Francisco de Paula Rodríguez Miranda

This paper presents the preliminary results of an educational research project designed to analyse the influence of engagement on the assimilation of content within the course ‘High-Performance Computer Systems’, taught in the third year of the Computer Engineering degree programme. Using project-based learning and the study of historical-technological case studies, students were asked to analyse the evolution of the Sony PlayStation® family of consoles. Initial findings reveal a high level of participation and autonomy, as well as a qualitative improvement in the behavioural, cognitive, affective and social dimensions of student engagement. This growing involvement highlights the potential of active methodologies to optimise the teaching-learning process in complex computer architectures.

La concepción del espacio del aula actual se está distanciando de manera radical de su noción tradicional. Las propuestas internacionales abogan por un aula que combine tecnología, flexibilidad y colaboración facilitando la comunicación a partir del uso de metodologías activas. Teniendo en consideración las escasas investigaciones empíricas existentes en nuestro entorno sobre las Aulas del futuro (AdF) hemos realizado una investigación cualitativa apoyada en el estudio de casos múltiples y asentada en las bases de la Teoría Fundamentada (TF). Tres centros públicos andaluces han sido elegidos a partir de informantes clave. Los resultados muestran que implantar un AdF es mucho más que cubrir un espacio con tecnologías y precisa de un proceso y un conjunto de decisiones que terminan por alcanzar a múltiples aspectos del marco institucional y pedagógico de la comunidad educativa. El verdadero potencial del AdF se vincula a la educación transformadora, directamente ligado a la mejora de la enseñanza y la experimentación docente.

The school garden has a long-standing pedagogical tradition linked to active, experiential, and community-based education, represented by authors such as Montessori, Freinet, and Dewey. Currently, its role has been consolidated as a relevant educational resource used to address the challenges of sustainability education, pedagogical innovation, and student holistic development. This research takes a qualitative approach based on a multiple case study conducted in four educational centers in Spain and Portugal. Semi-structured interviews, documentary analysis, and reflective memoranda were used. Content analysis was performed using a deductive–inductive coding approach in ATLAS.ti software v. 25th, combining literature-derived categories with those emerging from the data, following a thematic analysis (TA) approach. The results suggest that school gardens promote meaningful learning, the development of transversal competencies, improved school climate, and community involvement. Pedagogical, social, and emotional benefits were identified, as well as high levels of satisfaction among all participants. However, obstacles were found to persist, mainly related to a lack of time and teacher coordination. The study confirms that the school garden serves as a pedagogical resource with a high transformative potential. Its effectiveness depends on intentional curricular integration, teacher commitment, and the engagement of the educational community, aligning with the principles of an active, sustainable, and contextualized pedagogy.

Este estudio, enmarcado en el eje 5 de prácticas pedagógicas en enseñanza superior, analiza el impacto de los Proyectos de Trabajo e Investigación (PTI) en titulaciones universitarias. Con una participación de 368 estudiantes y 9 docentes, la investigación empleó una metodología de estudio de caso desde un enfoque descriptivo y etnográfico, utilizando instrumentos cuantitativos y cualitativos para recoger información. Los resultados demuestran que los PTI tienen una valoración muy positiva por parte del alumnado, mejorando el rendimiento tanto individual como colectivo y atendiendo eficazmente a la diversidad. Se destaca el crucial papel del docente como mediador y la importancia de su apoyo cercano y personalizado, valorado incluso por encima de la colaboración entre iguales. Como conclusión, se subraya que este enfoque participativo y colaborativo no solo proyecta mejor los aprendizajes y favorece el desarrollo profesional docente, sino que es necesario para la transformación de la enseñanza universitaria, a pesar de los retos de implementación como la mayor dedicación requerida.

The purpose of this study was to develop and validate questionnaires aimed at students, faculty, and administrators to evaluate the quality of Learning Management System (LMS) platforms in university contexts. A methodological design based on the modified Delphi method was adopted, applied in two rounds of consultation with 12 experts in educational technology, pedagogy, instructional design, and digital platform management. The items were evaluated based on criteria of clarity and relevance using a Likert scale, and analyzed through descriptive statistics, Cohen’s Kappa coefficient, and Cronbach’s Alpha. The findings show high levels of agreement among experts (Cohen’s Kappa > 0.75) and high internal reliability of the questionnaires (α > 0.94), demonstrating the robustness of the instruments developed. The multidimensional validation (technical, pedagogical, usability, and administrative) made it possible to construct comprehensive and coherent tools aligned with the current needs of digital higher education. It is concluded that the validated questionnaires are suitable for evaluating the quality of LMS platforms from different institutional perspectives. As a practical implication, these questionnaires can be used by universities to diagnose strengths and weaknesses in their LMS platforms, facilitating continuous improvement processes and evidence-based decision-making.

RESUMEN El presente estudio analiza cómo los centros educativos innovadores tanto de ámbitos rurales como urbanos elaboran sus propuestas educativas. A través de una metodología de naturaleza cuantitativa basada en la encuesta y aplicada a una muestra de 139 docentes. Los resultados obtenidos muestran cómo los centros educativos innovadores han tomado decisiones para la mejora de la enseñanza elaborando propuestas educativas acordes en el marco de la vuelta a las aulas tras el COVID-19. Las conclusiones revelan una cultura innovadora compartida respecto al liderazgo para la diversidad, un currículo relevante, dinámicas de enseñanza activo/participativas y una evaluación formativa.

The last two decades have been characterised by two phenomena: an ageing population and unprecedented technological progress. The ageing of the population has an impact on society and the economy, and the social inclusion of the elderly is one of the major challenges for advanced societies to avoid social segregation. The confident and critical use of information technologies for work, leisure and communication is one of the eight basic skills that every citizen should acquire, according to the European Parliament's recommendation on key competences for lifelong learning; digital competence is therefore considered a human right. However, there are few studies that analyse and promote the digital competences of older adults. The aim of this work is to adjust a DigCom-based digital competence model for active ageing (AA). Specifically, it presents an adaptation of competence 2.1, linked to communication and interaction between people using digital media, to the context of AA, showing the different levels of competence with contextualised examples.

En las últimas décadas países como Portugal han realizado un esfuerzo económico importante para poder introducir las TIC en sus escuelas. El objetivo que nos proponemos con este trabajo es identificar las características socio-profesionales del profesorado del primer ciclo de enseñanza básica de la región del Algarbe (Portugal) y su relación con el tiempo de uso de las TIC en sus aulas, entre otros factores. La metodología utilizada es cuantitativa siendo el instrumento principal el cuestionario. La muestra quedó constituida por 156 docentes de la región. Entre los resultados encontramos que las docentes tienen una mayor frecuencia semanal de uso de las TIC que sus compañeros varones y que cuanta más formación se cursa más horas de implementación de las TIC en el aula se produce. Finalmente, concluimos con una serie de reflexiones sobre la formación y la integración de las TIC que pueden servir a prácticos, teóricos e instituciones.

Healthcare professionals who work in front-line situations are among those under the highest risk of presenting negative mental health indicators. We sought to assess the prevalence of low personal realization, emotional exhaustion, and depersonalization as well as probable non-psychotic psychiatric pathologies during the pandemic in nursing assistants in the city of Huelva (Spain), and to study the association between these mental health indicators and sociodemographic and professional variables. A cross-sectional descriptive investigation with a quantitative approach was used. A representative sample of these professionals, consisting of 29 men and 284 women, completed the GHQ-12 questionnaire, including sociodemographic data and the MBI-HSS questionnaire, collecting information on situations of contact with SARS-CoV-2. Data analysis was conducted, and correlations were established. We found that emotional exhaustion, depersonalization and probable non-psychotic, psychiatric pathologies were related to contact with SARS-CoV-2. Moreover, personal realization, depersonalization and emotional exhaustion were related to just gender. We conclude that nursing assistants from public hospitals in the city of Huelva who had contact with patients with SARS-CoV-2 in the workplace, showed poor mental health indicators than those who did not come into contact with infected individuals.

The disease caused by the SARS-CoV-2 coronavirus led to the disruption of normality with respect to education, public healthcare and new technologies. Education is a fundamental pillar to increase the knowledge and morale of people. However, due to the lockdown implemented to protect the population from an infection of unknown aetiology, the education system decided to switch from face-to-face education to virtual education. This modality has affected the teaching–learning process in the Degree of Nursing, since its competencies and knowledge demand in-presence learning. The aim of this study was to evaluate the impact that telematic education had on students of the Degree of Nursing who were studying in the final year of said degree, which involves their imminent entry into the labour market. We used the client satisfaction questionnaire of Bob Hayes to gather data and analyse the satisfaction level of the nursing students. As a result, a considerable amount of information was obtained about teaching, which shows the absence of practical activities and the lack of information about safety and protection measures related to the pandemic. Most educators themselves were struggling to understand the implications of the virus and implement appropriate safety measures, since there was quite a bit of conflicting information relating to the effectiveness of personal protective safety equipment and the lifespan of the virus on various media outside of the host. It is, therefore, not surprising that education for students in this regard was lacking. In general, most of the students showed dissatisfaction with the virtual education they received.