Juan Luis Cabanillas-García

Generative Artificial Intelligence (GenAI) is reshaping educational practice while raising pedagogical, ethical, and professional challenges. This study examined Spanish teachers’ self-reported GenAI tool use, perceived knowledge, perceptions and attitudes, and training-related experiences and orientations. A quantitative cross-sectional survey was conducted with 838 teachers from primary, secondary, vocational, and higher education, recruited through non-probability convenience sampling. Data were collected using an adapted and extended 47-item questionnaire comprising three scales derived from CAPIAG-P and a nine-item modality-based GenAI Tool Use scale developed for this study. Internal consistency was good to excellent (Cronbach’s α = 0.827–0.930). Descriptive statistics, Holm-adjusted non-parametric comparisons, Dunn–Holm post hoc tests, effect sizes, and hierarchical multiple regression with HC3 robust standard errors were applied. Use was concentrated mainly on text-to-text applications, whereas perceived GenAI knowledge was moderate. Teachers positively evaluated several educational applications but expressed reservations about critical thinking, educational quality, and replacement of the teaching role. They reported limited previous training and strong agreement with predefined pedagogical and ethical professional-development priorities. Perceived GenAI knowledge was most strongly associated with tool use, followed by perceptions and attitudes; training was not independently associated with use. The final model explained 42.0% of the variance. This pattern remained in a sensitivity analysis excluding knowledge items with the clearest behavioral overlap, although explained variance decreased to 37.7%. Holm-adjusted group differences by sex, school ownership, and teaching level were small, while none remained by age or experience. The findings support equitable institutional provision and continuous, pedagogically and ethically grounded professional development.

The growing integration of Generative Artificial Intelligence (GAI) into education has intensified the need to understand teachers’ perceptions of its implementation in the early stages of schooling. This study aimed to examine the barriers, ethical concerns, and perceived impact of GAI among Early Childhood and Primary Education teachers in Spain. An interpretive qualitative design was adopted using an open-ended questionnaire completed by 183 teachers from 15 Spanish autonomous communities. Data were analyzed through thematic content analysis in NVivo 14, resulting in a coding framework comprising three metacategories, 27 categories, and 98 subcategories. The findings indicate that insufficient training and limited digital competence constitute the main barriers to GAI integration, while ethical concerns focus primarily on the potential decline in students’ critical thinking, irresponsible use, data privacy, and the reliability of AI-generated information. Although teachers recognize the potential of GAI to support learning, they express greater concern about its possible negative effects on creativity, effort, and autonomous knowledge construction. Moreover, they consistently emphasize that its educational impact depends on teacher training, pedagogical mediation, and the context in which it is implemented. These findings highlight that the successful integration of GAI in Early Childhood and Primary Education requires strengthening teachers’ AI literacy and promoting pedagogically grounded and ethically responsible implementation strategies.

El propósito de este estudio consiste en analizar la investigación de los docentes de humanidades de una universidad pública peruana. Se utilizó un enfoque mixto. La muestra fue no probabilística y por conveniencia, conformada por 53 docentes del área de Humanidades. Desde el enfoque cuantitativo, se encontró la mayoría de docentes poseen conocimientos sobre metodología de investigación y publicación de artículos científicos; utilizan mayormente enfoques metodológicos cualitativos y mixtos, y prefieren investigar en coautoría. Desde el enfoque cualitativo se encontró que la producción del conocimiento es el principal rasgo del perfil del investigador del área de humanidades. Se concluye que los docentes en humanidades investigan y aportan al conocimiento científico, aunque tienen que enfrentar una serie de desventajas en relación a otras áreas del saber humano.

In today’s educational context, Game-Based Learning (GBL) has emerged as a promising methodology for promoting active learning in an engaging and motivating way. This study aims to analyze the impact of a video game-based intervention on the development of students’ cognitive skills, focusing on the levels of Bloom’s taxonomy, as well as to explore students’ perceptions of this methodology. Accordingly, an intervention was conducted with 52 students in the Early Childhood Education Degree Program, integrating video games designed for this study for pedagogical purposes. An approach combining two quantitative instruments was employed: knowledge assessment tests and a student perception questionnaire. The results show a significant improvement in students’ higher-order cognitive skills, particularly in the dimensions of applying, analyzing, and evaluating. Furthermore, students demonstrated a positive attitude toward the use of video games as a learning tool. Therefore, this study confirms that the integration of GBL methodology at the university level can effectively contribute to the development of higher-order cognitive skills among teachers in initial training. However, further research is recommended to examine its long-term impact and its effectiveness across different levels of education.

This qualitative study explores teachers’ perceptions of inclusive education in Compulsory Secondary Education, Baccalauteate, and Vocational Education in Extremadura, Spain. Forty-seven in-service teachers participated through semi-structured interviews, selected using convenience and snowball sampling until theoretical saturation was reached. Data were manually transcribed, reviewed by two independent researchers, and analyzed with NVivo 14 using a mixed inductive–deductive coding approach. The findings reveal substantial gaps in teacher training for inclusion, particularly regarding the identification of students with specific educational support needs and the implementation of curricular adaptations. Teachers expressed concerns about the availability and limitations of resources: although some schools have specialists, they highlighted the lack of other professionals, insufficient materials, and structural barriers. They also showed positive attitudes toward continuing professional development but criticized its overly theoretical focus and limited transfer to school practice. Overall, the study underscores the urgent need for more practical and contextually grounded training, together with stronger institutional support, to foster effective inclusive practices in post-compulsory education, where significant shortcomings remain, particularly in their practical implementation within real educational settings.

From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers documented in recent academic literature (2000–2025) that affect these dimensions at the primary and compulsory secondary education levels, with a special focus on intersectional variables that amplify inequalities (gender, migration, disability, mental health, among others).

Introduction:digital transformation in the Education 4.0 era has significantly reshaped higher education, including engineering education. In alignment with Sustainable Development Goal (SDG) 4: Quality Education, mobile-based gamification learning (MobGam) has emerged as an innovative approach to enhance learning quality. This study aims to analyze students’ behavioral intention (BI) to adopt MobGam by extending the Technology Acceptance Model (TAM) with two external constructs: Self-Efficacy (SE) and Perceived Enjoyment (PE).Method:a quantitative survey was conducted with 127 Industrial Electrical Engineering students in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate both measurement and structural models.Results:the findings show that PE significantly enhances both Perceived Ease of Use (PEU) (β = 0.553, p = 0.001) and Perceived Usefulness (PU) (β = 0.301, p = 0.003). SE also demonstrates a strong positive effect on PEU (β = 0.424, p = 0.001) and PU (β = 0.296, p = 0.003). In the structural model, PEU significantly influences PU (β = 0.402, p = 0.001) and Attitude Toward Use (AT) (β = 0.270, p = 0.005), while PU strongly predicts AT (β = 0.526, p = 0.001) and Behavioral Intention (BI) (β = 0.392, p = 0.001). AT emerges as the most powerful determinant of BI (β = 0.591, p = 0.001). Overall, the model demonstrates high explanatory capacity, with BI predicted substantially (R² > 0.70), confirming that both cognitive (PEU, PU) and motivational (SE, PE) constructs jointly shape students’ acceptance of MobGam.Conclusions:this study extends the applicability of TAM in the context of MobGam by integrating SE and PE as key determinants of technology acceptance. Practically, the findings suggest that educators and instructional designers should emphasize PE, SE, PEU, PE, and AT when implementing MobGam systems to foster learning qulality and sustainable technology adoption in line with SDG 4.

This study examines the impact of COVID-19 in relation to poverty eradication, focusing on the first UN Sustainable Development Goal (SDG). In doing so, it is essential to begin by contextualising the SDGs as a global plan of action to address challenges such as extreme poverty, gender equality or climate change. The importance of SDG 1 in the global development agenda is highlighted, especially in promoting equality and social justice. The COVID-19 pandemic has exacerbated existing inequalities and threatens to reverse decades of progress in the fight against poverty, highlighting the need to address this issue urgently. It discusses how the intersection between the pandemic and poverty has generated multifaceted challenges that require a coordinated, evidence-based response. In addition, this research explores the use of systematic review methodologies to analyse the relationship between COVID-19 and SDG 1, describing in detail the review process, including the application of the PRISMA model and the use of VOSviewer software to analyse bibliometric and keyword co-occurrence data in relation to the documents explored. The results reveal a significant increase in scientific production on poverty and COVID-19, with an increased focus on mental health, food insecurity and gender inequalities. However, there are possible limitations in the geographical scope of the studies and the lack of focus on specific areas of poverty. In conclusion, the study highlights the importance of addressing poverty in the context of the pandemic by proposing systematic review methodologies as valuable tools for understanding this complex reality and devising effective strategies to address it.

Background/Objectives: Heart transplantation substantially improves survival and quality of life in patients with advanced heart failure; however, many heart transplantation patients fail to recover normal physical activity levels. Persistent inactivity compromises secondary prevention and long-term outcomes. Kinesiophobia—an excessive and irrational fear of movement—may act as a central barrier limiting physical activity after heart transplantation. This study aimed to explore how kinesiophobia develops and interacts with physical and psychological factors that influence adherence to an active lifestyle after heart transplantation. Methods: A qualitative study was conducted in 24 adult heart transplantation patients (mean age 62.1 years; 83% male) at a tertiary hospital in Spain. Semi-structured interviews lasting 35–60 min were transcribed verbatim and analysed using reflexive thematic analysis. Methodological rigour was ensured through triangulation, reflexivity, and transparent documentation of analytic decisions. Results: Three interrelated themes were identified: (1) Kinesiophobia, characterised by fear of overexertion and avoidance of performing physical activity; (2) physical limitations, including fatigue, muscle weakness, treatment side effects, and intensified perceptions of vulnerability; and (3) psychological distress, encompassing anxiety, demotivation, and frustration, which intensified inactivity. These domains formed a self-perpetuating cycle that restricted participation in physical activity. Some participants reported simple adaptive strategies, such as pacing, walking and social support that enhanced their sense of safety and confidence. Conclusions: Kinesiophobia, physical limitations, and psychological distress interact to restrict physical activity in heart transplantation patients. Our findings suggest that rehabilitation should integrate psychological support, cognitive-behavioural strategies, and tailored education to reduce fear, enhance self-efficacy, and promote sustainable physical activity engagement.