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In the present work, the construction process, namely the design, elaboration and validation of a questionnaire-scale is described to evaluate the attitudes and interactions in the way of living in the digital world of social networks in primary and secondary students. The current aim was to analyse the means, uses and risks, as well as the sources of training and advice those students have to interact with the diverse range of devices with an internet connection that provide access to social networks. The participating sample for validation was 1073 students from the Primary and Secondary Education stages of centres with organic dependency: Private, concerted and public. The obtained results express the satisfactory metric quality of the questionnaire, thus presenting a theoretically based and operationally defined instrument, considering four relevant dimensions: Special, environmental, perceptual and motivational.

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.