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Developing creativity in socio-educational organizations facilitates progress towards sustainability, benefiting its professionals and users. The objective of this work is to analyze the creative climate in organizations that intervene with vulnerable groups to promote sustainability through Quality Education (SDG 4), Gender Equality (SDG 5), and Reduced Inequalities (SDG 10). A descriptive–correlational study was conducted with 203 professionals from associations, foundations, and social services councils. The CPPC-17 scale was applied, and the data were analyzed using descriptive statistics, nonparametric tests, and cluster analysis. The results showed that the professionals presented high levels of creative potential. The opportunity to participate in work groups and the freedom to perform tasks favored creativity in the organizations. The main obstacles to creativity were the lack of incentive to take risks and of rewards for creative ideas. The profile of professionals with high levels of creative climate was mainly composed of association workers and those trained in Education, Psychology, and Speech Therapy. Significant differences were obtained in variables related to the organization (e.g., typology) and in personal variables, such as the academic background of the trainers. These findings should be considered to improve the creative climate in these organizations with a view to providing quality, egalitarian, and equitable education. [ABSTRACT FROM AUTHOR]

Laterality is a relevant construct because of its impact on motor development, learning processes and sport performance. A few studies have identified relationships between specific laterality profiles and more versatile motor actions. Such relationships have not been explored in the school setting or with people in the early stages of sports development. This study aimed to describe the percentage distribution of lateral preference types (eye, direction, turn, hand, foot, crossed) in a sample of school children (sportspeople vs. non-sportspeople) and to explore its possible relationships with motor creativity (fluency and originality). 500 children (220 females and 280 males) participated in the study (9.05 ± 1.86 years old). Dominant eye and rotational direction were identified by standardised tests. Lateral hand and foot preference were assessed by observation during participation in sports games. Two Game Test Situations (GTS) were used to assess motor creativity parameters (fluency and originality). The percentage of left-sidedness and crossed laterality was significantly higher in the group of children who performed sports. T-tests revealed superior creative performance (fluency and originality) in children with left-side rotational direction preference or with crossed laterality. Cohen's d-values show relationships when creativity is evaluated through game situations with direct player interaction. The results suggest relations between lateral preference and greater movement fluency and originality, which would be interesting in detecting talents and designing programmes. [ABSTRACT FROM AUTHOR]

Virtual reality scenarios represent valuable digital tools that could help university students cope with stress in assessment situations. A gender gap limits women's access and motivation, as these scenarios do not consider their preferences, since their performance is high in some tasks. This study aims to provide empirically grounded guidelines for designing virtual reality educational scenarios to cope with stress in assessment situations based on university students’ preferences according to gender. An online questionnaire was applied to 182 university students to obtain information about stress and other emotional states perceived in assessment modalities and the relaxing potential attributed to situations, stimuli, activities, environments, and students’ preferred images for relaxing. Women generally reported higher stress levels and stronger negative emotions before being assessed at university. Men reported higher levels of resignation afterwards. For women, the most relaxing scenario was “being outdoors,” whereas, for men, it was “being in small groups”. Stimuli, mainly from cool temperatures, were significantly less relaxing for women, and passive activities were perceived to be more relaxing for women. Both genders preferred realistic environments, and women chose brighter images. Given this scenario, it is necessary to design differentiated illustrative and sound virtual reality scenarios considering gender preferences. [ABSTRACT FROM AUTHOR]