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This article analyzes the production, performance, impact, and content of scientific documents contained in an internationally recognized database, the Web of Science, that consider educational leadership (EL) thesaurus (title, abstract and/or keywords). To this end, a scientometric study was performed on a sample of 2,181 research documents that met the established inclusion criteria. A co-word analysis was also performed using Hirsch's index (2005), as well as several bibliometric indicators, impact factors, and citation indices (h, g, hg, and q2). The main findings indicate that production on the topic of EL dates back to 1924, although it did not reach a significant level until 2004. Several important points related to the production profile on EL are highlighted: language, area of knowledge and institutions, and authors specializing in the subject. There are several lines of study open in the established periods, and the subjects that should be taken into account in the future are "critical-race-theory," "identity," and "distributed-leadership." The implications and limitations of the study are discussed and ways for education leaders to address new education policies and their practical implications are provided.

Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.

The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students' digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers' level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students' characteristics and the competences were estimated using OLS. The results show students' self-assessment level of digital competence in different areas and differences between the bachelor's and master's programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

Background: The development of prosocial competencies in university students can be attained through the implementation of Service-Learning (S-L) methodology by carrying out a community service to groups of foreign unaccompanied minors (FUM). Physical Education Teacher Education (PETE) and Sport Science (SS) students involved in an S-L experience normally develop a critical way of thinking as they face social conflicts. Besides, social justice education and S-L attempt to help in favour of social inclusion of vulnerable groups. Purpose: This study aims to assess the development of prosocial competencies in PETE and SS students taking a Dual Degree Program in Physical Activity (PA) and SS and Primary Education. This is done through S-L methodology, by carrying out a community service to groups of FUM. Method: A total of 21 male and 9 female PETE and SS students participated in this study. The methodology used is of a qualitative nature. Reflective diary is used as an instrument for data collection, and content analysis as an information analysis technique. Results: It has been observed an improvement in the prosocial competencies of the PETE and SS students involved in the S-L experience. The competencies with the greatest number of references and, therefore, those with a greater presence in their testimonies, include organisation, proactivity and optimism, self-esteem, and tolerance and respect. Conclusion: The S-L is capable of undertaking a transformative role which enables PETE and SS students to acquire prosocial competencies in contexts relating to cultural diversity and social justice.

Background: The development of students' digital skills is essential to access the labour market and interact with society, being especially important in disadvantaged socioeconomic contexts affected by the digital divide. Objectives: The investigation has two objectives. On the one hand, to study the integration of ICT in disadvantaged contexts and, on the other, to know the critical use that is made of them in schools as a source of educational change. Methods: In this research, eight international experts in education are interviewed on what they consider to be the best way of implementing new technologies in disadvantaged contexts to achieve educational improvement. A mixed methodology has been used, qualitative through semi-structured interviews and quantitative through a text mining analysis of the interviews' transcripts with the R programming language. Results and Conclusions: The results show that the teaching staff is the key element. The curriculum, objectives and school director's help are also highlighted, as well as the collaboration of the students who have to be provided with the necessary digital resources. At the state level, greater funding and support from universities are needed to support research and the quality of teacher training.

This study presents the use of automated data analysis procedures in the teaching-learning process, mediated by telematics platforms. It is based on the application of the principles of virtual learning, the use of the Internet and the automation of data analysis of information collected in Moodle. The application of analysis procedures for the assessment of music competences is proposed based on the data collected in an exam administered at the end of the course. The sample of the study consists of 1327 students (n = 1327) in the first year of Compulsory Secondary Education in Spain and measures the level of acquisition of the key competences denominated "cultural and artistic". The results are subjected to the K-means classification technique. This technique is used to obtain homogeneously distributed conglomerates which allow for an objective evaluation of the levels of acquisition of the key musical competences.

In multicultural contexts, school principals and educators face unique challenges integrating disadvantaged and immigrant youth. We investigate how these leaders advocate, design and implement social justice pedagogies for inclusion. Drawing on an interdisciplinary literature and in-depth interviews with school principals in Melilla (Spain), we further explore the social justice ideologies and practices of leaders in culturally diverse, minority-majorityschools. The findings reveal that intercultural education and ICT both enhance the inclusion of students and families, transforming schools into more open, democratic, learning environments. However, scarce funding resources, exacerbated by Melilla's remote location from its Central Ministry of Education and the limited bargaining power of leaders, often truncate social justice initiatives.

While research about the significance of parent participation in school is expanding, research about the role of Parent Associations (PA)/Parent and Teacher Associations (PTA) in the integration and participation of immigrant families in schools is limited. This is still the case in Spain and the U.S. despite the continued growth of the immigrant population and that of a scholarship linking parental involvement in school with the improved educational outcomes of their children. This study explores the role of PA/PTAs leaders in the school integration and participation of immigrant families, many of whom are considered 'hard-to-reach.' The objectives are twofold: to contribute new insights with a description of immigrant families' participation in PA/PTAs in two different national contexts; and to bring new insights from the views of PA/PTAs leaders about how to engage and improve the participation of 'hard-to-reach', immigrant families in schools. We compare results derived from in-depth, semi-structured, face-to-face interviews with PA/PTAs leaders in 26 public schools in Granada and New York City. The study yields two main findings: the importance of immigrant families' active participation in the enrichment of schools; and the strategies used by PA/PTAs leaders in the participation and integration of parents in their children's schools.

Secondary school teachers are one of the occupational groups presenting the highest levels of sick leave due to stress in the workplace. This form of stress can cause burnout syndrome, which is characterised by emotional exhaustion, depersonalisation and low levels of personal accomplishment. Secondary education teachers have received relatively little research attention in this respect. This study addresses the prevalence among secondary school teachers of burnout syndrome, in its three dimensions, and investigates possible differences in the prevalence determined by different measuring instruments. A systematic review and meta-analysis was conducted of the scientific literature in this field. Using the Proquest and Eric electronic databases, 45 articles and 49 independent samples (N = 14,410) were obtained. Results show that secondary school teachers are at high risk of burnout syndrome. Moreover, there are statistically significant differences between the different measuring instruments used. Pedagogical programmes should be developed to reduce/prevent its impact.

Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the 'Marketable Human Capital' or 'Personal Culture' approach, and on the other hand, the 'Non-Marketable Human Capital' or 'Civic Culture' approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates.

Increasingly, school principals face unique challenges to improve the educational quality of their schools. Given the vital role of educational leaders in this process, this study presents the case of a city with distinctive features due to its geographical location bordering Africa and Europe: Melilla, Spain. Based on a literature review and in-depth interviews with primary and secondary school principals, this study analyses the initial and continuing training, requirements, and procedures to become a school principal, as well as the motivations, skills, and knowledge required of educational leaders in principalship positions. The results reveal that the training school principals receive in educational leadership is often scarce and not very useful for addressing the realities they encounter in their schools. In addition, the interviewees highlight the multitude of administrative tasks they are required to perform, which often precludes them from engaging in pedagogical practices and exercising educational leadership. [ABSTRACT FROM AUTHOR]

The development of prosocial competencies in university students can be attained through the implementation of Service-Learning (S-L) methodology by carrying out a community service to groups of foreign unaccompanied minors (FUM). Physical Education Teacher Education (PETE) and Sport Science (SS) students involved in an S-L experience normally develop a critical way of thinking as they face social conflicts. Besides, social justice education and S-L attempt to help in favour of social inclusion of vulnerable groups. This study aims to assess the development of prosocial competencies in PETE and SS students taking a Dual Degree Program in Physical Activity (PA) and SS and Primary Education. This is done through S-L methodology, by carrying out a community service to groups of FUM. A total of 21 male and 9 female PETE and SS students participated in this study. The methodology used is of a qualitative nature. Reflective diary is used as an instrument for data collection, and content analysis as an information analysis technique. It has been observed an improvement in the prosocial competencies of the PETE and SS students involved in the S-L experience. The competencies with the greatest number of references and, therefore, those with a greater presence in their testimonies, include organisation, proactivity and optimism, self-esteem, and tolerance and respect. The S-L is capable of undertaking a transformative role which enables PETE and SS students to acquire prosocial competencies in contexts relating to cultural diversity and social justice. [ABSTRACT FROM AUTHOR]

Background: The development of students' digital skills is essential to access the labour market and interact with society, being especially important in disadvantaged socioeconomic contexts affected by the digital divide. Objectives: The investigation has two objectives. On the one hand, to study the integration of ICT in disadvantaged contexts and, on the other, to know the critical use that is made of them in schools as a source of educational change. Methods: In this research, eight international experts in education are interviewed on what they consider to be the best way of implementing new technologies in disadvantaged contexts to achieve educational improvement. A mixed methodology has been used, qualitative through semi‐structured interviews and quantitative through a text mining analysis of the interviews' transcripts with the R programming language. Results and Conclusions: The results show that the teaching staff is the key element. The curriculum, objectives and school director's help are also highlighted, as well as the collaboration of the students who have to be provided with the necessary digital resources. At the state level, greater funding and support from universities are needed to support research and the quality of teacher training. [ABSTRACT FROM AUTHOR]

This article analyzes the production, performance, impact, and content of scientific documents contained in an internationally recognized database, the Web of Science, that consider educational leadership (EL) thesaurus (title, abstract and/or keywords). To this end, a scientometric study was performed on a sample of 2,181 research documents that met the established inclusion criteria. A co-word analysis was also performed using Hirsch's index (2005), as well as several bibliometric indicators, impact factors, and citation indices (h, g, hg, and q2). The main findings indicate that production on the topic of EL dates back to 1924, although it did not reach a significant level until 2004. Several important points related to the production profile on EL are highlighted: language, area of knowledge and institutions, and authors specializing in the subject. There are several lines of study open in the established periods, and the subjects that should be taken into account in the future are "critical-race-theory," "identity," and "distributedleadership." The implications and limitations of the study are discussed and ways for education leaders to address new education policies and their practical implications are provided. [ABSTRACT FROM AUTHOR]

Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies. [ABSTRACT FROM AUTHOR]

In multicultural contexts, school principals and educators face unique challenges integrating disadvantaged and immigrant youth. We investigate how these leaders advocate, design and implement social justice pedagogies for inclusion. Drawing on an interdisciplinary literature and in-depth interviews with school principals in Melilla (Spain), we further explore the social justice ideologies and practices of leaders in culturally diverse, minority-majorityschools. The findings reveal that intercultural education and ICT both enhance the inclusion of students and families, transforming schools into more open, democratic, learning environments. However, scarce funding resources, exacerbated by Melilla's remote location from its Central Ministry of Education and the limited bargaining power of leaders, often truncate social justice initiatives. [ABSTRACT FROM AUTHOR]

While research about the significance of parent participation in school is expanding, research about the role of Parent Associations (PA)/Parent and Teacher Associations (PTA) in the integration and participation of immigrant families in schools is limited. This is still the case in Spain and the U.S. despite the continued growth of the immigrant population and that of a scholarship linking parental involvement in school with the improved educational outcomes of their children. This study explores the role of PA/PTAs leaders in the school integration and participation of immigrant families, many of whom are considered 'hard-to-reach.' The objectives are twofold: to contribute new insights with a description of immigrant families' participation in PA/PTAs in two different national contexts; and to bring new insights from the views of PA/PTAs leaders about how to engage and improve the participation of 'hard-to-reach', immigrant families in schools. We compare results derived from in-depth, semi-structured, face-to-face interviews with PA/PTAs leaders in 26 public schools in Granada and New York City. The study yields two main findings: the importance of immigrant families' active participation in the enrichment of schools; and the strategies used by PA/PTAs leaders in the participation and integration of parents in their children's schools. [ABSTRACT FROM AUTHOR]

Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates. [ABSTRACT FROM AUTHOR]

The article discusses the turning point of education theory beyond modernity (Mo) and postmodernity (PoMo) era. The need for subaltern-liquid knowledges in education to be critical and reflective of both imperial global designs and anti-colonial nationalist strategies is tackled. The significance of education to be re-oriented towards a flexible curriculum which attends to diversity and promote the integral development of people in their learning is also explored.

From a comparative intergenerational analysis, this article examines the use of ICTs in the workplace by working-age Spaniards. To do so, it uses the 2012 PIAAC survey administered to 6,055 Spaniards on the variables related to the use of ICTs in the workplace. Descriptive and inferential analyses were carried out, taking the categories of digital immigrant and digital native as the reference, and adding another variable: pre-digital immigrant. Broadly speaking, the results show that ‘pre-digital immigrants’ (who started to use ICTs late) use ICTs less at work compared to ‘digital immigrants’ (who started to use ICTs via an adaptation process that began in their early or mid-adulthood), although they use them more than ‘digital natives’ (who started to use ICTs at a very young age). Finally, we discuss the implications of the results considering today’s society, and we offer potential avenues of future research. [ABSTRACT FROM PUBLISHER]