The advancement of emerging technologies is substantially changing social phenomena and the dynamics of interaction between individuals and institutions. In higher education, the incorporation of virtual reality (VR) has led to transformations in the design of teaching materials, teaching-learning methodologies, and knowledge acquisition mechanisms. It has also had an impact on educational quality, active, personalised, and collaborative student participation, acceptance, and intention to use, creating inclusive and immersive educational environments. This study had a dual objective: to analyse the degree of acceptance of VR, based on the dimensions of the UTAUT2 model, among 336 undergraduate students from the Faculty of Education Sciences; and to compare the non-immersive and immersive versions of VR to identify students' perceptions based on their experience. The results showed that the immersive modality constitutes a significant technological advance with high motivational potential, while the non-immersive modality suggests that simplicity, accessibility, and degree of complexity can positively influence perceptions towards the adoption of virtual reality in the university context. This study points to the design of technopedagogical strategies aimed at optimising the integration of VR in higher education, promoting a balance between innovation and usability that favours its acceptance and effective implementation.
Currently, technologies are so present in our society that it requires teachers trained in their use on a continuous basis in the teaching-learning processes. Therefore, it is necessary to know the level of self-perception that teachers have about their own digital teaching competence (DTC) both in terms of knowledge and use of technologies. This research focuses on this issue. For this purpose, 158 trainee teachers were surveyed. The results indicate that, despite the boom in the use of new technological tools, this has not gone hand in hand with a greater self-perceived DTC by the respondents. These results show that even today there is a clear lack of use of technology with a special focus on education. This shows the need for further training to achieve a sufficient level of digital teaching competence to train their students in the use of technologies.
Introduction: This study analyses the perception of preparedness among aspiring early childhood and primary school teachers in Spain, within a selective regulatory framework that influences strategies and experiences. Objectives: To evaluate how methodologies and resources, content structure, trainer support, and emotional factors are associated with perceived preparedness, and to verify differences by gender and age. Methodology: Crosssectional quantitative questionnaire with a self-administered questionnaire (35 items, 4 blocks; alpha = 0.979) administered online to 102 participants, and performing a specific statistical analysis (Spearman's rho, Mann-Whitney, and Kruskal-Wallis). Results: Overall positive perceptions (means 2.67-3.52); higher scores in punctuality/time management and legislation; lower scores in emotional support, work-life balance, and teaching innovation. Strong correlations between all blocks and overall preparation (rho=.845-.983), highest in structure/content; no significant differences by age (H=3.78; p=.286) or gender (U=961; p=.382). Conclusions: The preparation perceived by candidates depends above all on curriculum alignment, good methodological practices, and coaching; operational priorities (transparent feedback, authentic simulations, and emotional support).
Teacher professional development is a key factor in improving the quality of education systems. E-learning and especially massive online courses are gaining importance as a support for this training, as they overcome many of the barriers to access to training and encourage cooperative learning. Although the aspects that influence the success of MOOCs have been widely studied, the specific characteristics of teachers as learners make the transferability of these results difficult. Consequently, this paper studies which variables explain the loyalty and the degree of completion of a MOOC aimed at non-university teachers. The proposed model integrates variables widely used in the acceptance literature, including flow state and personal variables, such as anxiety and self-efficacy. Our results indicate that, for teachers, the key variable of the whole system is perceived usefulness and satisfaction with learning, with ease of use having a lower relevance. Contrary to what has been described in the literature, there are no notable differences related to gender. Our model adequately predicts loyalty formation, but the difficulty of explaining effective use remains.
Introduction: In recent years, the debate on school inclusion has intensified, with a solid regulatory framework that contrasts with a reality in classrooms marked by inequalities, heterogeneous practices, and tensions between principles and context. Objective: The aim is to describe teachers' inclusive knowledge in special education contexts. Methodology: quantitative, non-experimental, cross-sectional study with a sample of 123 teachers from the Murcia region, administered online using descriptive analysis, Spearman correlations, and Kruskal Wallis. Results: there is a high presence of students with sensory difficulties; declared universal teaching knowledge, but limited assessment skills from a UDL perspective. Conclusions: teachers have solid normative and planning bases, but criticism persists regarding inclusive assessment practices and attitudes, suggesting specific training needs and future studies with larger samples.
This study explores the impact of Playful Service-Learning, an educational innovation project that integrates Service-Learning (SL) and Game-Based Learning (GBL), on the development of cooperative learning. A quasi-experimental design with a control group and pre-and posttest measurements was conducted with a sample of 411 students from five Spanish universities. Findings reveal significant improvements across all dimensions of cooperative learning in the experimental group, along with highly positive evaluations of Playful SL in terms of academic, professional, and social development. Overall, the integration of SL and GBL enhances students' educational experience and fosters the contextualized application of knowledge.
The present study analyses the impact of the scientific co-education programme INFACIENCIA on families with children in early childhood education. This project aims to promote scientific socialisation from an early age, integrating gender perspectives and fostering meaningful learning experiences. A mixed-method study was conducted, combining quantitative and qualitative approaches, with 132 participating family members, the majority of whom were women, from public and semi-private educational institutions. The findings reveal a positive assessment of scientific co-education and the INFACIENCIA programme. The perceived importance of co-education and satisfaction with the programme were higher among younger families with fewer children, while no significant differences were observed based on the parents' educational level or the type of educational institution. The conclusions point to the importance of including co-educational content in Early Childhood Education and providing training opportunities for families on this issue.
In the introduction is carried out a theoretical review of studies related to school effectiveness and improvement. The scientific literature has been used as a basis for designing a questionnaire to collect teachers' perceptions in relation to training and educational innovation projects and plans, methodology, attention to diversity and student monitoring, evaluation, school organisation and management, leadership, school climate, family-school-community relations, and gender socialisation. In all, 372 teachers rated the items of the questionnaire on a Likert scale from 0 to 10 and the differences found between the perceptions of male and female teachers in high- and low- efficacy schools in the Basque Autonomous Community (BAC) are highlighted. To conclude, the limitations, future lines and contributions of the study are discussed.
Teacher autonomy support is defined as teacher's instructional effort to identify and strengthen students' internal motivational resources and autonomy. Furthermore, the study made use of concept of student engagement, which is a multidimensional construct that represents the interaction between the individual and the context. Students tend to show higher levels of engagement when they perceive that teachers support their autonomy. In consequence, the primary objective of this paper is to ascertain the role of perceived autonomy support as a predictor of university students' academic engagement. A probabilistic sample of 601 students from a public university in Ecuador participated in correlational-explanatory research, which entailed the completion of two questionnaires. The data analysis included hierarchical multiple linear regression analysis. The principal result shows that the greater the teachers' support for autonomy, the higher the levels of student engagement. Therefore, is possible to conclude that autonomy support is a significant predictor of student engagement. This suggests that learning climates and strategies which foster student autonomy should be prioritised over more controlling climates and strategies.
The present research aimed to analyze teacher training in relation to their preparation for integrating neuroscientific innovations into early learning. It was conducted under a mixed-methods approach, with a non-experimental, cross-sectional, and descriptive-correlational design, using a sample of 90 in-service teachers. The results showed that participants demonstrated a moderate level of knowledge in educational neuroscience (M = 3.25) and a favorable disposition toward its pedagogical application (M = 3.60). A positive correlation was identified between both dimensions (rho = 0.39, p < 0.001), indicating that greater knowledge is associated with a more favorable attitude. Regarding pedagogical practices, those that were easier to implement were the most consolidated, while the use of neuroscientific resources was less frequent. The adoption of practices was significantly associated with the teacher training index (rho = 0.52, p < 0.001) and with professional experience (t = 2.41, p = 0.018). The complementary qualitative analysis revealed structural barriers such as lack of specific training, insufficient resources, and curricular overload, versus facilitators such as teacher motivation, continuous training, and institutional support. The semantic network highlighted the centrality of training and resources, which may operate as either barriers or facilitators. It is concluded that teacher training constitutes a key factor in the integration of neuroeducation, conditioned by institutional and material contexts.
The study aimed to analyze the relationship between teacher training in entrepreneurial The study aimed to comprehensively analyze the relationship between teacher training in entrepreneurial competencies and the effectiveness of the Human Development Credit (CDH) as a social development policy, with the purpose of identifying synergies between entrepreneurial education and socio-economic inclusion programs. A quantitative approach was employed, with a non-experimental and correlational design. The sample included 80 teachers from public institutions and 60 CDH beneficiaries who participated in training processes. Two validated questionnaires were used, with dimensions that assessed, among teachers: critical thinking, project management, problem-solving, and collaborative leadership; and among beneficiaries: use of credit, institutional support, and impact on quality of life. The results showed that teachers perceived favorable training in entrepreneurial competencies. Likewise, beneficiaries evaluated the CDH positively, particularly when the credit was applied to productive activities. Institutional support was the dimension with the lowest score. Specifically, the correlation between leadership and collaborative work with credit utilization (chi(2) = 25.48; p = 0.000), and between problem-solving and quality of life (chi(2) = 23.71; p = 0.000), confirms that teachers' pedagogical practices directly impact the productive use of resources and the construction of sustainable benefits for beneficiary families. It is concluded that strengthening teacher training in entrepreneurship can contribute to improving the effectiveness of social programs such as the CDH, promoting sustainable processes of economic inclusion linked to the educational system.
The present study analyses perceived academic stress in a sample of 278 university students, considering gender and field of knowledge as differentiating variables. A quantitative, ex post facto design was employed, using the Academic Stress Questionnaire at University (CEAU). The findings indicate a medium-high level of overall stress, with academic obligations and future prospects emerging as the most relevant sources. Female students reported higher stress levels across all dimensions, with significant differences in academic demands and concerns about professional futures. Likewise, students from the Social and Legal Sciences exhibited greater stress than their peers from the Sciences, particularly regarding academic obligations and interpersonal relationships. It is concluded that academic stress is a multifactorial phenomenon that requires specific institutional interventions aimed at promoting student well-being, with particular attention to gender perspectives and the specificities of different fields of knowledge.
Technology and its applicability in educational assessment play a key role in innovation processes, with direct implications for both teaching practice and teacher training. For this reason, analyzing the factors that facilitate and hinder its adoption is essential for designing effective training strategies. This study examines whether the acceptance of mobile devices in assessment differs according to the educational level, focusing on preservice teachers in Early Childhood and Primary Education. To identify potential differences, a questionnaire based on the Technology Acceptance Model (TAM) was applied, including its original constructs along with subjective norm, technology-related anxiety, and resistance to change. Subsequently, a Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis was conducted using data from 268 students enrolled in Teacher Education degrees at the faculties of & Aacute;vila, Salamanca, and Zamora of the University of Salamanca. The results show differences between the models, with a greater number of relational hypotheses validated and a higher percentage of explained variance in the Primary Education group. These results justify that technology adoption varies depending on the educational level, confirming the need to adapt teacher training to address these singularities.
Generative Artificial Intelligence (GAI) has been rapidly incorporated into education, providing personalisation, automated tutoring and more efficient assessments, but also generating ethical challenges such as bias, privacy and academic integrity, which require informed teacher training. This study sought to validate a predictive model that explains the relationship between the dimensions of the TPACK model adapted to GAI and Technological Ethical Assessment (TEAK). Using a quantitative approach, a 25-item questionnaire was administered to 240 teachers at the National Open and Distance University of Colombia. The analysis with Structural Equation Modelling (PLS-SEM) showed high reliability and validity (Cronbach's Alpha: 0.935-0.976). Teachers presented attitudes ranging from 'neutral' to 'agree', highlighting Technological Knowledge as the strongest dimension. The results indicate that knowledge of the tool does not guarantee appropriate pedagogical use, making it essential to integrate ethical and didactic aspects into teacher training. The validated model is proposed as a useful guide for promoting ethical and reflective use of IAGen in university education.
El estudio tuvo como objetivo analizar de manera integral la relación entre la formación docente en competencias para el emprendimiento y la eficacia del Crédito de Desarrollo Humano (CDH) como política de desarrollo social, con el fin de identificar sinergias entre educación emprendedora y programas de inclusión socioeconómica. Se empleó un enfoque cuantitativo, con diseño no experimental y nivel correlacional. La muestra incluyó 80 docentes de instituciones fiscales y 60 beneficiarios del CDH que participaron en procesos de capacitación. Se utilizaron dos cuestionarios validados, con dimensiones que evaluaron, en los docentes: pensamiento crítico, gestión de proyectos, resolución de problemas y liderazgo colaborativo; y en los beneficiarios: uso del crédito, acompañamiento institucional e impacto en la calidad de vida. Los resultados mostraron que el profesorado percibe una formación favorable en competencias emprendedoras. A su vez, los beneficiarios valoraron positivamente el CDH, especialmente cuando aplicaron el crédito en actividades productivas. El acompañamiento institucional fue la dimensión con menor puntuación. De manera particular, la correlación entre liderazgo y trabajo colaborativo con la utilización del crédito (χ² = 25.48; p = 0.000) y entre resolución de problemas y calidad de vida (χ² = 23.71; p = 0.000), confirma que la práctica pedagógica de los docentes impacta directamente en el uso productivo de los recursos y en la construcción de beneficios sostenibles para las familias beneficiarias. Se concluye que fortalecer la formación docente en emprendimiento puede contribuir a mejorar la eficacia de programas sociales como el CDH, promoviendo procesos sostenibles de inclusión económica vinculados con el sistema educativo.
Introducción: en los últimos años, el debate sobre la inclusión escolar se ha intensificado, contando con un marco normativo sólido, que se contrapone a una realidad en las aulas marcada por las desigualdades, las prácticas heterogéneas y las tensiones entre los principios y el contexto. Objetivo: describir los conocimientos inclusivos de los docentes en centros de educación especial. Metodología: estudio cuantitativo, no experimental y transversal, con una muestra de 123 docentes de centros de educación especial de la región de Murcia, empleando un análisis descriptivo, correlaciones de Spearman, Kruskal Wallis. Resultados: existen conocimientos didácticos declarados universales, pero competencias de evaluación desde la perspectiva de la DUA limitadas. Conclusiones: los profesores cuentan con bases normativas y de planificación sólidas, pero persisten las críticas en las prácticas de evaluación inclusivas y en las actitudes, lo que sugiere necesidades de formación específicas y estudios futuros con muestras más amplias.
El desarrollo profesional del profesorado es un factor clave para mejorar la calidad de los sistemas educativos. El e-learning y especialmente los cursos masivos online están adquiriendo un gran peso como soporte para esta formación, ya que permiten superar muchas de las barreras de acceso a la formación y fomentar el aprendizaje cooperativo. Aunque los aspectos que influyen en el éxito de los MOOC están ampliamente estudiados, las características específicas del profesorado como aprendiz dificultan la transferibilidad de esos resultados. Consecuentemente, este trabajo estudia qué variables explican la lealtad y el grado de terminación de un MOOC dirigido a profesorado no universitario. El modelo planteado integra variables relacionadas con la aceptación de la tecnología, incluyendo el estado de flujo, y variables personales como la ansiedad y la autoeficacia. Nuestros resultados indican que, para el profesorado, la variable clave de todo el sistema es la utilidad percibida y la satisfacción con el aprendizaje, teniendo la facilidad de uso una relevancia menor. Al contrario que lo descrito en la literatura, no hay diferencias resaltables relativas al sexo. Nuestro modelo predice adecuadamente la formación de la lealtad, pero persiste la dificultad de explicar el uso efectivo.
Actualmente, las tecnologías están tan presentes en nuestra sociedad que requiere docentes formados en su uso de forma continua en los procesos de enseñanza-aprendizaje. Por este motivo, se hace necesario conocer el nivel de autopercepción que estos tienen sobre su propia competencia digital docente (CDD) tanto en términos de conocimiento, como de uso de las tecnologías. La presente investigación se centra en esta cuestión. Para ello, se ha encuestado a 158 docentes en formación. Los resultados indican que, pese al gran auge de nuevas herramientas tecnológicas, esto no ha ido unido a una mayor CDD autopercibida por los encuestados. Dichos resultados denotan que aun actualmente existe una clara falta de uso de la tecnología con especial foco en la educación. Lo que evidencia la necesidad de mayor formación de estos para alcanzar un nivel de competencia digital docente suficiente para formar a sus estudiantes en el uso de las tecnologías.
Introducción: Este estudio analiza la percepción que tienen los opositores de educación infantil y primaria en relación con la preparación al acceso a la función pública docente en España, en un marco normativo selectivo que influye en las estrategias y las experiencias. Objetivos: analizar la percepción que tienen los opositores de educación infantil y primaria en relación con la preparación al acceso a la función pública docente en España; evaluar cómo las metodologías y los recursos, la estructura de los contenidos, el apoyo del preparador y los factores emocionales se asocian con la preparación percibida, y verificar las diferencias por género y edad. Metodología: cuestionario cuantitativo transversal con cuestionario autoadministrado (35 ítems, 4 bloques; α = 0,979) administrado en línea a 102 participantes, y llevando a cabo un análisis estadístico específico (rho de Spearman, Mann-Whitney y Kruskal-Wallis). Resultados: percepciones globalmente positivas (medias 2,67-3,52); puntuaciones más altas en puntualidad/gestión del tiempo y legislación; más bajas en apoyo emocional, equilibrio entre carga y vida e innovación didáctica. Correlaciones fuertes entre todos los bloques y la preparación global (ρ=.845-.983), máxima en estructura/contenidos; sin diferencias significativas por edad (H=3,78; p=.286) o género (U=961; p=.382). Conclusiones: La preparación percibida por los opositores, depende sobre todo de la alineación curricular, las buenas prácticas metodológicas y el coaching; prioridades operativas (feedback transparente, simulaciones auténticas y apoyo emocional).
El presente estudio analiza el impacto del programa de coeducación científica INFACIENCIA en familias con hijos e hijas en educación infantil. Este proyecto busca promover la socialización científica desde temprana edad, integrando perspectivas de género y fomentando aprendizajes significativos. Se realizó un estudio mixto, combinando métodos cuantitativos y cualitativos, con 132 familiares participantes, mayoritariamente mujeres, de centros educativos públicos y concertados. Los resultados muestran una valoración positiva hacia la coeducación científica y el programa INFACIENCIA. La percepción de importancia de la coeducación y la satisfacción con el programa fueron mayores en familias más jóvenes y con menos hijos, mientras que no se evidenciaron diferencias significativas según el nivel educativo de las y los progenitores o la titularidad del centro. Las conclusiones apuntan hacia la importancia de incluir contenidos coeducativos en Educación Infantil y ofrecer oportunidades formativas a las familias en torno a esta cuestión.
