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The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1–4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

This data set is a selection for Spain of those available in the OECD repository (https://www.oecd.org/pisa/data/2018database/) with public and open access. Specifically, we have used a funtion of the data related to the student questionnaire and the PISA 2018 school questionnaire.

This research article analyzes the educommunicative dimension of the mobile apps developed by the main franchise companies in the fast food sector from the perspective of CSR. The study follows an exploratory and descriptive research design that combines quantitative and qualitative methods, namely a descriptive analysis of a sample of apps belonging to eight leading fast-food companies and focus groups, respectively. For the focus groups, 25 students agreed to participate (n = 25). They were selected based on structural criteria established to guarantee internal homogeneity and heterogeneity. The results reveal an underutilization of the educommunicative potential of mobile applications and confirm millennials’ interest in the acquisition and practice of healthy habits and the use of mobile applications for this purpose. The study concludes that fast food companies must encourage and educate their publics about good eating habits and physical activity. Organizations, especially those that operate in sectors of social interest, must undertake mCSR actions to prevent and counteract social ills and meet the expectations of stakeholders. Mobile applications are excellent tools to support this endeavor. To overcome the main limitation of the study, it is necessary to complement it with quantitative research.

This paper measures the implementation impact of a CAFEducation Quality Management System (Common Assessment Framework) during the secondary schools teaching-learning process in the Murcia’s Region (Spain). Through sampling in CAF certified centers and others not, a survey was applied to students to measure the perceived quality and satisfaction of the service. The results show that the positive perception of quality is greater in those certified centers, as well as the satisfaction of the service, thus demonstrating the benefits in the application of the CAF Quality Management System in the studied educational centers., El trabajo mide el impacto de la implantación del Sistema de Gestión de Calidad CAF-Education (Common Assesment Framework) en el proceso de enseñanza-aprendizaje en centros de educación secundaria de la Región de Murcia (España). Mediante muestreo en centros certificados CAF y otros no, se aplicó encuesta a alumnos para medir calidad y satisfacción percibidas del servicio. Los resultados arrojan que es mayor la percepción positiva de la calidad en aquellos centros certificados, lo mismo que la satisfacción del servicio, demostrando con ello los beneficios en la aplicación del Sistema de Gestión de Calidad CAF en los centros educativos estudiados.

Los formatos digitales combinados con estrategias docentes adecuadas estimulan la adquisición de las competencias asociadas al aprendizaje de lengua extranjera en el caso de niños inmigrantes en Educación Primaria. La indagación parte de un ensayo en el que los estudiantes de Grado de Educación Primaria experimentan los cuentos de realidad aumentada mediante el diseño de una estrategia docente que los integre con el fin de conocer sus posibilidades educativas y poder evaluarlos. Para ello se lleva a cabo un estudio cualitativo y cuantitativo con el objetivo de conocer la valoración individual de los estudiantes acerca de estas herramientas en sí y para el aprendizaje de la lengua materna o segunda a través de las correspondientes reflexiones en un portafolio y mediante una entrevista semiestructurada online (cuantitativa y cualitativa). El tratamiento de los datos se ha realizado mediante el programa cualitativo QDA Miner 4.1. Los resultados confirman las ventajas de estas herramientas digitales respecto de la adquisición de competencias de lectoescritura, así como de la motivación del alumnado. El conjunto de estudiantes demuestra una inclinación favorable significativa considerando estos formatos como herramientas para el aprendizaje de la lengua después de haberlas experimentado en el aula, así como un mayor interés en su propio proceso de enseñanza-aprendizaje., Digital formats combined with appropriate teaching strategies stimulate the acquisition of skills associated with second language learning for immigrant children in Primary Education. The inquiry starts from an essay in which Primary Education students experience augmented reality stories by designing a teaching strategy that integrates them in order to know their educational possibilities and be able to evaluate them. For this, a significant qualitative and quantitative study is carried out in order to know the individual assessment of the students about these tools themselves and for mother tongue or second language learning through the corresponding reflections in a portfolio and through an online semi structured interview (quantitative and qualitative). The data processing has been carried out using the qualitative program QDA Miner 4.1. The results confirm the advantages of these digital tales with regard to the acquisition of literacy skills, as well as the motivation of the students. The group of students shows a significant favourable inclination considering these formats as a tool for learning language after having experienced them in the classroom, as well as a greater interest in their own teaching-learning process.

Digital formats combined with appropriate teaching strategies stimulate the acquisition of skills associated with second language learning for immigrant children in Primary Education. The inquiry starts from an essay in which Primary Education students experience augmented reality stories by designing a teaching strategy that integrates them in order to know their educational possibilities and be able to evaluate them. For this, a significant qualitative and quantitative study is carried out in order to know the individual assessment of the students about these tools themselves and for mother tongue or second language learning through the corresponding reflections in a portfolio and through an online semi structured interview (quantitative and qualitative). The data processing has been carried out using the qualitative program QDA Miner 4.1. The results confirm the advantages of these digital tales with regard to the acquisition of literacy skills, as well as the motivation of the students. The group of students shows a significant favourable inclination considering these formats as a tool for learning language after having experienced them in the classroom, as well as a greater interest in their own teaching-learning process., Los formatos digitales combinados con estrategias docentes adecuadas estimulan la adquisición de las competencias asociadas al aprendizaje de lengua extranjera en el caso de niños inmigrantes en Educación Primaria. La indagación parte de un ensayo en el que los estudiantes de Grado de Educación Primaria experimentan los cuentos de realidad aumentada mediante el diseño de una estrategia docente que los integre con el fin de conocer sus posibilidades educativas y poder evaluarlos. Para ello se lleva a cabo un estudio cualitativo y cuantitativo con el objetivo de conocer la valoración individual de los estudiantes acerca de estas herramientas en sí y para el aprendizaje de la lengua materna o segunda a través de las correspondientes reflexiones en un portafolio y mediante una entrevista semiestructurada online (cuantitativa y cualitativa). El tratamiento de los datos se ha realizado mediante el programa cualitativo QDA Miner 4.1. Los resultados confirman las ventajas de estas herramientas digitales respecto de la adquisición de competencias de lectoescritura, así como de la motivación del alumnado. El conjunto de estudiantes demuestra una inclinación favorable significativa considerando estos formatos como herramientas para el aprendizaje de la lengua después de haberlas experimentado en el aula, así como un mayor interés en

In the last two decades, the great technological advances sweeping society have made inroads into the educational sphere. The use of information and communication technology and social networks has opened up new possibilities for student learning, which require appropriate treatment by family and teachers. This quantitative study takes a new approach to investigating the relationship between Spanish teenage students’ academic success and their use of technology and social networks. It analyses data published in the 2018 PISA report to assess whether the use of these resources is appropriate, and to determine their impact on students’ learning and performance in reading, mathematics and science. The study takes a new approach in terms of the variables selected and the analysis of the data through two statistical measures. The results suggest that excessive use of technology and social networks, both during the week and at weekends, impairs performance. This finding is more acute in the case of male students, as the data indicates that they start at an earlier age and are more likely to use social media for the detrimental activity of online gaming, Durante las dos últimas décadas, los grandes avances tecnológicos que están produciéndose a nivel general en la sociedad han cobrado protagonismo en el ámbito educativo. La utilización de la tecnología de la información y la comunicación y las redes sociales ha abierto nuevas posibilidades para el aprendizaje de los estudiantes que requieren un tratamiento apropiado por parte de las familias y los docentes. Este estudio cuantitativo adopta un nuevo enfoque para investigar la relación entre el éxito académico de los estudiantes adolescentes españoles y su uso de la tecnología y las redes sociales. Analiza datos publicados en el informe PISA de 2018 para valorar si el empleo de estos recursos es adecuado, y para determinar el impacto que tienen en el aprendizaje de los estudiantes y su rendimiento en lectura, matemáticas y ciencias. El estudio se sirve de un planteamiento original en lo referente a las variables seleccionadas y el análisis de los datos a través de dos medidas estadísticas. Los resultados apuntan a que un uso excesivo de la tecnología y las redes sociales, tanto entre semana como durante los fines de semana, afecta negativamente al rendimiento. Este hallazgo se manifiesta de manera más clara en los estudiantes varones, ya que los datos indican que empiezan a una edad más temprana y tienen más probabilidades de utilizar las redes sociales para la actividad perjudicial del juego online.