Faura Martínez, Úrsula

Person:
Faura Martínez, Úrsula

Name

Faura Martínez, Úrsula

publication.page.department

Universidad de Murcia. Departamento de Métodos Cuantitativos para laEconomía y la Empresa

Full item page

Search Results

Now showing 1 - 5 of 5

Open Access
Mathematics applied to the economy and sustainable development goals: a necessary relationship of dependence
(MDPI, 2020-11-19) Lafuente Lechuga, Matilde; Cifuentes Faura, Javier; Faura Martínez, Úrsula; Métodos Cuantitativos para la Economía y la Empresa; Facultad de Economía y Empresa
Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.
Open Access
Building a dynamic indicator on inclusive education in higher education
(Taylor and Francis Group, Routledge , 2021-05-24) Faura Martínez, Úrsula; Cifuentes Faura, Javier; Métodos Cuantitativos para la Economía y la Empresa; Facultad de Economía y Empresa
The goal of inclusive education is to address students’ special educational needs so that they are able to fully participate in the education community. The universities have been increasingly attempting to cater for the diversity of students by undertaking innovative projects through the adaptation of new technologies, which is key to their development. However, the evolution of inclusive education is uneven and largely depends on each university, as the resources, methods, and practices vary across institutions. The purpose of this paper is to propose an indicator to evaluate the state of inclusive education at each university. This indicator could ascertain the extent of curriculum adaptation and the degree of accessibility at universities, as well as the resources and projects they are developing to achieve inclusion. It will allow for a ranking of institutions according to the progress made in the field of inclusive education and, more specifically, for comparisons across universities regarding the quality of the specific measures taken to help students with special educational needs. This inclusive education indicator is a dynamic tool that may be updated immediately and provides the university community with the means to guide students with specific needs and their families in pre-university and university stages, among others.
Restricted
Sustainability of the Spanish university system during the pandemic caused by COVID-19
(Taylor and Francis Group , 2021-10-07) Faura Martínez, Úrsula; Lafuente Lechuga, Matilde; Cifuentes Faura, Javier; Métodos Cuantitativos para la Economía y la Empresa; Facultades de la UMU::Facultad de Economía y Empresa
During the home confinement caused by COVID-19, universities closed and all teaching became virtual, testing the sustainability of the education system. A total of 3080 Spanish university students participated in a survey to analyse how they have adapted to this situation, whether there has been a digital divide and how they have followed training activities. The results reveal that households have had to invest in ICT equipment and universities have offered support to vulnerable students. Students were not prepared for this change, found it difficult to follow the course online, spent more hours per day studying and achieved lower academic performance. Higher education institutions must ensure inclusive, equitable and quality education that reduces the digital divide, promoting sustainable activities.
Restricted
Mapping of technological and support resources for the inclusion of students with disabilities in higher education institutions
(Taylor and Francis Group, Routledge , 2022-06-27) Cifuentes Faura, Javier; Faura Martínez, Úrsula; Métodos Cuantitativos para la Economía y la Empresa; Facultad de Economía y Empresa
Universities are making great efforts to provide quality and inclusive education for all. However, the number of students with disabilities or educational needs studying higher education is still low. Student support resources are essential to the success of inclusive education. An inclusive education indicator has been developed that establishes a ranking of those universities best prepared to offer inclusive resources. As an example, the indicator has been developed for the case of Spanish public universities, based on information provided by the Spanish Network of Support Services for People with Disabilities at University, which produced an online University Guide for Students with Disabilities with several areas and points that collect information on the resources available at universities. This indicator is dynamic and can be updated quickly and easily. Through it, universities may know in which aspects they need to improve. In addition, they could take as a reference those universities that are better positioned according to the value of the indicator.
Open Access
Teaching sustainability in higher education by integrating mathematical concepts
(Emerald, 2023-07-05) Lafuente Lechuga, Matilde; Cifuentes Faura, Javier; Faura Martínez, Úrsula; Métodos Cuantitativos para la Economía y la Empresa; Facultad de Economía y Empresa
This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life.