María José Bezanilla

This study analyzes the prevalence and interrelation of cyberbullying roles (victim, bully and observer) in a sample of 639 adolescents from Bizkaia and Gipuzkoa. Using a quantitative, cross-sectional approach, we explore the influence of demographic variables on these dynamics (r = .629), evidencing mixed profiles, alongside a lack of gender-based differences. Furthermore, the observer role increases with age, peaking in the second year of Bachillerato. We conclude that although older students detect the phenomenon more effectively, they do not always intervene, potentially due to desensitization and diffusion of responsibility. These findings highlight the need to reorient educational interventions towards ethical literacy of observers.

Este trabajo de investigación surge de la necesidad de desarrollar sistemas de evaluación más sólidos y coherentes, que faciliten una evaluación efectiva de las experiencias de aprendizaje-servicio (ApS) en el ámbito universitario, con el propósito de fomentar la formación de profesionales comprometidos con la transformación y el bienestar de la sociedad. Para colaborar a cubrir esa necesidad, este estudio presenta una revisión sistemática de los sistemas de evaluación utilizados para medir los resultados de aprendizaje en experiencias de ApS en entornos universitarios. Se analizaron un total de 56 artículos seleccionados siguiendo los criterios elaborados por la declaración PRISMA y utilizando las bases de datos de WoS, Scopus y Eric. Los resultados obtenidos en este trabajo arrojan luz a la comunidad educativa sobre cómo se están evaluando las experiencias de ApS en el contexto universitario. Asimismo, permiten orientar la futura acción docente señalando aquellos elementos referidos a los resultados de aprendizaje, criterios, técnicas, agentes y tipos de evaluación empleados en estas experiencias. Se detectan algunos sistemas evaluativos incompletos y también algunas incoherencias. Se concluye que, pese a los esfuerzos observados, existen áreas de mejora en los sistemas de evaluación.

In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions.

La investigación aborda las dificultades y barreras que enfrentan los y las estudiantes de doctorado en educación a lo largo de su formación. Utilizando una muestra de 30 estudiantes del programa de doctorado en educación de una universidad del País Vasco (España)o, se exploraron sus experiencias y percepciones a través de preguntas abiertas, analizadas utilizando la técnica de análisis de contenido y la matriz de habilidades transferibles de Eurodoc. Los resultados, tras asignar cada una de las dificultades expresadas a las competencias correspondientes de la matriz, revelaron una media de 3,67 dificultades por persona, concentrándose principalmente en la categoría de investigación: gestión del tiempo y de proyectos, seguido de metodología, publicación, escritura académica, y gestión de la literatura. Las diferencias por género, etapa del doctorado y nacionalidad subrayan la diversidad de retos enfrentados, siendo los hombres, los estudiantes en etapas finales y los estudiantes internacionales quienes reportan más dificultades. Este estudio enfatiza la necesidad de dar respuesta a estas dificultades, así como la importancia de integrar habilidades prácticas y transferibles en los currículos doctorales, adaptándose a las necesidades del mercado laboral y promoviendo una formación más holística y versátil para los y las estudiantes, preparándoles para una variedad de trayectorias profesionales y contribuyendo significativamente a la sociedad del conocimiento.

Although part of their use is intended for leisure, social networks could be a useful tool for developing students’ critical thinking. Nevertheless, this relationship could also be influenced by our competence in learning to learn, that is to say, our knowledge, skills, and attitudes associated with self-regulation, metacognition, use of learning strategies, and problem-solving. To test this hypothesis, 301 university students participated (M = 19.83; SD = 3.17). The results showed which functions of social media related to information, content creation, and problem-solving were associated with a higher level of Learning to Learn competence and of Critical Thinking. However, the different functions of social media use were poor predictors of Critical Thinking, with the best predictor of critical thinking being the competence of learning to learn. Finally, in students with a low competence in learning to learn, a greater interaction with their immediate environment (e.g. friends, family…) or with their teachers or peers through social media was associated with a higher development of critical thinking. Moreover, in students with a high competence in learning to learn, a greater use of social media to solve academic problems was associated with a higher development of critical thinking. These results shed some light on the potential benefits that the use of social media could bring in both formal and informal settings, as well as the need to work among university students on some of the main aspects of the learning to learn competence, like metacognition, self-regulation or problem-solving, to develop critical thinking.

Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. Received: 30 June 2022Accepted: 6 March 2023

Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.

Entrepreneurship is a key competence for anyone intending to be an active citizen and obtain employment. Entrepreneurial education is therefore essential at all levels of education and in every field, not only in business and/or engineering. The aims of this study are: to assess the entrepreneurial intent of students in the final years of the Primary Education degree in the Basque Country; to analyze the factors that influence and hinder these students’ development of entrepreneurial intent in their faculties; and to identify actions for improvement. An online questionnaire consisting of 31 questions was used. The participating sample consisted of students in the final years of the Primary Education degree in the Basque Country, Spain. A total of 168 subjects responded to the questionnaire. After conducting reliability and validity tests, the data indicated that the average intention to start a business after completing their studies was 3.47/10. The majority focused on taking a civil-service examination for a job, becoming employees and/or continuing their education, as a sign of their vocation for children, lack of training in entrepreneurial skills and their aspiration to have better working conditions, among others. Faculties of education often fail to encourage entrepreneurship among their students, highlighting these the lack of internationalization, absence of information about entrepreneurship public and private programs and infrastructures, and nonparticipation in entrepreneurship extra-curricular programs and research. However, faculties of education excel in active methodologies, social engagement, and the use of educational resources. Received: 25 August 2022 / Accepted: 2 November 2022 / Published: 5 November 2022

Intercultural Virtual Collaboration (IVC) has been a growing field in recent decades as it allows students from different cultures to work together without having to move physically. Besides providing students with an authentic experience that they are going to encounter in their future professional careers in increasingly globalised and digitised workplaces, more recently, IVC has also been used as a means to engage university students from different cultures in social and political issues that are common across societies. In this paper, we present an analysis of an IVC project that involved undergraduate Business students from a university in Spain and a university in the Netherlands where students from both universities were asked to collaborate online to develop a business case to analyse how companies communicate about the way they integrate SDGs in the different cultures involved. A content analysis of group reports delivered by students was carried out. In addition, intercultural competence development was measured through a questionnaire. Results show that the IVC project contributed to raising students’ awareness of how companies approach SDGs and adapt their products to different cultures. Students were also perceived to have developed intercultural knowledge, intercultural virtual teamwork, intercultural attitudes and intercultural awareness.

Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Nineteen deans and heads of education faculties in Spain took part in the survey, and a mixed analysis has been done. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.