Mercedes Cuevas López

In recent decades, Equality Plans have played a pivotal role in promoting substantive gender equality in academia, particularly in terms of professional advancement and the reduction in gender gaps. Despite notable progress, structural inequalities persist in restricting access, retention, and equitable career development in higher education. This study examines the Equality Plans of nine Andalusian public universities, identifying the key pillars, measures, and actions explicitly targeting professional promotion. Employing a qualitative approach and content analysis, the study assesses both the progress made and the challenges that persist in implementing these policies. The findings indicate that, over the course of a decade of developing equality strategies, universities have adopted and implemented plans that have generated significant initiatives to advance gender equality. Nevertheless, notable disparities remain concerning the updating, terminology, structure, and, particularly, the scope of the measures implemented. This article highlights the need to strengthen assessment strategies and broaden the scope of intervention in Equality Plans to ensure equitable and sustainable career advancement within the Andalusian university system, offering a transferable framework for promoting gender equality in other higher education contexts.

Academic dropout among university students represents one of the problems faced by educational systems. This preliminary study presents an approach to the phenomenon of academic failure at the Pablo de Olavide University in Spain through the determination of the factors linked to students continuing with their studies, and the subsequent establishment of risk groups. The study consisted of applying an instrument to diagnose the risk of academic dropout among a sample of 70 students from the Pablo de Olavide University (from now on, UPO). The instrument was applied at the beginning of the second semester. Unlike the objective posed by the aforementioned authors (the search for factors linked to students continuing their university studies), the use that we made of the survey was to predict non-persistence (dropout). The average overall score achieved for all of the items allows us to confirm that the student population surveyed seems to be more oriented to continuing with their studies than dropping out, although 15.71% of them show a high risk of dropping out, and most notably more than half of those taking a degree in Business Studies present this high level of risk. In the case of the UPO students the direct associations between the independent variables regarding the dependent variable were present in all of the factors (attitude and behavior, commitment, socio-economic background, and motivation) with a value of p lower than 0.05. Comparing these data to those obtained with students from different universities in Andalusia, it was found that the risk groups of UPO students are less inclined to dropping out than those from other universities, and their level of commitment is lower, although their attitude and behavior are somewhat better. Finally, socio-economic background is a less significant factor for UPO students.

The presence of technologies in all areas and stages of life increases the risk of addiction to devices, networks, and the use of various programmes. Excessive use of devices and technologies during childhood and adolescence has negative effects on neurodevelopment and causes emotional disorders related to anxiety, stress, and depression. These disorders can be associated with the development of other addictions (alcohol, psychoactive substances) or other situations of risk of social exclusion such as bullying, among others. In our study of the risk of social exclusion in adolescents (ÁVALOS, 2022) we have applied a complete diagnostic battery to 25 subjects of both sexes between 12 and 17 years of age focusing on six dimensions of risk: anxiety and depression, alcohol and other substance abuse, bullying, addiction to technologies, gender violence and risk behaviour in love and sexual relationships, and difficult family situation. The aim of this paper is to present and analyse the correlations found between each of the first three dimensions, and the technology addiction dimension as a predictor of other risk factors for social exclusion. The data show that addiction to video games, in particular, is related to high levels of depression, while addiction to any of the technologies studied (mobile, internet and video games) is significantly related to being a victim of bullying.

La formación permanente del profesorado va ligada a la mejora de la calidad del sistema educativo y debe contar en primera instancia con el apoyo de las administraciones educativas. Una red de formación permanente eficiente debe dar respuesta a las demandas formativas de los docentes, moldearse y adaptarse a los nuevos tiempos. La transferencia a las comunidades autónomas españolas de las competencias en materia educativa ha generado como resultado una red descentralizada con numerosas diferencias, actualizaciones y modificaciones constantes donde los centros de profesorado son los principales representantes. En este trabajo reflejamos el estado actual de la red de formación española representada por sus centros de profesorado. Posteriormente detallamos un análisis relativo a la percepción específica en la actualidad de la formación permanente y la forma de participación en actividades formativas considerando dos muestras a escala nacional a través de dos perfiles diferenciados: asesores/as de formación y docentes participantes. En relación con la primera cuestión, son apreciables y claras las diferencias entre los distintos modelos en los diferentes territorios. No obstante, en cuanto a la segunda cuestión, como podremos comprobar, la opinión que reflejan los profesionales de la red difiere de la de los usuarios de esta.

The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

El presente estudio, centrado en el análisis de las competencias específicas del Título y de las materias que constituyen la formación básica del mismo, se ha llevado a cabo en una de las Facultades de la Universidad de Granada que imparte dicha titulación. El trabajo ha consistido en una revisión de las guías docentes de las asignaturas del plan de estudios para comprobar qué competencias se pretenden conseguir en cada una de ellas. Posteriormente se ha recogido la opinión de los estudiantes de la Facultad de Educación, Economía y Tecnología de Ceuta para conocer en qué medida perciben los estudiantes que las han adquirido. La muestra está formada por 105 estudiantes de diferentes cursos del Grado de Primaria. Los resultados obtenidos ponen de manifiesto un grado aceptable de adquisición de las mismas y, al mismo tiempo, la existencia de determinadas carencias formativas. Como principal conclusión se recomienda ampliar el estudio a los otros centros de la Universidad de Granada para determinar si los déficits formativos afectan al diseño del Título de Grado.

En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015).En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución.Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes.Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez-Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE.Por otra parte, y dado que la mayoría de los trabajos de investigación sobre liderazgo se han centrado tradicionalmente en los cargos directivos, hemos querido abordar desde una óptica alternativa la función de liderazgo que ejercen los estudiantes universitarios mediante los diferentes cargos de representación que desempeñan.Finalmente, dedicamos un apartado al estudio de la importancia que tiene la formación en liderazgo en los planes de estudio de los futuros maestros, comprobando que ante la carenciade una formación suficiente, los maestros buscan su preparación en el ejercicio del liderazgo fuera de su formación inicial: a través de cursos de formación continua o incluso de Másteres.

Disability and family in multicultural contexts. A study about the reality in the autonomous city of Ceuta