El compromiso con el aprendizaje-servicio (ApS) en la docencia universitaria, especial[1]mente en la formación inicial del profesorado, ha crecido de manera significativa en los últi[1]mos años. Este enfoque metodológico no solo contribuye al desarrollo profesional del alum[1]nado, sino que también promueve una formación más comprometida con la realidad social. A través de experiencias de aprendizaje orientadas a la acción, el ApS permite responder a necesidades concretas de la comunidad y, al mismo tiempo, fomenta el emprendimiento social entendido como la capacidad de identificar problemas sociales y generar soluciones innovadoras y sostenibles desde la práctica educativa. En este contexto, la presente investiga[1]ción analiza el impacto de un programa de ApS en el desarrollo del perfil emprendedor social del alumnado del Grado en Educación Infantil. La muestra está compuesta por 72 estudiantes, seleccionados mediante un muestreo no probabilístico. Desde un enfoque cuantitativo, se adopta un diseño cuasiexperimental pretest-postest donde la variable dependiente se midió mediante una herramienta validada y desarrollada para medir el emprendimiento social. Los resultados muestran una mejora estadísticamente significativa en el grupo experimental, con evidencia de que el programa de ApS aplicado ha generado cambios en el perfil emprendedor social del alumnado participante, respaldando la capacidad transformadora del ApS y metodología capaz de potenciar el emprendimiento social. No obstante, quedan desafíos por superar y la necesidad de fortalecer las competencias personales desde la universidad, para influir en el desarrollo del perfil emprendedor social.

Las instituciones de educación superior se encuentran inmersas en un proceso de renovación que afecta a sus actores desenvolviéndose entre los condicionamientos impuestos por la incertidumbre y la complejidad. Ello ha propiciado la aparición de nuevos sentidos y diferentes perfiles en la misión universitaria de servicio a la ciudadanía, prestando una mayor atención hacia la inclusión, resiliencia, equidad y justicia social. En este proceso de cambio, conscientes de la relación positiva entre formación inicial y efectividad docente, nuestro trabajo muestra la funcionalidad de la metodología de Aprendizaje-Servicio (ApS) para la adquisición de competencias transformadoras, por parte del estudiantado universitario, en su etapa de formación inicial, como futuros docentes analizando sus contribuciones a la misión social del aprendizaje universitario. Se ha desarrollado un estudio cuasi-experimental para comprobar la eficiencia de la metodológica de ApS en la adquisición de la competencia emprendedora evaluando el grupo experimental y el grupo control. Los resultados muestran que la acción formativa incide en la mejora de la intención emprendedora (IE) e intensifica la dimensión social de la formación universitaria. Se concluye con la necesidad de construir modelos formativos de IE y generalizar su integración curricular en la formación inicial docente.

Social inclusion, particularly in the cultural domain, is a fundamental pillar for ensuring the full participation of all individuals in community life, fostering equity, well-being, and the recognition of diversity. This article has two objectives. Firstly, it aims to conduct a systematic review to diagnose the factors that exclude vulnerable groups from cultural access. Secondly, the aim is to understand how a group of young people with disabilities perceive the role of culture as a tool for social and labour inclusion. In October 2023, a systematic review was conducted in the Web of Science and Scopus electronic databases. A total of 37 articles were included in the review and classified into the following five areas of interest. The categories were as follows: (1) the relationship between cultural participation and physical and emotional well-being; (2) universal accessibility as a right to guarantee equitable access to culture; (3) the ability of people with disabilities to participate in culture; (4) the role of cultural policies as facilitators or barriers to inclusion; and (5) participation in contexts of cultural diversity as a means of social integration. These categories guided discussions with two focus groups comprising 15 young people. The positive impact of cultural participation, especially in its social dimension, was highlighted. The data point to the value of technology as a facilitator of access to culture, particularly for young people. Policies should focus on diverse cultural expressions and promote cognitive accessibility.

Migrant women's career guidance can be compromised by the intricate interplay of migration experiences, gender-based inequalities, stereotypes, and the systemic reinforcement of feminized professional sectors like caregiving and domestic work. This study seeks to enhance guidance services in socio-educational centers by comprehending the specific needs of migrant women and advocating for a redefinition of key competencies. A multiple case study was conducted involving 21 interviews: 10 with migrant women and 11 with socio-educational and labor guidance professionals. Field restitution feedback was incorporated to enhance research credibility. The results reveal three emerging categories: the planning of the migration process, the situated personal context, and the uniqueness of the career project construction. Professional expectations, often romanticized in the destination, impact the mobilization of efforts to access resources, requiring perseverance and resilience to meet rights and responsibilities. Inequality and deskilling present challenges that require effective responses for professional adaptability. Decision-making is temporally redefined and anchored in assumed family and gender roles, requiring the development of a supportive, empathetic, and sustained socio-educational relationship to foster self-determination. This study highlights the importance of promoting resilience while addressing systemic dysfunctions to ensure equitable conditions for career development.

The pivotal role of education and entrepreneurial training in fostering economic growth, recovery and societal advancement is widely recognized. This study examines the influence of entrepreneurial training in secondary education on students’ entrepreneurial interest in the United States and Spain, exploring how tailored educational approaches can shape future entrepreneurial ecosystems. Specifically, the objective of this study is to show and to analyze the relation that exists between training in financial knowledge and the didactic methods associated with entrepreneurial interest. An explanatory and transversal type of design is proposed. The entrepreneurial interest of students at Burgos University (Spain), with no formal business education and where actions to promote entrepreneurial spirit are limited, is compared with a sample from Washtenaw in the state of Michigan where entrepreneurship education has achieved a notable degree of maturity. The sample under study amounted to 276 students, between 13 and 17 years of age. The results confirmed the positive influence of entrepreneurship education as a factor that improved the entrepreneurial interest of the students from both Burgos and Michigan. Investigations are needed that follow students who subsequently become entrepreneurs over time to know which subjects taught at school were most useful when starting out as an entrepreneur.

Higher education institutions are immersed in a renewal process that affects their stakeholders as they navigate through the constraints imposed by uncertainty and complexity. This has led to the emergence of new meanings and different profiles in the community serving university mission, paying greater attention to inclusion, resilience, equity, and social justice. In this change pro-cess, aware of the positive relationship between initial training and teaching effectiveness, our work demonstrates the functionality of Service-Learning methodology (SL) for the transformative competencies acquisition by university students in their initial training stage as future teachers, analysing their contributions to the university learning social mission. An quasi-experimental study has been conducted to verify the efficiency of SL methodology in the entrepreneurial competence acquisition by evaluating the experimental group and the control group. The results show that the training action impacts the entrepreneurial intention (EI) improvement and intensifies the university education social dimension. It is concluded that there is a need to build training models for EI and to gene-ralize their curricular integration in initial teacher training.

While Spanish legislation recognizes the right to protection for migrant women, this often does not translate into adequate care for their circumstances, perpetuating their revictimization, limiting their personal development in an unequal social context, and stereotyping their professional opportunities into precarious and uncertain environments. This study delves into the voices of 10 migrant women who have sought international protection in Spain and 11 socio-educational operators who support them professionally to understand the personal experiences they share, which highlight their revictimization. The analysis of the emerging categories in the results encompasses three main areas: (1) institutional revictimization, addressing systemic obstacles, professional challenges, and doubts about the credibility of migrant women; (2) social stigmatization, including their sexualization, which impacts their personal development; and (3) processes of resilience and support, emphasizing emotional suspension and the need for personal reconstruction. The discussion explores the systemic, emotional, social, professional, and health dimensions of revictimization, which goes beyond merely recounting a traumatic experience. Women face systemic barriers, stigmatization, and gender-based violence, all of which affect their emotional and psychological well-being. However, personalized socio-educational support fosters their empowerment and resilience, allowing for personal reconstruction towards well-being. The conclusion underscores the importance of operators who provide empathetic support that counters revictimization.

OBJECTIVE:This study examined the intra-individual associations between prosocial behavior and two dimensions of subjective well-being-life satisfaction and hedonic balance-in the daily lives of young adults. METHOD:Two samples of Italian and Spanish participants aged 18-35 completed self-report measures at different intervals: a daily sample assessed for ten consecutive days (N = 388; 76% women) and a weekly sample assessed for five consecutive weeks (N = 260; 80.3% women). The weekly interval was included as a "sensitivity analysis" to evaluate the stability of effects over longer periods. We employed Random Intercept Cross-Lagged Panel Models (RI-CLPMs) to investigate within-person dynamics while accounting for stable between-person differences. RESULTS:In the daily sample, prosocial behavior was associated with increases in life satisfaction from one day to the next one. This effect was not observed across weekly assessments. Although we did not find any empirical evidence that prosocial behavior affects hedonic balance, within-person correlations between variables were observed in the daily sample, but these tended to disappear in the weekly period. CONCLUSIONS:Incorporating prosocial behaviors into daily routines may promote young adults' life satisfaction. This study contributes to the growing knowledge on how prosocial behavior influences subjective well-being in everyday life.

La orientación profesional de mujeres migrantes puede saturar entre las complejidades personales del proceso migratorio, las desigualdades y estereotipos de género y el efectismo sistémico estructural de legitimar la feminización de sectores profesionales como los cuidados y tareas domésticas. Este estudio busca la optimización de la orientación en centros socioeducativos desde la comprensión de las necesidades de las mujeres migrantes, identificando y promoviendo la resignificación de competencias clave. Se desarrolla un estudio de caso múltiple que se concreta en 21 entrevistas: 10 mujeres migrantes y 11 profesionales vinculadas a la orientación socioeducativa y laboral, además de la restitución al campo. Los resultados presentan tres categorías emergentes que profundizan sobre la planificación del proceso migratorio, la clave situada personal y la singularidad en la construcción del proyecto profesional. Las expectativas profesionales, que pueden tender a la romantización en destino, afectan a la movilización de esfuerzos en el acceso a recursos, requiriendo una actitud perseverante y resiliente para el cumplimiento de derechos y responsabilidades. Las situaciones de desigualdad y descualificación suponen desafíos que requieren un afrontamiento efectivo para la adaptabilidad profesional. La toma de decisiones se redimensiona temporalmente y tiene anclaje en los roles familiares y de género asumidos, demandando la construcción de una relación socioeducativa cómplice, empática y sostenida en el tiempo para abordar el anhelo de la autodeterminación. Este estudio pone en valor la profundidad de la promoción de la resiliencia sin ánimo de enmascarar las disfunciones sistémicas por garantizar condiciones de equidad para el desarrollo de la carrera.

This work presents a systematic review aimed at addressing exclusion in cultural access, particularly for socially and/or intellectually vulnerable groups, in order to contribute to social inclusion and active participation. It aims to diagnose exclusion factors, reflect on inclusion models, understand culture's role in identity restructuring and autonomy, and identify best practices in intellectual and social accessibility. An exhaustive search was conducted in the Web of Science and Scopus databases, delving into 37 selected studies. These studies were categorized into five areas of analysis: Access to culture for people with disabilities, Cultural policies and participation (barriers and facilitators), Health and/or well-being and cultural participation, Cultural diversity and participation, and Access to culture for all. The main conclusions of the work emphasize the dynamization of inclusive and accessible policies as fundamental pillars for an equitable society, which have an impact on improving public health, well-being, and the construction of cultural identities.

PurposeThe efficiency of an educational program on entrepreneurial competence, Training the Potential Entrepreneur. Generation of an Educational Model for Entrepreneurial Identify (PEIEO) is evaluated in this study.Design/methodology/approachPre and post intervention tests were administered to an Experimental Group (EG) and a Control Group (CG). Moreover, four hypotheses are proposed (H1, H2, H3, H4) and tested on a sample of 1036 Spanish students. The following instruments were applied: Attitude Towards Entrepreneurship-Spanish adaption; Measurement Scale of Personal Initiative in Educational Settings and Scale of General Self-Efficacy. ANCOVA and the Student's t-test were applied to the results.FindingsThe results show that training in entrepreneurial identity increases the entrepreneurial potential of young people (H1). A notable increase in proactivity and being a self-starter was observed with regard to personal initiative within the EG, and for self-efficacy (H3) both of which were predictors of entrepreneurial identity. Gender was likewise a predictor (H4).Practical implicationsYoung people attending the PElEO training program in entrepreneurial potential increased their levels of entrepreneurial identity, thereby confirming the effectiveness of the program.Originality/valueThe program (PEIEO) is based on the development of entrepreneurial potential, a dimension that generates entrepreneurial identity (creativity, leadership, achievement and personal control).

The repercussions of the pandemic caused by the SARS-CoV-2 coronavirus over recent years have posed an unprecedented challenge for the whole of society, affecting the well-being of everyone. Among all the variables affected in relation to well-being, Anxiety, Emotional Intelligence, and Effective Personality (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation) have been highlighted. The aim of this study is to assess the evolution of those variables across three temporal phases: pre-pandemic, during the pandemic, and up until the end of the study in April 2022. A study was conducted during these temporal phases with three cohorts from Spanish Universities. The cohorts were formed of people assessed for Anxiety (660 pre-pandemic, 460 during the pandemic, and 311 at the end of the study), Emotional Intelligence (355 pre-pandemic, 91 during the pandemic, 311 at the end of the study), and Effective Personality (708 pre-pandemic, 174 in 2018, 311 at the end of the study). Anxiety was assessed with the State–Trait Anxiety Inventory, Emotional Intelligence with the Trait Meta-Mood Scale and TMMS-24, and Effective Personality with the Cuestionario Personalidad Eficaz-Universidad (the Effective Personality Questionnaire-University). The results showed a rise in the state of anxiety during COVID-19, with a subsequent reduction two years into the pandemic; however, anxiety rates remained higher than before the pandemic. Emotional intelligence increased in the emotional attention factor, but diminished as regards both clarity and regulation. Effective Personality was at lower levels for all factors (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation). The main conclusion was the need for assistance with the dimensions under study, in order to improve the well-being of university students after the serious effects caused by COVID-19.

Migrant women who experience gender-based violence face a framework of social vulnerability that is compounded by their status as both women and migrants, requiring specific attention in social support. The aim of this study is to understand the situation of women in the social and health access realm, drawing from scientific literature as well as the voices of migrant women and professionals who support them, in order to establish priority guidelines for social support. The study begins with a bibliographic analysis of scientific literature on migrant women who have experienced gender-based violence, which informs six interviews with migrant women and five professionals, delving into their social needs and support requirements. The most prominent results point to the need for sustained and interdisciplinary support throughout the process of accessing healthcare and legal services. In addition, there is a call for social awareness in understanding the specific and personal needs of migrant women. Finally, educational support is required to dismantle patriarchal beliefs that legitimize gender discrimination and violence, avoiding re-victimization and acknowledging the multi-dimensional nature of women’s experiences.

Entrepreneurship identifies opportunities and mobilises re-sources for personal, social and economic development. In order to move forward in training models, a training pro-gramme for entrepreneurial competence (PEIO) has been developed for students in secondary education, baccalau-reate and vocational training, based on the development of entrepreneurial potential (EP). This programme considers teachers' beliefs about EP as an influential factor in the con-struction of an entrepreneurial culture. The aim of this re-search is to identify teachers' beliefs about entrepreneurial potential as a basis for building an entrepreneurial culture in the classroom. Forty-four teachers from 12 Spanish schools participated. An ad hoc open-ended interview was used and validated by external judges. The data were analysed using Atlas ti v9 software through categorisation, frequencies, con-currences, relationships and densities. The results show the recognition and value given by teachers to the involvement of families in educational work and in business interests, which indicates a change in the involvement of families in educa-tional work. The results also highlight the need to include entrepreneurial skills in educational policies for initial and in-service teacher training.

In the present study, we aimed to explore the dynamic relationships among self-esteem, self-efficacy in managing negative emotions (SRN), and expressing positive emotions (SEP) in a short-term, daily framework. We used data collected over 10 days from 101 Italian and 237 Spanish young adults. Results from a Random-Intercept Cross-Lagged Panel Model indicated that the relationships were mostly at the trait-level, since the positive correlations among the latent random intercepts of self-esteem, SRN, and SEP were medium-to-large in size. At the state-level, we found a similar pattern of correlations (although their size was smaller than the correlations at the trait-level) in which higher-than-expected levels of self-esteem on a given day (e.g., Monday) were related to higher-than-expected levels of SRN and SEP at the same day. Interestingly, we also found that higher-than-expected levels of SRN on a given day predicted slightly higher-than-expected levels of self-esteem the next day (but not vice-versa). These results did not change when the effects of country, age, gender, and daily events were included in the Ri-CLPM. The theoretical, methodological, and practical implications of our findings for informing clinical and personality psychologists about the daily dynamics between emotion regulatory processes and self-esteem are discussed.

The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others.