This study presents the outcomes of an educational intervention involving the creation of information spaces across various digital platforms—specifically Padlet and Wakelet—designed to support students during their final degree projects in an online university setting. The initiative aimed to provide a flexible resource capable of fostering student autonomy and self-regulation while improving accessibility to multiformat content. The study involved a sample of 28 students from various degreeand master’s programs. Their perceptions were gathered via a mixed questionnaire. The results indicate a highly positive reception, particularly regarding the perceived accessibility and utility of these digital spaces. Furthermore, students reported an
This quasi-experimental study analysed the effect of using Augmented Reality (AR) versus the printed format on the motivation and reading comprehension of seventh-grade students in Chillán, Chile. The sample consisted of 54 students: an experimental group that read The Little Prince using AR and a control group that worked with the printed format. Validated instruments were administered to measure motivation and reading comprehension across three levels (literal, inferential, and critical), supplemented by a structured observation guide. The results showed that while both groups experienced a decrease in motivation, the reduction was significantly lower in the AR group. Regarding reading comprehension, the AR group achieved superior results across all three levels, particularly in critical comprehension, where statistically significant differences with a moderate effect size were found. Classroom observations reflected a more positive attitude toward reading among those who used AR. These findings suggest that AR can be a promising pedagogical tool when integrated with didactic intentionality and curricular alignment.
Mastering academic writing remains a formidable challenge for university students. However, the emergence of Artificial Intelligence (AI) has triggered a paradigm shift in the field, with growing evidence highlighting its potential to enhance instructional practices.This paper presents a classroom intervention conducted within an Education degree subject. Using a Project-Based Learning (PBL) framework, the study aimed to support first-year students in drafting simple academic texts. AI was integrated specifically to address the most complex aspects of the writing process: source discovery, information synthesis, and the mastery of genres structures and their linguistic conventions. The findings reveal that students engage proactively with these tools while simultaneouslydeveloping a critical perspective on the reliability of AI-generated texts.
Spain recognizes the right to educational inclusion and is committed to achieving a high-quality, inclusive, and equitable education; however, it remains far from providing it. The existence of a dual educational system—comprising mainstream and special education—the differentiation of students with specific educational needs (SEN) from the rest of the students and the implementation of measures and resources for individualized (isolated) attention, decelerate the progress toward an inclusive education for all students. Within a quantitative methodological framework, a documentary study was conducted to examine the progress made towards inclusion over the last five academic years by analyzing statistical data from the Ministry of Education and Vocational Training’s statistics on non-university education. Key findings highlight an increase in the percentage of students with SEN in mainstream education alongside a rise in the identification of SEN students, which ultimately results in an increase in the number of students enrolled in Special Education.
Stage presence serves as a fundamental theatre expressive act within the performing arts. In this context, shadow theatre emerges as an exceptional educational tool, fostering the essential expressive skills required for teacher training. This research reflects on the role of stage presence in educational settings, reviewing core theories that address this concept from the perspective of the performing arts, and exploring the profound links between pedagogical practice and art. The study was conducted with students from the Degree in Pre-Primary Education, using activities centred on stage presence, shadow theatre techniques, and excerpts from classical children's literature to enrich the learning experience. Adopting a qualitative framework rooted in Arts-Based Research—a methodology with significant potential in arts education—the findings demonstrate a clear improvement in the quality of interpretive performance based on literary representations.
