The Law 27/1964, of 29 April, extended compulsory schooling in Spain up to the age of 14, a measure that would later be reaffirmed by the General Education Act of 1970. As a result, there was a significant increase in the percentage of individuals who could potentially gain access to the university system. It was within this context that the university entrance examination, commonly referred to as selectividad, was introduced for the first time during the 1974-1975 academic year, with the aim of serving as an academic filter for admission to a university system that was gradually adopting a more socially oriented perspective. The purpose of this study, therefore, is to analyze the historical evolution of this transition process, particularly since Spain's democratic transition. From a methodological standpoint, this research adopts the historical method, as successfully developed by Professor Ruiz Berrio. Through the use of primary sources, particularly educational legislation-and secondary sources, the study reveals that despite the numerous changes the examination has undergone, it continues to preserve the same essential features with which it was conceived during the technocratic period of Francoism. This model, characterized by its considerable flexibility, ensures access for all individuals, with limitations based solely on their abilities, thereby fostering the democratization of university access in Spain and contributing to the overcoming of the elitist character that had previously defined it.
This research examines the effect of cultural values (CV) on entrepreneurial innovation (EI). It also assesses the mediating influence of educational entrepreneurship (EE) in the CV-EI relationship and further explores the impact of EI on attitudes towards sustainable entrepreneurship (SE). Data were obtained from business students with family business backgrounds. A total of 506 respondents were selected through purposive sampling from multiple business schools located in a southern region of the country. The data were analysed using Smart-PLS-4, while Importance-Performance Map Analysis (IPMA) was employed to validate the results and derive actionable insights. Findings reveal a significant relationship between CV and EI, with EE strengthening this linkage. In addition, EI is found to positively shape attitudes towards SE. Overall, the results highlight the critical role of entrepreneurial education in encouraging students to pursue entrepreneurial activities.
The transformation of students' learning behaviors, instructors' roles, and the overall learning process has been derived from the integration of Artificial Intelligence (AI), Generative AI in particular, into the higher education system. This study aims to analyze and identify key predictors of students' intentional learning behaviors, focusing on three core behavioral aspects: (1) AI-assisted learning behavior, (2) classroom participation behavior, and (3) self-management in learning behavior. Three groups of predictor variables were examined-motivation, self-regulation, and classroom environment. A quantitative research design was employed using multi-stage quota random sampling. The sample comprised 874 undergraduate students. Research instruments included twelve questionnaire sets with acceptable reliability (Cronbach's alpha = .71-.80). Data were analyzed using Pearson's correlation coefficients and multiple regression analysis. The findings indicated that motivation, self-regulation, and classroom environment significantly predicted variance in all three learning behaviors. Specifically, the predictors accounted for 42.50% of the variance in AI-assisted learning behavior, 44.67% in classroom participation behavior, and 45.35% in self-management in learning behavior. The most influential predictors across all aspects included intrinsic motivation, future-oriented motivation, ethical AI use, and instructional environment. These results highlight that high-quality learning behaviors in the age of AI are derived from a balanced integration of psychological drive, self-regulatory capacity, and supportive learning environments. The findings correspond to three dominant theoretical foundations-Self-Determination Theory, Self-Regulation Theory, and Learning Environment Theory-indicating that sustainable learning and constructive engagement are shaped by the cooperation of intrinsic motivation, behavioral regulation, and learning environments that promote analytical thinking and ethical technology utilization.
This paper aims to assess the roles of adult education programs in Saudi Arabia as tools for enabling the learners to meet the needs of sustainable development. The research used a mixed-methods approach that included a quasi-experimental pretest-posttest design, correlational and regression tests, and a survey of perceived barriers. Results indicated a significant enhancement in cognitive and skill-based competencies of the participants who were involved in the programs, and the learning accrued was not biased based on the gender or the educational level. The results of the statistical analysis indicated that there was a strong and positive correlation between the overall program outcomes and the meeting of the requirement of sustainable development, and that close to 50 percent of the variance in the requirements was accounted for by the program results. Patterns became apparent: cognitive gains were most strongly connected with economic empowerment, the acquisition of skills with social engagement, and the affections with the engagement with the environment. Regardless of these advances, the research found out that there were still enduring organizational, social, and cultural barriers, which moderate the effectiveness and sustainability of program outcomes. The findings provide a suggestion to adopt a holistic four-axis improvement model, which aims at focusing on the flexible governance, curriculum and sustainability, strong community relationship, and sustainable management of the resources to achieve long-term empowerment and increased congruence in the sense of national development.
The COVID-19 pandemic marked a turning point in the recent history of education, requiring rapid adaptations within educational organizations. From a historical perspective, this study examines how teachers interpret the processes of change associated with the construction of inclusive educational communities in the post-pandemic context. The aim of the study is to identify both the strengths and weaknesses of the current educational system and to foster reflection on its capacity to address diversity and reduce inequalities in a continuously evolving educational landscape. Using a descriptive qualitative approach, 81 interviews were conducted with teachers from Spanish educational centers (97.53% women). Their voices make it possible to reconstruct the evolution of practices and perceptions related to inclusive education in recent years. The results show that digital transformation, current regulatory frameworks, and growing social demand have contributed to significant progress in the field of inclusion. However, persistent barriers remain, such as the digital divide, insufficient resources, high student-teacher ratios, and bureaucratic overload. The findings highlight the need to strengthen teacher training, improve family-school relationships, and promote the well-being of the educational community. Overall, the study positions teachers' experiences as a historical testimony of change, reflecting the tensions between continuity and renewal in contemporary inclusive education. The implications of these transformations for the future of inclusion and for a historical understanding of educational practice in times of crisis and reconstruction are also discussed.
This study aimed to examine the impact of e-learning platforms on the development of digital self-leadership skills among students in the Faculty of Education at the University of Khartoum. This study used analytical method approach to meet its objectives. The data was gathered from 185 students studying different academic programs. Online questionnaire was developed for the collection of data. Results of the study showed that digital self-leadership skills of students are high, and their ability to develop learning activities was higher than awareness regarding future path. In terms of e-learning skills, students ranked self-learning skills as highest. In the end, students demonstrated stronger teamwork and self-regulation as compared to content development and competitive skills. Overall, the results indicate that students tend to develop personal and self-directed learning skills more than social and creative skills, highlighting the need to enhance collaborative and innovative learning practices. The study recommends providing further technical training for students and faculty, strengthening academic advising, and addressing technical challenges. Future study on e-learning ethics is suggested.
Students are assets for universities who remain loyal to the university because of quality education. Therefore, the present study examined the effect of teacher quality, system quality, and academic aspects on student satisfaction and student loyalty. The present study also examined the moderating effect of e-WOM and the mediating effect of student satisfaction. This study used a deductive quantitative method. Data were collected using a questionnaire from university students. The sampling technique of the study was the simple random method. The response rate of the study was 59.68%. Smart PLS was used for the analysis of the collected data. Results confirmed that teacher quality, system quality, and academic aspects have a positive effect on student satisfaction. Moreover, student loyalty is positively affected by student satisfaction. Furthermore, the findings confirm the mediating effect of student satisfaction. Also, the moderating role of e-WOM is statistically supported. Present research adds to the body of knowledge by discussing moderating role of e-WOM on the path of student satisfaction and student loyalty.
This article analyzes the social perceptions, challenges, and opportunities of artificial intelligence (AI) in Spain, with special attention to the field of education. Based on a review of recent studies and statistical data, it examines citizens' attitudes, levels of trust in AI, and gaps in its implementation. The results show that uncertainties remain regarding the impact of AI on employment and education, although its potential to improve teaching and learning processes is acknowledged. The study contributes to the academic and social debate on digital literacy and teacher training and offers recommendations for future public policies.
Active methodology has been a consistent topic in pedagogical debates since the late 19th century. Although it is often presented today as an educational innovation, its theoretical foundations and practical applications were already formulated and implemented by Spanish teachers, particularly during the first third of the 20th century. This study aims to examine, from a historical-educational perspective, the use of active methodologies in public schooling by analyzing the technical reports written by teachers in the city of Alicante (Spain) between 1916 and 1926. A qualitative methodology was applied, complemented by quantitative analysis, using a documentary corpus composed of 16 original teaching reports. The analysis was guided by grounded theory principles and supported by qualitative coding software. Five recurring active methodologies were identified: the active method, educational games, visual learning, the Froebel method, and the Montessori method. These approaches were more commonly implemented by female teachers and were flexibly adapted, even in precarious school settings. The findings suggest that teachers of the time possessed advanced pedagogical knowledge and that many of today's so-called innovations are actually revivals of historical practices whose genealogies have often been forgotten or decontextualized.
The revival of the Neo-Confucian thought (1736-1795) had a powerful impact on the system of knowledge and education especially regarding gender. Although women played a very significant role in transferring cultural values, literature has largely failed to point out all their roles in the educational reform of this era. Such a historiographical gap restricts our knowledge of Neo-Confucian idealism in terms of gender roles and the intellectual contribution of women. This paper tries to recreate gender knowledge as viewed through an examination of the education of women in the Qianjia era within the movement of the Neo-Confucian revival. This study uses a systematic literature review (SLR) approach, utilizing secondary sources of information from educational books, personal notes, and historical writings. Crucial observations are made with references to the fact that even though the Qianjia period simply reinforced existing gender roles, it still permitted subtle types of intellectual activities on the part of women, especially holding on to and transmitting Neo-Confucian teachings. Education of women, although restricted, became a domain of struggle and bargaining where intellectual spaces were born that conditioned slightly gendered knowledge generation. The contribution made by this study to the overall discussion where gender, education, and Confucianism meet has implications when it comes to explaining historical and modern gender interests in East Asia. The results demonstrate the difficulty of recognizing the status of women in education in the Neo-Confucian setting, and they call into question any straightforward interpretation of gendered intellectual history.
The rapid development of technology in recent decades has led to the younger generation relying heavily on electronic devices. However, many people are increasingly concerned that the rise in screen time could negatively affect young learners' ability to learn. Therefore, this study measures the level of screen time activity among Saudi EFL students in both non-recreational and recreational contexts, assesses their academic productivity, and explores the relationship between active screen time and academic performance. A questionnaire based on the Likert Scale was distributed to 116 Saudi EFL students at Qassim University to collect data. Additionally, ten semi-structured interviews were conducted with undergraduate students at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) to provide context for the findings. Results showed that Saudi EFL students were "highly exposed" to screen activities on social media for non-recreational purposes (M=3.55), and moderately exposed for recreational use (M=3.34). The students also achieved satisfactory academic performance (M=3.45). Finally, the study reported a moderate correlation (r = 0.53) between students' screen time and their academic performance. The study recommends moderation, as excessive screen time might harm students' academic success. Educators are advised to assist students in maintaining a balanced relationship with technology, provide them with appropriate resources, and offer support for learning.
Technological advances are completely redefining education worldwide, leaving traditional forms of teaching and learning behind. This study aims to analyze the mediating role of intelligent learning in the relationship between artificial intelligence (AI) and social networks (SN) in the academic performance (AP) of university students. To this end, a quantitative, cross-sectional, non-experimental, and explanatory approach was applied, surveying 426 students. AFE was used to evaluate the quality of the constructs, and a causal model was developed using PLS-SEM, confirming the hypotheses with the bootstrapping technique. The results show that intelligent learning acts as a significant and positive mediator between artificial intelligence and social media in academic performance. In addition, AI and SM have direct positive effects, although the influence of SM is to a lesser degree. Despite the significant advantages, the successful integration of technologies such as AI and SM in education depends on moderate and conscious use. It is important to foster adaptive skills and create educational environments that promote the strategic use of digital tools as part of the revolution in traditional teaching.
The training of primary school teachers in teacher training colleges before the Second Republic was not comparable to the training of other professionals at the university. The poor training of primary school teachers had, in turn, an impact on the training of their students. During the first years of the Republic, an attempt was made to improve the education of the entire Spanish population, and to this end, the bar had to be raised in teacher For this reason, for those who had the and were in a temporary situation, a selection process was devised to incorporate them into the civil service, an attempt to improve the system of competitive examinations. It was in this context that the educational reform promoted by the government of the Republic, which is the subject of this article, took place. The structure and content of the teacher selection workshops are presented in this paper, and the two editions (1931-1933) of these courses in Logro & ntilde;o are analyzed. The results offer an overview of how the workshops were organized. The administrative and pedagogical documents found present different data from each of the editions, which in some cases are incomplete, but allow us to establish an account that shows how they were organized and developed, how many teachers applied, who the speakers were and what the topics were, some of the visits and practical exercises, etc. In short, the details of what was done in the province of Logro & ntilde;o provide an example of how these workshops were developed in the rest of Spain.
This paper aimed to develop and validate a context-sensitive framework for activating professional learning communities at a Saudi university in light of future economic and sustainability demands. A descriptive survey design was employed using a structured, expert-validated questionnaire of 47 items on a five-point scale administered to a simple random sample of 379 faculty; internal consistency was confirmed (overall Cronbach's alpha = 0.825), and group differences were tested with independentsamples t-tests, ANOVA, and LSD post hoc comparisons. Findings indicated that current activation of professional learning communities was moderate (M = 3.25), perceived obstacles were high in impact (M = 3.50; notably limited cross-disciplinary cooperation and insufficient student leadership training), and requirements were rated high (M = 4.22; including research support, innovative pedagogy, and training for department heads). No statistically significant gender, rank, or experience differences emerged for obstacles, whereas males, professors, and those with >= 15 years of experience reported higher ratings for the reality and requirements dimensions. The study concluded that institutional readiness exists but is fragmented, requiring coordinated governance, capacity building, and incentives to align learning communities with national transformation agendas. It is recommended to establish a centralized unit to coordinate collaboration, fund PLC-related scholarship, and deliver leadership training.
This study reviews how the secondary school biology curriculum in Al-Kharj region of Saudi Arabia is relevant to sustainable development through the lens of educators. A validated questionnaire of five dimensions cognitive, economic, technological, social and environmental is used in surveying 142 randomly chosen biology teachers using a descriptive-analytical methodology. The results show that the level of applying the concepts of sustainable development is low with the average score of 1.45. The least important are the social factors, and the most important are the aspects related to technology. Teachers have pointed out that sustainability issues are inadequately addressed and rarely align with curriculum and teaching goals. The results indicate that the existing curriculum does not encourage the ability to think sustainably or prepare students with the necessary competencies, which may become an obstacle to achieving Saudi Vision 2030 and the global development goals. The report suggests updating the biology curriculum to explicitly inculcate the concepts of sustainability in all the realms, to equip the students with the ability to play their part in the social and environmental development.
This article explores the role of music, dance, and leisure in Pablo de Olavide's Lecturas & uacute;tiles y entretenidas, aiming to show how these practices are integral to his Enlightenment project of moral and cultural reform. Through a close textual analysis of selected stories, the study connects Olavide's narrative representations to his reformist experience in the Nuevas Poblaciones of Sierra Morena and to the ideas articulated in El Evangelio en triunfo. The methodology combines critical reading, thematic analysis, and historical contextualization, drawing on recent scholarship in Enlightenment aesthetics, pedagogies of sensibility, and the regulation of leisure in the 18th century. The main source is the eleven-volume collection of Lecturas & uacute;tiles y entretenidas, published between 1800 and 1817. The study concludes that, in Olavide's fiction, leisure is not rejected but understood as a morally formative space, while music and dance function as ethical markers and sensitive expressions of character. These elements are essential to understanding his narrative pedagogy, in which sensibility and taste become tools for civic education. The article thus addresses a significant gap in Olavide scholarship and offers a renewed ethical and aesthetic interpretation of his fictional work.
In the present digital age, competition among business schools is increasing. Institutions need to identify the factors that can improve the academic performance of their students so that they can attract prospective students through positive word of mouth. Therefore, this research examined the effect of business student capacity development, teacher attitude, and business student motivation on business student academic performance through the mediation of business student satisfaction and the moderation of social media usage. A quantitative research methodology was adopted to meet the objectives of the research. A questionnaire was developed through in-depth literature reviews to gather data from business students. A purposive sampling technique was used for this purpose. The collected data were examined using the SEM technique and the Smart PLS approach. The results show that business student capacity development, teacher attitude, and business student motivation have a positive effect on business student academic performance. Moreover, business student satisfaction also has a direct effect on business student academic performance. The mediation of business student satisfaction and the moderation of social media usage are also supported. Present research identify variables to improve academic performance of business students specifically. Social media usage as moderator is also unique contribution in this research.
E-learning has significant potential to expand educational access in developing countries, providing unprecedented opportunities to bridge educational gaps. However, user trust in this new learning modality remains critical for its successful adoption. In this case, predicting the user trust in e-learning is challenging. The study aims to validate a proposed model to identify the most critical factors that influence user trust in the e-learning model. The study focuses specifically on Institutions of Higher Learning (IHL) students in three developing countries, which include Libya, Iraq, and Yemen. The model incorporates established factors from existing e-learning acceptance theories and integrates the concept of user trust. The PLS-SEM method has been used to examine the proposed model and to validate the factors that influence user trust in the e-learning model. Besides, fsQCA was used to analyzed the data collected from 381 students across three developing countries. Ten factors namely ease of use, accessibility, flexibility, interface design, enjoyment, usefulness, content quality, self-efficacy, website quality, and user preferences, has been identified and were the most critical factors that influence user trust in e-learning. The findings contribute valuable insights for designing trust-building strategies and promoting the effective use of e-learning in higher education within developing countries.
This study investigates key factors influencing the adoption of AI-enabled adaptive e-learning systems (AI-AELS) in conflict-affected contexts, using Palestinian schools as a case study. A crosssectional survey of 207 teachers and ICT coordinators in Gaza informed the analysis. Six constructs were examined: Institutional Ethics & Governance, Learning Assessment AI, Design and Presentation AI, Adaptation and Personalization AI, Data Processing using Learning Analytics and AI, and Learning Content. The 11-item instrument was validated through expert review, pilot testing, and confirmatory factor analysis. Structural Equation Modeling (SmartPLS 4) identified Data Processing (beta = 0.512, p < 0.001) and Adaptation and Personalization (beta = 0.345, p < 0.001) as the strongest adoption predictors, followed by Learning Content and Ethics & Governance. Design and Assessment had smaller effects. Findings emphasize the importance of culturally adaptive, ethically sound AI-AELS tailored for fragile educational systems, offering an empirical foundation for informed policy and design in conflict-zone education.
The education sector plays a vital role in the economic development of a country. Developing students' interest in education is critical for achieving this goal. Therefore, this study explored the effect of educational quality, educational resource, and educational climate on student intention to attend lectures via the mediating role of educational engagement and the moderation of the educational process. This research adopted cross-sectional research design and quantitative research approach. Respondents of this research were students whose response was collected through well-designed questionnaire on a Likert scale. Questionnaire was distributed among 300 students and received back from 203 students for further analysis. This study used AMOS for the analysis of collected data. The findings of the current study show that educational quality, educational resource, and educational climate have positive effect on educational engagement. Moreover, educational engagement has positive effect on intentions to attend lectures. Also, findings demonstrate that educational engagement has mediating role as well in proposed model. In the end, moderation of educational process is also statistically supported. This research adds to the body of literature by discussing moderating effect of educational process between educational engagement and intentions. The results of the study are important for scholars for their future studies.
