In the current educational context, the use of didactic methodologies in which the student is the main protagonist of the teaching-learning process is becoming increasingly important. Cooperative work is an ideal resource for this. The aim of this proposal is to improve student cohesion by involving them in social problems through cooperative work. The framework in which it is carried out is within the Social Responsibility subject taught in the second year of the bachelor's degree in criminology: over eleven sessions, the aim is for students to become aware of the process of social reintegration of people deprived of their liberty through social marketing. Through cooperative work, students will not only learn about the reintegration process, by searching for information and testimonies but also develop different skills that contribute to improving the group cohesion. All of this will be assessed by the students at three different stages of the project using a rubric, which will help the teacher to know the progress of the group and guide them throughout the project.
Emotional intelligence is the ability to understand one's own and others' emotions, to use emotions appropriately and to regulate them. Psychological capital is the psychological state of positive development that is characterized by efficacy, optimism, hope and resilience. Scientific evidence indicates that both resources are positive related in the organizational field, but there are few studies that evaluate students or teachers. Therefore, this research aims to understand the relationship between emotional intelligence and psychological capital in students who are training to be teachers. The sample comprised 221 undergraduate students in Primary Education. The data was collected in person using a sociodemographic questionnaire, together with the WLEIS-S and the CPC-12 scales. The results show that there is a positive and significant relationship between both resources. Specifically, the use of emotions as well as the evaluation of one's own emotions and emotional regulation predict part of the variance of psychological capital. These results demonstrate the importance of incorporating emotional education into the training of university students who will be primary school teachers to foster the development of their emotional intelligence and psychological capital.
In recent decades, education has undergone significant changes to adapt to the demands of a constantly evolving society. These challenges have driven the adoption of innovative methodologies, such as co-teaching, which aims to foster inclusion and enhance teaching and learning processes. However, in many cases, its implementation has been improvised or poorly structured, limiting its potential impact.The integration of co-teaching with approaches like Project-Based Learning (PBL) and Universal Design for Learning (UDL) offers an opportunity to personalize instruction and ensure accessibility and equity in the classroom. These methodologies promote collaboration among teachers and active student engagement, though research on their combined effects remains limited. This study seeks to examine the impact of co-teaching combined with PBL in Preschool and Primary Education classrooms. It explores their contributions to educational inclusion, collaborative learning, and teacher professional development, as well as their effects on students' academic performance.
This study explored the impact of a drama-based educational methodology compared to traditional teaching in primary education, analyzing students' academic performance and affective experiences. Two groups were assessed over ten sessions: a control group, which followed a traditional approach, and an experimental group that incorporated drama-based activities. Academic performance was evaluated through exams conducted in 2022 and again a year later, in 2023, while affective dimensions (activation, well-being, and hedonic tone) were measured through questionnaires.The results revealed no significant differences in grades between the groups, indicating that the drama-based methodology is as effective as the traditional approach in academic terms. However, students in the experimental group exhibited higher levels of emotional activation and a strong relationship between activation and well-being, showing how drama-based activities can transform the learning experience by emotionally engaging students with the content.These findings suggest that drama techniques are not only a viable alternative to conventional methodologies but also a valuable tool for enriching learning, promoting both cognitive and socio-emotional development. This approach, by combining academic effectiveness with personal growth, encourages a re-evaluation of pedagogical practices toward a more holistic and humanistic educational model that supports students in exploring their potential across multiple dimensions of learning.
Digital transformation has intensified the demands placed on school leadership, requiring school principals to coordinate pedagogical, organisational, and ethical dimensions of digital change. While several digital competence frameworks have been developed in recent years, most focus on teachers, organisations, or citizens, offering limited guidance for the specific professional role of school principals in compulsory education. This study addresses this limitation by developing a meta-framework of digital competences tailored to school leadership. A systematic literature review, conducted following adapted PRISMA guidelines, including identification, screening, eligibility, and inclusion stages, was combined with reflexive thematic analysis to identify, cluster, and consolidate digital competences across existing international frameworks. The analysis resulted in a meta-framework comprising eight competence areas and forty consolidated competences, reflecting the multifaceted nature of digital leadership, including strategic governance, teaching and learning practices, infrastructure management, assessment, communication, professional development, and digital citizenship. An Aggregation Number Indicator was applied as a heuristic device to support the interpretation of thematic convergence across frameworks. Rather than replacing existing models, the proposed meta-framework offers a leadership-specific and integrative reference that complements established frameworks and contributes to conceptual consolidation in the field. The findings provide a structured basis for future research, policy development, and professional training initiatives focused on digital leadership in compulsory education.
