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This paper presents the results of a study that analyzed the structure, organization and offering of internships as part of undergraduate degrees in Social Work at Spanish universities (82), as well as the intended attainment from these work experiences in social institutions and entities. The content of undergraduate degrees in Social Work taught at Spanish universities (37), the courses related to internships or work placements (85), and the range of specific skills associated with these courses were analyzed. The content analysis of the selected skills identified and described 42 professional skills. The results of this study provide insight into the offering of undergraduate degrees in Social Work in Spain, as well as skills acquired from internships that relate to professional activity. Social Work internshipsare a transactional space of collaborative learning between universities, the profession, and social entities that generate clear potential for all the involved parties. The acquisition of skills, abilities and competencies through internships facilitates understanding the use of methodology in different professional areas and levels, as well as the application of ethical problem solving principles and strategies; this facilitates the acquisition of professional skills in all areas of development. [ABSTRACT FROM AUTHOR]

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available. [ABSTRACT FROM AUTHOR]

Ethical learning is an educational proposal that aims to prepare students for their future working life by helping them to acquire skills that allow them to carry out their professions with autonomy and responsibility. In this paper, we reflect on the main characteristics of this educational proposal, on its connections with the European Higher Education Area, and on the experience gained at the Technical University of Valencia, which is based on that of a considerable number of teachers and researchers grouped under the Teaching Innovation Group for Ethical Learning in Scientific and Technical Studies (GREVOL). First, we describe the main characteristics of this research and action group and then give two examples of how we have introduced ethical learning into engineering lectures by means of two different approaches: one of these is a technical course, named “Industrial Sensors”, and the other is through two humanistic subjects, called “Introduction to Development Aid” and “Development Aid Projects”. Finally, we critically assess the advantages and disadvantages of these two approaches: humanistic courses versus engineering courses. [ABSTRACT FROM AUTHOR]

This article examines the innovative regulations, methodologies, and institutions involved in the development of the European Higher Education Area and their implications for teaching, research, and management of University Programs for Older People. It also identifies the main tendencies, creative dimensions, and ethical commitments implicit in the objective of educating older people as European citizens. Finally, the paper proposes avenues of research to be pursued for the quality evaluation of university programs for older people in Spain and the European Union. [ABSTRACT FROM AUTHOR]