The birth of the International Journal of New Education (IJNE) arises from the need to drive educational innovation from an intercultural and inclusive pedagogical perspective, integrating different educational looks and approaches that seek excellence and educational quality. New Education is one that seeks new horizons of personal and social development, and where ICTs are essential tools for the dissemination of good teaching and research practices.
Las obras se publican en edición electrónica bajo una licencia Creative Commons Reconocimiento-NoComercial 4.0 España: se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: a) Se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra. b) No se usen para fines comerciales. c) Se mencione la existencia y especificaciones de esta licencia de uso. Será responsabilidad exclusiva de los autores obtener los permisos necesarios de las imágenes que estén sujetas a derechos de autor.
Developing Empathy in the Classroom: Art, Artistic Expression, Education and Ecology (Human and Non-Human)
This article explores the fundamental idea that humans should reconsider and reframe their relationships with nonhuman animals, recognizing that all species share the same ecological environment and are interconnected in complex and vital ways. It emphasizes the importance of fostering empathy toward animals and urges a critical analysis of speciesism, the unjust discrimination against nonhuman animals, in educational settings. From early childhood education in preschool and elementary school to secondary education at the high school level and university programs, the article advocates for the integration of art instruction and creative expression as powerful tools for raising awareness about animal welfare and ethical treatment. By analyzing various forms of artistic expression, through the use of art and visual expression, educators can help students develop a deeper understanding of and emotional connection with animals. This approach not only promotes a more compassionate attitude but also encourages young people to reflect critically on the social norms and practices that contribute to animal exploitation and environmental degradation. Ultimately, the article suggests that cultivating empathy and challenging speciesism through education and art can lead to a more just, caring, and environmentally conscious society, where humans recognize their shared responsibility to protect and coexist peacefully with all living beings.
Copyright (c) 2025 Beatriz Cimadevilla Alonso
Towards the Permanent Construction of Professional Ethics in Teacher Education
In this exclusively theoretical-reflexive article, the aim is to give an account of the central aspects of a necessary permanent construction of professional ethics in teacher education as a current issue. It presents a conceptual journey from Ethics as a discipline of Philosophy, Pedagogy and Sociology of Education. Among the conceptual and analytical categories that are worked on are: teaching profession, professional ethics, professional teaching ethics, teaching ethos, ethos thematization, teaching deontology. Each of these categories is developed from a contextualized approach, which shows that conceptual interrelationships build a complex theoretical framework linked to the educational theory-practice relationship. Undergraduate and in-service teacher education are key to the development of a teacher identity with a clear professional ethic in daily work. Finally, the meaning and significance of having professional teacher ethics present in all teacher education curricula in a transversal manner as part of its necessary permanent construction is presented
Copyright (c) 2025 Alejandra Capocasale Bruno
Influencia de los soportes digitales sobre las capacidades mnésicas y atencionales del alumnado con TDAH
El objetivo del presente estudio se centra en analizar la influencia que el uso de los dispositivos digitales puede tener sobre los procesos de aprendizaje del alumnado que presenta TDAH, estableciendo una clara concomitancia entre la sintomatología clínica del trastorno y las principales dificultades de aprendizaje que este colectivo presenta. Siguiendo un enfoque mixto se recoge información de una muestra total de 91 alumnos de Educación Primaria escolarizados en las provincias de Almería y Granada, considerando como criterio de inclusión la presentación de un cuadro clínico compatible con TDAH y siendo confirmado dicho perfil mediante un cuestionario inicial Escala de Magallanes. Concretada la muestra se emplea el Test de memoria y aprendizaje (TOMAL) integrado por una batería principal de seis subtest con la finalidad de determinar la capacidad de recuerdo demorado y procesos atencionales de los sujetos participantes. Los resultados evidencian una mejora significativa de las tareas atencionales y mnésicas de los participantes en soporte digital comparativamente con el escrito, siendo manifiesta una mayor motivación por el uso de los dispositivos digitales con independencia de la edad o sintomatología característica. Como conclusión, la implantación de modelos educativos innovadores favorece la calidad de la enseñanza en los casos seleccionados.
trastorno por déficit de atención e hiperactividad
Copyright (c) 2025 Celia Gallardo Herrerías
Educational and psycho-pedagogical intervention in the case of a student with Fragile X Syndrome
Today it is common to find students with Fragile X Syndrome in classrooms who have specific needs for educational support and must be attended by teachers within the framework of a flexible curriculum, a school open to diversity, and under the principles of individualization, sectorization, normalization and inclusion. However, not all teachers have training that allows them to know and intervene in the face of this diversity and different situations. In addition, most of the scientific literature is of a health nature, with a lack of studies from an educational point of view. This article aims to help teachers and show the educational and psychopedagogical intervention carried out in a specific case of a student diagnosed with Fragile X Syndrome who has special educational needs and specific needs for educational support related to her moderate intellectual disability, her autism spectrum traits, attention deficit and behavioral problems. It is also intended to teach that despite the specific particularities of the syndrome and the associated characteristics, a favorable evolution of the student is possible through a multidisciplinary intervention and the collaboration of all the professionals who work with her. The results and conclusions obtained so far are included, being aware that it is necessary to continue with a systematic and structured work to consolidate the advances and achieve new ones. This contribution shows that this type of student can achieve unimaginable achievements through a correct intervention adjusted to their needs.
Copyright (c) 2025 Mª Del Carmen Carbajo Vélez
Teacher Training and Inclusive Education: Key Skills for Addressing Diversity in Primary Education
The Ministry of Education of the Dominican Republic promotes inclusion as a fundamental pillar of its Education for a Better Life model, aiming to ensure that all students, regardless of their disability, receive an education free from discrimination and adapted to their needs. This article describes the competencies of primary-level teachers in ensuring the learning of students with disabilities in Higüey, Dominican Republic. A qualitative approach with homogeneous sampling was used, selecting two schools and 14 teachers, and the interview data were analyzed using the ATLAS.TI software. The results show that teachers lack sufficient training to support these students. Although some have taken a course on diversity, they do not consider it enough. Additionally, they face challenges due to a lack of teaching resources, overcrowded classrooms, and limited institutional support.
Copyright (c) 2025 kedil Narsy Peguero Valdez, Jhoan Manuel Ramírez Domínguez, Eunel Marcelus, Maria José Alcalá del Olmo Fernández, Yogeiry Aybar de los Santos
Support Professionals’ Perceptions of Tteir Readiness to Meet the Challenges of Inclusion
The various professionals involved in the processes of educational inclusion, as noted by prominent authors (Sevilla Santo et al., 2018; Arnáiz, 2019; Muntaner-Guasp et al., 2022), are considered key elements for effective inclusive practices. In this regard, achieving quality education necessarily requires appropriate training not only for teachers (Figueredo & Ortiz, 2019) but also for all other staff working with students with Special Educational Support Needs (NESE) associated with disabilities. The aim of this research is to understand the perceptions that educational support professionals have about their training to intervene in the process of educational inclusion. Participants in this study included Social Integration Technicians (TIS), Sign Language Interpreters (ILS), and Therapeutic Pedagogy Teachers (PT). The data-producing sample consisted of 238 professionals, of whom 202 were women and 36 men. A specifically designed questionnaire was used as the data collection instrument. The results show that educational support professionals positively assess their training in inclusion and emphasize their commitment to continuous improvement, perceiving themselves as better prepared than regular classroom teachers. However, the study also reveals training and resource deficiencies within the educational system, as well as significant differences in perceptions of inclusion based on gender, type of institution, and its location. In conclusion, educational support professionals view their inclusion training positively and consider themselves to be in a process of constant professional development, though they acknowledge a training gap compared to regular classroom teachers and a lack of adequate resources in schools. The results highlight the need for more practical and contextualized initial and ongoing training, along with structural measures to ensure real and equitable educational inclusion.
Liderazgo de departamentos universitarios: revisión sistemática (2006-2025)
Los departamentos universitarios son entidades intermedias estratégicas, necesarias y relevantes entre los equipos ejecutivos de gobierno y el personal docente e investigador. Este estudio examina la investigación científica sobre el liderazgo en los departamentos universitarios, clasificándola en seis áreas principales: (1) formación para el desempeño directivo; (2) percepción externa del liderazgo departamental; (3) el jefe de departamento; (4) el equipo de liderazgo; (5) los elementos a gestionar; y (6) las competencias directivas. Se llevó a cabo un análisis sistemático de la literatura científica publicada en Web of Science, Scopus, ScienceDirect y Google Scholar, revisando un total de 35 artículos. Los resultados revelan la necesidad de mejorar la formación en gestión universitaria, una percepción externa negativa del cargo, excesivamente centrada en la figura del director, y la gestión del personal como el elemento más controvertido y significativo. Las conclusiones y el debate destacan numerosos consensos encontrados en los artículos analizados, futuras direcciones de investigación relacionadas con la formación en liderazgo, percepciones positivas, equipos de gestión y competencias de liderazgo. También se identifica una contradicción notable: las altas exigencias impuestas a los directores por personas que quizá nunca aspiren a asumir tales funciones. Las implicaciones prácticas incluyen orientar a las universidades para que diseñen programas de formación específicos, refuercen los equipos de liderazgo y mejoren los procesos de toma de decisiones para mejorar el rendimiento de los departamentos y la eficacia institucional.
Copyright (c) 2025 Carmen Álvarez-Álvarez
Competencias investigativas en estudiantes de enfermería de Morelos, México
Una competencia se comprende como la capacidad individual demostrada para aplicar conocimientos, habilidades y características personales a fin de satisfacer demandas o requerimientos específicos en una situación determinada. En el ámbito de la enfermería se espera que un estudiante sea capaz de demostrar lo que aprendió después de haber completado un programa. Objetivo: Evaluar la evolución por ciclo académico de las competencias en investigación de los estudiantes de la Licenciatura en Enfermería en una universidad pública en Morelos. Metodología: Estudio transversal descriptivo correspondiente al estudio basal de una cohorte. El universo comprende estudiantes de licenciatura inscritos, a quienes se aplicó un formulario digital, validado previamente. Dentro del formulario, se integró el consentimiento informado. El muestreo fue por autoselección. Se calculó el tamaño de la muestra probabilística con corrección por población finita. El análisis estadístico se realizó con el programa Stata®v.14. Resultados: La muestra quedó conformada por 429 estudiantes, 347 (81 %) mujeres y 82 (19 %) hombres. No se observaron diferencias significativas en la distribución por ciclo ni por semestre. Así mismo, no hubo diferencias en las habilidades de valores y actitudes. Se observó qué entre la condición biológica de ser hombre o ser mujer, las diferencias en las competencias básicas se encontraron marginales en las habilidades cognitivas y estadísticamente significativas en las habilidades computacionales, apreciándose mejor puntaje entre los hombres. Conclusiones: Las competencias investigativas deben desarrollarse de manera teórico-práctica, fomentando la obtención de valores, conocimientos, habilidades y actitudes dentro del proceso formativo de la enfermería. Se identificaron diferencias por género, principalmente en la experiencia de investigativa. Se identificó que las competencias investigativas especializadas (como Metodología y Experiencia en Investigación) presentan el menor nivel de logro percibido. Es imperativo que el currículo refuerce el desarrollo de estas competencias especializadas mediante un enfoque teórico-práctico sostenido, con énfasis en la experiencia real de investigación y el dominio computacional, para asegurar que los futuros profesionales basen su práctica en la evidencia de manera efectiva.
Copyright (c) 2025 Martín Mauricio Bretón de la Loza, María Alejandra Terrazas Terrazas Meraz, Ofmara Yadira Zúñiga Hernández, Paola Adanari Ortega Ceballos, Viridiana Mariely Solís Díaz, Claudia Rodriguez Leana, Beatriz Lizbeth Rodríguez Bahena
La Influencia del ambiente sociocultural en el léxico del alumnado de educación primaria
Este estudio de caso mostrará la estrecha relación que existe entre el ambiente sociocultural del alumnado de Educación Primaria y su repercusión en el desarrollo y su posterior utilización del léxico entre las personas pertenecientes a esta franja de edad. Mediante un exhaustivo análisis en el que se estudiará la reacción que tienen los estudiantes en función de determinadas situaciones cotidianas que se le planteen, se permitirá enunciar una serie de conclusiones clave que tengan como finalidad principal orientar al claustro para una mejor adaptación curricular según las necesidades y / o nivel lingüístico del que se parta, así como de los intereses del público al que se atiende. Finalmente, se proporcionarán algunas limitaciones de estudio y prospectivas de investigación dado que el muestreo a partir del cual se desarrollará este trabajo es ciertamente limitado en comparación con el número real de niños a los que se presta el servicio educativo en toda España.
Copyright (c) 2025 Alejandra Parra López, María Parra López
Is the shift in Ghana's educational policy a blessing or a curse for Ghana?
This study examines the impact of policy changes on mission schools in Ghana, focusing on stakeholders like educators, administrators, parents, and community members. A qualitative case study design involved 56 participants from five mission schools. Thematic analysis revealed three key themes: Policy Changes in Education, the Effectiveness and Consequences of Policy Changes, and the Impact of Policy Changes on Education Quality. Stakeholders identified policy-based factors contributing to the decline in educational standards, such as changes in legislation, free SHS, and the prohibition of physical punishment. Policy effectiveness varied, with concerns about overcrowding, curriculum gaps, financial constraints, and infrastructural deficits. The study highlights the need for integrating diverse stakeholder perspectives in policy development to align with mission school needs.
Keywords: Educational Policy Shifts; Mission Schools; Stakeholder Perspectives; syllabus; review; developments; students; curriculum; modification program; free compulsory universal basic school; school leadership; free senior high school policy. Word count: 120
Copyright (c) 2025 Daniel ayembilla, Dr. Musa Adekunle Ayanwale
Artificial Intelligence and Multiliteracies: Preparing Learners for a Technologically Evolving World
As artificial intelligence (AI) continues to evolve rapidly, education is on the cusp of a transition via the goal of multiliteracies development, notably digital, visual/textual, and multimodal literacy abilities. This study examines the integration of AI in literacy education. It explores the role of AI in enhancing multiliteracies development, analyzing its features in educational contexts, its potential as a tool for literacy advancement, and broader pedagogical implications. Drawing on qualitative research utilising extensive review from sources including academic research, policy documents, and instructional materials, the study synthesizes key themes and emerging trends in AI-driven literacy education. By critically assessing these sources, the research identifies opportunities and challenges associated with AI integration, offering insights into its evolving role in shaping literacy practices for a rapidly changing technological landscape. Key findings indicate that AI-driven tools can provide personalized learning experiences and foster critical thinking, thereby contributing to the achievement of Sustainable Development Goals—particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). However, challenges such as the digital divide, ethical concerns, and insufficient educator training remain significant barriers. To address these issues and harness AI’s full potential, the study recommends integrating AI literacy into school curricula, establishing minimum access standards through legislative action, and providing targeted professional development for educators. By doing so, AI can play a transformative role in literacy education, equipping students to thrive in an increasingly technology-driven world while ensuring that teaching practices evolve to meet new challenges.
Copyright (c) 2025 Stella Bolanle Apata, Oluwatobi Owojori, Yusuf Olayinka Shogbesan, Michael kenneth Ugom
Analysis of plans for the prevention, monitoring and control of absenteeism and school dropout rates, and educational response in the Region of Murcia
This article focuses on the description of the first two plans for the prevention, monitoring and control of absenteeism and school dropout in the Region of Murcia, in addition to analysing their impact on the rates of absenteeism and school dropout during the periods established in each of them (2010-2013) and (2014-2016), extending a final period between 2017-2023. All of this is based on the data collected in the Economically Active Population Surveys (EPA) of the National Statistics Institute (INE) and the Ministry of Education and Vocational Training. Likewise, other programmes and measures implemented to tackle this problem and reduce this situation of absenteeism and early school leaving, which are still active in the Region, are also presented, highlighting the creation of the III Regional Plan for the Prevention and Intervention in School Absenteeism and Reduction of Early School Leaving in the Autonomous Community of the Region of Murcia, for the period 2024-2028, as well as the presentation of strategies that could facilitate the achievement of reducing these rates and contribute to an improvement in the educational reality of the Region.
Copyright (c) 2025 Andrés Escarbajal Frutos, Juan José Hernández Infante
Training obstacles to educational inclusion
Offering inclusive education requires adequate teacher training in diversity, equity and inclusion, topics on which it has been possible to document deficiencies and understandings that affect teaching cultures, the micropolitics developed in the centers and classroom practices. Inquiring around the ideas and the training perceived by teachers, both generalist and specialist in response to diversity, on inclusion and equity and their competencies to develop true inclusive education, through collaborative debates and key questions, we have found results that alert us to the presence of fissures in the permanent training of teachers that require rethinking educational policies on inclusion and program training opportunities in this area for all teachers. It is suggested to combine actions in the centers themselves to reflect on inclusion without forgetting the importance of considering the personal commitment of each teacher with their own continuous training.
Copyright (c) 2024 Eduardo Dopico, Covadonga Menéndez Suarez
Implementing Computer Adaptive Testing for High-Stakes Assessment: A Shift for Examinations Council of Lesotho
We examine the feasibility of implementing Computer Adaptive Testing (CAT) for high-stakes assessments in Lesotho, specifically through the Examination Council of Lesotho (ECoL). CAT, a cutting-edge testing method, enhances precision and efficiency by adjusting test items in real-time based on an examinee's ability. While CAT has gained widespread global adoption, its implementation in developing countries presents significant challenges, particularly regarding infrastructure, expertise, and resource limitations. Our research addresses a critical gap in understanding how CAT can be effectively integrated into educational systems in developing contexts such as Lesotho. We conducted a literature review across five databases—Google Scholar, ERIC, PsycINFO, JSTOR, and PubMed—retrieving 48 studies published between 2013 and 2023. Of these, 18 studies met our inclusion criteria, focusing on CAT's advantages, challenges, and real-world applications in educational assessments. We applied thematic analysis to identify key benefits and barriers, focusing on precision, fairness, and infrastructure requirements. We outline the essential stages of CAT development, including feasibility studies, item bank creation, pretesting and calibration, specification determination, and live CAT publication. We highlight critical tasks such as using Monte Carlo simulations to validate CAT feasibility and developing a robust item bank calibrated with Item Response Theory (IRT). We also address challenges like building a robust technological infrastructure, providing comprehensive stakeholder training, and securing adequate funding. We emphasize the importance of continuous evaluation and stakeholder engagement to ensure CAT's successful implementation and sustainability. Global trends indicate growing adoption, driven by advancements in psychometrics and technology. CAT has the potential to offer more equitable and accurate assessments, making it a promising solution to improve educational outcomes in Lesotho.
Copyright (c) 2024 Musa Adekunle Ayanwale, Julia Chere-Masopha, Mapulane Mochekele, Malebohang Catherine Morena
Evolution and challenges of residential youth care in Spain: past, present, and future of child protection laws.
The residential foster care system and the care provided to children and adolescents have undergone various modifications and adaptations over time, aligning with changes in sociopolitical and cultural contexts. Currently, in Spain, there are 22 childhood protection laws (3 at the state level and 19 at the regional level) that regulate the organizational and legal framework to ensure the protection of minors' rights. This research, through a scoping review, aims to analyze, on one hand, how residential foster care is organized across the different autonomous communities, and on the other, how the regulatory framework is structured concerning leadership competencies, professional profiles, and the practices of those involved in socio-educational and psychosocial interventions for the protection of children's rights. The findings highlight the need to establish standardized regulatory criteria across all autonomous communities to ensure comprehensive protection for children and adolescents at the national level. Additionally, the importance of having a standardized information system that measures the impact of the measures adopted in the child protection system is emphasized. The results also reveal a lack of uniformity in professional profiles and roles, as well as the need to discuss new models of comprehensive care that focus on improving the quality of life and promoting social justice for children and adolescents in protective care in Spain.
Copyright (c) 2024 Alison Cantos-Egea, Juana-María Tierno-García, Marta Camarero Figuerola
Artificial Intelligence in Education, Bridging Community Gap: A Phenomenological Approach
Integrating Artificial Intelligence (AI) in education holds transformative potential for bridging community gaps, particularly in under-resourced and marginalized communities. This study explores the multifaceted ways AI technologies can enhance educational accessibility, quality, and equity, thereby fostering inclusive community development. The educational disparity between under-resourced and resourced communities in Nigeria is a pressing issue, primarily driven by unequal funding, insecurity, corruption, resource allocation, and teacher shortages. This gap affects academic performance and limits future opportunities for learners in the under-sourced communities. The study delves into AI-driven initiatives to reduce the digital divide, such as deploying AI-powered educational tools in underserved communities with limited access to quality education, which is imminent. By leveraging AI, this research underscores the potential to democratize education, offering tailored learning experiences that can adapt to students' diverse needs across different geographical locations in Nigeria. The study's core objective is to bridge the community gap via AI in education using a phenomenological approach. The qualitative study adopted a phenomenological approach. The population comprised all secondary school teachers in Nigeria. Fifteen public school teachers from under-resourced communities constituted the study's sample and drew purposively based on availability. The qualitative data were thematically evaluated, and three themes (i.e., learning assistance, quality education, and infrastructural deficiency) emerged from the research. This study's findings indicate that AI can provide learning assistance and improve quality education. While AI may potentially enhance learning experiences, stakeholders must quickly address the concerns about infrastructural deficiency, insecurity, corruption, and the impediment of social interaction in education. The study concluded that incorporating AI-based technology into under-resourced communities will bridge the community gap and enable all learners to compete favourably, regardless of where they reside.
Teachers' conceptions of democracy in education in schools in challenging and favorable contexts
It is increasingly necessary to advance towards a deeper understanding of teaching practices aimed at teaching for, in and from, democratic principles. For this reason, this research seeks to understand teachers' conceptions of democracy in education in Spain. To this end, a phenomenographic study was carried out with 58 Spanish teachers selected according to the level of education they teach (Primary and Secondary Education) and the ownership of the school (public and private-subsidized). The data collection technique was the phenomenographic interview. The results indicate the existence of three categories of conceptions of democracy in education: i) that which refers to the participation of the agents in the school and its functioning, ii) that which considers it as the sense of belonging and emancipation of the protagonists of the educational process and, iii) that which understands it as a social responsibility of the school and its protagonists. Understanding teachers' conceptions of democracy in education helps to move towards an education in democracy in which democratic values are taught and everyone has the opportunity to live together and participate in decision-making processes.
Copyright (c) 2024 Irene Moreno-Medina, Cynthia Martínez-Garrido, Rebecca Jane Allen
El Phubbing y redes sociales: Análisis de una muestra de universitarios del Perú
Phubbing is a phenomenon coined in the last decade that defines the act of ignoring a person in a social interaction to concentrate on a mobile phone. This study aims to analyze how university students perceive the phenomenon of phubbing and its association with social media addiction. A survey design with a Likert-type scale was applied to 2142 students from five Peruvian universities. The psychometric analysis results indicate acceptable internal consistency and a three-factor structure, explaining the behavioral dimensions of phubbing. Descriptive and correlational analyses revealed that most students spend little time on social media and do not perceive a significant impact on their academic life. However, there are significant differences between universities and genders regarding the perception of phubbing. These findings underscore the need for awareness campaigns in universities to mitigate the negative effects of phubbing and excessive social media use and promote a more balanced and healthy usage among students, fostering better interpersonal relationships and academic performance.
Copyright (c) 2025 Rocío Emilia Saavedra Sandoval, Simona María Parraguez Carrasco, Henrry Williams Cancino Ramos, Yrma Burga Bustamante
Promoting entrepreneurship in an educational context through the lens of inclusivity
Introduction: The promotion of entrepreneurship has gained relevance in the educational field, especially after the introduction of the concept of key competence in the Organic Law 2/2006 (LOE). This change has been fundamental in the Spanish educational system, reinforced by the current educational law LOMLOE, which advocates inclusion and equity. The proposal seeks to guide teachers in adapting their curricular programs and projects to integrate entrepreneurial competence in inclusive environments. Methodology: The implementation of this proposal is based on the use of innovative methodologies that comply with legal requirements and respond to the demands of the 21st century. It focuses on the adaptation of didactic strategies to all educational levels, promoting the formation of students capable of identifying opportunities, innovating and creating value in diverse contexts. Results: This educational approach enables students to develop key skills such as creativity, problem solving and decision making. These skills not only prepare them for future employment, but also foster comprehensive development from an early age. Discussion: Combining the promotion of entrepreneurship with inclusive education helps to ensure quality training that meets today's needs and challenges, benefiting both students and their families. This educational model is essential to form competent and resilient citizens in the face of the challenges of the 21st century.
Copyright (c) 2025 Pilar Jiménez Martínez, Esmeralda
Impact of physical activity on the emotional well-being of people with intellectual diversity
The main objective of this article is to investigate the impact that the practice of physical activity has on the emotional well-being of adults with intellectual disabilities. This research has consisted of carrying out a questionnaire made to a group of people with intellectual disabilities (7 people between men and women). The people who have participated in this research have pointed out that, for them, it is very important to practice some type of physical activity (mean= 2.86, SD= 0.378), wanting to do sports daily (mean = 2.71, SD = 0.488), since either individually (mean = 2.43, SD = 0.976) or collectively (mean = 2.57, SD = 0.787) and understanding, in this way, that its performance makes them feel good physically and emotionally (mean = 3.00, SD = 0.000). In conclusion, the application of Cronbach´s alpha test reveals a value of .791, which implies a high level of stability of the answers provided by the informant group, thus adducing indications of scientific guarantees of reliability.
Copyright (c) 2025 Javier Ruiz Ortega, Mónica Belda-Torrijos
Between educational exclusion and public policies. Literacy and inclusion in the Autonomous City of Buenos Aires. Argentina
This article presents some conclusions from the research - action carried out in schools in the Autonomous City of Buenos Aires (CABA), Argentine Republic (2023). The research aimed to find a possible articulation between the didactic and institutional conditions and the progress of learning. We worked on a universe of thirteen “Low Performance” state-managed primary schools in the City. For this, an intervention was carried out in two dimensions. From a micro dimension, accompanying and advising teaching practices in each school, analyzing available resources, participating in meetings with teachers to problematize teaching, carrying out a thorough survey of knowledge in relation to students' reading and writing, and also providing material and human resources in situations that required it. On the other hand, and from a macro dimension, re-discussing educational policies with the authorities of the jurisdiction and rethinking institutional structures considering the sociocultural context in which the teaching-learning process takes place. This research is framed in an educational policy of the Ministry of Education of CABA, Literacy for Inclusion (API), which articulates the intervention in state schools through Devices for the Intensification of Teaching (DIE) in a co-approach. responsibility together with the actors who make up the school, to problematize literacy and make visible school trajectories at risk. Based on this, agreements are established on different actions that enhance teaching so that they effectively promote progress in student learning. Based on action research, API manages to redefine the task of the focused action programs that were implemented in the jurisdiction more than twenty years ago and, at the same time, promote educational practices that move the configurative constructs of the EBD. That is, action research gave us substance to review our own practices, our participation as Socio-educational Programs in the City's educational policies.
Role of the teacher tutor from the Humanist Paradigm in the professionalization program
Knowing the role of a tutor teacher in this century of globalization, where things evolve rapidly and everything is more competitive, makes it possible to have basic tools for teaching, which allows the transformation of society and Good Life. For this reason, this research analyzes a Didactic Intervention Guide from the humanist paradigm that allows the tutor teacher to fulfill his role effectively. This was developed with the students of the professionalization program of the National University of Education. The qualitative approach, descriptive type, socio-critical paradigm and action research were considered. The main results show that the guide favors the tutor satisfactorily fulfilling his role; in addition, it allows you to work based on the needs of those who are being trained. It is concluded that the guide can be a very useful tool for higher education institutions and for basic education.
Copyright (c) 2024 Julio Uyaguari Fernández
Emotional well-being of students through blogging in learning English
This paper proposes an approach to the emotional well-being of learners, analysing it as a construct that, along with others, contributes to enhancing the learning process in compulsory secondary education. In a more specific way, we aim to verify if educational technology and, to be more concrete, blogging as a learning tool can be relevant to improving the emotional well-being of learners while learning English as a foreign language. Moreover, we also pretend to refute whether well-being is positively determined while blogging to verify whether significant learning occurs. With this in mind, we analyse the use of blogs within the teaching and learning process of the English language in 4th-year compulsory secondary education. The learners who participated in this experiment had an A2 level of English according to the European Framework of Reference for Languages, having completed an initial test at the beginning of the year. Having identified low motivation by learners in secondary education, two research questions were established in order to verify whether both blogging and emotional well-being of learners were positively determined during the experiment and, therefore, if learners improved their EFL written production through blogging. From these two research questions, two starting hypotheses were set up. From these two research questions, two starting hypotheses were set up. We used the subjective well-being questionnaire, and so qualitative data were utilised.
Copyright (c) 2024 Salvador Montaner-Villalba, Alexis Martel-Robaina
Path modeling of factors that predict self-regulated learning
Students can encounter significant challenges when transitioning from high school to university. Students must possess the necessary skills to adjust to the self-directed learning atmosphere of the university, however frequently lack the ability to take responsibility for their own learning. This study employs path-modeling techniques to investigate and analyze the multifaceted relationships between various factors, that can predict self-regulated learning as they impact learners' academic achievements in higher education settings, as informed by an extensive review of existing literature. The population for this study were university undergraduates using a researcher-designed questionnaire for data collection. The data collected was modelled reflectively using partial least squares structural equation modelling (PLS-SEM). Results show that the measurement model assessment showed strong reliability and convergent validity of the latent constructs. However, only technology significantly predicted self-regulated learning as contributing to students' academic success in higher education. The findings from this study contribute significantly to understanding the nuanced pathways through which various learning indicators interact to predict students' self-regulation as influencing students' academic performance in the higher education space. Insights gained from the analysis offer valuable implications for relevant stakeholders aimed at fostering properly tailored conduct that enhances students' academic success in higher education.
Analysis of leadership exercised by management teams to promote an inclusive educational community
Inclusive education is a matter of rights and its application is essential to guarantee learning and participation of diversity in schools. The Dominican Republic in recent years has taken important steps to generate inclusive, open and participatory schools. This is evident in the plans and projects of the Dominican educational system. Precisely, this study analyzes the actions carried out in educational centers by the management teams to promote an inclusive educational community in 7 Primary Level Educational Centers belonging to the Municipality of Las Matas de Santa Cruz, Dominican Republic. For these purposes, a descriptive, non-experimental, survey-type research design was used. The sample is made up of a total of 60 participants (center directors, coordinators, counselors and teachers). To collect information, the “LeiQ” instrument was used. Leading inclusive education in compulsory education centers - Teaching team. To analyze the results, a descriptive statistical analysis was carried out. The results show that the actions developed by the management teams do not entirely favor the generation of an inclusive educational community. Which shows the need to promote actions that allow generating a school with a shared vision.
Copyright (c) 2024 Michael Francisco Arias García, Pilar Arnaiz-Sánchez , Remedios De Haros Rodríguez
In-service teacher training in digital competence: a literature review
The introduction of information and communication technologies in the educational environment is seen as a crucial factor in the development of teachers' digital competence. This suggests the importance of continuously updating teachers' digital competence in order to adapt to changes in technology-driven educational practices. The aim of the article is to systematise teachers' digital competence training using bibliometrics and Methodi Ordinatio methodology. Relevant articles were searched in the Web of Science and Scopus databases. A total of 1,327 results were found and, after excluding the articles, 317 were left for analysis. The results of the meta-analysis were visualised in Vosviewer, summarising the relevant journals, authors and terms. It was concluded that the concept of digital teacher competence involves broader areas than instrumental knowledge of technology, but includes knowledge of pedagogical aspects, information, network communication, predisposition to self-development and socio-cultural aspects involving the use of digital technology and; above all, it requires critical teacher training for the conscious use of technology.
Copyright (c) 2024 Eloni dos Santos Perin, Maria do Carmo Duarte Freitas, Nathalia Savione Machado
Pragmatic Communication in ASD grade 1 associated with Asperger's Syndrome in second childhood.
People with Autism Spectrum Disorder (ASD) have language and communication difficulties. The pragmatic consciousness is one of the most studied components in ASD grade 1 associated with Asperger Syndrome and at the same time, affects to the development in linguistic areas (Crespo-Eguilaz et al., 2016). The aim of this research was, on the one hand, to analyse the characteristics of pragmatic communication in students with ASD grade 1 and on the other hand, to realise a comparison about the pragmatic use of the language and the paralinguistic social communication in a group with typical development. The sample taken is composed by eight students (4 ASD grade 1 and 4 with typical development). The analysis of the data has been realised using the U Mann-Whitney tests and the summaries of the cases. For data collection, the ASSQ and AQC screening questionnaires were used to corroborate the existence or not of the disorder. To value the language, a CELF-5 test which form the Principal Language Punctuation, were used. Finally, to evaluate the pragmatic consciousness it has used a Spanish version of "Children´s communication checklist". Quantitatively, the result showed the existence of difficulties in the pragmatic skills of the students who present ASD grade 1. Carrying on with the linguistic profile, it has not shown significant evidences in the other language areas (phonological, morphological and semantic). The present work constitutes the first approximation to the linguistic profile analysis of ASD grade 1 students, emphasizing in pragmatic communication.
Copyright (c) 2024 Elena Muñoz Sánchez, Mónica Belda-Torrijos, Alberto Sánchez Pedroche
Sexuality education as a framework for discussion and implementation of inclusive practices in university pedagogy
This article delves into the significance of Comprehensive Sexual Education (ESI taking into account its initials in Spanish) in higher education, proposing a multidisciplinary, hermeneutic, and supportive pedagogical approach. Since the implementation of Argentine Law No. 26,150 in 2006, ESI stands as a cultural framework that transcends the traditional biologist paradigm, encompassing biological, psychological, social, affective, and ethical aspects. The Resolution of the Federal Council of Education No. 340/18 reaffirms these values and establishes five conceptual axes to comprehend the comprehensiveness of ESI. Through a case study at the University of Buenos Aires, the application of hermeneutic pedagogy in an academic writing support workshop at Ezeiza prison is highlighted. This workshop acknowledges the students' life stories, promoting writing as a social practice, integrating personal experiences with academic writing. Emphasis is placed on the importance of recognizing individual capacities (inspired by Martha Nussbaum and Amartya Sen's "capabilities") and the fundamental role of teachers in supporting these capacities. An inclusive vision for higher education is proposed, advocating for a shift in existing paradigms and recognizing diversity, life experiences, and individual capacities as cornerstones for a fairer and more equitable education. ESI and hermeneutic pedagogy emerge as key elements for this transformation, challenging traditional academic practices and promoting a more inclusive education respectful of diversity.
Copyright (c) 2024 María Beatriz Delpech
Education and structural racism: teachers’ views on racial discrimination experienced in the workplace
The research in question was developed together with the Center for Research and Extension in Human Rights (NUPEDH) and the Research Group Law, Gender and Plural Identities (DGIPLUS), both linked to the Postgraduate Program in Law and Social Justice at the Faculty of Law (FADIR) from the Federal University of Rio Grande (FURG/Brazil). We sought to investigate, analyze, and understand how structural racism – a phenomenon understood as systematic racial discrimination present in sociopolitical structures – is experienced by teachers who self-identify as black and who work in the public and private primary and secondary education network in the city of Canguçu located in the state of Rio Grande do Sul (RS), Brazil. Aiming to achieve the proposed objective, the deductive research method was adopted, comprising bibliographical research (scientific articles, theses, and books) and critical-reflective analysis of the collected material. As the aim was also to understand the reality of black teachers, empirical research was carried out through semi-structured interviews with all 41 black teachers out of a total of 775 teachers who work in the educational system in the city of Canguçu. Among the obtained results, the fact that the majority, that is, 99% of the teachers interviewed, stated that they had experienced situations of prejudice in work relationships and when teaching in the classroom stands out. Both the number of black teachers in the city of Canguçu and the testimonies of the interviewees corroborate the existence of structural racism in the educational sphere, since, as the authors who underlie the research emphasize, racial discrimination is one of the elements that make up the sociopolitical organization and economic aspects of Brazilian society.
Building a sense of life and social responsibility.
The meaning of life and social responsibility are transcendental in coexisting with humanity since they enable experiences endowed with consciousness for understanding and making decisions about our existence. For young university students, it represents a decisive process in their lives because it is a stage of multiple physical, emotional, intellectual and social changes. The purpose of this research is to analyze how young university students build their meaning of life in a public university in Mexico and, at the same time, identify their capacities and potentials that allow them to contribute to the strengthening of their life projects for a greater awareness of himself and the necessary responsibility with otherness. The study uses a mixed methodology, with a hermeneutic-phenomenological approach and a psycho-sociological perspective focused on the perception experiences that students have of themselves and other people who are significant in their lives. The research uses the LOGOTEST and PIL questionnaires in addition to semi-structured interviews. The central question referred to: What meanings do students provide to their existences, and how do they use them to understand the meaning and life project they build within their life and educational trajectories? The research concluded that students report severe difficulties in constructing personal identity and recognizing and accepting their potential, with an apparent detriment to their self-esteem. It makes it challenging to build meaning in life that allows the deep development of subjectivity and intersubjectivity. Thus, students build meaning in life based on establishing family ties that allow them to advance in their existence, have clear goals and purposes for professional development and position themselves in the labor market.
Copyright (c) 2024 Dr. César Correa Arias, Dra. Amelia Guadalupe Caro-Beltrán