This article presents the results of the Hari-Katu programme, implemented in eleven residential care homes in Gipuzkoa with 66 children and adolescents aged between 8 and 15, eleven social educators, and two Pedagogy Specialist. The initiative promoted the relational use of Basque in non-formal settings through the Emotional and Conscious Translanguaging (ECT) approach, which builds on the linguistic repertoires of each participant and integrates organised leisure and play-based activities. The main objective was to examine the impact of the programme on motivation and attachment to Basque, as well as the pedagogical and linguistic implications for the educational team. A mixed-methods design was employed, with qualitative and quantitative data collected concurrently through Likert-scale questionnaires, evaluation journals, focus groups, interviews, and field notes. The findings demonstrate a positive effect on motivation, language attachment, and the spontaneous use of Basque, as well as greater engagement of the educational team in supporting the language.
This article presents the results of the evaluation of the socio-educational intervention programme "Ubuntu Leaders Academy - Residential Care Homes", an immersive one-week residential experience implemented twenty-four times with different groups over a four-year period (2021-2024). The programme involved 477 young people in residential care and 167 professionals from 74 institutions across different regions of Portugal. Its aim was to empower children and young people in the child protection system through the Ubuntu methodology, fostering the development of socio-emotional competences. Using a mixed-methods approach combining quantitative and qualitative data, this descriptive and exploratory study assessed participants' satisfaction and the perceived impact of the Ubuntu Week, while also analysing professionals' and managers' perceptions of the changes observed in the young people after the experience. The results indicate a significant improvement in the acquisition of socio-emotional competences, an impact also confirmed by the professionals, who described the experience as transformative-reflected in greater self-awareness, more empathetic interpersonal relationships, and stronger civic engagement.
The educational breakout has become an increasingly used didactic tool in higher education. As a gamification activity, students must overcome a series of dynamics to achieve a certain objective, being an educational strategy that, in addition to learning, promotes cooperative work and student motivation. This article offers the results of a sample of undergraduate and postgraduate university students, in the area of sociology of education, on their knowledge and use of the breakout. It analyses the differences in motivation and learning among students in relation to the three main axes of the 2030 Agenda and the SDGs: inclusion, gender equality and environmental awareness. For this purpose, the questionnaire on Motivation for Cooperative Playful Learning Strategies by Manzano Le & oacute;n et al. (2021) was used. The results of the t-tests performed show differences in the variables considered. Thus, female students compared to male students, older students compared to younger students, and Master's students compared to Bachelor's students perceived an increase in learning and motivation when working with this type of more playful and cooperative activities.
This study Catalonia three years after exiting the child protection system. Using structured interviews we analyze their educational attainment, continuity in education, and the individual an contextual factors that influence their academic progression. Variables consideres include migration background, gender, type of placement, age at entry into care, stabilit of placements, and, specifically, the impact of access to transition support programs th housing support program and the financial allowance for care leavers. The results reveal substantial heterogeneity. A total of 44 % had accessed post-compulsor education, while 36.3% had not completed compulsory secondary education. Educationa continuity was low (36%), and university attendance was limited, with 2.1% amon unaccompanied migrant youth (UMY) and 8.2% among non UMY. Differences by origi were significant: UMY showed lower levels of educational attainment, lower continuity and less access to support. Among non-UMY, girls demonstrated higher continuity tha boys, and those who experienced family foster care achieved higher educational levels tha those who lived in residential care. Among non-migrant youth, age at entry into care and placement stability were positivel associated with educational attainment. Access to the financial allowance predictes better outcomes among girls and among young people who had been in residential care In the case of migrant youth, participation in the housing support program was significantl associated with a higher likelihood of being enrolled in education. The findings highlight the need to strengthen public policies that ensure sustained ane individualized support after leaving care, including educational guidance, financial support and residential resources that facilitate continui in education.
Concern for sustainability demands the promotion of behaviours and strategies that contribute to the Sustainable Development Goals (SDGs) of the 2030 Agenda. This study analysed experiences in primary education aimed at ensuring Quality education, through a systematic review of articles in English and Spanish following the PRISMA declaration, using the Web of Science (WOS) and Scopus databases. Of the 61 articles identified, 13 were selected and published between 2017 and 2024, mainly in African countries, Asia, and Europe. Quantitative methodology predominated, with interviews as the main data collection instrument. The results show progress towards equity and gender equality within the framework of Sustainable Development Goal (SDG) 4. However, challenges remain, such as increasing early childhood enrolment and raising family awareness of the importance of early education. The findings highlight the need to strengthen school leadership, governmental support for vulnerable groups, continuous teacher training, and understanding schools as ecological systems. It is also recommended that textbooks be reviewed to ensure their alignment with sustainable development (SD) principles.
Time management is an essential skill for everyone, especially young people, who often face the pressure of balancing studies, work, social life, and other responsibilities. However, formal education on how to effectively organize time is not always provided. While it is possible to learn independently, receiving guidance on how to better allocate time, distinguish between urgent and important tasks, and understand the fundamentals of the process can make a significant difference in terms of productivity and personal well-being. Based on this premise, the present article aims to analyze the importance that young people from Melilla attribute to time management and to explore the significance they place on acquiring self-regulation skills. This study is based on qualitative research in which data was collected through interviews conducted with 97 participants, all of whom were young residents of the city of Melilla, aged between 18 and 35 years, selected incidentally. The results highlight the need for engaging in leisure activities during free time to achieve personal, physical, and psychological well-being, as well as learning how to manage, organize, and plan their time effectively to achieve goals and increase productivity. Finally, the findings emphasize the relevance and usefulness of teaching time management, both formally and informally.
Adolescence is a key stage of human development. When this stage occurs in a situation of lack of protection, it becomes even more complex due to personal, social, and structural factors that directly impact well-being and overall development. Therefore, the objective of this article is to analyze social participation, sense of belonging, and flourishing among adolescents living in CPs in the Basque Country. This study analyzes the situation of adolescents in protection centers in the Basque Country, based on secondary data from the Drugs and School X survey (N-40). A descriptive analysis of the variables of social participation, sense of belonging, and flourishing (psychological well-being) was carried out. Adolescents in protection centers present trajectories marked by instability, exclusion, and a lack of support networks, which increases their vulnerability. In this study, no significant differences were found by gender, unlike what occurred in non institutionalized adolescents in the Drugs and School X study However, significant differences were observed according to the cohabitation unit, with adolescents under institutional protection presenting the lowest indicators in almost all the dimensions analyzed, reflecting a structural, emotional, and community vulnerability that requires a multidimensional and multifactorial intervention. Given the stigmatizing social view of adolescence, an approach focused on well-being and flourishing is proposed. Leisure and participation are highlighted as key tools for socio-educational support, allowing for the development of skills, connections, and a positive identity. Ensuring equitable access to these spaces is essential for effective and inclusive intervention.
Screens have reshaped the ways adolescents interact and construct their identities, yet there is a notable lack of studies addressing this perspective in vulnerable groups, particularly those under the child protection system. This study focuses on analyzing the influence of screen use, online exposure, self-control, and overcoming difficulties according to the length of stay in the center among adolescents in residential care. A quantitative, descriptive, and correlational study was conducted with a sample of 258 adolescents aged 12 to 18 who were under guardianship in child protection centers in Castilla y Le & oacute;n. An ad hoc questionnaire validated through expert judgment (n = 13) was administered, consisting of 8 items grouped into four dimensions: use, exposure, self-control, and overcoming difficulties (total alpha = 0.829). Descriptive analyses, Spearman correlations, and Kruskal-Wallis tests were performed. The results suggest that those who have spent less time in the center (1-7 months) primarily use the Internet to maintain family ties, underscoring the need to develop early interventions focused on digital self-control. Significant correlations were found between relational Internet use and exposure oriented toward social validation. These findings highlight the need to design socio-educational interventions tailored to the stage of placement, promoting a critical and regulated use of screens as a resource for inclusion and positive identity development.
The development of emotional competences is promoted as a key strategy to favour personal and social well-being and to face the challenges of professionals in the educational field. Current socio-educational needs require professionals who are willing to work in different contexts, emerging fields and with different groups, which requires new competences that are not always addressed in university curricula. The aim of this research is not only to highlight training needs, but also to train Social Education professionals in Emotional Education, starting from a prior detection of needs and designing and evaluating a training programme. For this purpose, within the framework of an evaluative research, an ex post facto study is proposed to analyse the training needs in the field of Emotional Competences in students of the Degree in Social Education at the University of Salamanca, also taking into account life satisfaction. Results show the relevance of Emotional Education in higher education, as it is a self-perceived need of the participants, as well as an improvement in the assessed level of competence and satisfaction with life. In conclusion, the Bachelor students are aware of the benefits of emotional education and of the need to get involved in training processes. The convenience of incorporating explicit intervention programmes in the curricula of future Social Education professionals and the importance of promoting training actions related to the development of socioemotional competences are discussed.
This article is based on Beldwork with children, adolescents, and young people conducted in response to the experience of the COVID-19 pandemic. The objective is to understand how childhood and youth have perceived the community's responses to that crisis situation. To answer this question, the article collected data from five municipalities in Catalonia. Two questionnaires were administered the first to a representative sample of children and adolescents aged 10 to 17, with 1,216 respondents, and the second to a targeted sample of young people aged 18 to 20, with 15 respondents. Additionally, 30 in depth interviews were conducted, involving 37 professionals. Finally, five discussion ion groups were held with professionals and young people from five resilient practices, in which 36 individuals participated. The analyzed results reveal that children and young people have not perceived significant help and support from the community. Only about 25% reported receiving meaningful support. Moreover, the figures are particularly low for the two community agents they recognize the most teachers and neighbors. The collected data provide evidence for community agents to better respond to future crisis situations.
Kinship foster care is currently one of the most widely used child protection measures, involving professionals from various disciplines. This article aims to analyze the perceptions of social educators from the Child Care Centers of Madrid (Spain) regarding the interventions they carry out, the challenges presented by this protective measure, and the socio-educational models and strategies they employ. A non-experimental quantitative design with a descriptive-correlational scope was chosen, based on an ad hoc questionnaire validated by experts and professionals, with an internal reliability (Cronbach's Alpha) of 0.79. The sample consisted of 45 professionals, representing 86.5% of the total. Among the findings, the main difficulties identified include the challenges faced by caregivers in helping children and adolescents construct their life stories, the complex relationships between the fostered children and their families of origin, and the conflicts between foster and biological families. Regarding the development of the intervention, the study highlights the importance of building a family alliance, conducting both individual and group work with the family unit, and implementing specific actions to support the creation of life narratives for fostered individuals. In conclusion, the study emphasizes the need to deepen the development of skills and competencies within foster families to effectively support children and adolescents in constructing their life stories and to improve family relationships by strengthening interventions with the family of origin, all from a systemic perspective.
The objective of this article is to describe, analyze, and reflect on the self perception of social educators in relation to the recognition of their professional practice by those involved in educational intervention, public administrations and authorities, employers, the media, other education professionals, the scientific community, the public, and social educators themselves in Portugal. To conduct this study, quantitative and qualitative methodological strategies were applied, including a descriptive survey administered to 333 social educators in Portugal; two focus groups with social educators: and nine unstructured interviews with a Social Education specialists. The results highlight a contradictory reality: on the one hand, insufficient recognition from state and political Institutions and the media, and, on the other, growing recognition from academics and other professionals in the social field, and high appreciation from the public, especially those benefiting from the profession. Based on these results, the factors that limit or enhance the recognition of Social Education are identified and compared. It is concluded that, despite the difficulties, the recognition of Social Education as a profession has been notable and progressive in the social, labor and academic spheres in Portugal. Finally, the difficulties. and limitations of the study are presented, along with the perspectives it opens for future research.
This article analyze family dynamics, intergenerational relationships, and support networks in the aging process from an intersectional perspective that recognizes the influence of factors such as gender, social class, environment, and life trajectories on quality of life in old age. The objective was to map the scientific field on aging and family, identify its main theoretical and methodological trends, and contribute inputs for the formulation of inclusive and culturally sensitive public policies. A scientometric methodology was used based on the analysis of 584 documents published in Scopus between 2010 and 2024. The data was processed using Bibliometrix software and the Tree of Science model, which allowed the knowledge to be organized into three levels: theoretical foundations (roots), structural studies (trunk), and contemporary lines of research (leaves). The findings realize sustained growth in scientific output since 2016, with a predominance of studies conducted in the United States and growing output in Latin America. Three thematic clusters are identified: family dynamics and public policy, socio-emotional intersections of aging, and social and biological determinants. The analysis revealed the importance of shifting the focus from care to relational models and intergenerational co-responsibility. It concludes that aging is a socially situated experience, influenced by accumulated inequalities, and that the family continues to be a central actor. It recommends strengthening care policies and support networks from a comprehensive, intersectional, and ethical perspective.
Young people in foster care continue to lag behind their peers with respect to postsecondary educational attainment. This study examines whether participation in an education and employment program that provides fully subsidized housing to young people currently or formerly in extended foster care is associated with better postsecondary educational outcomes (i.e., college enrollment, semester completion, and credential attainment). The study compares the postsecondary educational outcomes of young people who participated in the program to the postsecondary educational outcomes of a propensity score matched sample of young people who were eligible for the program but did not participate using program data and data from the National Student Clearinghouse. Participating in My First Place (MFP) increased the hazard of enrolling in college by 32 percent and the hazard of completing a semester by 39 percent. However, participating in MFP had no effect on the hazard of earning a credential. The findings contribute to the evidence base for interventions that improve the postsecondary educational outcomes of young people transitioning out of extended foster care.
Este artículo presenta los resultados de la evaluación del programa de intervención socioeducativa “Academia de Líderes Ubuntu – Hogares de Acogida”, una experiencia residencial inmersiva de una semana, realizada veinticuatro veces con distintos grupos a lo largo de cuatro años (2021–2024), con la participación de 477 jóvenes en acogida y 167 profesionales de 74 instituciones de diversas regiones de Portugal. El programa tuvo como objetivo fortalecer, mediante el método Ubuntu, las competencias socioemocionales de los niños y jóvenes acogidos en el sistema de protección. A través de una investigación mixta, con datos cuantitativos y cualitativos, este estudio descriptivo-exploratorio evaluó la satisfacción y el impacto de la Semana Ubuntu en los jóvenes, así como las percepciones de los profesionales y responsables sobre los cambios observados tras la experiencia. Los resultados evidencian una apropiación significativa de las competencias socioemocionales trabajadas, un impacto igualmente confirmado por los profesionales, quienes describen la experiencia como transformadora, reflejada en una mayor conciencia de sí mismos, en relaciones interpersonales más empáticas y en una participación cívica más activa.
El acogimiento en familia extensa es una de las medidas protectoras a la infancia más utilizada en la actualidad con la que trabajan profesionales de diversas disciplinas. Este artículo tiene el objetivo de analizar la percepción de las educadoras sociales de los Centros de Atención a la Infancia de Madrid (España) de la intervención que desarrollan, las problemáticas que presenta la medida protectora junto con los modelos y estrategias de intervención socioeducativas que emplean. Se optó por un diseño cuantitativo no experimental con un alcance descriptivo-correlacional, llevado a cabo con un cuestionario elaborado ad hoc, validado por expertos y profesionales, con una fiabilidad interna de Alfa de Cronbach de 0.79. La muestra estuvo compuesta por 45 profesionales lo que supuso el 86,5%. Entre sus resultados destacan las dificultades de las personas acogedoras para acompañar a la infancia y adolescencia en la elaboración de su historia vital, las complejas relaciones entre los acogidos y la familia de origen o los conflictos entre las familias acogedoras y los progenitores. En relación con el desarrollo de la intervención, se comprueba la importancia de la creación de una alianza familiar, del trabajo individual y grupal con la unidad familiar y de la acción específica para mejorar la elaboración de la historia de vida de las personas acogidas. Como conclusión se subraya la necesidad de profundizar en el desarrollo de capacidades y competencias en la familia acogedora para abordar de una manera eficaz la elaboración de la historia vital de la infancia y adolescencia acogida y mejorar las relaciones familiares aumentando la intervención con la familia de origen, todo ello desde una perspectiva sistémica.
Este artículo presenta los resultados del programa Hari-Katu, desarrollado en once hogares de acogimiento residencial de Gipuzkoa con 66 niñas, niños y adolescentes de entre 8 y 15 años, once educadores y educadoras y dos pedagogos. La iniciativa ha impulsado el uso relacional del euskera en contextos no formales mediante el Translanguaging Emocional y Consciente (TEC), que parte de los repertorios lingüísticos de cada participante e integra ocio organizado y actividades lúdicas. El objetivo principal ha sido analizar el impacto del programa en la motivación y el apego hacia el euskera, así como sus implicaciones pedagógicas y lingüísticas para el equipo educativo. Se ha empleado un diseño mixto con recogida simultánea de datos cualitativos y cuantitativos a través de cuestionarios Likert, cuadernos de valoración, grupos focales, entrevistas y notas de campo. Los resultados evidencian un efecto positivo en la motivación, el apego lingüístico y el uso espontáneo del euskera, así como en la implicación del equipo educativo en su promoción.
Este artículo analiza las dinámicas familiares, relaciones intergeneracionales y redes de apoyo en el proceso de envejecimiento exitoso, desde una perspectiva interseccional que reconoce la influencia de factores como género, clase social, entorno y trayectorias en la calidad de vida en el proceso de envejecimiento. El objetivo fue mapear el campo científico sobre envejecimiento y familia, identificar sus principales tendencias teóricas y metodológicas, y aportar insumos para la formulación de políticas públicas inclusivas y culturalmente contextualizadas. Se utilizó una metodología cienciométrica basada en el análisis de 584 documentos publicados en Scopus entre 2010 y 2024. El procesamiento de los datos se realizó mediante el software Bibliometrix y el modelo Tree of Science, lo cual permitió organizar el conocimiento en tres niveles: fundamentos teóricos (raíces), estudios estructurales (tronco) y líneas contemporáneas de investigación (hojas). Los hallazgos dan cuenta de un crecimiento sostenido en la producción científica a partir de 2016, con predominancia de estudios realizados de Estados Unidos y una producción creciente en América Latina. Se identificaron tres clústeres temáticos: dinámicas familiares y políticas públicas, intersecciones socioemocionales del envejecimiento, y determinantes sociales y biológicos. El análisis reveló la trascendencia del enfoque asistencial hacia modelos relacionales y de corresponsabilidad intergeneracional. Se concluye que el envejecimiento es una experiencia socialmente situada, influenciada por desigualdades acumuladas, y que la familia continúa siendo un actor central. Se recomienda fortalecer las políticas de cuidado y las redes de apoyo desde una mirada integral, interseccional y ética.
La adolescencia es una etapa clave del desarrollo humano. Cuando esta transcurre en situación de desprotección se complejiza aún más, por factores personales, sociales y estructurales que impactan directamente en el bienestar y el desarrollo integral. El objetivo de este artículo es analizar la participación social, el sentido de pertenencia y el flourishing en adolescentes residentes en centros de protección de la CAPV. Este estudio analiza la situación de adolescentes en centros de protección de la CAPV, a partir de datos secundarios de la encuesta Drogas y Escuela X (N=40). Se ha llevado a cabo un análisis descriptivo de las variables de participación social, sentido de pertenencia y flourishing (bienestar psicológico). Los resultados muestran que los y las adolescentes en centros de protección presentan trayectorias marcadas por la inestabilidad, la exclusión y la falta de redes de apoyo, lo que incrementa su vulnerabilidad. En este estudio, no se han hallado diferencias significativas por género, a diferencia de lo que ocurre en adolescentes no institucionalizados del estudio Drogas y Escuela X. Sin embargo, sí se observaron diferencias significativas según la unidad de convivencia, siendo las personas adolescentes bajo protección institucional quienes presentan los indicadores más bajos en casi todas las dimensiones analizadas, reflejando una vulnerabilidad estructural, afectiva y comunitaria, que requiere una intervención multidimensional y multifactorial. Ante una mirada social estigmatizante de la adolescencia, se propone un enfoque centrado en el bienestar y el flourishing. El ocio y la participación se destacan como herramientas clave para el acompañamiento socioeducativo, permitiendo el desarrollo de competencias, vínculos y una identidad positiva. Garantizar el acceso equitativo a estos espacios resulta esencial para una intervención eficaz e inclusiva.
