The current scenario of constant experience and the overlapping of everyday life with digital technologies points out the need to improve digital and emotional competencies. Therefore, this work aims to analyze documents and reports that approach the digital competencies of children and young people to identify approximations between those competencies and emotional ones. The document analysis started by identifying 30 documents. Out of those, seven fulfilled the inclusion criteria: approached digital competencies or similar terms, focus on children, young people, or students, and describe emotional aspects or competencies. The extraction and coding revealed 45 aspects or competencies, 23 records were categorized as emotional awareness, 12 as empathy, and 10 as emotional regulation. Among the results, we present a synthesis and a description of 12 digital emotional competencies, considering the intersection identified between digital and emotional competencies.
This article examines how scaffolding is implemented to support primary school pupils during synchronous virtual exchanges (VEs) using video conferencing software. It focuses on supporting students with varying language abilities, differing stages of psychosocial maturity and the inclusion of pupils with special educational needs (SEN). Drawing on two studies – one involving French and Spanish pupils using English as a lingua franca (ELF) and another with UK and Spanish learners in a tandem exchange – the article finds that effective scaffolding is essential in diverse classrooms. In the French-Spanish exchange, French pupils with lower language proficiency needed more teacher support, while more proficient Spanish pupils were more independent. The UK-Spanish study highlights the importance of differentiated scaffolding, such as pairing less proficient or SEN pupils with stronger peers and tailoring tasks to individuals. Teachers argued that well-planned scaffolding was essential to foster inclusivity, student engagement and language use that transcended the walls of the classroom. We conclude that success in VEs depends not just on technology or task design but chiefly on adaptable teacher scaffolding strategies that consider class diversity, language skills and sociocultural background. We recommend leveraging peer support, varied resources and flexible management to promote equitable participation and intercultural communication. The article highlights, above all, the importance of preparation before synchronous interaction takes place.
Este estudio analiza las creencias sobre la enseñanza de la historia en docentes formados en Chile y España, desde la perspectiva de la didáctica de las ciencias sociales. A través de un enfoque de estudio de casos, se examinan los programas de formación inicial docente y los discursos de profesores en ejercicio de ambos contextos educativos. Los hallazgos del análisis curricular revelan un desequilibrio significativo en los programas formativos, con un predominio de la formación disciplinar sobre los componentes didácticos y pedagógicos. En relación con las creencias del profesorado, emergen finalidades críticas y emancipatorias como aspiraciones principales; sin embargo, los discursos sobre la implementación en el aula reflejan una tendencia hacia enfoques prácticos, evidenciando una disonancia entre las creencias declaradas y las prácticas efectivas. El estudio subraya la importancia de fortalecer la competencia didáctica en la formación inicial docente mediante una mayor integración de la didáctica específica, con el objetivo de promover el pensamiento crítico y el desarrollo de una ciudadanía activa y comprometida.
