Educatio siglo XXI Vol. 43, Nº 3 (2025)

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http://hdl.handle.net/10201/170689

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Now showing 1 - 16 of 16

Open Access
Un proyecto colaborativo para el desarrollo de habilidades emocionales y sociales en alumnado con Trastorno del Espectro del Autismo: un estudio de casos
(Servicio de Publicaciones. Universidad de Murcia, 2025) Lozano-Martínez, Josefina; Castillo-Reche, Irina Sherezade; Infante-Loja, Ángel Ricardo; Sin departamento asociado
Following the increased prevalence of students with Autism Spectrum Disorder (ASD) and the need to support schools in addressing the challenges they face, the objective of this study is to evaluate the effectiveness of an educational intervention program—developed through collaboration between families, schools, and universities—for fostering emotional and social skills in students with ASD through the implementation of cooperative resources and strategies. This study proposes a multiple case study in a Primary and Infant Education school. The data analysis, after two years of implementation, shows progress in the emotional and social skills of the participating students with ASD and allows us to conclude that the use of interactive teaching processes, from a collaborative perspective, promotes this development and leads to better inclusion. To this end, the collaboration between families, schools, and universities through seminars conducted in the school proved of great value.
Open Access
La competencia digital a través del pódcast: un estudio desde la Educación Musical universitaria
(Servicio de Publicaciones. Universidad de Murcia, 2025) Mondéjar Muñoz, Laura; Rodríguez López, Rafael Ángel; Sin departamento asociado
This study analyses the use of the podcast as a didactic tool for the development of Digital Competence (DC) in Primary Education students, in the context of university music education. Under a quantitative methodological approach with a pretestposttest design based on a didactic intervention, 214 students from two Spanish universities participated. The intervention included the creation, edition, and dissemination of educational podcasts, evaluated by means of two questionnaires administered before and after the training process. The results show a significant improvement in technical skills, such as audio editing, proper use of licences and digital collaboration. Likewise, there was a notable increase in the students’ willingness to integrate the podcast in their future teaching practice. The discussion highlights the potential of this tool to foster autonomous learning, creativity, and digital literacy in training contexts.
Open Access
Autopercepción de los profesionales de la Pedagogía: estudios y desarrollo profesional
(Servicio de Publicaciones. Universidad de Murcia, 2025) Álvarez-Arregui, Emilio; Rodríguez-Martín, Alejandro; García-Pérez, María Teresa; Sin departamento asociado
This study aims to analyze the self-perception of Pedagogy professionals in the Asturian context, in relation to studied degree and the development of their professional career. In this context, the aim is to detect possible needs for the development of a training program in transversal skills that improve the employability of these professionals. The methodology followed is qualitative, since data were collected through discussion groups. The study had twenty-six participants who were selected through intentional non-probabilistic sampling in which an informal selection of the sample was carried out among the population of active Pedagogy professionals. The software used to develop the analyses and establish the dimensions, categories and catalogs was AQUAD8.0. The results revealed the emergence of different dimensions, highlighting that the relationship between Pedagogy studies and professional development shows strengths, weaknesses and challenges in the construction of the professional itinerary. It was also detected that the motivations of this group tended to be underestimated or misinterpreted, which translates into a negative self-perception regarding the specialization of these professionals once they have completed the degree, generating distortions in the demand for professionals in the labor market.
Open Access
Herrán Gascón, A. de la y Xu, R. (2025) Errores radicales de nuestra educación
(Servicio de Publicaciones. Universidad de Murcia, 2025) Cantón Mayo, Isabel; Sin departamento asociado
Open Access
Revisión sistemática de programas de educación correccional y justicia restaurativa dirigidos a menores infractores: efectos en la reeducación, resocialización y reincidencia (2013-2023)
(Servicio de Publicaciones. Universidad de Murcia, 2025) Montero García, Inmaculada; Sánchez Sánchez, Esther; Sin departamento asociado
The tightening of Law 5/2000 has made it essential for interventions with minors to follow an approach that highlights educational values. This systematic review aims to examine the effects of educational programmes implemented with juvenile offenders, as well as restorative justice programmes used as alternatives to criminal proceedings. A literature review covering the last decade (2013–2023) was conducted using the PRISMA protocol, focusing on the SCOPUS, WoS, and ERIC databases, and identifying seventeen relevant articles. Scientific output on the topic has fluctuated over the decade, with the United States emerging as the leading contributor. The effectiveness of correctional education and restorative justice programmes in promoting reintegration and reducing recidivism depends on their alignment with legal frameworks, the individual profiles of juveniles, and the nature of the offences. Family involvement and engagement from other community actors play a crucial role in reducing recidivism. The findings underscore the need for longterm research on restorative justice and the importance of reorienting correctional education programmes to include family and community participation in juvenile educational processes to support reintegration.
Open Access
La investigación educativa en el aula desde la narrativa con imágenes: evaluación cualitativa de un programa pedagógico para la formación inicial de docentes
(Servicio de Publicaciones. Universidad de Murcia, 2025) Salido López, Pedro Victorio; Sin departamento asociado
Current literature highlights the potential of narratives with images for teaching and learning diverse curricular content, particularly in the context of developing reading competence. Hence, the design of such visual resources should be a fundamental component in initial teacher training, which is the central focus of this experimental proposal. The methodological approach is situated at the confluence of arts-based research and interventionist methodological innovations of a qualitative nature. Specifically, it employs an a/r/ tographic research approach, which successfully combines research, education, and creative elements in a coherent balance. The results show that it is necessary to address the knowledge and analysis of comic grammar with pre-service teachers as a preliminary step before designing educational graphic narratives. There is also an emphasis on introducing future educators to tools that enable the creation of such resources in digital contexts. Additionally, there is a need to cultivate an awareness of the pedagogical contributions and interdisciplinary educational potential of graphic narratives. The discussion of the results underscores the importance of promoting teacher training in the field of Art Education, focusing on the acquisition of necessary competencies for designing iconic-textual narratives tailored to the pedagogical needs of different educational stages. Furthermore, it is concluded that visual resources of this kind hold the potential to drive necessary educational innovation.
Open Access
Teachers’ use of competencybased assessment in personalised learning practices: An exploratory study
(Servicio de Publicaciones. Universidad de Murcia, 2025) Rochera Villach, María José; Coll Salvador, César; Villablanca Retamal, Alexandra; Sin departamento asociado
El impacto de las competencias en el marco de la nueva ecología del aprendizaje ha generado un salto cualitativo en la calidad de las prácticas educativas. Actualmente, nos hemos apropiado de diferentes enfoques pedagógicos personalizados y metodologías innovadoras que promueven la adquisición y el uso de competencias, pero ¿cómo las evaluamos? Su evaluación no es lo suficientemente clara, puesto que no existe consenso sobre lo que significan las competencias, el aprendizaje basado en competencias, la evaluación competencial, entre otros, lo que en la práctica presenta dificultades y preocupaciones para el profesorado. Este estudio cualitativo exploratorio tiene dos objetivos: 1) proponer un modelo para analizar la evaluación competencial en prácticas de personalización del aprendizaje y 2) ilustrar su aplicación a dos de estas prácticas en educación secundaria. Los resultados muestran diferencias en la complejidad que presentan las prácticas de evaluación competencial, en el grado de relevancia de los contextos de evaluación propuestos y en la participación del alumnado en el proceso de feedback. Se concluye que el modelo es una herramienta potencialmente útil para comprender y optimizar la evaluación competencial en prácticas de personalización del aprendizaje. Se formulan recomendaciones para que el profesorado pueda promover prácticas de evaluación efectivas desde una perspectiva competencial.
Open Access
Impacto del realismo simulado, como metodología de aprendizaje, sobre las emociones y facetas del mindfulness. Estudio exploratorio
(Servicio de Publicaciones. Universidad de Murcia, 2025) Coro Montanet, Gleyvis; Porto Rocha, Helena Wagner; Gallego Granero, Enrique; Sin departamento asociado
Learning through simulated realism can be influenced by the emotional experiences generated during the simulation itself. This exploratory pilot study aimed to investigate the impact of a highly realistic simulation (rated 7.9/10 according to ProRealSim v.1.0) on the emotions of university students. Two standardized questionnaires (PANAS and FFMQ) were administered to a sample of 62 medical students from Universidad Europea de Madrid to assess the emotions experienced and the facets of mindfulness developed during the simulation-based learning process. The results showed that students predominantly experienced positive emotions, which were significantly correlated with the mindfulness facets of observation, discovery, and non-reactivity. The findings suggest that the experience of positive emotions in simulation-based learning enhances, optimizes, and professionalizes the learning process by promoting a more receptive perception of the experience, whereas negative emotions appear to reduce its educational effectiveness.
Open Access
Principios básicos de diseño didáctico Agile que permiten la agencia estudiantil: una revisión sistemática
(Servicio de Publicaciones. Universidad de Murcia, 2025) Pérez-Garcias, Adolfina; Torres-Blasco, Celia; Sin departamento asociado
In the face of an uncertain, volatile, and complex future, educational approaches are proposed that highlight student agency as a fundamental pillar. In this context, Agile didactic strategies enriched with technology could be beneficial, enabling student agency. Finding no studies linking both concepts, a scoping review was conducted under the PRISMA protocol. The positive results obtained motivated this systematic review, which aims to identify the Agile principles related to student agency. The databases used in the search included Scopus, Web of Science, Dialnet, EBSCO, and ERIC. After applying eligibility criteria, 25 documents were selected and coded with ATLAS.ti according to a system of categories and codes designed ad hoc. The results were favorable and identified Agile fundamentals that enable student agency, focusing on self-managed learning, role changes where the teacher guides the students, collaboration, continuous improvement cycles, and the use of technology. Limitations include phases conducted by a single person and the exclusion of grey literature. As future work, it is considered necessary to design and validate a model with Agile didactic design elements that mobilize student agency.
Open Access
Autopercepciones y perfiles en dos áreas de competencias digitales en el profesorado de Educación Infantil de Andalucía
(Servicio de Publicaciones. Universidad de Murcia, 2025) León Garrido, Antonio; Gutiérrez-Castillo, Juan Jesús; Romero Tena, Rosalía; Sin departamento asociado
The paradoxes of today’s society, access to information and communication, as well as the creation of content, the responsible use of digital tools, and the development of computational thinking require an adequate process of digital literacy and acquisition of digital skills that begins from the Early Childhood Education stage. The purpose of this study is, on the one hand, to examine the self-perceptions of Early Childhood Education teachers in Andalusia (Spain) regarding digital pedagogy, the development of digital competence in students, and their own level of digital competence; and, on the other hand, to identify the variables that may influence the acquisition of such competence. To this end, an ex post facto methodology was designed, based on a descriptive approach and ANOVA inferential analysis to study significant differences. The DigCompEdu Check-in questionnaire was applied to a sample of 8881 teachers. The results indicate that Early Childhood Education teachers perceive themselves to be less competent in the use of digital technologies in deciding how, when and why to integrate them into the classroom. However, they considers himself more competent when it comes to motivating students using technologies. From this, the need for specific, safe and collaborative training is concluded where technology must be coherently integrated into the curriculum.
Open Access
Ballesta Pagán, J. (2025) Una mirada a la educación
(Servicio de Publicaciones. Universidad de Murcia, 2025) Caro Valverde, María Teresa; Sin departamento asociado
Open Access
Ceballos, B. A. de (2024) El Libro histórico y moral sobre el origen y excelencias del nobilísimo arte de leer, escribir y contar y su enseñanza
(Servicio de Publicaciones. Universidad de Murcia, 2025) Cano Vela, Ángel Gregorio; Sin departamento asociado
Open Access
Teachers’ work in the era of digital governance: a qualitative study
(Servicio de Publicaciones. Universidad de Murcia, 2025) San Martín Alonso, Ángel; Valle Aparicio, José Eliseo; Pardo Baldoví, M. Isabel; Sin departamento asociado
La aparición de las tecnologías digitales y la implantación de la gobernanza digital en el sistema educativo plantean importantes retos al profesorado. En este escenario, este trabajo pretende responder a la siguiente pregunta: ¿está la gobernanza digital reinventando el trabajo de los docentes? El estudio se basa en un análisis cualitativo de casos múltiples en 4 centros educativos de España, en el marco de un proyecto de investigación financiado, realizado mediante entrevistas a profesores y alumnos, grupos de discusión con familias y observación participante en las aulas. Los resultados sugieren que la implantación de plataformas digitales y la lógica de gobernanza que las acompaña, están provocando transformaciones significativas en el trabajo docente, reflejadas en cuatro dimensiones: la disolución de las funciones docentes, la delegación de responsabilidades, la fragmentación e intensificación de tareas y la focalización en la productividad y consecución de objetivos desde una perspectiva técnica y desregulada.
Open Access
Gairín Sallán, J. y Muñoz Moreno, J. L. (2025) Planes y programas para la transformación educativa. Los planteamientos institucionales en los centros educativos
(Servicio de Publicaciones. Universidad de Murcia, 2025) López Crespo, Saida; Sin departamento asociado
Open Access
Educación para el Desarrollo Sostenible a través del cuento en clase de Francés, lengua extranjera, en Educación Primaria
(Servicio de Publicaciones. Universidad de Murcia, 2025) Soto Pallarés, Carmen; Brement, Axelle; Brement, Marvin; Sin departamento asociado
This study presents partial results of a broader investigation, the subject of a future doctoral thesis. Its aim is to promote Education for Sustainable Development (ESD) in French as a foreign language. To this end, two newly created stories were designed and applied in a fifth year primary school class in the Region of Murcia, with a total of 50 participants. The didactic objectives of each story are, on the one hand, linguistic and specific to the field of French as a second foreign language, and, on the other hand, aligned with specific Learning Objectives related to the Sustainable Development Goals (SDGs), which are the focus of this study. This approach follows the methodology advocated by UNESCO. The drafting of items and sub-items as well as the development of ad hoc evaluation tables allowed for a descriptive statistical analysis of the results obtained in relation to the SDGs integrated in each story, specifically SDG 4: Quality education, in the first story, and SDG 5: Gender equality, in the second. The results show that stories are a suitable teaching tool for integrating ESD in the French foreign language classroom and that the specific Learning Objectives related to SDG 4 achieved more homogeneity in the students’ responses and evaluations than those of SDG 5.
Open Access
La enseñanza de la ocupación de la Araucanía en el currículo escolar chileno: análisis de su contribución y transformaciones recientes
(Servicio de Publicaciones. Universidad de Murcia, 2025) Muñoz Labraña, Carlos; Sánchez Agustí, María; Montanares Vargas, Elizabeth; Sin departamento asociado
This study explores the contribution made by the Chilean school curriculum to the teaching of the history of the controversial Occupation of Araucanía. This historical process involved the expropriation of Mapuche lands and their transfer to European settlers at the end of the 19th century. Using a qualitative methodology, the study analyzes the narratives present in the most recent curricular documents—Curricular Adjustment 2009 and Curricular Bases 2012–2013—in order to determine whether and how this process is addressed, and from what perspective. The following categories were developed: “structure of the narrative”, “curricular narrative structure”, “past-present relationship”, and “territorial component”, which made it possible to identify the forms and approaches adopted by the curriculum to address this historical process. The conclusions reveal that the most recent curricular standards represent significant progress in adopting a multicultural perspective on this topic. However, further development is needed to increase the complexity with which the subject is addressed, so that school history can truly contribute to understanding this event and its current consequences. In this way, students will be encouraged to reflect on the value of peace and dialogue.

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