The use of technological resources in classrooms plays a central role nowadays in shaping secondary-school teachers' professional identities. Adopting a person-centered approach, this study had two objectives: first, it explored whether there were differentiated teacher profiles based on the level of use of digital resources. Second, it analyzed differences in teacher self-efficacy according to the identified digital profiles. A quantitative methodology was employed, using a questionnaire within an exploratory design. The sample consisted of 311 secondary-school teachers from 31 schools in the city of A Coruna. Non-probabilistic convenience sampling was used to select participants. Four profiles were identified using Latent Class Analysis: a) High-tech profile, b) Very low-tech profile, c) Low-tech profile and d) Moderate-tech profile. A subsequent MANOVA analysis determined that teachers with higher levels of self-efficacy made greater use of digital resources in the classroom. These findings highlight the need to foster digital competence among secondary-school teachers to improve their levels of teacher self-efficacy. From this perspective, training programs should be promoted that integrate technology transversally through innovative pedagogical practices.
During adolescence, family mediation plays a crucial role in implementing regulatory strategies that maximize the benefits and minimize the risks of Internet use. This study aims to analyze the responsible use of digital technologies among adolescents, examine family mediation models, determine the impact of these models on the digital behavior of young people, and explore differences in responsible use and family mediation between two groups of adolescents from distinct sociocultural contexts. It is a descriptive, exploratory, correlational, and quantitative survey-based study. A total of 353 participants (166 boys and 179 girls) took part in the study, drawn from two educational centers in the Cibao Norte region of Dominican Republic (N=127) and two in the Basque Country in Spain (N=226). Significant differences were identified in the responsible use of digital technologies based on territory and gender. Additionally, a positive correlation was observed between responsible use and shared and instructive mediation models, while restrictive mediation showed a weak correlation. In conclusion, this study highlights the crucial role families play in contexts where schools have yet to implement strategic digital literacy plans, and underscores the need to involve all educational stakeholders in fostering digital competence among adolescents
Organic Law 3/2020, dated 29 December, modifies Organic Law 2/2006, dated 3 May, on Education (LOMLOE). It includes a period of 10 years to introduce important changes in the role of Special Education Schools (SES) within our educational system in its fourth Additional Provision (4th AP). However, to date, there have been only a few modifications at a practical level in line with the current regulations. This research analyzes the current level of development of the 4th AP across the 17 Spanish Autonomous Communities (AC) and the autonomous cities of Ceuta and Melilla, focusing on the role of SES as reference, support or resource centers for mainstream schools. Using documentary analysis of regulations, three distinct models were identified based on Spanish autonomous legislation. The results show that the first model is found in AC where the 4th AP is thoroughly developed, the second model is implemented in AC where the autonomous legislation does not address the role of SES as resource centers, and the third model corresponds to AC where support and advice to mainstream schools is provided by institutions other than SES. Overall, the findings suggest that, although the 4th AP of the LOMLOE represents progress toward educational inclusion, few Devolved Regions are implementing the new features outlined in the 4th AP. The study concludes with proposals to promote the effective implementation of the transformation of SES in accordance with the 4th AP of the LOMLOE.
Transition and retention in higher education pose significant challenges for Mexican educational institutions, particularly in professional programs such as the Tourism degree. This study analyzes the relationship between pedagogical innovation, student satisfaction, and academic performance, considering the mediating role of competency development and institutional support. A quantitative, cross-sectional, correlational design was applied to a sample of 222 students enrolled in the Tourism Educational Program at a public university in Mexico. A validated questionnaire was used, structured into four dimensions: competency development, university transition, pedagogical innovation, and support services. Data were analyzed through structural equation modeling. Pedagogical innovation and institutional support services emerged as significant predictors of student satisfaction (R-2 = 0.68). The model showed satisfactory fit indices (CFI = .93; RMSEA = .05) and confirmed an indirect influence on academic performance mediated by competency development (beta = .13, p < .01). A negative correlation was also identified between age and academic performance (r = -.24, p < .01). The findings highlight the importance of integrating pedagogical innovation with academic support strategies to enhance the university experience. Low scores in language programs and university transition processes reveal areas for improvement. A limitation of the study lies in its single-institution application, which restricts generalization. Future research should extend this analysis through multi-site and mixed-method approaches.
Digital transformation demands digitally competent teachers who are able to integrate digital tools into their teaching and develop digital competence in their students. This research analyses the extent to which the planning of initial teacher training in Spain, as defined in the verification reports of the degrees that qualify teachers to practice the teaching profession, includes Digital Teaching Competence (DTC). The research is based on the European Framework for the Digital Competence of Educators (DigCompEdu), which is the basis of the Framework of Reference for Digital Competence in Teaching adopted in Spain. However, in contrast to most research focusing on the self-diagnosis of active teachers, this study analyses the integration of DTC in the planning documents of initial teacher education. Specifically, we carried out an exhaustive analysis of the curricula of all the Bachelor's Degrees in Early Childhood Education (n=75) and Primary Education (n=78), as well as the Master's Degree in Teacher Training (n=103) registered in the RUCT until July 2023 and determined the level of integration of the six areas defined in DigCompEdu. The methodology consisted of a descriptive analysis of the frequency of occurrence of the areas and competences of the DigCompEdu framework. This analysis was complemented with a study of the distribution of the areas in the programmes' verification reports and of the competences within each area. Finally, it was also analysed whether the areas were unevenly distributed among the different degree programmes. The results show a significant gap between the digital competences planned in the programmes' verification reports and those required for professional practice. While there is an emphasis on resource selection and teaching, key areas such as assessment, student empowerment and innovative digital pedagogy are less present. These results show that initial training does not necessarily lead to adequate preparation for the demands of the labour market. Consequently, they indicate the need to review the planning of university programmes, as well as the legislation that guides them. The aim is to ensure comprehensive training that equips future teachers with the digital skills necessary for their professional practice.
