This research article aims to compare the role played by women in education during the Second Republic and during Franco's dictatorship in Spain. To this end, a documentary analysis of the educational policies of both historical periods was carried out using MAXQDA Analytics Pro 2024. A total of 37 documents (16 from the Second Republic and 21 from the Franco regime) were analysed using a codebook as a reference. The results show how, during the Second Republic, significant advances were made in women's freedoms, civil rights and education. During this period, equal employment rights for female teachers were secured and co-education was implemented. In contrast, the Franco regime eliminated these reforms. Instead, they advocated for a centralised, nationalist and patriarchal educational model. As a result, female teachers were relegated to caring for students in early stages of education. In conclusion, it can be seen how the issue of gender has played an essential role in the socio-educational sphere in both periods.
The teaching of Modern Standard Arabic at beginner levels continues to present specific methodological challenges, making it necessary to dynamize the classroom not only through the renewal of teaching materials, but also through the integration of visual resources, cultural references, digital tools, and interactive activities that bring the language closer to learners from the very early stages of instruction. This paper presents a series of activities designed for A1 and A2 levels in which Modern Standard Arabic constitutes the central axis of learning, while also allowing for the gradual introduction of dialectal elements that help students better understand the sociolinguistic reality of the Arab world. Likewise, the intercultural dimension is incorporated as an inseparable component of the teaching and learning process. These proposals have been implemented in two different contexts: face-to-face university teaching with students at the University of Granada, and online courses for adults linked to Spanish companies established in the Middle East. In both cases, improvements were observed in student participation, lexical retention, and overall attitudes toward language learning.
The digitisation of educational environments has reshaped the analytical frameworks for the development of digital competence in primary education, particularly with regard to pupils' technological autonomy. The aim of the research is to analyse pupils' levels of technological autonomy, the support sought when encountering difficulties, the structural conditions of connectivity, and the training received regarding the responsible use of technology. A quantitative, non-experimental design was adopted, with a large sample of pupils from schools participating in a regional digital transformation programme. Data collection was carried out using the Selfie tool, developed based on the DigCompOrg framework. The results show an average level of technological autonomy, characterised by a largely independent use of digital applications, alongside limited pedagogical interaction and scant teacher support, as well as shortcomings in the critical, ethical and communicative dimensions.
This paper presents a reflection, based on teaching and research, on the motivation of students in Compulsory Secondary Education studying English as a second language (L2) at a state secondary school in a rural area of Andalusia. Based on a central research question - "To what extent does the introduction of active methodologies affect pupils' motivation and engagement in L2 learning in small groups?" - a feminist ethnographic approach is applied, combining participant observation by the teacherresearcher with an evaluation questionnaire completed by a sample of twenty pupils. The results show that, whilst the majority of students express a preference for active learning activities, this preference does not systematically translate into greater linguistic engagement. Distinct motivational profiles will be identified, and their implications for teaching practice in rural contexts with limited resources will be discussed.
This longitudinal research evaluates the efficacy of the rhythmic-motor-cognitive paradigm in modulating executive function architecture and emotional regulation among Costa Rican adolescents (N = 412, ages 11-12). The main objective was to determine whether BAPNE Neuromotricity produces significantly greater improvements in inhibitory control, cognitive flexibility, working memory, and anxiety reduction compared to standard physical education, repetitive choreography, and a passive control. Over an 8.5-month intervention, a quasi-experimental multigroup pretest-posttest design was implemented. Neuropsychological metrics included the BRIEF-2, Stroop Color-Word, d2 Test of Attention, Trail Making Test, Verbal Fluency Test, and CMAS-R-2. It was hypothesized that BAPNE would yield superior cognitive outcomes due to its non-automated, high-cognitive-load motor tasks. Analysis of Covariance (ANCOVA) demonstrated that the BAPNE cohort achieved transformative improvements in inhibitory control (Cohen's d = 2.85) and concentration performance (d = 3.12, p < .001), while significantly reducing manifest anxiety. Conversely, the choreography group exhibited cognitive stagnation and increased anxiety. These findings support the hypothesis that cognitive load and non-automated motor complexity are the primary drivers of prefrontal neuroplasticity.
