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Purpose Located in Western Catalonia (Spain), the article’s aim is to analyse the acculturation preferences of majority group high-school students towards their peers of Moroccan and Romanian descent. Furthermore, it aims to delve deeper into the influence on the perception of conflict with these groups mediated by cultural enrichment. Design/methodology/approach The data are the result of conducting a questionnaire among 349 autochthonous students enrolled in Compulsory Secondary Education in Catalonia. The data have been analyzed using cluster analysis, ANOVA and mediation analysis. Findings The findings show that a small number of high-school students construct integration acculturation preferences towards Moroccans and Romanians, while the majority of the preferences are of assimilation or segregation. In addition, the perceived conflict is higher for Moroccans than Romanians, and the cultural enrichment is higher for Romanians than for Moroccans. Finally, there is a low mediating effect of cultural enrichment on the relationship between acculturation preferences and degree of conflict. Originality/value The relevance and originality of this article stems from the application of acculturation theory on the construction of acculturation preferences in the educational domain. Additionally, it is a context characterized by an exceptional cultural and linguistic diversity. Furthermore, acculturation preferences, perceived degree of conflict and perceived cultural enrichment are analyzed comparatively regarding descendants of Moroccans and Romanians. This approach has scarcely been used at an international level, and practically never at the Spanish and Catalan level.

[EN] Inclusion in higher education continues to be a challenge, largely because of the barriers to learning that students face. One of the most effective ways to reduce and/or eliminate these barriers is the implementation of the Universal Design for Learning (UDL). This innovation proposes the implementation of methodologies based on the UDL in a total of 7 subjects of 4 different degrees of a Catalan university. A mixed method was used to evaluate the innovation. At a quantitative level, an online questionnaire was applied to 239 students to know the perceived frequency of universal measures applied in the classroom. At the qualitative level, two focus groups were conducted with a total of 6 students to learn about their experiences and attitudes towards the innovation, as well as strengths and aspects to improve. At the quantitative level, the results indicate that students perceived a high frequency of implementation of UDL-based methodologies. The qualitative results show the importance of providing multiple means of participation, creating a climate of trust and security and the need to systematize and implement these measures in a generalized manner in the university., [ES] La inclusión en la educación superior continúa siendo un reto, en gran medida por las barreras de aprendizaje a las que los y las estudiantes deben hacer frente. Una de las formas más efectivas para reducir y/o eliminar estas barreras es la implementación del Diseño Universal de Aprendizaje (DUA). Esta innovación propone la implementación de metodologías basadas en el DUA en un total de 7 asignaturas de 4 grados diferentes de una universidad catalana. Se utilizó un método mixto para evaluar la innovación. A nivel cuantitativo, se aplicó un cuestionario online a 239 estudiantes para conocer la frecuencia percibida de medidas universales aplicadas en el aula. Mientras que, a nivel cualitativo, se realizaron dos grupos focales con un total de 6 estudiantes para conocer sus experiencias y actitudes hacia la innovación, así como aspectos a mejorar y fortalezas. A nivel cuantitativo, los resultados apuntan a que los estudiantes percibieron una alta frecuencia de implementación de metodologías basadas en el DUA. Los resultados a nivel cualitativo, muestran la importancia de proveer múltiples medios de participación, crear un clima de confianza y seguridad y la necesidad de sistematizar e implementar estas medidas de manera generalizada en la universidad.

[EN] The current health situation has led to a profound change towards the format in the framework of higher education. This change has implied an adaptation, often dysfunctional, of the evaluation processes. Recent research has shown how continuous formative assessment processes can be an effective alternative to adapting traditional assessment systems. This innovation proposes the application in virtual format of the peer feedback process as a formative evaluation measure in undergraduate students of the higher education system. The proposal is supported by a mixed study carried out in the Catalan higher educational context in which, using the virtual tool Sakai, the type of feedback issued and received by 442 participants was analyzed, 153 of whom participated in the longitudinal study and 9 in semi-structured interviews that delve into the benefits of the proposal. The results show how the peer feedback process increased the levels of self-regulation of learning and substantially improved the learning experience within the framework of virtual education. These results allow proposing the peer feedback process as a serious alternative to the traditional evaluation process in the field of online higher education., [ES] La situación sanitaria actual ha propiciado un profundo cambio hacia el formato en el marco de la educación superior. Este cambio ha implicado una adaptación, a menudo disfuncional, de los procesos de evaluación. Recientes investigaciones han mostrado como los procesos de evaluación formativa continuada pueden ser una alternativa eficaz a la adaptación de los sistemas de evaluación tradicional. En esta innovación se propone la aplicación en formato virtual del proceso de feedback entre iguales como medida de evaluación formativa en estudiantado de grado del sistema de enseñanza superior. La propuesta se apoya en un estudio mixto realizado en el contexto educativo superior catalán en el que, mediante la herramienta virtual Sakai, se analizó el tipo de feedback emitido y recibido por 442 participantes, 153 de los cuales participaron en el estudio longitudinal y 9 en entrevistas semiestructuradas en las que se profundiza sobre los beneficios de la propuesta. Los resultados muestran como el proceso de feedback entre iguales incrementó los niveles de autorregulación del aprendizaje y mejoró sustancialmente la experiencia de aprendizaje en el marco de la educación virtual. Estos resultados permiten proponer el proceso de feedback entre iguales como una alternativa seria al proceso de evaluación tradicional en el ámbito de la educación superior online.

This study aims to compare the perspective of professionals in Norway and Colombia regarding transition to adulthood in young people with Intellectual Disability (ID). A comparative study was carried out to explore how social, political and economic aspects affect the process of transition to adulthood of young people with ID in a developed country (Norway) and in a developing country (Colombia). Data was collected by semi-structured interviews. Transition from school to work was identified as a key aspect in transition to adulthood. Therefore, professionals were selected from education institutions (two participants from each country) and labor insertion institutions (two participants from each country), a total of eight participants. Data was analyzed in NVivo 11 using a thematic analysis approach. As humans are multidimensional beings, this study proposes an innovative analysis approach which combines tools from psychology and social work to be able to analyze this issue in a micro and macro level. The study found that professional's perspective regarding transition to adulthood was similar and converged with main theoretical concepts, in both countries. Further, it was found that practices of strengths perspectives, empowerment and promoting the right of participation in youth, create a positive impact on overall outcome. However, the study found major heterogeneity in the service provision in both countries, probably caused by the fact that Norway has a social democratic welfare state and Colombia has an emerging welfare regime. Nonetheless, it was identified that a major challenge for both countries is the lack of information and awareness about ID. This study is relevant as it is focused on a population who is vulnerable in two conditions: a condition of intellectual disability and the transition to adulthood, which is characterized as a complex, unstable and uncertain period of life. Moreover, it aims to identify supports and challenges youth may face during this transition. This study also shows the importance of interdisciplinary approaches as well as it is a reminder to increase inclusive practices in micro and macro settings.

The paper outlines a framework for inclusion of entrepreneurial education in the school curriculum ol Nepal as an effective solution to scale down youth unemployment. The lnternational Labour Office (lLO), estimated that every year approximately 300,000 to 400,000 youth enter the Nepali job market but only 5% land a job resulting in employment, which has motivated the migration of young Nepalese., Bu çalışma, genç işsizliğini azaltmak için etkili bir çözüm olarak girişimcilik eğitiminin Nepal'in okul müfredatına dahil edilmesine yönelik bir çerçeveyi özetlemektedir. Uluslararası Çalışma Örgütü (lL0), her yıl yaklaşık 300.000 ila 400.000 gencin Nepal iş pazarına girdiğini ancak yalnızca % 5'inin işe girerek istihdam yarattığını tahmin etmektedir.