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This paper aims to analyse the individual perceptions of belonging to social networks among migrants living in northern Spain, exploring various dimensions such as perceived inclusion and life satisfaction. A quantitative analysis was employed with data collected through a survey of 373 migrants from different ethnic backgrounds. The findings indicate that (1) women have higher levels of perceived satisfaction with their life and social networks; (2) young migrants have higher levels of friendship networks; (3) the highest levels of perceived inclusion were found among Central Europeans, followed by individuals from Latin America, Asia, Africa and, finally, Eastern Europe; and (4) each social network under analysis was positively correlated with perceived inclusion and satisfaction with life. In summary, the results emphasise that a greater presence of networks is associated with higher levels of perceived inclusion and life satisfaction.

368 p., Hezkuntza formalaren inguruneak testuinguru ezin hobea eskaintzen du, belaunaldi desberdinen ikuspegia lantzeko. Izan ere, eskolan gertatzen diren belaunaldien arteko (BA) esperientziek bizitza osorako hezkuntza-ideologia sortzen laguntzen dute, ikasketa bidirekzionala sustatu eta adinduen eta ume eta gazteen parte hartze aktiboa elikatuta. Horrenbestez, ondoko ikerketa lanak, bost helburu ditu: (1) Euskal Autonomia Erkidegoan hezkuntza formalean burutu diren edo martxan dauden belaunaldi arteko esperientziak identifikatu; (2) Belaunaldi arteko esperientzien protagonisten bizipenak aztertu; (3) Ikasleengan (10-21 urte bitartean) belaunaldi arteko esperientzietan parte hartzeak dituen eraginak arakatu; (4) Adinduentzako belaunaldi arteko esperientzietan parte hartzeak dituen eraginak aztertu; (5) Profesionalentzako belaunaldi arteko esperientzietan parte hartzeak dituen eraginak aztertu, horiek komunitatean duten eragina ere jasoz. Zehazki, ikerketa bi fase nagusitan banandu da. Lehenengo fasean, belaunaldi arteko esperientzien presentzia eta izaera arakatu da Euskal Autonomia Erkidegoko hezkuntza formalaren esparruan. Bigarren fasean belaunaldi arteko esperientzietan arakatu da. Lortutako emaitzek agerian uzten dute BA esperientzien presentzia eskasa dela EAEn hezkuntza formalaren testuinguruan. Nahiz eta ikerketa honen bitartez baieztatu den BA esperientzietan parte hartzeak adinduengan eta ikasleengan eragin positiboak dituztela. Horrenbestez, profesionalen aburuz, BA esperientziak baliagarriak dira belaunaldien artean elkarri laguntzeko harremanak sortzeko eta belaunaldien arteko elkartasuna sustatzeko kohesio soziala ahalbidetzen dituzten bideak erakintzen laguntzen baitute. Orobat, doktorego tesi honek EAE mailan hezkuntza esparruan ematen diren BA esperientzien gaineko prisma poliedrikodun begirada eraikitzen du eta BA esperientziek duten esku-hartze sozialarekiko aukeren gaineko ezjakintasunari aurre egiten dio.

214 p., La Unión Europea sostiene que para poder responder a los desafíos de la sociedad actual es imprescindible contar con sistemas e instituciones de educación superior que sean eficaces en el ámbito de la educación, la investigación y la innovación, y que estén conectados a sus sociedades. Por lo tanto es importante, ahora más que nunca, que la universidad forme personas emprendedoras, que sepan gestionar información compleja, que piensen de forma autónoma y creativa, que utilicen los recursos de manera inteligente, que se comuniquen de manera eficaz y que sean resilientes. En definitiva, profesionales que sean capaces de desarrollar las tecnologías y las soluciones de vanguardia para responder a las necesidades de la sociedad actual y futura, y de liderar las necesarias transformaciones sociales y educativas., Europar Batasunak dio, egungo gizartearen erronkei erantzun ahal izateko, ezinbestekoa dela hezkuntzaren, ikerketaren eta berrikuntzaren arloan eraginkorrak izango diren goi-mailako hezkuntza-sistemak eta -erakundeak izatea, gizartearekin lotuta egongo direnak. Beraz, orain inoiz baino garrantzitsuagoa da unibertsitateak pertsona ekintzaileak bultzatzea, informazio konplexua kudeatzen dakitenak, modu autonomoan eta sortzailean pentsatzen dutenak, baliabideak modu adimentsuan erabiltzen dituztenak, eraginkortasunez komunikatzen direnak eta erresilienteak direnak. Azken batean, egungo eta etorkizuneko gizartearen beharrei erantzuteko teknologiak eta abangoardiako irtenbideak garatzeko gai diren profesionalak, horrela beharrezkoak diren gizarte- eta hezkuntza-eraldaketak zuzentzeko.

Immigration has increased as a transnational phenomenon in Europe in recent years. A total of 2.4 million people migrated to one of the EU-28 Member States during 2018 as discussed by Eurostat (2020). This new reality presents us with new challenges, barriers, and paradigms of intervention. In this context, leisure has become one of the most important tools for the inclusion of this population and the development and strengthening of civic values that are essential in these times of constant mobility and social and cultural hybridization as discussed by Ashcroft, Griffiths & Tiffin (2006). The aim of this study was to analyze the role of leisure in processes related to inclusion, improvement of life satisfaction, and those related to covering the needs of migrants. For this purpose, a questionnaire was used which was administered to 373 people from different countries of origin in the Basque Country (Northern Spain). The variables under study were participation in leisure activities, needs covered, life satisfaction, and perception of inclusion. The results indicate that the participation of these people in leisure activities and free time, their inclusion in the territory, and their perceived life satisfaction are all low, while their needs (physical, psychological, educational, social, relaxation, physiological, and artistic) are not satisfactorily covered. Furthermore, the extent to which their needs are covered, strength of the social network, inclusion, and life satisfaction all show a correlation with free time and engagement in leisure activities.

This study aims to analyse 1002 children's and adolescent's reasons for going to school alone or accompanied and to explore how parents influence their choice. The findings revealed that children who could go to school alone feel that their parents trust them more. Moreover, children who live close to school are more likely to commute autonomously and those who do so feel their environment is safer. Finally, there are significant gender differences in autonomous travel to school, largely due to parental influence. In conclusion, there is a real need to work with children and families to develop targeted interventions to support the normalisation of children's autonomous walking and to address the fears of parents.

En una sociedad sumida en un incesante cambio el entorno escolar se convierte en un contexto inmejorable para combatir la brecha generacional y fomentar las experiencias intergeneracio-nales (EI). Por este motivo, el objetivo del presente artículo es analizar las EI contextualizadas dentro de la educación formal con el el fin de clarificar parámetros de actuación y caracter-ísticas comunes. Para ello se ha realizado una revisión sistemática desde el año 2010 al 2018 en las bases de datos de Web of Science, Scopus, Education Database (Proquest) y ERIC. La búsqueda concluyó con un total de 515 registros cribados de los cuales 58 cumplían los criterios de inclusión. Asimismo, como fuentes informales se analizaron seis páginas web especializadas. Se ha podido observar mayor interés respecto a la problemática del envejecimiento poblacional y el fomento de las EI en el entorno escolar. El análisis aporta evidencias del impacto que este tipo de experiencias tiene para las personas participantes (alumnado, personas mayores), el entorno escolar y la comunidad en general. Por lo tanto, las EI se presentan como alternativas sostenibles que ayudan a generar sociedades más cohesionadas e inclusivas.

[EN] Background. Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. Methods. This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M= 42.02; S.D. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. Results. The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. Conclusions. This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology.

The Covid-19 pandemic has changed the world we knew in recent months. In the interest of maintaining social distance, lockdown periods have been established and schools in many countries have closed their doors. In this context, the objective of this research was to analyze the well-being of adolescents in Spain after lock-down and during the de-escalation process in a holistic way; taking into account their indicators on physical, emotional, social, and academic levels. The "Well-being of Children in Lockdown" (WCL) scale was used to measure the well-being of adolescents using these same parameters. The results point out that the general well-being of adolescents in the pandemic situation was situated at an intermediate level. Taking into account the different aspects measured within the general well-being, the domains that obtained the lowest scores were the domains of addictions and playful and creative activities. Intermediate scores were also obtained in the physical activity, emotional and academic domains, with the routine and academic domains having the highest scores. Boys and younger adolescents are those who show higher scores in the general well-being. Moreover, correlations appear between academic task stress and emotions, playful and creative activities, addictions, physical activity, routine, academic and overall well-being.

The Covid-19 pandemic is having an unprecedented impact on societies. In the interest of maintaining social distancing, schools in many countries have closed their doors and children have been confined to their homes. Thus, the objective of the present study was to holistically analyze the well-being of children during a period of full lockdown in Spain, by considering physical, emotional, social, and academic indicators. The scale "Wellbeing of Children in Lockdown" (WCL) was used to measure the well-being of 1225 children from 2 to 12 years old from Northern Spain. The survey was completed by the parents and was designed to analyze children's wellbeing in terms of physical, emotional, social and academic aspects. The results suggest that the general wellbeing of children during lockdown was at an intermediate level. Analysis of the various measures of wellbeing revealed that the lowest levels were obtained for physical activity, along with creative and playful activities. Girls, younger children, and those who have access to an outdoor space showed the greatest levels of well-being. Finally, we discuss the implications of these findings for the well-being of children and, in particular, how this can be improved amid the current Covid-19 crisis.

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.40). Main Outcome Measures: For this purpose, the Spanish version of the WHOQOL-BREF was used. Results: The highest values of perceived quality of life were found in the dimension of psychological health, followed by the dimension of physical health, the social relations dimension, and finally, the environmental dimensions. The results also revealed significant differences depending on gender, age, having a chronic illness, or living with someone who has a chronic illness, employment security, and educational sector. Conclusion: The study shows that it is important to attend to teachers’ health and quality of life, especially older teachers, those with a chronic illness, caregivers, those with job insecurity, and those who teach in preschool education.

Spain has become one of the European epicenters of coronavirus (COVID-19), a virus that particularly affects the elderly, since this group accounts for the majority of hospitalized cases and has the highest mortality rates. Therefore, the aim of this research is to understand how elderly people represent and emotionally cope with COVID-19 during the days when the pandemic emerged in Spain. Using a qualitative methodology, a free association exercise elicited by the word "COVID-19" was completed by 115 participants (age range: 60-85 years) from the North of Spain. Lexical analysis was used to analyze the content. The results revealed that the government and the mass media are criticized for failing to communicate a clear message, and for giving out information that is both insufficient and contradictory. However, participants are clear that it is essential to follow the guidelines of the scientists and doctors, which are represented as credible sources. However, when the state of alarm and the lockdown of all citizens was declared, most of the participants represented the risk as being associated with the elderly and the pandemic became something that might also affect their families. Due to these circumstances, negative emotions appear such as fear, nervousness, uncertainty, restlessness, and insecurity. Feelings of solitude and loneliness also emerged, and these are represented as being linked to death. These results indicate the need for governments to manage the current situation with the elderly by placing greater emphasis on social and inclusive policies to help alleviate the possible effects of the pandemic and the lockdown

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students

368 p., Hezkuntza formalaren inguruneak testuinguru ezin hobea eskaintzen du, belaunaldi desberdinen ikuspegia lantzeko. Izan ere, eskolan gertatzen diren belaunaldien arteko (BA) esperientziek bizitza osorako hezkuntza-ideologia sortzen laguntzen dute, ikasketa bidirekzionala sustatu eta adinduen eta ume eta gazteen parte hartze aktiboa elikatuta. Horrenbestez, ondoko ikerketa lanak, bost helburu ditu: (1) Euskal Autonomia Erkidegoan hezkuntza formalean burutu diren edo martxan dauden belaunaldi arteko esperientziak identifikatu; (2) Belaunaldi arteko esperientzien protagonisten bizipenak aztertu; (3) Ikasleengan (10-21 urte bitartean) belaunaldi arteko esperientzietan parte hartzeak dituen eraginak arakatu; (4) Adinduentzako belaunaldi arteko esperientzietan parte hartzeak dituen eraginak aztertu; (5) Profesionalentzako belaunaldi arteko esperientzietan parte hartzeak dituen eraginak aztertu, horiek komunitatean duten eragina ere jasoz. Zehazki, ikerketa bi fase nagusitan banandu da. Lehenengo fasean, belaunaldi arteko esperientzien presentzia eta izaera arakatu da Euskal Autonomia Erkidegoko hezkuntza formalaren esparruan. Bigarren fasean belaunaldi arteko esperientzietan arakatu da. Lortutako emaitzek agerian uzten dute BA esperientzien presentzia eskasa dela EAEn hezkuntza formalaren testuinguruan. Nahiz eta ikerketa honen bitartez baieztatu den BA esperientzietan parte hartzeak adinduengan eta ikasleengan eragin positiboak dituztela. Horrenbestez, profesionalen aburuz, BA esperientziak baliagarriak dira belaunaldien artean elkarri laguntzeko harremanak sortzeko eta belaunaldien arteko elkartasuna sustatzeko kohesio soziala ahalbidetzen dituzten bideak erakintzen laguntzen baitute. Orobat, doktorego tesi honek EAE mailan hezkuntza esparruan ematen diren BA esperientzien gaineko prisma poliedrikodun begirada eraikitzen du eta BA esperientziek duten esku-hartze sozialarekiko aukeren gaineko ezjakintasunari aurre egiten dio.

In 2020, COVID-19, a new emerging infectious disease (EID), was spread throughout the world, including Europe. Spain, in particular, witnessed a significant outbreak of the pandemic. In consequence, all classes were cancelled and the Government declared a state of emergency, ordering the lockdown of the entire population from March to May. The aim of this research is to explore the impact of the COVID-19 outbreak on the representations of young university students from the University of the Basque Country and their emotional response when the crisis started. A free-association exercise was completed by 503 students from the University of the Basque Country (UPV/EHU) (Northern Spain). To analyze the content, the Reinert method was used with the Iramuteq software for lexical analysis. The results showed that students placed COVID-19 at a distance from the self, pointing out issues related to social response and disinformation, while showing concerns for self-related issues that are linked to negative emotions, academic consequences, and potentially close victims. The students’ concerns were categorized at four main levels: the communicativeinformative level, health-emotional level, community-social level, and academic level. All of this has created overwhelming feelings of nervousness, along with anger and emotional fatigue. These results indicate the necessity for universities to work from a holistic standpoint, not only in terms of responding to academic needs but also from psychological, communicative, social, health, and well-being perspectives.

The objective of this study was to create and validate an instrument to measure the well-being of children in lockdown. As a response to the COVID-19 pandemic, and in the interest of maintaining social distancing, millions of people have been confined to their homes, including children, who have been withdrawn from school and barely able to leave their homes. Thus, it would be useful to evaluate, from a holistic perspective, the well-being of children under these challenging circumstances. The participants were 1,046 children, 48.7% of which were boys and 50.7% girls, recruited in the Basque Country (Northern Spain). The scale was answered by their parents. The survey, entitled "Well-being of Children in Lockdown" (WCL), is composed of six subscales: Emotions, Playful and creative activities, Education, Addictions, Routine, and Physical Activity. Exploratory factor analyses indicate that all the reliability indices were acceptable. The survey demonstrated adequate reliability (alpha = 0.804). We were thus able to confirm the validity of this simple instrument for evaluating the well-being of children aged between 4 and 12 years in lockdown situations. The WCL can be regarded as a useful tool to evaluate the well-being of children in lockdown situations.

COVID-19, a new emerging infectious disease (EID), has spread throughout the world, including Europe. Spain, in particular, has witnessed a significant outbreak of the pandemic. All classes have been canceled, and the government has declared a state of emergency, ordering the lockdown and confinement of the entire population. All children in the country have been confined to their homes since March 13 and are not allowed to leave at any time. This population is thus facing the harshest restrictions. Given the vulnerable situation of children, the aim of this research is to understand how they represent and emotionally cope with the COVID-19 crisis. A free association exercise elicited by the word "coronavirus" was completed by 228 children (age range: 3-12 years) from the North of Spain. To analyze the content, we employed the Reinert method with Iramuteq software for lexical analysis. The results revealed that children represent the COVID-19 as an enemy that is being fought by the doctors. Children are afraid and worried about catching the virus, but mainly because they think they can infect their grandparents, and this makes them feel guilty. Moreover, the lockdown situation has produced conflicting emotions in the children. On the one hand, they are scared, nervous, lonely, sad, bored, and angry, but they also feel safe, calm, and happy with their families. These results indicate the need for governments to also consider children in their management of the current situation by placing greater emphasis on social and inclusive policies to help alleviate the possible effects that they may suffer as a consequence of the pandemic and the lockdown. In short, there is a need to address the psychological, educational, social, health, and well-being needs of children.

In the current context, higher education faces the challenge of preparing future professionals to respond to society’s increasingly complex problems. However, the search for solutions means adopting new ways of working that promote multidimensionality through collaboration and an interdisciplinary outlook. In this change of paradigm, universities should work on the development of sustainability education, promoting critical reflection and the necessary skills to generate a change in thinking and real practice for sustainability, through incorporation of methodologies that foster collaborative teaching and working. The main aim of the present study was to design, implement, and assess an experience based on the case study methodology, approached from an interdisciplinary perspective. By designing repeated pretest–posttest measures, we analyzed changes in learning skills linked to interdisciplinarity, such as collaborative work, participation, motivation, and interdisciplinary thinking. The sample comprised 539 university undergraduates from Social Education, Primary Education, and Psychology degree courses. The results confirmed that the methodology used improved interdisciplinary outlook, participation, cooperation, and motivation. The implications of this type of innovative experience for the teaching–learning process of university students are discussed.

The challenges that currently arise from social and educational inclusion lead us to reflect about the research that we are involved in order to contribute to the transformation of more fair and equitable society. In this article, the meaning of research about basic and ethical questions is debated, that all those who would like to investigate should be questioned. Recognizing that while education is political, so is research, our commitment is to continue moving towards inclusive research in line with the postulates of inclusive education. It is concluded by highlighting the need to work on the principle of collaboration, the role of participants in the different phases of research and the inclusion of the most vulnerable, among others, being aware of the advantages and opportunities offered by this approach within a social responsible research and for the benefit of a more just and equal society., Los retos que actualmente se plantean desde la inclusión social y educativa nos llevan a reflexionar sobre la investigación que estamos llevando a cabo para contribuir a la transformación de sociedades más justas y equitativas. En este texto artículo se debate sobre cuestiones básicas como éticas de la investigación, que toda aquella persona que quisiera investigar debiera cuestionarse. Reconociendo que a la vez que la educación es política, la investigación también lo es, nuestra apuesta es continuar avanzando hacia una investigación inclusiva acorde con los postulados de la educación inclusiva. Se concluye destacando lo necesario que resulta trabajar en el principio de colaboración, el protagonismo de los y las participantes de las diferentes fases de la investigación y la inclusión de los más vulnerables, entre otros, siendo conscientes de las ventajas y oportunidades que brinda este enfoque dentro de la responsabilidad social investigadora y en beneficio de una sociedad más justa e igualitaria.