José David Cuesta Sáez de Tejada

Artificial intelligence (AI) is assumed to individualise learning, yet no quantitative synthesis has examined what happens when the intervention targets students with Down syndrome (DS). The review presented here analyses this effect and the extent to which the interventions are linked to Universal Design for Learning (UDL). This study employs a mixed-methods systematic review design, prospectively registered on the Open Science Framework and reported in accordance with PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Searches were conducted in Scopus, Web of Science, APA PsycInfo, and ERIC; studies suitable for pooling were analysed using Hedges’ g under the Knapp–Hartung random-effects model, while the remaining studies were included in a structured narrative synthesis. A large pooled point estimate was found (g = 2.00; 95% confidence interval (CI): −0.89 to 4.90), though it was imprecise, and heterogeneity ranged from moderate to high (I² = 64.9%); the certainty of the evidence was very low. The eight remaining studies consisted of pilot tests, single-case studies, or designs lacking a control group. The findings indicate improvement following the intervention but offer no recommendations. There are more tools available than evidence of their effectiveness; this review outlines what needs to be measured to determine that.

The development of teachers’ digital competence has become a key issue in contemporary education systems, particularly in contexts where technology integration remains uneven. This study aims to profile teachers’ digital competence through a cluster analysis based on pedagogical digital competence, digital integration, and contextual conditions, and to examine its relationship with selected professional and demographic variables. A quantitative, non-experimental, cross-sectional design was employed with a sample of 299 teachers from Educational District 16-02 in the Dominican Republic. Data were collected using a questionnaire based on the DigCompEdu framework. The internal consistency of the instrument was assessed, and principal component analysis (PCA) with Varimax rotation was applied to the nine composite dimension scores for dimensionality reduction, yielding a three-component solution. Subsequently, cluster analysis (hierarchical and k-means) was conducted to identify differentiated teacher profiles. The results indicate the existence of three distinct profiles characterized by different levels of pedagogical digital competence, integration of technology in teaching, and contextual conditions. Statistically significant associations or differences were identified for educational level, teacher age, and student age, whereas no statistically significant associations or differences were identified for gender or duration of technology use in the classroom. Within the studied educational context, these findings highlight the heterogeneity of teachers’ digital competence profiles and suggest the potential value of considering both pedagogical and contextual factors when designing targeted professional development strategies. The study is limited to selected professional and demographic variables, which should be interpreted as contextual correlates rather than broad sociodemographic determinants.

This study analyses the presence of the Sustainable Development Goals (SDGs) in the educational legislation and curricular materials of Spain and the United Kingdom, comparing their regulatory frameworks and evaluating the frequency of SDGs in textbook activities. A total of 555 activities from two secondary education geography textbooks were analysed using a non-experimental, descriptive-correlational, and cross-sectional design. The results show statistically significant differences between the countries regarding the incorporation of SDGs, with a higher prevalence in the Spanish textbook (66.0%) compared to the British one (41.9%), χ²(1) = 30.34, p < 0.001, φ = 0.234. An analysis of the co-occurrence structure among goals—conducted using the Jaccard coefficient and tested against a null model with fixed marginals and 1000 permutations—identifies three significant associations, corresponding to a social equity cluster, an environmental cluster, and a production-related cluster. The main finding reveals an inverse relationship: Reduced Inequalities (SDG 10) and Climate Action (SDG 13) coincide in only 4 activities, whereas 24.90 would be expected by chance (p = 0.002), and this pattern is replicated independently in both textbooks. The study concludes that the SDGs are incorporated in a fragmented manner, with a systematic dissociation between the social and environmental axes that transcends the two curricular contexts analysed.

Este estudio llevado a cabo en el marco del proyecto Erasmus Plus Safe Youth Workers, analiza la prevalencia del trauma vicario y su impacto psicosocial entre los trabajadores juveniles en España. A partir de la teoría centrada en el trauma vicario y el modelo de fatiga por compasión, se entiende fundamental el rol mediador del apoyo organizativo/institucional y la formación profesional en resiliencia emocional. Se empleó un enfoque cuantitativo, con un diseño no experimental, transversal, descriptivo correlacional, mediante encuesta estructurada en la plataforma Qualtrics, dirigido a 78 profesionales del trabajo juvenil. Los resultados nos indican que más del 50% de los participantes están expuestos de forma frecuente a situaciones emocionalmente exigentes. Se obtuvieron correlaciones moderadas y significativas entre el agotamiento emocional y la sobrecarga percibida, así como entre el apoyo organizativo y una reducción del agotamiento, aunque sin efecto sobre la sobrecarga. La formación en autocuidado y trauma mostró efectos protectores entre moderados y fuertes. Podemos concluir que el trauma vicario es un fenómeno recurrente y se relaciona con deterioro emocional. La formación profesional y un entorno organizacional favorable pueden ayudar a disminuir el agotamiento, pero además se requieren reformas estructurales. Es necesario una intervención amplia que englobe decisiones en política de salud mental, gestión y manejo de la carga laboral experimentada y desarrollo profesional continuo como mecanismo que permita reforzar la resiliencia en el trabajo juvenil.

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices.

En el presente estudio se propone un modelo teórico orientado a comprender la permanencia educativa en la Educación de Personas Jóvenes y Adultas (EPJA). La propuesta parte de una revisión interpretativa de fuentes latinoamericanas y documentos internacionales recientes, con el propósito de reconocer cómo se entrelazan las condiciones pedagógicas, institucionales y sociales que sostienen la continuidad de los aprendizajes. A partir de este recorrido se configuraron ocho dimensiones analíticas que actúan de manera interdependiente: principios andragógicos, educación popular, estrategias institucionales, apoyos socioeconómicos, pertinencia curricular, inclusión educativa, participación comunitaria y factores motivacionales. El método utilizado es un enfoque cualitativo de análisis conceptual, que enfatiza la conexión entre la teoría y la práctica en el ámbito educativo. El modelo que se obtiene de este proceso tiene la finalidad de ser un marco de referencia para investigaciones futuras y para la creación de políticas educativas que sean pertinentes al contexto. En conjunto, los resultados apuntan a que la permanencia en la EPJA no solo se basa en el esfuerzo personal, sino también en una red de conexiones, oportunidades y condiciones que posibilitan que cada individuo mantenga su proyecto educativo a lo largo de su vida.

Este paper analiza la percepción de la población gitana sobre el nivel de competencia digital utilizando el marco europeo de competencias digitales para la ciudadanía. Se ha utilizado un diseño descriptivo-correlacional no experimental transversal con análisis comparativo, a través de una encuesta dirigida a personas gitanas. Los resultados muestran que, aunque la mayoría de las personas gitanas tienen acceso a recursos digitales, existe una brecha significativa en el dominio de competencias esenciales para la búsqueda de empleo como hacer un currículum, elaborar una carta de presentación, renovar el paro digitalmente o buscar formaciones on line, entre otras. Asimismo, se han encontrado diferencias según el género, la edad y el nivel de estudios en algunas de las dimensiones. En conclusión, es necesario el desarrollo de programas de formación en alfabetización digital dirigidos a las personas gitanas, como población vulnerable, para fomentar su inclusión laboral en la sociedad contemporánea. Fomentar la dotación de estas habilidades, no solo mejora su empleabilidad y nuevas oportunidades laborales, sino que también fortalece su capacidad para participar activamente en la vida social y cultural.

This study concentrates on the analysis of the factors which encourage the development of students and their teachers, as well as making their happiness and wellbeing more attainable. 300 teachers from the province of Granada (Spain) took part. 113 of them were preschool teachers while 187 worked in primary education, their ages ranging from 25 to 64. A descriptive, transversal comparative was used. Results confirmed that: 1) teachers obtained higher marks in the positive aspects analyzed than the negative ones, especially if have taken part in courses or activities to improve their personal wellbeing; 2) there is a significant relationship between age and happiness, total self-esteem and its positive side.

Son varios los factores implicados en el hábito lector de los estudiantes, siendo de los principales contextos de socialización lectora los ámbitos familiares y escolares. Este trabajo se centra en determinar las propiedades psicométricas de un cuestionario para identificar las principales variables que favorecen la adquisición del hábito lector en Educación Primaria, analizar el comportamiento lector en función de los libros leídos, y corroborar el modelo predictor del comportamiento lector con base en un modelo de regresión lineal. Desde un enfoque cuantitativo no experimental, de corte transversal, la validación del instrumento se realizó mediante el análisis de datos aportados por 403 estudiantes de Educación Primaria de la Región de Murcia (España), para lo cual se ha realizado la validez de constructo mediante el análisis factorial y la validez de consistencia y confiabilidad. Los resultados obtenidos indican que el instrumento construido posee unos indicadores psicométricos consistentes para ser utilizado con los fines que persigue.