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Cyberbullying is a new and growing bullying practice that generates more harmful consequences than even traditional bullying. In this situation, the role of education plays a decisive role in the fight against this type of practice. In fact, in recent years there has been a significant increase in the number of educational interventions on cyberbullying. However, the scientific literature shows hardly any conclusive results on the effectiveness of these interventions. Therefore, the aim of this meta-analysis is to analyse the effects that prevention programmes on cyberbullying have on the levels of perpetration among school students. To this end, a search strategy was carried out according to the PICOS framework and PRISMA criteria in five different databases: Web of Science (WoS), SCOPUS, Educational Research Information Centre (ERIC), PubMed, ScienceDirect, SpringerLink and Google Scholar. After searching and applying inclusion/exclusion filters, 9 studies were included in the meta-analysis, covering a total of 17 different interventions conducted between 2015 and 2019. These studies described the application of different intervention programmes to students aged between 10 and 17 years. The findings of this meta-analysis showed that educational prevention programmes could decrease levels of bullying perpetration (SMD = 0.08; 95% CI [0.05, 0.11]; p < 0.00001). Implications for strengthening and expanding cyberbullying prevention programmes in the educational context are discussed. In addition, future research is invited to go beyond the educational setting and consider other variables and factors that extend outside the educational environment and that are equally relevant, as well as to focus new lines of research on the important role of the cyberassistant student as an essential part of this type of situation., El ciberacoso es una nueva y creciente práctica que genera consecuencias más dañinas que incluso el acoso tradicional. En esta situación, el papel de la educación juega un papel decisivo en la lucha contra este tipo de situaciones. De hecho, en los últimos años se ha producido un aumento significativo del número de intervenciones educativas sobre el ciberacoso. Sin embargo, la literatura científica apenas muestra resultados concluyentes sobre la eficacia de estas intervenciones. Por lo tanto, el objetivo de este meta-análisis es analizar los efectos que los programas de prevención del ciberacoso tienen sobre los niveles de perpetración entre los estudiantes escolares. Para ello, se realizó una estrategia de búsqueda según el marco PICOS y los criterios PRISMA en cinco bases de datos diferentes: Web of Science (WoS), SCOPUS, Educational Research Information Centre (ERIC), PubMed, ScienceDirect, SpringerLink y Google Scholar. Tras la búsqueda y la aplicación de los filtros de inclusión/exclusión, se incluyeron 9 estudios en el metaanálisis, que abarcaban un total de 17 intervenciones diferentes realizadas entre 2015 y 2019. Estos estudios describían la aplicación de diferentes programas de intervención a estudiantes de entre 10 y 17 años. Los hallazgos de este meta-análisis mostraron que los programas de prevención educativa podrían disminuir los niveles de perpetración de bullying (DME = 0,08; IC del 95% [0,05, 0,11]; p < 0,00001). Se discuten las implicaciones para reforzar y ampliar los programas de prevención del ciberacoso en el contexto educativo. Además, se invita a futuras investigaciones a ir más allá del ámbito educativo y considerar otras variables y factores que se extienden fuera del entorno educativo y que son igualmente relecantes, así como enfocar nuevas líneas de investigación al importante papel del alumnado ciberayudante como parte esencial en este tipo de situaciones.

Applied Theatre (AT) is a relatively recently-created interdisciplinary field that includes investigation of the social and educational uses of its practices. Since its emergence as a discipline in...

This article aims to serve as a didactic resource for future teachers in Primary Education. The topic arises from the integration of new technologies, and the different face-to-face and online modalities. Therefore, we propose a new approach to education, from the didactic proposal of Flipped Classroom, which will revolve around environmental education and social and civic technologies. "Flipped Classroom" tries to invert the role of the teacher and the students in class, so that the students study the theoretical concepts outside the classroom with the support of audiovisual resources provided by the teachers, and the teachers use the class time for their students to do homework based on what they have learned at home. With the implementation of this project, the aim is to integrate ICT in the learning process to make it active and meaningful. Keywords: flipped classroom, education, school organization, learning. Title: FLIPPED CLASSROOM AS AN INNOVATIVE METHODOLOGY IN SCHOOL ORGANIZATION: ORIENTATIONS IN PRIMARY EDUCATION Author: Beatriz Sabalete Moreno, Ada Navas Mejías, María Jesús Torres Blanco, Sergio Lorente Martínez, Cristina Cruz González International Journal of Computer Science and Information Technology Research ISSN 2348-1196 (print), ISSN 2348-120X (online) Vol. 10, Issue 3, July 2022 - September 2022 Page No: 20-25 Research Publish Journals Website: www.researchpublish.com Published Date: 25-July-2022 DOI: https://doi.org/10.5281/zenodo.6901387 Paper Download Link (Source) https://www.researchpublish.com/papers/flipped-classroom-as-an-innovative-methodology-in-school-organization-orientations-in-primary-education, International Journal of Computer Science and Information Technology Research, ISSN 2348-1196 (print), ISSN 2348-120X (online), Research Publish Journals, Website: www.researchpublish.com, {"references":["[1] \tBergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.","[2] \tAkçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.","[3] \tHerreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of college science teaching, 42(5), 62-66.","[4] \tMilman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85.","[5] \tAwidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.","[6] \tMok, H. N. (2014). Teaching tip: The flipped classroom. Journal of information systems education, 25(1), 7.","[7] \tGilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114."]}

This article consists of a didactic material of teaching innovation that aims to provide guidelines to future teachers on how to develop learning communities in their schools. Therefore, this study aims to respond to the new social and educational changes by means of a project supported by scientific bases and favorable results after its implementation in different scenarios. This is the Learning Communities, a set of actions that aim to alleviate situations of social exclusion and to promote integral, cooperative and true learning. Keywords: Learning Communities, Successful Educational Actions, Dialogic Learning, Information Society. Title: Learning communities. A commitment to another way of conceiving school organization Author: Javier de la Hoz Ruiz, Cristina Cruz González, Javier Mula Falcón, Carmen Lucena Rodriguez International Journal of Interdisciplinary Research and Innovations ISSN 2348-1218 (print), ISSN 2348-1226 (online) Vol. 10, Issue 3, July 2022 - September 2022 Page No: 33-39 Research Publish Journals Website: www.researchpublish.com Published Date: 16-July-2022 DOI: https://doi.org/10.5281/zenodo.6845055 Paper Download Link (Source) https://www.researchpublish.com/papers/learning-communities-a-commitment-to-another-way-of-conceiving-school-organization, International Journal of Interdisciplinary Research and Innovations, ISSN 2348-1218 (print), ISSN 2348-1226 (online), Research Publish Journals, Website: www.researchpublish.com, {"references":["[1]\tMora, J. (2004). La necesidad del cambio educativo para la sociedad del conocimiento. Revista Iberoamericana de educación, 12(1), 23-35","[2]\tRacionero, S., & Serradell, O. (2005). Antecedentes de las comunidades de aprendizaje. Educar, 35, 29-39.","[3]\tFlecha, R., & Puigvert, L. (2005). Formación del profesorado en las comunidades de aprendizaje. Revista Colombiana de Educación, (48), 1-24","[4]\tFolgueiras Bertomeu, P. (2011). Las comunidades de aprendizaje. La escuela de adultos de la Verneda. Una experiencia de comunidades de aprendizaje.","[5]\tFlecha, R. & Larena, C. (2008). Comunidades de aprendizaje: un espacio para la interacción entre la universidad y la escuela. Revista de teoría y didáctica de las ciencias sociales, (13), 9-28.","[6]\tCifuentes, P. Á., Yeste, C. G., & Casadó, R. G. (2021). Comunidades de aprendizaje. Padres y Maestros/Journal of Parents and Teachers, (386), 40-44.","[7]\tResolución de 13 de junio de 2012, del Instituto Andaluz de la Juventud, por la que se ratifica el nombramiento del Presidente del Consejo de la Juventud de Andalucía y de los miembros de su Comisión Permanente","[8]\tElboj, C., Valls, R., & Fort, M. (2000). Comunidades de aprendizaje. Una práctica educativa para la sociedad de la información. Cultura y educación, 12(1-2), 129-141.","[9]\tPadrós, M., Puigdellívol, I., & FLECHA, R. (2003). Comunidades de Aprendizaje: transformar la organización escolar al servicio de la comunidad. Organización y gestión educativa, 5(4).","[10]\tVahedi, M. y Nikdel, H. (2011). Emotional Intelligence, parental involvement and academic achievement. Procedia: Social and Behavioral Sciences, 30, 331-335","[11]\tColl, J. (1999). Comunidades de aprendizaje. Transformar la educación. Barcelona, Graó.","[12]\tFlecha, A., García, R. Gómez, A. & Latorre, A. (2009). Participación en escuelas de éxito: una investigación comunicativa del proyecto Included, Cultura y Educación: Culture and Education, 21(2), 183-196.","[13]\tAubert, A. Flecha, A. García, C. Flecha, R. Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la información. Barcelona: Hipatia Editorial.","[14]\tEcheita, G. (2006). El proceso de inclusión educativa en España.¡ Quien bien te quiere te hará llorar!. Participación Educativa: Revista del Consejo Escolar del Estado.","[15]\tElboj, C., Valls, R., & Fort, M. (2000). Comunidades de aprendizaje. Una práctica educativa para la sociedad de la información. Cultura y educación, 12(1-2), 129-141."]}

This article present a case study of a principal who successfully leads a disadvantaged school in Spain. Through his life story, we investigate the personal and professional factors that have shape...

This study describes the life story of two female principals who carry out their work in particularly challenging schools in the Spanish educational context. This work is part of two larger international (ISSPP) and national research projects that aim to study the professional identity of school leaders. In this case, our objective was to analyse the construction of a leadership identity when faced with the challenges of working in a difficult school context, and to identify the main strategies adopted to achieve educational improvement in such adverse situations. The findings reveal that leading with others – and not over others – was key to achieving change. Our participating principals developed a style of leadership that is distributed and oriented towards values of social justice in an attempt to eradicate inequality and discrimination in their schools. Being a woman was also a determining factor in this professional performance. Learning from ‘the flight of the geese’ was the essence of these professional stories, facing challenges with professional values of empathy, active listening, companionship, and commitment. Finally, we discuss the implications of this work for future research and professional practice.

This article aims to offer didactic guidelines based on the use of Digital Storytelling in the classroom to deal with emotional and creative content. This study is based on the fact that current teaching must progressively adapt to the digital era, in order to offer students a quality education and meaningful learning. In addition, the development of all dimensions of the student is essential to achieve the correct training of the student. This proposal is focused on emotional and creative development, as a fundamental part of personal development and the acquisition of key competencies. Thus, we intend to show an effective technique to work in the classroom, through electronic devices, and in a transversal way with different areas of knowledge, the previously mentioned elements. Finally, it is important to note that this work is the result of a final degree project, and the main theorical findings are extracted from this piece (González García, 2022, p.1-46). Keywords: Digital Storytelling, emotional development, creativity, teaching innovation. Title: Emotional and creative development through Digital StoryTelling in Primary Education Author: Rubén González García, Cristina Cruz-González International Journal of Interdisciplinary Research and Innovations ISSN 2348-1218 (print), ISSN 2348-1226 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 77-84 Research Publish Journals Website: www.researchpublish.com Published Date: 18-June-2022 DOI: https://doi.org/10.5281/zenodo.6659628 Paper Download Link (Source) https://www.researchpublish.com/papers/emotional-and-creative-development-through-digital-storytelling-in-primary-education, International Journal of Interdisciplinary Research and Innovations, ISSN 2348-1218 (print), ISSN 2348-1226 (online), Research Publish Journals, Website: www.researchpublish.com, {"references":["[1]\tGonzález-García, R. (2022). Proyecto de intervención para el desarrollo emocional y creativo a través de Digital StoryTelling en Educación Primaria. Final Degree Project. University of Jaén.","[2]\tAraya, Y. (2005). Una revisión crítica del concepto de creatividad. Revista Electrónica \"Actualidades Investigativas en Educación\", 5(1), 1-31.","[3]\tAudiolibros infantiles educativos - Cuento narrado para niños - Audiocuento sobre el topo Tito. (2020, 7 mayo). [Vídeo]. YouTube. https://www.youtube.com/watch?v=V_-ztSESZA4","[4]\tBucay, J. (2019). Cuentos para Demián: Los cuentos que contaba mi analista (Biblioteca Jorge Bucay) (1.a ed.). Editorial Oceano.","[5]\tBuitrón, S., & Navarrete Talavera, P. (2008). EL DOCENTE EN EL DESARROLLO DE LA INTELIGENCIA EMOCIONAL: REFLEXIONES Y ESTRATEGIAS. Revista Digital de Investigación en Docencia Universitaria, 2, 8. https://doi.org/10.19083/ridu.4.8","[6]\tCruz, P. (2014). Creatividad e Inteligencia Emocional. (Como desarrollar la competencia emocional, en Educación Infantil, a través de la expresión lingüística y corporal). Historia y Comunicación Social, 19(0). https://doi.org/ 10.5209/rev_hics.2014.v19.44944","[7]\tdel Moral Pérez, M. E., Villalustre Martínez, L., & Neira Piñeiro, M. D. R. (2017). PERCEPCIÓN DOCENTE DEL DESARROLLO EMOCIONAL Y CREATIVO DE LOS ESCOLARES DERIVADO DEL DISEÑO COLABORATIVO DE DIGITAL STORYTELLING. Educación XX1, 21(1). https://doi.org/10.5944/educxx1. 20202","[8]\tElisondo, R. C. (2015). La creatividad como perspectiva educativa. Cinco ideas para pensar los contextos creativos de enseñanza y aprendizaje. Actualidades Investigativas en Educación, 15(3). https://doi.org/10.15517/aie.v15i3. 20904","[9]\tFilella Guiu, G., Ribes Castells, R., Agulló Morera, M. J., & Soldevila Benet, A. (2002). Formación del profesorado: asesoramiento sobre educación emocional en centros escolares de infantil y primaria. Educar, 30, 159. https://doi.org/10.5565/rev/educar.318","[10]\tGiménez, R. A. (2022). Así Es La Vida. Editorial Dialogo.","[11]\tGonzález, B. B. (2009). La observación participante en primaria: ¿Un juego de niños? Dificultades y oportunidades de acceso a los mundos infantiles. AIBR: Revista de Antropología Iberoamericana, 4(2), 229-244.","[12]\tEL lobo y los tres cerditos - historias español - Cuentos infantiles. (2017, 7 diciembre). [Vídeo]. YouTube. https://www.youtube.com/watch?v=wIyzL6sepFk","[13]\tLey Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE nº340, de 30 de diciembre de 2020. https://www.boe.es/eli/es/lo/2020/12/29/3","[14]\tMerchán-Cruz, E. A., Lugo-González, E., & Hernández-Gómez, L. H. (2011). Aprendizaje significativo apoyado en la creatividad e innovación. Metodología de la Ciencia, 3(1), 47-61.","[15]\tMuñoz Vita, A. (2020, 7 octubre). La creatividad será la habilidad más buscada en el poscovid [Gráfico]. CincoDías. https://cincodias.elpais.com/cincodias/2020/10/06/fortunas/1602006370_586706.html"]}

Bullying is a form of peer violence in which one or more students constantly and repeatedly harass and assault one or more classmates, who are unable to defend themselves effectively and are generally in a disadvantaged or inferior position. Bullying stems from strong frustration coupled with poor restraint and repression of aggressive responses learned during the early socialization process. However, frustration may not lead to violence, but rather to problem avoidance, indifference and depression.The purpose of this study is to examine educational intervention programs to prevent bullying situations. This aspect is a fundamental element in managing and designing programs or educational actions within the framework of a school tutorial action plan. To this end, this work will be considered from a approach of paradigmatic and methodological complementarily, although prioritizing actions of psychology individual level to continue working with socio-cultural approaches at the group level. Keywords: school bullying, socio-educational intervention, educational support, educational actions. Title: Bullying: educational keys to diagnostic and intervention procedures Author: Cristina Cruz-González, Javier Mula Falcón, Carmen Lucena Rodríguez International Journal of Interdisciplinary Research and Innovations ISSN 2348-1218 (print), ISSN 2348-1226 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 51-60 Research Publish Journals Website: www.researchpublish.com Published Date: 08-June-2022 DOI: https://doi.org/10.5281/zenodo.6623558 Paper Download Link (Source) https://www.researchpublish.com/papers/bullying-educational-keys-to-diagnostic-and-intervention-procedures, International Journal of Interdisciplinary Research and Innovations, ISSN 2348-1218 (print), ISSN 2348-1226 (online), Research Publish Journals, Website: www.researchpublish.com, {"references":["[1]\tBausela, Esperanza. \"Estrategias Para Prevenir El Bullying En Las Aulas.\" Psychosocial Intervention, 17 (3): 369-370.","[2]\tCapella, Mónica. 2009. \"Identificación, reacción y prevención del acoso escolar.\" Hekademus: Revista Científica De La Fundación Iberoamericana Para La Excelencia Educativa, 4: 38-47.","[3]\tCarozo, Julio Cásar. \"Los espectadores y el código del silencio.\" Revista Espiga, 14 (29): 1-8.","[4]\tCasanova, María Antonia.1991. La Sociometría En El Aula. Madrid: La Muralla.","[5]\tCastillo-Pulido, Luis Evelio. 2011. \"El acoso escolar. De las causas, origen y manifestaciones a la pregunta por el sentido que le otorgan los actores\" Magis. Revista Internacional De Investigación En Educación, 4 (8): 415-428.","[6]\tCava, Jesús María. 2011. \"Familia, profesorado e iguales: claves para el apoyo a las víctimas de acoso escolar.\" Psychosocial Intervention, 20 (2): 183-192.","[7]\tCerezo, Fuensanta. 2009. \"Bullying: análisis de la situación en las aulas españolas.\" International Journal Of Psychology And Psychological Therapy, 9 (3): 383-394.","[8]\tGaraigordobil, Maite y Oñederra José A. 2010. \"Inteligencia emocional en las víctimas de acoso escolar y en los agresores.\" European Journal Of Education And Psychology, 3 (2): 243-256.0","[9]\tGaraigordobil, Maite. 2015. \"Ciberbullying en adolescentes y jóvenes del país vasco: cambios con la edad.\" Anales De Psicología/Annals Of Psychology 31 (3): 1069-1076.","[10]\tGarcía Montañez, Maritza Verónica y Ascensio Martínez, Christian Amaury. 2015. \"Bullying y violencia escolar: diferencias, similitudes, actores, consecuencias y origen\". Revista Intercontinental De Psicología y Educación, 17(2): 9-38","[11]\tGismero, Elena. EHS, Escala De Habilidades Sociales. Madrid: Tea..","[12]\tGuzmán, Bertha. 2015 \"Intervención cognitivo-conductual con el niño agresor en un caso de acoso escolar.\" Revista De Psicología Clínica Con Niños Y Adolescentes, 2(1): 25-31.","[13]\tI Caralt, Jordi y Escudé, Carme Miquel. 2006. \"El acoso escolar: Un enfoque psicopatológico.\" Anuario De Psicología Clínica Y De La Salud. Annuary Of Clinical An Health Psychology, 2: 9-14.","[14]\tInspección Educativa, Subdirección General. 2007. \"Orientaciones Para La Prevención, Detección Y Corrección De Las Situaciones De Acoso Escolar En Los Centros Docentes No Universitarios De La Comunidad De Madrid.\"","[15]\tJalón, María José y Díaz-Aguado. \"Sexismo, violencia de género y acoso escolar. Propuestas para una prevención integral de la violencia.\" Revista De Estudios De Juventud, 73: 38-57."]}

This paper aims to provide a series of didactic guidelines for the early childhood education stage on how to work on the historical heritage of the city of Granada. For this, a key element will be the color. Throughout this article we intend to provide ideas and educational elements to future early childhood educators so that they can orient their activities to work on the local historical heritage through meaningful and competent learning. In this way, through games and active initiatives, we hope that our students will be able to learn while enjoying themselves. At the same time, we try to make this action conform to practical and active teachers, committed to a free education. The methodology used in this study was based on the pedagogical principles of the Escuela Nueva. We hope that future teachers will be able to contemplate alternative possibilities. At the same time, we propose that future lines of research be pursued along this line of development. Keywords: education, historical heritage, didactics, early childhood education. Title: What color is Alhambra? Didactic orientations to work in Early Childhood Education Autor: Carmen Lucena Rodríguez, Cristina Cruz-González International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 473-479 Research Publish Journals Website: www.researchpublish.com Published Date: 06-June-2022 DOI: https://doi.org/10.5281/zenodo.6616352 Paper Download Link (Source) https://www.researchpublish.com/papers/what-color-is-alhambra-didactic-orientations-to-work-in-early-childhood-education, International Journal of Social Science and Humanities Research, ISSN 2348-3156 (Print), ISSN 2348-3164 (online), Research Publish Journals (Publisher), Website: www.researchpublish.com, {"references":["[1]\tAranda, A. (2010). Didáctica del conocimiento del medio social y cultural en Educación infantil. Madrid: Síntesis.","[2]\tDecreto 428/2008, de 29 de julio, por el que se establece la ordenación y las enseñanzas correspondientes a la Educación Infantil en Andalucía. BoletínOficial de la Junta de Andalucía, de 19 de agosto de 2008, núm. 164. Disponible en:","[3]\tOrden de 5 de agosto de 2008, por la que se desarrolla el Currículo correspondiente a la Educación Infantil en Andalucía. Boletín Oficial de la Junta de Andalucía, de 26 de agosto de 2008, núm.169. Disponible en: https://www. juntadeandalucia.es/boja/2008/169/3","[4]\tReal Decreto 1630/2006, de 29 de diciembre, por el que establece las enseñanzas mínimas del segundo ciclo de la Educación Infantil. Boletín Oficial del Estado, de 4 de enero de 2007, núm. 4, 474-482. Disponible en https://www. boe.es/eli/es/rd/2006/12/29/1","[5]\tVilaboa, D. R. (2005). Educación plástica y artística en educación infantil: una metodología para el desarrollo de la creatividad. Ideaspropias Editorial SL.","[6]\tZabalza, M. Á. (2017). Didáctica de la educación infantil (Vol. 6). Narcea Ediciones.","[7]\tHusband, T. (2012). \"I don't see color\": Challenging assumptions about discussing race with young children. Early Childhood Education Journal, 39(6), 365-371."]}

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

Covid-19 generated an important impact on the mental health of university students. In this context, a double need arises: to analyse the effects of this impact and to work on emotional education with this educational sector. This study is part of a broader educational innovation project focused on working on the emotional education of university students. In this case, our purpose was to analyse the experiences of university students (N=6) during the pandemic through Digital Storytellings. The results showed revealing aspects regarding the influence that the pandemic had on students: the shortcomings of virtuality in teaching, the development of coping strategies, the lessons learned from the pandemic, etc. Finally, it was set out a number of implications for higher education, like the promotion of emotional education plans, the optimisation of online educational resources, and increased teacher training in digital issues and emotional support. La Covid-19 generó un importante impacto en la salud mental de los estudiantes universitarios. En este contexto, surge una doble necesidad: analizar los efectos de este impacto y trabajar la educación emocional con este sector educativo. Este estudio forma parte de un proyecto más amplio de innovación educativa centrado en trabajar la educación emocional de los estudiantes universitarios. En este caso, el principal objetivo del presente estudio fue analizar las experiencias de los estudiantes universitarios (N=6) durante la pandemia a través de Digital Storytellings. Los resultados muestran aspectos reveladores sobre la influencia que tuvo la pandemia en los estudiantes: las carencias de la virtualidad en la enseñanza, el desarrollo de estrategias de afrontamiento, las lecciones aprendidas de la pandemia, etc. Por último, se exponen una serie de implicaciones para la educación superior, como la promoción de planes de educación emocional, la optimización de los recursos educativos en línea y el aumento de la formación del profesorado en temas digitales y de apoyo emocional.

The COVID-19 pandemic has prompted profound changes in Higher Education. Thus, policymakers in different national contexts worldwide needed to design alternative responses to deal with new educational scenarios. In Spain, rethinking educational management in Higher Education remains an issue of current debate. Methodological readjustments towards virtual teaching, the digital divide due to socio-economic and cultural issues of the students, unequal access to education, or a decrease in internationalization have been some of the most significant adversities faced during this time. Amid this crisis, the measures taken by political leaders and university managers played an essential role. This study aims to provide an overview of the policy measures developed during this period, describing some of the most important decisions taken by different universities in Spain. To this end, an exploration based on secondary data from extensive literature reviews is carried out to construct a descriptive analysis of the measures implemented in Spanish universities. The findings highlight the coordinated action of the Spanish university system and the staunch defense of face-to-face teaching. This health crisis has also highlighted the deficits of this level of education and shed light on its future. Spain faces major challenges in the field of higher education. Consequently, the Spanish university system must begin building the foundations for educational innovation and training education professionals without fear of online scenarios. Finally, this article also proposes suggestions to guide policymakers in dealing with future adverse situations.

Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a ver...

Research Agency, Spanish Ministry of Science and Innovation, through the project "Identity of school leadership: leadership, training and professionalisation" (EDU2013-48432-P). Also, by the University Teaching Staff Programme, implemented by the Ministry of Universities of Spanish Government under grants [grant number FPU16/04621, grant number FPU19/00942 and grant number FPU17/01873], En las últimas décadas, la enseñanza superior ha sido testigo del desarrollo de una serie de políticas destinadas a mejorar su calidad. Para ello, se han promovido medidas de rendición de cuentas, que están teniendo un gran impacto en los académicos. Además, la precariedad laboral de este sector profesional está contribuyendo a acentuar sus consecuencias. En este contexto, los investigadores noveles se han con vertido en un grupo altamente vulnerable. Esta revisión sis temática de la literatura pretende recoger las aportaciones más relevantes sobre el impacto que esta situación tiene en la identidad profesional de los jóvenes académicos. Los resultados muestran cómo las medidas político-económicas que rodean actualmente a la educación superior están contribuyendo al desarrollo de un nuevo sujeto académico neoliberal caracterizado por una identidad profesional sometida inconscientemente a las exigencias del sistema., In recent decades, higher education has witnessed the development of a series of policies aimed at improving its quality. To this end, accountability measures have been promoted, which are having a major impact on academics. In addition, the precariousness of work in this professional sector is contributing to emphasise its consequences. In this context, early career researchers have become a highly vulnerable group, as the pretence of wanting to be part of the academic world is becoming an increasingly challenging purpose. This systematic review of the literature aims to collect and systematise the most relevant contributions on the impact that this situation has on the professional identity of young academics. To this end, a bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, Google Scholar), which yielded a total of 24 articles published in international journals. The results show how the political-economic measures that currently surround higher education are contributing to the development of a new neoliberal academic subject characterised by a professional identity unconsciously subjected to the system's requirements. This identity is characterised by a prioritisation of research over teaching, by the development of unethical research practices and by their impact on health and social and family relations. Finally, the need for more studies in this line with other approaches (longitudinal) and with more general and varied samples is emphasised., Spanish Government EDU2013-48432-P, Ministry of Universities of Spanish Government FPU16/04621- FPU19/00942- FPU17/01873

Este estudio se encuadra dentro del proyecto I+D+i: La influencia del neoliberalismo en las identidades académicas y en el nivel de satisfacción profesional (NEOACADEMIC), financiado por la AEI del Ministerio de Ciencia e Innovación en la convocatoria de 2019 (PID2019-105631GA-I00 / AEI / 10.13039/501100011033). También se realiza dentro del programa de Becas de Formación de Profesorado Universitario del Ministerio de Universidades (FPU19/00942)., En las últimas décadas, la Educación Superior se ha visto sometida a una paulatina, pero progresiva transformación a nivel mundial. La globalización ha impulsado mecanismos de convergencia entre estados para alcanzar estándares comunes en la Educación Superior; entre ellos, aquellos que buscan garantizar la calidad de la docencia universitaria. El objetivo de la presente investigación es analizar los estudios más recientes realizados sobre el impacto que los nuevos sistemas de evaluación docente generan en el profesorado universitario. Para tal fin, se ha desarrollado una revisión sistemática de la literatura en la que se han empleado tres bases de datos diferentes (Wos, Scopus y ERIC). Tras la búsqueda y aplicación de los criterios de inclusión/ exclusión se seleccionaron un total de 15 documentos que fueron sometidos tanto a un análisis temático como de sus características. Entre los resultados más destacados, se observa el desarrollo de identidades académicas fragmentadas que impactan en las labores y en el bienestar del profesorado. También, la presencia de opiniones contradictorias sobre la evaluación docente. Asimismo, se mencionan posibles alternativas sobre los sistemas de evaluación docente. Para concluir, se subrayan una serie de futuras líneas de investigación como la consideración de muestras más variadas que permitan comparaciones más detalladas entre diversas variables, el desarrollo de estudios de corte longitudinal, y el fomento de alternativas que busquen la mejora de los actuales sistemas de evaluación., In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation., AEI del Ministerio de Ciencia e Innovación en la convocatoria de 2019 (PID2019-105631GA-I00 / AEI / 10.13039/501100011033), Ministerio de Universidades (FPU19/00942)

The global pandemic of the COVID-19 has caused numerous challenges and obstacles in the museum sector. Due to social and mobility restrictions, museums have had to adapt their services to virtual scenarios in record time. In this article we explore the different initiatives developed in various geographical locations around the world and investigate the various barriers and limitations that museums have experienced in dealing with this pandemic. In addition, we explore the different lines of current research that address this issue and analyze the educational and professional implications that can be drawn from this health and social crisis. Some of our main findings reveal the importance of digital education and training of the museum's professional staff. They also highlight the big role played by social networks as a resource to bring the museum closer to the audience in times of coronavirus. Finally, we argue for a greater political effort to guarantee the digitization of museums that do not have sufficient resources in times when access to culture is mainly online.

This case study investigated the strategies used by a school principal who successfully leads an educational centre in a vulnerable context. This article aims to explore how a school in a vulnerable context can be strengthened by the actions implemented by the principal and his leadership based on social and pedagogical commitment. Initially, the key aspects identified by the school community in the principal’s identity were analysed, and subsequently compared with their own perception to understand their professional development and leadership practices. The findings identify three main strategies that have been implemented to improve the school climate: (a) building relationships and involving the community in educational change; (b) enhancing cooperative work and the joint vision of the school–professional learning communities; and (c) give children a voice, respect children and fight for equal opportunities. Comprehensive keys to professional practice are drawn from these findings.

Art history has approached female monastic culture in New Spain through the lens of crowned-nun portraiture, a late colonial genre that reaffirmed a nun’s position as Bride of Christ. This has led ...

Digital Storytelling is one of the most recurrent art media used today to give a voice to invisible, silenced or marginalised groups. In this way, this methodology is framed within the cultural and educational sphere, and through a narrative approach it is capable of integrating multi-format resources that project information and stories of great richness from a hypermedia language. In fact, digital storytelling is occupying a priority role in identity studies in education. In this paper, we present a systematic review of the literature on digital storytelling in education. The methodological process was based on the PRISMA protocol. The results offer a qualitative and bibliographical synthesis of educational studies focused on digital storytelling. Firstly, there is a growing interest in the development of lines of research that focus on digital storytelling as a privileged vehicle for exploring digital stories. This is based on the premise of giving voice to the voiceless, a priority aspect in cultural, educational and social research. For this reason, throughout the systematic review we explored different research that decided to study these discourses from a democratic and participatory approach. Finally, we encourage future research to explore this new resource further.

‭This article interrogates the devotional histories and archival evidence related to Our Lady of Angels in Tecaxic and Tlatelolco. Both Marian paintings survived lengthy periods of neglect and dilapidated shrines. Throughout the late colonial period, the Franciscan Order and church elites exploited the notions of “incorruptibility” and “ruined spaces” in their desire to regulate piety and rogue religiosity. (In)corruptibility delineated the divine and sanctioned official intervention. Yet official support never proved enough—both histories draw our attention to the politics of patronage and the complex task of renovation and instauration; they ultimately demonstrate the instability of sanctuary structures and the precarious nature of icon devotion.‬

SUMMARYThe aim of the study was to estimate the prevalence and risk factors associated with infection by high-risk human papillomavirus (HR-HPV) in cervix and squamous intra-epithelial lesions (SIL) in imprisoned women. This was done by a cross-sectional study of imprisoned women attending the gynaecological clinic in Foncalent prison in Alicante, Spain. The study period was from May 2003 to December 2005. HR-HPV infection was determined through Digene HPV Test, Hybrid Capture II (HC-II). HPV typing was determined by multiplex nested PCR assay combining degenerate E6/E7 consensus primers. Multiple logistic regression modelling was used for the analysis of associations between variables where some were considered possible confounders after checking for interactions. A total of 219 women were studied. HR-HPV prevalence was 27·4% and prevalence of SIL was 13·3%. HIV prevalence was 18%, higher in Spaniards than in migrant women (24·6%vs. 14·3%,PPfor trend=0·001) and tobacco use (OR 2·62, 95% CI 1·01–6·73). HPV infection (OR 4·8, 95% CI 1·7–13·8) and HIV infection were associated with SIL (OR 4·8, 95% CI 1·6–14·1). The commonest HPV types were HPV16 (29·4%), HPV18 (17·6%), HPV39 (17·6%) and HPV68 (17·6%). The prevalence of both HR-HPV infection and SIL in imprisoned women found in this study is high. Determinants for each of the outcomes studied were different. HPV infection is the most important determinant for SIL. A strong effect of HIV co-infection on the prevalence of SIL has been detected. Our findings reinforce the need to support gynaecological clinics in the prison setting.

To estimate the prevalence and risk factors of high risk human papillomavirus (HPV) infection in migrant female sex workers (FSW) according to age and geographical origin.Cross sectional study of migrant FSW attending a sexually transmitted infection (STI) clinic in Madrid during 2002. Information on sociodemographic characteristics, reproductive and sexual health, smoking, time in commercial sex work, history of STIs, HIV, hepatitis B, hepatitis C, syphilis, and genitourinary infections was collected. High risk HPV Infection was determined through the Digene HPV Test, Hybrid Capture II. Data were analysed through multiple logistic regression.734 women were studied. Overall HPV prevalence was 39%; 61% in eastern Europeans, 42% in Ecuadorians, 39% in Colombians, 29% in sub-Saharan Africans, and 24% in Caribbeans (p = 0.057). HPV prevalence showed a decreasing trend by age; 49% under 20 years, 35% in 21-25 years,14% over 36 years% (p0.005). In multivariate analyses, area of origin (p = 0.07), hormonal contraception in women not using condoms (OR 19.45 95% CI: 2.45 to 154.27), smoking, age, and an interaction between these last two variables (p = 0.039) had statistically significant associations with HPV prevalence. STI prevalence was 11% and was not related to age or geographical origin.High risk HPV prevalence in migrant FSW is elevated and related to age, area of origin, and use of oral contraceptives in women not using condoms. These data support the role of acquired immunity in the epidemiology of HPV infection and identifies migrant FSW as a priority group for sexual health promotion.