significant differences between different groups for each variable. Conclusion: For this reason, the need to structure personalised training plans and extend the research methodology to other related studies is highlighted.

Population trends lean towards urban settings. Its rapid expansion has created inequalities and poverty in urban areas around the world. This research is part of a series of recent publications on Spanish cities (Barcelona and Madrid). The work attempts to evaluate the current situation of urban socio-environmental vulnerability in Bilbao, a city located in the north of Spain. Three spatial scales have been considered: census tract, neighbourhood and district. The 277 census tracts that make up the municipality are analysed through the Synthetic Indicator of Relative Socio-environmental Vulnerability (RSEVuSI). Subsequently, the census tracts identified as vulnerable by the indicator were analysed in depth through a qualitative methodology. Among the main findings, we highlight the spatial distribution patterns of socio-environmental vulnerability in Bilbao. In general, the least vulnerable areas are located near the centre and the Bilbao estuary, while the most vulnerable are located in the peripheral districts (i.e. Otxarkoaga-Txurdinaga and Rekalde). However, some census tracts that present high vulnerability values ​ are located in a central district (i.e. Ibaiondo). In fact, one of the main challenges to be addressed is the gentrification of this area, as many authors argue. The qualitative evaluation reveal that, in general, there is an acceptable level of maintenance and cleaning of public spaces and urban furniture. However, with respect to the urban landscape, there are significant differences between the census tracts with the highest and lowest RSEVuSI values. It should be done more qualitative research so that planning and renewal actions can be implemented where they are really needed.

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students’ level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives; (b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs; and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.

The use of video in distance education contexts and in virtual training is essential. This study presents the results of an experience with 114 university professors from two universities in the Dominican Republic who carried out training activities on the pedagogical bases of the Polimedia systems. The degree of acceptance of the Polimedia system was measured through an adaptation of the Technology Acceptance Model (TAM) developed by Davis in 1989, and the significance of different sociodemographic variables in the model was analyzed. The results demonstrate the high degree of teacher acceptance of the Polimedia system and its relationship with variables such as experience with ICT, as well as the robustness of the TAM. This strengthens the need to establish training plans that focus less on technological aspects and more on the pedagogical dimension.

Nos encontramos ante la paradoja de la creciente importancia otorgada a las competencias digitales, aunque los datos ponen de manifiesto que una parte importante de la población aún no ha desarrollado estas habilidades básicas. En este artículo nos centraremos en la competencia digital del docente (CDD). Para ello, presentamos una breve panorámica de los principales marcos de referencia para trabajar y mejorar la CDD de profesores universitarios y no universitarios, a partir de los cuales pretendemos conocer si existen diferencias en las valoraciones realizadas por un grupo de expertos sobre los diferentes marcos competenciales. Utilizamos la técnica del juicio de expertos con cálculo de “coeficiente experto”. En el estudio participan 335 expertos, los cuales consideran que estos marcos son significativos tanto a nivel universitario como no universitario. De esta forma, se avala la idea de que son propuestas bien consolidadas y que sirven para indicar a los docentes las competencias digitales que deben adquirir para el desempeño de su actividad profesional.

Abstract In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.

¿Cuánta desigualdad en exposición a alta polución por PM10 es demasiada para considerarla ambientalmente injusta? Una evaluación para grupos vulnerables en dos grandes ciudades españolas Las desigualdades en la afección o carga ambiental (externalidades negativas, peligros, malestar, etc.) entre lugares y personas son un tema de creciente interés. Se han publicado abundantes estudios, utilizando métodos diversos, en los que se concluye que, a menudo, existe discriminación e inequidad. Ahora bien, desde el punto el punto de vista de la formación de decisiones públicas y de la gobernanza una pregunta sigue siendo necesario responder con claridad: cuánta desigualdad existe y si ésta es demasiada para ser calificada de injusta y justificar, por tanto, la acción pública. En este artículo se aborda esa cuestión a partir de un estudio de caso relativo al peligro por polución del aire en Madrid y Barcelona (España). A tal fin se examina la distribución espacial de varios grupos de población vulnerables y su exposición potencial a alta concentración de PM10 en la atmósfera, usando un método razonable que implica el uso de SIG y técnicas estadísticas. La adopción de un criterio operativo y explícito de imparcialidad posibilita medir la cantidad de desigualdad para cada grupo de población y determinar si ésta excede significativamente al criterio de referencia. Ello facilita una valoración más certera de la situación por los ciudadanos y los decisores públicos.

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence.

En las últimas décadas se han realizado estudios en el ámbito de lo educativo que avalan los beneficios que la gamificación ofrece tanto para docentes como al alumnado. En esta línea se trabaja desde la universidad, con la finalidad de conseguir desarrollar habilidades óptimas que beneficien al alumnado, tanto personal como profesionalmente. En consecuencia, esta formación diseñada y seleccionada para docentes es esencial para conseguir una experiencia gamificada exitosa. El objetivo principal de esta investigación es exponer una experiencia formativa llevada a cabo en una universidad de América Latina y comprobar la percepción de esta estrategia metodológica por parte de la institución educativa. Es decir, la finalidad consistiría en demostrar si la gamificación es percibida como útil por parte del profesorado universitario. Para ello, se han empleado dos diseños: descriptivo y la validación mediante ecuaciones estructurales (PLS), de forma que se pudiese evaluar el grado de aceptación que tiene la gamificación como metodología activa en base con el modelo de Aceptación de la Tecnología (TAM). Los resultados expuestos demuestran que la propuesta es adecuada para la docencia universitaria. Todos los participantes, 114, percibieron esta estrategia como adecuada, detallando las dimensiones relacionadas con la facilidad de uso en el aula, su integración, la transformación del interés en el aprendizaje, y la capacidad de mostrar una actitud positiva en su uso. Simultáneamente, el nivel de aceptación respecto a la validación del TAM es alto. Por último, detallar la valoración a la hora de replicar el modelo en investigaciones futuras y similares, o a través de las llamadas tecnologías emergentes.

La crisis mundial provocada por la actual pandemia de la COVID19 ha situado el proceso de enseñanza-aprendizaje a distancia en el centro de las prácticas educativas de todas las etapas educativas, dejando patente la importancia de la formación en competencias digitales del profesorado universitario. Ante tal planteamiento, el propósito de este estudio es analizar el uso de recursos TIC enfocados en labores de enseñanza, aprendizaje e investigación que hace el profesorado de Educación Superior español en función del género, así como la influencia de ciertas variables académicas en el uso de dichos recursos tecnológicos a través de análisis correlacionales. Para tal fin, un diseño no experimental con el instrumento UTIC-EEI (uso de recursos TIC para enseñar, evaluar e investigar) fue utilizado con una muestra de 867 profesores universitarios. Los resultados evidencian un nivel moderado en cuanto al dominio de herramientas y recursos digitales para enseñar, evaluar e investigar. Estos resultados exigen de una reflexión por parte de las organizaciones educativas para establecer planes de formación que atiendan a dichas necesidades. Por ello, se proponen varias líneas de actuación relacionas con la formación del profesorado con contenidos no solo técnicos, sino también pedagógicos

La evaluación es una pieza fundamental en los procesos formativos de enseñanza-aprendizaje. Profesorado y estudiantado están llamados a reflexionar y valorar en torno al despliegue de estrategias de evaluación en entornos líquidos. El objetivo de este trabajo es identificar herramientas digitales en los procesos de enseñanza-aprendizaje como recursos para la adquisición de competencias y para evaluación educativa. Para ello, en primer lugar se aborda el concepto de evaluación, seguido de las técnicas y estrategias que se utilizan en los procesos formativos. Para continuar con la identificación de herramientas digitales y su puesta en marcha los procesos de enseñanza – aprendizaje, identificando aquellas que, como dicentes, desplegamos en nuestras prácticas educativas. Finalmente señalamos, a modo de resultados y conclusiones, cómo el profesorado pone en acción dichas estrategias como elementos clave para los aprendizajes y la retroalimentación, y de este modo asegurarse que las estrategias de evaluación están alineadas con su práctica en los diferentes contextos.

Urban tourism has experienced significant growth in recent decades, generating situations of overtourism and tourismophobia. In Spain, cities such as Barcelona, Sevilla, Valencia, and Madrid face the effects of excess tourism on a daily basis, even in times of the pandemic. The objective of this study is to determine whether an increase in tourism intensity has also occurred in small and medium-sized Spanish cities and, if so, to develop an assessment of the phenomenon. To this end, a Tourism Intensity Index (TII) has been designed and applied to international tourist flows and statistically tested (through cluster analysis and Student’s ‘t’ test), permitting not only a confirmation of the phenomenon but its characterization during the period 2003-2020 and its interpretation from a geographical perspective. This research shows that tourist intensity is a phenomenon that extends also to medium and small Spanish cities.

The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored ≥0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed.

To promote and develop the digital competence of higher education teachers is a key aim in the 21st century. Teachers must have a leader or expert digital competence in order to prepare future school-leavers for a competent professional qualification. Therefore, the purpose of this study is to determine the predictor variables encouraging high digital competence, using two statistical classification techniques: multiple logistic regression and classification trees. The analysis of teachers’ digital competence was carried out in each of the areas of knowledge in which the teachers are assigned, as well as overall. For data collection, a non-experimental ex post facto design was used. A total of 1,104 higher education teachers from Andalusia (Spain) completed the DigCompEdu Check-In instrument prepared by the European Commission’s Joint Research Centre. In terms of general classification, the results found that the logistic regression technique ranked teachers’ digital competence with greater probability of success (83.7%) in comparison to the segment tree (81.7%). The results found that the level of digital competence of teachers in the creation and use of digital resources varies according to the area of knowledge to which the teachers are assigned. At a general level, the development of digital competence at the leader, expert or pioneer level is related to various factors, such as the time spent on creating web spaces and digital content, and the use of virtual reality, robotics, and gamification. Further research is recommended to validate these preliminary findings in each of the areas of knowledge.

Las competencias digitales docentes (CDD) en estos momentos de excepcionalidad se han configurado como un elemento de vital importancia desde el ámbito educativo, en cualquiera de sus niveles educativos. Diferentes estudios demuestran que los estudiantes no poseen las destrezas digitales necesarias para la adquisición de su propia formación. El objetivo del estudio es conocer el desarrollo de la competencia digital docente en alumnos del Grado de Infantil durante los cursos 19-20 y 20-21, considerando como variable la presencialidad vs virtuliadad en su capacitación. El instrumento utilizado fue DigCompEdu, administrando prestest y postest a ambos grupos. Los resultados obtenidos demuestran diferencias estadísticamente significativas (99%) en todas las dimensiones analizadas, así como de forma global; confirmar que existe un incremento del nivel competencial tras recibir formación específica en tecnologías. Además, los resultados obtenidos por el grupo B (virtual) son más bajos que los obtenidos por el grupo A (presencial). Se aboga por planes de formación a través de modelos globales como el TPACK o la adaptación “TPeCS”, así como la necesidad de aprovechar los marcos de competencias digitales docentes establecidos por diferentes países.

Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carry out a theoretical reflection on said frameworks and a subsequent Delphi study with the coefficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC ≥ 0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented.

El desarrollo de la comprensión lectora, como capacidad vital para el crecimiento y maduración del alumnado, ha asumido un papel fundamental en el entorno educativo. En esta línea, con el avance de la tecnología han ido surgiendo diferentes técnicas de evaluación que pretenden medir por todo el mundo dicha competencia, así como los factores asociados a su adquisición: uno de estos estudios es PIRLS, un estudio de la IEA que evalúa la comprensión lectora de los alumnos en 4º de Primaria. El presente artículo pretende estudiar las características y comportamiento psicométrico de 16 ítems liberados por la IEA pertenecientes a una de las pruebas PIRLS: “La tortuga verde marina: el viaje de su vida”. Con este propósito, se realiza una investigación de enfoque descriptivo en la que se parte de una muestra de 2397 alumnos españoles los cuales han realizado la mencionada prueba tipo test, que ha sido examinada con diferentes procedimientos de exploración estadística gracias a diferentes softwares informáticos como SPSS o PARAM. Los resultados muestran diferentes grados de dificultad y discriminación en los ítems. Así mismo, se comprueba la unidimensionalidad de la subprueba, que mide el nivel de competencia lectora para adquirir y usar información. Además, se subraya la importancia de usar pruebas con fundamentos confiables que avalen su uso.

La identidad digital muestra todos los aspectos relativos a un usuario que está registrado en la Red, conscientemente o no; entre ellos, su competencia comunicativa y social, la cual queda claramente reflejada en las redes sociales, donde se manifiestan opiniones, relaciones e imágenes. El presente estudio parte de la necesidad de conocer cuáles son las percepciones del alumnado universitario en cuanto a su configuración de la identidad en línea y el desarrollo de la competencia digital. Para ello, se elabora un instrumento de corte cuantitativo que, una vez validado a través del juicio de expertos, se administra a un total de 252 estudiantes de la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Entre los resultados más significativos, destacar que los alumnos usan de manera poco frecuente las redes sociales vinculadas al ámbito profesional. Preguntados sobre su competencia en la gestión de su identidad digital, la mayoría de los encuestados manifiestan tener «poca». Por este motivo, una de las conclusiones del estudio está dirigida hacia la necesidad de vertebrar planes de acción formativa desde la universidad, destinados al desarrollo profesional y educativo de las redes sociales.

Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.

This paper presents a bibliographical review on the concept and methods of identifying vulnerability in urban areas. From systematic bibliographic searches, the main concepts that orbit around vulnerability are defined, as well as their concretion around the most disadvantaged groups or groups such as women, children, the elderly or immigrants. Subsequently, the causes that are usually presented to explain the phenomenon and its different variants or typologies, environmental, social, economic, residential or subjective, are analyzed. In addition, it also outlines the main methods that, from variables and indices, have been formulated to try to measure and visualize socio-spatial inequalities in a multidimensional way. Finally, geodemographic analysis is presented as another approach to the analysis of socio-spatial differentiation from Sociology and Urban geography. /Este trabajo presenta una revisión bibliográfica sobre el concepto y los métodos de identificación de la vulnerabilidad en ámbitos urbanos. A partir de búsquedas bibliográficas sistemáticas se definen los principales conceptos que orbitan en torno a la vulnerabilidad, así como de su concreción en torno a los grupos o colectivos más desfavorecidos como mujeres, niños, ancianos o inmigrantes. Posteriormente se analizan las causas que habitualmente se han planteado para explicar el fenómeno y sus diferentes variantes o tipologías, ambiental, social, económica, residencial o subjetiva. Además, también se esbozan los principales métodos que, a partir de variables e índices, se han formulado para tratar de medir y visualizar las desigualdades socio-espaciales de manera multidimensional. Finalmente, se presenta el análisis geodemográfico como otro acercamiento al análisis de la diferenciación socio-espacial desde la Sociología y la Geografía urbana.

MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

This prospective quasi-experimental study investigated the efficacy of a multitask balance training program to improve the balancing ability of healthy preschool children. A total of 85 (51.8% boys) healthy preschool children aged 4–6 years were randomly divided into an intervention group and a control group. The intervention group received a multitask balance training program, while the control group received a placebo training program. Outcomes were collected at baseline and immediately following the intervention. Independent members of the research team recorded balance skill measurements in the cohort at pre- and post-training using the Pediatric Balance Scale (PBS). Balance-related outcomes were recorded using the Battelle Development Inventory in Spanish using the second edition (BDI-II). A significant effect of time interaction (F = 7.27, p = 0.015; F = 6.16, p = 0.02 and F = 7.41, p = 0.014) existed for the PBS and BDI-II over balance immediately after the intervention (p < 0.001 for each). A significant group-by-time interaction was detected for the PBS and BDI-II (p < 0.001 and p = 0.006, respectively). This study supports the efficacy of multitask-based balance training programs to improve balance in children aged 4–6 years.

Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central themes within the educational proposal of Philosophy for Children (P4C), as seen in theoretical reflection and in educational research. It is necessary to start from a more global approach to moral growth, focused on the development of capacities. Such abilities are to be understood as virtues or personality traits that enable us to achieve a full life, that is, to become good people. The transformation of classrooms into communities of philosophical inquiry, following the educational guidelines of P4C, can contribute to the achievement of this objective. Here we present the psychological and methodological underpinnings of an educational research project that we are applying to a small sample that includes two groups—experimental and control—in a typical classroom environment. We are administering tests at the beginning and the end of the application of a moral education model according to the basic principles of Philosophy for Children. The objective is to verify that our research design could be used to evaluate the contribution of this educational model to the students’ moral growth, understood as the consolidation of the students’ moral habits and competences.

A large class of dynamic sensors have nonlinear input-output characteristics, often corresponding to a bistable potential energy function that controls the evolution of the sensor dynamics. These sensors include magnetic field sensors, e.g., the simple fluxgate magnetometer and the superconducting quantum interference device (SQUID), ferroelectric sensors and mechanical sensors, e.g., acoustic transducers, made with piezoelectric materials. Recently, the possibilities offered by new technologies and materials in realizing miniaturized devices with improved performance have led to renewed interest in a new generation of inexpensive, compact and low-power fluxgate magnetometers and electric-field sensors. In this article, we review the analysis of an alternative approach: a symmetry-based design for highly-sensitive sensor systems. The design incorporates a network architecture that produces collective oscillations induced by the coupling topology, i.e., which sensors are coupled to each other. Under certain symmetry groups, the oscillations in the network emerge via an infinite-period bifurcation, so that at birth, they exhibit a very large period of oscillation. This characteristic renders the oscillatory wave highly sensitive to symmetry-breaking effects, thus leading to a new detection mechanism. Model equations and bifurcation analysis are discussed in great detail. Results from experimental works on networks of fluxgate magnetometers are also included.

Wine originally emerged as a serendipitous mix of chemistry and biology, where microorganisms played a decisive role. From these ancient fermentations to the current monitored industrial processes, winegrowers and winemakers have been continuously changing their practices according to scientific knowledge and advances. A new enology direction is emerging and aiming to blend the complexity of spontaneous fermentations with industrial safety of monitored fermentations. In this context, wines with distinctive autochthonous peculiarities have a great acceptance among consumers, causing important economic returns. The concept of terroir, far from being a rural term, conceals a wide range of analytical parameters that are the basis of the knowledge-based enology trend. In this sense, the biological aspect of soils has been underestimated for years, when actually it contains a great microbial diversity. This soil-associated microbiota has been described as determinant, not only for the chemistry and nutritional properties of soils, but also for health, yield, and quality of the grapevine. Additionally, recent works describe the soil microbiome as the reservoir of the grapevine associated microbiota, and as a contributor to the final sensory properties of wines. To understand the crucial roles of microorganisms on the entire wine making process, we must understand their ecological niches, population dynamics, and relationships between ‘microbiome- vine health’ and ‘microbiome-wine metabolome.’ These are critical steps for designing precision enology practices. For that purpose, current metagenomic techniques are expanding from laboratories, to the food industry. This review focuses on the current knowledge about vine and wine microbiomes, with emphasis on their biological roles and the technical basis of next-generation sequencing pipelines. An overview of molecular and informatics tools is included and new directions are proposed, highlighting the importance of –omics technologies in wine research and industry.

This study examines future teachers' self-perception regarding competences related to the environmental impact of digital technologies. The sample includes 1948 participants (235 men and 1713 women) selected through incidental sampling from the Faculty of Education Sciences at the University of Seville. The validated instrument used was the Teacher's Digital Competence and Eco-responsible Use of Technology Scale. Results indicated that the participants had received less than optimal training and had limited knowledge about technologies and their environmental impact. The study concludes that it is necessary to establish training on the development of environmental competences and their link to educational technologies, starting from the institution, with the aim of guaranteeing the achievement of the Sustainable Development Goals (SDGs).

The city of Barcelona, like other cities in the world, suffers strong internal socio-economic inequalities in its neighborhoods. Numerous works have sought to detect, quantify, characterize, and/or map existing intra-urban differences, almost always based on quantitative methodologies. With this contribution, we intend to show the importance that qualitative methodologies can play in studies on urban socio-environmental vulnerability. We consider aspects that are not quantifiable but that may be inherent to many such vulnerable spaces, both in the constructed environment and in the social ambit. These questions are considered through selected neighborhoods of Barcelona which have been shown (in prior works, mainly studies of quantitative manufacturing) to possess elements of vulnerability including a high presence of immigrants from less-developed countries, low per capita income, aging populations, or low educational levels. The results reveal the multidimensionality of vulnerability in the neighborhoods analyzed, as well as the essential complementarity among methodologies that detect and support possible public actions aimed at reducing or eliminating intra-urban inequalities.

Se registraron los géneros y especies de nemátodos gastroentéricos de bovinos de 1995 a 1997, durante cuatro épocas climáticas, en tres lugares con clima tropical subhúmedo cálido: Sauta, Nayarit, Medellín, Veracruz y Tizimín, Yucatán. En cada uno de estos y durante cuatro ocasiones se introdujeron en un potrero cinco becerros recién destetados, libres de nemátodos gastroentéricos. La primera introducción se realizó durante la temporada de lluvias (agosto), la segunda durante la temporada de nortes (noviembre), la tercera al término de nortes (febrero) y la última, al inicio de las lluvias (junio). Después de 30 días de libre pastoreo, los animales fueron sacrificados para la recuperación e identificación de los nemátodos gastrointestinales adultos. La media y desviación estándar de las especies identificadas fueron: en Sauta, Haemonchus contortus 32±8, 615±115, 267±87 y 20±4, Bunostomum phlebotomum: 5±1, 2±2, 2±2 y negativo, Oesophagostomum radiatum: 84±22, 46±21, 76±39 y 22±14 y Trichuris ovis 8±1, 104±21, 92±35 y 112±38, En Medellín, H. contortus 326±152, 613±210, 1167±387 y 12±8, H. similis: 30±21, 56±22, 35±16 y negativo, Cooperia punctata: 320±185, 414±409, 47±28 y 0±0, B. phlebotomum: 10±7, 2±2, 5±2 y negativo, O. radiatum: 106±42, 228±61, 72±39 y 228±144. En Tizimín, H. contortus: 160±58, 440±380, 1514±718 y 300±184, C. punctata: 46±31, 90±84, 930±1180, 55±34, O. radiatum: 4±4, 26±33, negativo, 7±7, para los animales pastoreados en agosto, noviembre, febrero y junio en cada uno de los lugares respectivamente. Se encontró diferencia en los tres sitios en estudio (P