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This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students' views of such strategies in different types of school (personalised learning--PL--and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning. The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire. In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The initial three dimensions are depicted in chronological order, while the fourth dimension is pervasive throughout all preceding stages. Furthermore, we depicted how technology is present throughout the co-creation process, delineating its role in each dimension distinctly. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts, enabling student involvement in their own learning journey through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom's taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

This work focuses on understanding how researchers in Spain perceive the importance of social media in scientific communication and dissemination and deepening their understanding of the influential underlying factors. From the initial identification of 5,314 researchers affiliated with higher education institutions in Spain, who published in journals indexed in Scopus and Web of Sciences from 2016 to 2020, 487 were surveyed, and 20 were interviewed. The results show how despite the potential of non-academic social media for the social dissemination of scientific knowledge, use remains low among the researchers surveyed in this study. Also, data allow us to recognize how the time of use of social media and the perception of the training needed influence the perception of the usefulness of social media by Spanish researchers on education. Use that does not seem to be oriented toward dialogue and citizen participation. Higher education institutions should improve the communication and scientific dissemination led by researchers through training and the design of dissemination policies that guarantee an active and general use of them (not only academics but also generalists like Facebook or YouTube) to transfer scientific knowledge to society better.

This paper is focused on the development of a didactic proposal for English students in the Basque Country. Specifically for students in the 1st year of "Bachillerato" with Spanish and Basque as their L1 and English as their L2 which aims to improve their communication skills, especially oral abilities and pronunciation, through the use of didactic dubbing. This proposal is framed within a project-based learning (PBL), in which the final project is the creation of a vertical video dubbed in English. For this purpose, six sessions have been designed with different group activities that will culminate with the presentation of the video. This didactic unit revolves around social networks and seeks to meet the requirements of current regulations in terms of objectives, contents, competences and evaluation criteria. In addition, transversal elements such as the appropriate use of social networks, fears or interpersonal relationships are worked on. The use of videos in vertical format meets the increasing demand for creating content in this format that adapts to the new mobile devices.

Despite the increasing number of non-traditional doctoral researchers, this population's experiences remain largely understudied and their voices unheard. Through in-depth interviews with 24 part-time online doctoral candidates, we explored the perceived facilitators and barriers to academic integration and sense of belonging, as well as how online delivery influences the doctoral journey. Reflexive thematic analysis revealed a strong drive for participation, sometimes matched by the supervisor but rarely supported by the institution, which in the end does not sufficiently promote community building. Online delivery was viewed as both a blessing for the accessibility it enabled and a curse due to pervasive feelings of isolation and virtually non-existent peer networks. Online doctoral researchers coped by breaking free from the fully online model whenever possible to seek in-person and synchronous interactions and guidance. We conclude that online doctoral candidates constitute an ultraperipheral population in the academic landscape. Support provided by online PhD programmes should be modelled after the actual needs of their non-traditional students.

The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the "Positive and Negative Affect Scale for Children"; distress was measured using the "Physiological Hyperarousal for Children"; pain was measured using the "Visual Analogue Scale" for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.

This study investigates the correlation between job satisfaction and musculoskeletal disorders (MSDs) among academic staff in Benue State, Nigeria. Academics are often exposed to musculoskeletal conditions, such as back pain, neck pain, and carpal tunnel syndrome, due to cognitive demands, sedentary work, and high workloads. While previous research has explored the influence of psychosocial factors on MSDs, limited attention has been given to the relationship between job satisfaction and MSDs within Nigerian universities. A cross-sectional survey was conducted among 355 academic staff from four universities in Benue State: Benue State University, Joseph Sarwuan Tarka University, University of Mkar, and the Federal University of Health Sciences, Otukpo. Data were gathered using a self-administered questionnaire, including the Musculoskeletal Health Questionnaire (MSK-HQ) and a custom job satisfaction Likert scale. Descriptive statistics and Spearman rank correlation were used for analysis, with significance set at p < 0.05. The study found a significant inverse relationship between job satisfaction and MSD prevalence, indicating that higher job satisfaction correlates with lower musculoskeletal pain. The results align with models such as the Job Demand-Control (JDC) and Effort-Reward Imbalance (ERI), which emphasize the importance of job control and perceived rewards in reducing workplace stress and musculoskeletal strain. These findings underscore the importance of addressing psychosocial factors like workload and support systems to enhance job satisfaction and mitigate MSDs among academic staff in Nigeria. The study provides insights into improving occupational health in Nigerian academic institutions, potentially enhancing staff well-being and productivity.

This case study summarised the findings from the first academic presentation of the module 'Cómo entrenar tu dragon (How to train your dragon)', which is part of the development and training programme offered by the Universidad de Las Palmas de Gran Canaria to new and experienced teaching staff. The module aims to equip participants with a theoretical understanding and practical skills to use Generative AI (GenAI) multimodal languages to enhance learning and to develop a critical awareness of the umbrella term 'AI literacy'. The module covers topics such as GenAI and data protection, copyright issues, regulatory frameworks, getting familiar with GenAI large language models (LLM) and the impact of GenAI on assessment. The case study provides information on the type of learning activities undertaken by participants and the final summative assessment. Participants found the module insightful, giving it a total score of 4.813 out of 5 on a Likert scale. Participant feedback suggests that institutional guidance and policies are needed to introduce GenAI tools at the Universidad de Las Pal mas de Gran Canaria so they can use GenAI tools confidently with their students.

Digital competence, the ability to use and understand technology effectively, is fundamental in today's society. For this reason, several programs have been launched in recent years to develop and improve it. DigiCraft, an educational program of the Vodafone-Spain Foundation that aims to give Spanish children access to quality training in digital literacy, is one of the most important initiatives to develop this skill among students aged 6-12 in Spain. In addition to developing digital competence, it contributes to meeting the challenges of educational sustainability, which is particularly in line with Goal 4 of the Sustainable Development Goals (SDGs): "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". The purpose of this study is to explore and understand the results of the DigiCraft educational program, taking into account the perspective of the different agents who participated in it, after three years of development. In this research, a qualitative methodology was chosen, using a semi-structured interview with open-ended questions as a tool to collect the evaluation of students and teachers involved in the program. Sixteen centres from different contexts and Autonomous Communities were selected. The results obtained show the success of this program in developing digital competence in children aged 6-12.

Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation.

Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > 0.80, a significance of p< 0.05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.

This study examined the most common social skills among elementary school students in an intercultural environment with contextual diversity, taking age, gender and place of birth into consideration. A total of 803 students (aged 6 to 12) were assessed using the previously validated "social skills questionnaire for intercultural students in primary education". Data were analyzed by descriptive and comparative statistics using the most recent version of SPSS software taking into account sociodemographic variables about social skills. The results indicate that gender exhibits different levels of social skills. Specifically, boys present higher scores than girls to reject and end interactions as well as in the ability to make suggestions to others. Students' social skill development is influenced by their nationality since social interaction within a community and the development of specific social skills are determined by the traditions and customs of every country. It is necessary to consider the diverse profiles of students as priority targets for educational interventions aimed at fostering these types of skills which will contribute to social integration in diverse contexts. The practical implications of this study suggest that educational programs should be adapted to address gender and nationality differences in the development of social skills. Better social and cultural integration in diverse school environments help students interact effectively and develop essential social competencies in a globalized world.

The extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow, 2011). Yet, little is known about the extent to which captions benefit comprehension as L2 proficiency increases. This study seeks to investigate the effect of captions at different proficiency levels, and to identify the level at which captions cease to enhance comprehension. A total of 250 Catalan/Spanish university students, who had L2 English proficiency ranging from A1 to C2, viewed nine episodes of an English TV series with and without captions. Results showed that captioned viewing had a significant advantage over uncaptioned viewing in comprehension tests with multiple-choice and true-false items, and that learners with higher L2 proficiency and larger vocabulary performed better. While having access to captions increased the odds of a correct response independently of learners' L2 proficiency and vocabulary knowledge, the additive benefits of captions were no longer significant at the C2 level, suggesting a threshold beyond which uncaptioned viewing does not negatively impact comprehension. Pedagogical implications are discussed.

Multiculturalism is increasingly present in schools, especially in Melilla (Spain), where cultural diversity is one of its defining features due to its geographical location on the border between Africa and Europe. In the light of the importance of educational leaders in dealing with this diversity, this research proposes two main objectives. First, to analyze initial and ongoing training in terms of interculturality, skills, and knowledge that an educational leader must have in their position, and second, to determine the impact of COVID-19 on school management in education centers. We used a qualitative methodology with semi-structured face-to-face interviews to collect data, and content analysis as a data analysis method. The participants (school leaders) represent the six districts that comprise the city of Melilla, nine infant and primary education and six secondary education school leaders. The results reveal that the training received by educational leaders is rather limited and not very useful in practice. Moreover, the COVID-19 pandemic has increased the inequality gap between families from the schools, given that the situation exacerbated their economic status.

The present study investigates the potential of ChatGPT as an L2 teaching support and aims to explore the extent to which this Generative AI-powered tool is helpful for English as a Foreign Language (EFL) teachers. Therefore, this exploratory single instrumental case study followed an EFL teacher using ChatGPT for seven months, from January to June 2023, as an aid for her English classes in a private language school in Spain. Data was collected from her ChatGPT history in relation to her prompting tasks, from outputs received from her lesson plans when she implemented ChatGPT in class, and from a semi-structured post-interview. The analysis followed a qualitative approach using thematic analysis of the data to identify the type of support received by ChatGPT and to determine the level of reliability and helpfulness of the outputs. The results indicate that ChatGPT offers significant support to EFL teachers in planning and designing lessons, and implementing ChatGPT in lessons and assessing learner's writing. Our data highlights the potential of ChatGPT as a support for EFL teachers as long as they possess specific AI competencies, such as prompt crafting to obtain useful and meaningful outputs, and critical thinking, together with EFL teaching knowledge, to recognize inaccuracies and identify relevant outcomes.

We present a case study of proving by three 12-13-year-old students with different levels of mathematical giftedness. After analysing students' proofs, we conclude that: there was a relation on the consistency and the students' levels of mathematically giftedness, being the least consistent the student not mathematically gifted and the most consistent the student with the highest level of mathematical giftedness; the variability was greater in the arithmetical problems; the quality of the proofs produced increased as the level of mathematical giftedness did; the two students with a lower level did better proofs in the arithmetical than in the geometrical problems, while the student with the highest level did not show significant differences between the two areas.

Music therapy is a unique form of psychotherapy that has a broad range of applications. Music has the advantage of being an unobtrusive instrument with communicative flexibility, reaching to clients who may not accept other forms of therapy. The transformative qualities of music are valued because a client can ascribe meaning to sounds, or thoughts to music.

Learning a second language (L2) is dependent upon numerous external and internal factors, among which motivation plays a relevant role. In fact, motivation has been recognized as crucial in the L2 learning process (Ushioda, 2012). Such has been its importance that interest in L2 motivation has led to the development of theories such as the L2 motivational construct, and the L2 motivational self system (Dörnyei, 2005, 2009). Nevertheless, despite the academic focus on L2 learning motivation (Dörnyei & Ushioda, 2013), the impact of additional L2 lessons on students already engaged in formal L2 instruction at an official educational level (e.g., Higher Education) remaines vastly underexplored. Thus, this study aims to bridge this gap by analyzing the differences between 118 undergraduate EFL students who attended extra L2 lessons and those who did not. Considering the complex nature of the motivational construct, a Bayesian network analysis was used, categorizing motivations into two modules based on attendance of additional L2 lessons. This allowed us to observe the different factors of motivation as a whole construct, and not individually. The findings revealed that students who attended extra lessons are internally motivated toward self-improvement, whereas those who do not attend extra L2 lessons are influenced by external pressures and career aspirations.

This article describes a new questionnaire, the "Diagnostic Inventory for Self-Regulated Language Learning" (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners' self-regulated strategy use, and present a rationale for the DISLL. We explain Zimmerman's (2000) three-phase model, adapted with simplified phase names: "planning, doing," and "reflecting." Every DISLL phase starts with a brief scenario to help learners judge how often they employ each strategy in that phase. Already completed are a review of the DISLL 1.0 by 18 international researchers, the step-by-step creation of the DISLL 1.1, and the profiling of vocabulary in the DISLL 1.1 to ensure the simplicity necessary for intermediate-level learners. We present an argument-based validation framework, to be supported by piloting the DISLL 1.2 in Iran, Saudi Arabia, Spain, and Poland and even broader piloting of the DISLL 1.3. Statistical analyses will involve quantitative methods, e.g., exploratory and confirmatory factor analysis, reliability analysis, and confirmatory composite analysis. At least one site will also use qualitative think-aloud protocols. The DISLL will be released into the public domain for free use after version 1.3.

In the field of education, co-education has gained recognition as an approach that seeks to challenge gender stereotypes and promote egalitarian relationships. At the same time, the feminist perspective poses a profound critique of patriarchal structures and norms that perpetuate gender inequalities. The school institution has been represented in research from an ambivalent position: as a space for the reproduction of sexism and androcentrism, but also from the perspective of its transformative potential. This article proposes to analyse the intersection between co-education and the feminist perspective in the centres of pedagogical renewal, as these spaces question traditional educational models from a critical viewpoint that transcends the merely educational. This article is based on a case study that evaluates the extent to which seven centres of pedagogical renewal have integrated a co-educational and critical feminist perspective into their project. Based on participant observation, interviews and focus groups with teachers, families, students and management teams, it explores the social and political commitment of these schools to the promotion of gender equality, inclusion and diversity.

Stemming from the research "The Fourth Impulse of Pedagogical Renewal in Spain", this article addresses three key issues: firstly, and as a terminological exercise, it differentiates three concepts that are too often treated interchangeably. These are: reform, renewal and innovation. Secondly, some of the defining aspects that, in our view, characterise centres of pedagogical renewal are presented. Thirdly, some of the peculiarities of pedagogical renewal today (what we agree to call the "third impulse of pedagogical renewal") are presented. The article closes with some conclusions which, apart from highlighting the main aspects of the article, place topics on the table for further debate.

In this article, we examine the relationship established between what the history of education in Spain has identified as "pedagogical renewal" and the proposals, experiences, reflections, meetings and training spaces framed in what at the time was identified as "intercultural education". This analysis stems from the apparent disappearance of everything generated around "intercultural education" throughout the 1990s from the historical account of pedagogical renewal. Faced with this apparent mismatch, the authors of the article argue that the main characteristics of the intercultural proposal (in terms of organisational forms, the global nature of its proposals and critical spirit questioning some of the basic pillars of the dominant educational system and model) would allow it to be identified with the movements, proposals and practices of pedagogical renewal. Additionally, the authors highlight the commitment and involvement of individuals, groups and journals aligned with the pedagogical renewal in the promotion and defence of intercultural education. Consequently, the authors finally propose some key insights that may help us understand why this presence and participation tends to be overlooked in the historiographical account of the renewal.

This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. Research sample includes first year students of Degree in Early Childhood, Primary and Social Education, enrolled at the University of Jaen during the 2022-23 academic year (n=521). A questionnaire was used as an instrument for data collection. Data analysis was carried out using the SPSS software package: descriptive analysis, comparison of means and regression analysis. Results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Primary Education Degree show greater knowledge about gamification tools; students who plan to use gamification in their future professional practice have more favorable perceptions towards this didactic strategy. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.

Understanding what is meant by pedagogical renewal today, based on the transformative processes that are being carried out, poses a challenge, one that is even greater if the aim is to elucidate the pedagogical benchmarks and hallmarks of secondary schools. This article, which takes the form of a multiple case study, aims to bring to the fore those unique and defining elements of the selected schools, considered renewal schools, from five Spanish regions. During the fieldwork, semi-structured interviews, in-depth interviews and discussion groups were held with members of the management teams, teachers, families and students. The analysed results show that the elements highlighted by the schools linked to pedagogical renewal are unique features of them, with the school project being the tool used to construct the educational meaning of of its practices, aiming to ensure that these practices form a coherent whole with its discourse. Thus, for example, it highlights the central role of students in decision-making in their learning process or reflection with the teaching team in improving educational practice. It should be noted that they do not define themselves with the same term, and they add more current and recent pedagogical benchmarks to the classic ones. In short, this study seeks to provide a novel contribution to the study of contemporary pedagogical renewal, given the lack of such studies in secondary school education.

Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. We have found evidence that flipped classroom improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students' competency development for either of the two content blocks.

Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value.

This study aims to investigate Vietnamese pain terms and pain descriptors with a focus on how the McGill Pain Questionnaire (MPQ) words are utilised by the Vietnamese patients. Semi-structured interviews were employed to collect data from twenty-six Vietnamese female cancer patients. The data were analysed using both quantitative and qualitative content analysis. The findings indicated that dau (hurt), nh?c (ache), and dau-nh?c (hurt and ache) are three basic pain terms in Vietnamese, with dau being a super-ordinate pain term. In addition, Vietnamese pain descriptors can be systematically classified into MPQ-VN descriptors and Non-MPQ-VN descriptors, with the latter being used far more frequently than the former. The study also found that MPQ descriptors could not reflect the patients' pain experience comprehensively in the Vietnamese context although the Vietnamese employed the equivalents of MPQ descriptors of different categories. That the limitations of Melzack's (1975) inventory of MPQ descriptors have been validated in Vietnamese has contributed to Vietnamese healthcare professionals' understanding of how the patients communicate about their pain experience using language. The study has also shed lights on applied linguists' research directions which can be extended to areas beyond language education, such as health, therapy, and counselling.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

Occupational therapy practitioners address pain management across settings, populations, and the lifespan. Occupational therapy practitioners offer unique contributions to pain management through biopsychosocial approaches, targeting supported self-management and occupational engagement. Comprehensive pain education is necessary to prepare entry-level occupational therapy practitioners to address pain in practice, yet no standards exist in entry-level occupational therapy education. This survey describes the status of pain-related education in entry-level occupational therapy programs across the United States. A total of 41 entry-level occupational therapy programs completed the survey. Total instructional time for pain content was reported to be an average of 9.68 hours, ranging from 1 to 30 hours, indicating significant variability. Average lecture (4.88 hours) and lab-based (5.05 hours) time devoted to pain content were similar. More time was devoted to teaching pain interventions (4.91 hours) than pain assessments (2.82 hours). Most programs integrated pain content throughout the curriculum (73%). One program utilized a standardized pain curriculum (International Association for the Study of Pain Occupational Therapy Curriculum). Open-ended questions revealed a breadth of evidence-based resources, pain assessments, and interventions covering all domains of the biopsychosocial model of pain. The majority of faculty (61%) felt their current amount of pain education was insufficient, citing the need for increased time and educational activities for pain education across all program years. Given the essential and unique role of occupational therapy practitioners in pain management, improving pain education and practitioner competence is an important consideration across entry-level occupational therapy education. Further discussion is needed regarding educational standards and entry-level occupational therapy curricula relating to pain management.

Education is seen as a resource at a global level but is currently considered to be in crisis in many parts of the world. This constitutes a significant drawback in terms of humanity's prosperity and well-being since education is the key not only to an educated workforce but also to humane, collaborative, and caring societies. Even within this dim landscape, there are certain educational systems that defy the odds and perform significantly higher than their otherwise comparable systems. This paper proposes using an unusual lens for educational policy comparative studies, that of positive deviance, to aid us in progressing towards a more stable educational state of affairs. Using a positive deviance methodology, which focuses on learning what is working well in systems that defy and overcome substantial challenges, this study investigates the patterns, attitudes, and actions of three selected cases: Massachusetts as a positive deviant in the US, Estonia as a positive deviant in Europe, and Castile-Leon as a positive deviant in Spain. The purpose is, by analysing educational policies, laws, and other related documents, to find commonalities that explain why these systems outperform others. The results of the comparative analysis pinpoint areas and strategies informative to those leading struggling educational systems, such as a strong commitment to equity and justice, placing teachers at the centre of reforms, using assessment as a tool for process monitoring and summative inquiry, and making preschool education accessible to all.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

Summer camps are widespread in many countries and have a long history. Their contribution to children's and young people's leisure and recreation is widely acknowledged, as is their usefulness as an educational resource. That large numbers of children and young people across Europe attend summer camps is well-known; according to Eurofound (2020), most of the twenty-seven countries analyzed record student attendance at camps, and in twelve countries (including Spain) over 50% of young people take part. However, another study carried out in the member countries of the European Union (Plantenga & Remery, 2017) stated that when the availability, use, and quality of this service was assessed, it was seen that out-of-school services lacked structure and quality. Despite being an especially important and relevant topic in political discourses and international organizations, most countries do not define the service clearly and precisely (OECD, 2011). According to Eurofound (2020), many European states centralize their planning of educational leisure at national level, including the laws and decrees that underpin how these activities are organized. But camps are implemented locally, and municipalities play a significant role in designing and providing this leisure activity, both during the year and during holiday periods. Coinciding with previous publications (Eurofound, 2007), the formula for success was to be found in public-sector support, community involvement, integration between services and spaces, and the inclusion of minorities.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

This work, framed within a mental health prevention project aimed at early childhood education teacher students, aims to evaluate the suitability of the action to promote, in the educational field, the personal identification of traumatic experiences, incorporating them as vital learning. To this end, a performative action aimed at representing suffering and the capacity to overcome it was created, in which 71 early childhood education teacher students and 3 teachers participated, and which was implemented in Coruña (Spain), in 2022, in the postCOVID stage. In order to achieve the object of study, a research project was designed using public enquiry, documentary observation and participant observation to determine the suitability of the performance to the project's objectives. The results show how, through the representation of trauma, people have experienced that in the difficulties of life there is also learning, improving self-esteem and self-concept.

This study is the first phase of an on-going study. It shows the first implementation of a teaching-learning sequence designed to facilitate the understanding of the notion of a living being in initial teacher training using modelling approaches. It aims to analyse the knowledge progression of the participants (N=51) through a retrospective analysis, employing an open-ended questionnaire and a rubric. To achieve this, a comparative pre-test-post-test design was used, utilising an open-ended questionnaire. The results show progression in the management of the living being model after comparing knowledge before and after implementation. The results suggest the usefulness and interest of the modelling approaches in teaching this topic, while also highlighting the need for modifications to the didactic sequence employed.

Based on the assumption that individual learner factors are context-dependent, this exploratory study examined whether differences in two learning environments (Denmark and Spain) have a differential influence on a set of learner factors that have together been previously identified as important in second language (L2) research, specifically, foreign language classroom anxiety (FLCA), English competence beliefs (ECB), motivation (ideal L2 self) and attitudes towards English language learning. The study also examined whether the L2 learning environment and learner factors had a differential influence on the proficiency of two groups of adolescent learners, as measured by a more instruction-related test (grammaticality judgment test) and a more out-of-school-exposure-related test (listening comprehension test). The results showed that learning environment had a differential influence on FLCA and that gender had an impact on FLCA and ECB. Furthermore, the study showed a differential impact on the L2 English proficiency of the two learner groups of four different factors (i.e., FLCA, ECB, learners' ideal L2 self, learners' attitudes towards the presence of English in the academic context, and ECB interacting with FLCA). These findings point to a crucial role of the learning environment in L2 learning and provide empirical support for a context-dependent view of the expression of learners' individual characteristics in relation to L2 learning.

Preparing students enrolled in healthcare programs for industry is paramount. While providing administrative and clinical education is essential, students must understand the health literacy levels of the population they serve and work diligently to ensure the population understands and comprehends the health information. Adults with low or limited health literacy levels need help understanding health information and making informed decisions. Research shows that improvements in health literacy result in decreased ER visits, medication errors, increased patient satisfaction, and better health outcomes. Health literacy is an issue throughout the world. This reflection seeks to provide a narrative comparing health literacy concerns in the United States and Spain. The objective is to shed light on the need for all colleges and universities to teach students about health literacy and how to determine patients' health literacy levels. Increasing students' understanding can improve the comprehension and awareness of patients and the population that they serve, thus leading to more appropriate health decisions and outcomes.

The need for online educational tools has increased significantly since the COVID-19 pandemic forced many students to embrace distance learning as a classroom alternative. While many instructors have used "Edpuzzle" to enhance distance learning, there has been little research that assesses and compares the views of teachers and students on the tool's advantages and disadvantages. To examine the perceived advantages and disadvantages of using "Edpuzzle" for classroom learning, we surveyed a sample of 152 professors and their students on their experience with the tool. The results reveal numerous advantages, including that "Edpuzzle" is a motivating, dynamic, and novel self-learning tool for students. Likewise, the professors point out that it is easy to use, focuses the attention of students, and is versatile. The disadvantages of the tool mostly had to do with technological challenges and potential boredom. Based on this evaluation, it was concluded that students have a preference for graphic and visual material to complement other learning tools to help them better understand the lessons. When weighing the advantages and disadvantages posed by the professors and their students, it was found that the unique combination of interactive teaching that "Edpuzzle" provides is promising for the future.

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.

This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

Health literacy should be developed from early ages, but students, including preservice teachers, hold misconceptions about micro-organisms. The objective of this study was to analyse the knowledge that a sample of 102 Early Childhood Preservice Teachers (PST) had about micro-organisms and about cystitis. The PSTs performed a series of activities that included an inquiry-based laboratory activity. Their knowledge about micro-organisms was assessed by pre- and post-questionnaires, and about cystitis, by analysing the responses to an open-ended pretest, the inquiry reports and the performance of the PSTs when changing nappies on dolls. Results show a better understanding about the micro-organisms at the end of the study. In the case of cystitis, in the pretest PSTs did not identify bacteria as agents, but they did after the inquiry activity, and they also mentioned the proliferation of bacteria. Nevertheless, only 32% of PSTs changed nappies coherently with the knowledge.