Olaya Álvarez-García

La inclusión de la sostenibilidad y de la educación fuera del aula en el contexto legislativo puede ser una herramienta fundamental para integrar en el sistema educativo estrategias con las que hacer frente a la crisis ecológica actual y promover una ciudadanía ambientalmente educada. Con esta finalidad, en este artículo se analiza el tratamiento otorgado al aprendizaje fuera del aula para la promoción de la sostenibilidad en la normativa educativa que regula las enseñanzas obligatorias en España, la LOMLOE, y sus respectivos Reales Decretos (RD). La metodología se basó en la identificación y codificación de términos y grupos de palabras relacionados con la sostenibilidad y el aprendizaje fuera del aula. Se desarrolló un sistema de análisis para cuantificar su presencia e interpretar su significado mediante la agrupación de dichos términos en tres ámbitos diferenciados: paradigma educativo, objeto de estudio y estrategia didáctica. Los resultados obtenidos evidencian que, aunque la LOMLOE integra la Agenda 2030, su presencia es escasa en infantil y que la terminología en relación con la Educación para el Desarrollo Sostenible (EDS) es ambigua. Algunos términos analizados, como "medio" y "entorno", carecen de una clara diferenciación entre ellos, con un uso predominante de “entorno” en los RD de infantil y primaria. Por su parte, se observa poca presencia y falta de orientaciones para el aprendizaje fuera del aula, limitando su aplicación práctica y su promoción en el sistema educativo.

This paper explores the structure, strategies, and ethical implications of contract cheating platforms in Spain, focusing on their advertising practices and digital infrastructures. Drawing on a mixed-methods analysis of 40 active websites and 643 associated advertisements, the study examines how these services present themselves as legitimate academic support. The findings reveal sophisticated marketing tactics, legal ambiguity, and a growing normalization of academic outsourcing. Platforms employ persuasive discourses of personalization, confidentiality, and success guarantees, often exploiting students’ academic stress. Most services offer comprehensive writing, editing, and tutoring packages, mimicking institutional language while evading direct reference to misconduct. The analysis highlights the commodification of higher education and the need for regulatory and educational responses. This work contributes novel empirical data to the under-researched Spanish context and informs global academic integrity debates.

This study explores the landscape of predatory journals in education sciences by examining their prevalence, publishers, countries of origin, launch years, malpractices, and internet search metrics, focusing on journals indexed in Cabell's Predatory Reports (n=443). Education science journals make up 2.75% of the total predatory journals listed in the database, primarily scattered across small-scale publishers. The USA, Nigeria, and India emerge as major hubs and results reveal a rapid growth in predatory journals between 2011-2015, followed by slower proliferation. Publication and peer review process violations are the most common malpractices. Internet search metrics indicate increased organic traffic to predatory journal websites from 2017 to 2021 raising concerns about their potential impact on the academic publishing panorama. The findings underscore the need for continued efforts to raise awareness, promote ethical publishing practices, and protect academic integrity in education sciences publications.

The climate crisis is one of the most important global problems facing humanity. Analyzing the search for information on climate change (CC) on the internet can be a predictor of public interest in this problem and, therefore, of the degree of concern exhibited by citizens. This study analyzes the interest in CC among the Spanish population and identifies some variables that may influence this interest. The methodology involves the collection and analysis of data obtained from SEMrush and Google Analytics. We analyzed the search trends of four key descriptors related to CC (“climate change,” “global warming,” “climate emergency” and “greenhouse effect”) during two periods of time, and the relationship between these searches and three relational variables (volume of news in the media, occurrence of extreme weather events and CC-related events). The results indicate that the Spanish population’s interest in CC via the Internet has increased in recent years and is directly influenced by variables such as media coverage of CC, events related to CC, and social pressure exerted by social movements for CC. Some proposals are discussed and presented in relation to the concern for this problem.

The purpose of this study is to analyse the importance of student engagement in Vocational Education and Training (VET) in Spain. In accordance with this concept, we analyse how emotional engagement (relations with teachers, relations with peers, family support for learning, and perception of family commitment) influences the behavioural engagement (school effort and commitment, school indiscipline) in academic activities of students in basic and intermediate VET. The sample comprises 1180 students (65.4% male), 28.8% in basic VET and 71.2% in intermediate VET, ranging in age from 14 to 19 years. Data analysis bases on linear regression and regression trees enable the prediction of behavioural engagement according to the subdimensions of emotional engagement, sociodemographic characteristics of the subpopulations, and level of studies. Significant differences were found (t(1013.8) = 8.37, p < 0.001) for the variable of sex (a higher value in females), and variable of the level of studies (t(579.1) = 3.60, p < 0.001) in behavioural engagement. All correlations between the indicators for the behavioural and emotional dimensions were significant. The results provide favourable profiles of behavioural engagement related to having good relationships with the teaching staff, being female, and being enrolled in intermediate VET. These findings imply the reorientation of educational intervention.