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Ecological theory posits that temporal stability patterns in plant populations are associated with differences in species ecological strategies. However, empirical evidence is lacking about which traits, or trade-offs, underlie species stability, especially across different biomes. We compiled a worldwide collection of long-term permanent vegetation records (greater than 7000 plots from 78 datasets) from a large range of habitats which we combined with existing trait databases. We tested whether the observed inter-annual variability in species abundance (coefficient of variation) was related to multiple individual traits. We found that populations with greater leaf dry matter content and seed mass were more stable over time. Despite the variability explained by these traits being low, their effect was consistent across different datasets. Other traits played a significant, albeit weaker, role in species stability, and the inclusion of multi-variate axes or phylogeny did not substantially modify nor improve predictions. These results provide empirical evidence and highlight the relevance of specific ecological trade-offs, i.e. in different resource-use and dispersal strategies, for plant populations stability across multiple biomes. Further research is, however, necessary to integrate and evaluate the role of other specific traits, often not available in databases, and intraspecific trait variability in modulating species stability.

Higher education is one of the educational stages most affected by digital technologies, whose constant development has produced a favourable atmosphere for new approaches regarding the teaching-learning processes. The aim of the study was to identify the most relevant findings that specialists have analysed in terms of the digital competences of university teachers, through the analysis of the scientific production of the specialised literature in the last decade (2009-2019). A search was carried out on the Web of Science (WoS) and Scopus databases following the guidelines of the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After applying the inclusion and exclusion criteria, the sample was made up of 20 articles. The main findings show the low level of digital competence among teachers and the need for training in both technological and pedagogical areas.

Information and communication technology (ICT) are creating new horizons in the educational responses to students who have a disability in higher education. This study aims to provide the academic community with an overview of the research pertaining to ICT as a support for students with low vision or blindness. Data were obtained through a systematic literature review, covering the period from 2010 to 2021, in four relevant scientific and academic databases. The sample consists of 17 studies. A descriptive and quantitative methodology was used. The most significant bibliometric data are presented, and through bibliometric maps, a method based on co-word analysis, clustering techniques and visualization techniques were applied to determine the fields of study and research. The results indicate that research on ICT and visual impairment in higher education remains scarce and focuses on the educational needs of students with visual impairment in accessing and transitioning to higher education.

The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010-2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identified. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found.

From the earliest ages, the commitment to an inclusive education needs the impulse of an educational system that opens its schools to all students. This reality would not be possible today without taking into account the educational support provided by Information and Communication Technologies (ICT) to the inclusive process, since they constitute the scaffolding that will allow participation and the realization of tasks adjusted to the possibilities and interests of the people. In the process of integration of ICT in the classroom, teachers are a key element since, as has been shown in numerous studies, one of the critical factors for the success of educational systems is the existence of trained, motivated teachers. The purpose is to know the main barriers or obstacles for the development of teacher training plans in ICT for people with disabilities, as well as the priority aspects for training. In the empirical part of the study, 241 interviews with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technological advisors of teacher training centers) were analyzed. Among the conclusions, we can highlight that the main barriers that hinder the implementation of ICT training activities and disability in most of the autonomous communities are determined in the first place by economic factors, lack of time, and teachers' attitude. The conclusions of the study make it necessary to adopt important measures in the initial training of teachers in order to be trained in the incorporation and appropriate use of ICT in teaching people with different types of disabilities, especially taking into account that the reality that we face every time has more innovative and enriching technological tools that offer us a wide range of applications and adequate tools for this purpose.

The stability of ecological communities is critical for the stable provisioning of ecosystem services, such as food and forage production, carbon sequestration, and soil fertility. Greater biodiversity is expected to enhance stability across years by decreasing synchrony among species, but the drivers of stability in nature remain poorly resolved. Our analysis of time series from 79 datasets across the world showed that stability was associated more strongly with the degree of synchrony among dominant species than with species richness. The relatively weak influence of species richness is consistent with theory predicting that the effect of richness on stability weakens when synchrony is higher than expected under random fluctuations, which was the case in most communities. Land management, nutrient addition, and climate change treatments had relatively weak and varying effects on stability, modifying how species richness, synchrony, and stability interact. Our results demonstrate the prevalence of biotic drivers on ecosystem stability, with the potential for environmental drivers to alter the intricate relationship among richness, synchrony, and stability.

Over the last years, Information and Communication Technologies have played a substantial role in improving both the quality of life for people. However, their potential in education is still developing. In this regard, this paper provides a systematic review of the literature on digital competencies and teacher professional development from 2008 to 2018. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, in Scopus and Wos databases, the sample was constituted in 21 studies. The selected studies emphasise the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training.

Teacher collaboration through networking needs to be promoted due to its positive effects on the world of teaching. Teaching collaboration in virtual environments affects the professional learning of teachers in their initial and in-service training, being potentially beneficial for instructional processes. The purpose of this paper is to know ways to promote teacher collaboration through the establishment of professional networks within and between schools, involving both teachers and students themselves at all educational stages. The method used in this paper is the Systematic Review, according to the PRISMA guidelines. The research was made in Scopus and WOS databases. The systematic review gave as a result of 16 articles on how teachers professionalize their positions through the establishment of intra- and inter-institutional collaboration networks. It has been observed that Web 2.0 and ICT offer new paths to achieve effective teacher collaboration relationships. It also sets out the main challenges to be faced by teachers and institutions themselves to effectively strengthen networks for school improvement. As a conclusion, the establishment of a collaborative networking culture requires the setting-up of virtual environments.

Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key informants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers' knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers' inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this field.