The Law 27/1964, of 29 April, extended compulsory schooling in Spain up to the age of 14, a measure that would later be reaffirmed by the General Education Act of 1970. As a result, there was a significant increase in the percentage of individuals who could potentially gain access to the university system. It was within this context that the university entrance examination, commonly referred to as selectividad, was introduced for the first time during the 1974-1975 academic year, with the aim of serving as an academic filter for admission to a university system that was gradually adopting a more socially oriented perspective. The purpose of this study, therefore, is to analyze the historical evolution of this transition process, particularly since Spain's democratic transition. From a methodological standpoint, this research adopts the historical method, as successfully developed by Professor Ruiz Berrio. Through the use of primary sources, particularly educational legislation-and secondary sources, the study reveals that despite the numerous changes the examination has undergone, it continues to preserve the same essential features with which it was conceived during the technocratic period of Francoism. This model, characterized by its considerable flexibility, ensures access for all individuals, with limitations based solely on their abilities, thereby fostering the democratization of university access in Spain and contributing to the overcoming of the elitist character that had previously defined it.
This research examines the effect of cultural values (CV) on entrepreneurial innovation (EI). It also assesses the mediating influence of educational entrepreneurship (EE) in the CV-EI relationship and further explores the impact of EI on attitudes towards sustainable entrepreneurship (SE). Data were obtained from business students with family business backgrounds. A total of 506 respondents were selected through purposive sampling from multiple business schools located in a southern region of the country. The data were analysed using Smart-PLS-4, while Importance-Performance Map Analysis (IPMA) was employed to validate the results and derive actionable insights. Findings reveal a significant relationship between CV and EI, with EE strengthening this linkage. In addition, EI is found to positively shape attitudes towards SE. Overall, the results highlight the critical role of entrepreneurial education in encouraging students to pursue entrepreneurial activities.
The transformation of students' learning behaviors, instructors' roles, and the overall learning process has been derived from the integration of Artificial Intelligence (AI), Generative AI in particular, into the higher education system. This study aims to analyze and identify key predictors of students' intentional learning behaviors, focusing on three core behavioral aspects: (1) AI-assisted learning behavior, (2) classroom participation behavior, and (3) self-management in learning behavior. Three groups of predictor variables were examined-motivation, self-regulation, and classroom environment. A quantitative research design was employed using multi-stage quota random sampling. The sample comprised 874 undergraduate students. Research instruments included twelve questionnaire sets with acceptable reliability (Cronbach's alpha = .71-.80). Data were analyzed using Pearson's correlation coefficients and multiple regression analysis. The findings indicated that motivation, self-regulation, and classroom environment significantly predicted variance in all three learning behaviors. Specifically, the predictors accounted for 42.50% of the variance in AI-assisted learning behavior, 44.67% in classroom participation behavior, and 45.35% in self-management in learning behavior. The most influential predictors across all aspects included intrinsic motivation, future-oriented motivation, ethical AI use, and instructional environment. These results highlight that high-quality learning behaviors in the age of AI are derived from a balanced integration of psychological drive, self-regulatory capacity, and supportive learning environments. The findings correspond to three dominant theoretical foundations-Self-Determination Theory, Self-Regulation Theory, and Learning Environment Theory-indicating that sustainable learning and constructive engagement are shaped by the cooperation of intrinsic motivation, behavioral regulation, and learning environments that promote analytical thinking and ethical technology utilization.
This paper aims to assess the roles of adult education programs in Saudi Arabia as tools for enabling the learners to meet the needs of sustainable development. The research used a mixed-methods approach that included a quasi-experimental pretest-posttest design, correlational and regression tests, and a survey of perceived barriers. Results indicated a significant enhancement in cognitive and skill-based competencies of the participants who were involved in the programs, and the learning accrued was not biased based on the gender or the educational level. The results of the statistical analysis indicated that there was a strong and positive correlation between the overall program outcomes and the meeting of the requirement of sustainable development, and that close to 50 percent of the variance in the requirements was accounted for by the program results. Patterns became apparent: cognitive gains were most strongly connected with economic empowerment, the acquisition of skills with social engagement, and the affections with the engagement with the environment. Regardless of these advances, the research found out that there were still enduring organizational, social, and cultural barriers, which moderate the effectiveness and sustainability of program outcomes. The findings provide a suggestion to adopt a holistic four-axis improvement model, which aims at focusing on the flexible governance, curriculum and sustainability, strong community relationship, and sustainable management of the resources to achieve long-term empowerment and increased congruence in the sense of national development.
The COVID-19 pandemic marked a turning point in the recent history of education, requiring rapid adaptations within educational organizations. From a historical perspective, this study examines how teachers interpret the processes of change associated with the construction of inclusive educational communities in the post-pandemic context. The aim of the study is to identify both the strengths and weaknesses of the current educational system and to foster reflection on its capacity to address diversity and reduce inequalities in a continuously evolving educational landscape. Using a descriptive qualitative approach, 81 interviews were conducted with teachers from Spanish educational centers (97.53% women). Their voices make it possible to reconstruct the evolution of practices and perceptions related to inclusive education in recent years. The results show that digital transformation, current regulatory frameworks, and growing social demand have contributed to significant progress in the field of inclusion. However, persistent barriers remain, such as the digital divide, insufficient resources, high student-teacher ratios, and bureaucratic overload. The findings highlight the need to strengthen teacher training, improve family-school relationships, and promote the well-being of the educational community. Overall, the study positions teachers' experiences as a historical testimony of change, reflecting the tensions between continuity and renewal in contemporary inclusive education. The implications of these transformations for the future of inclusion and for a historical understanding of educational practice in times of crisis and reconstruction are also discussed.
