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Objective: to find out the evolution of the students perception of academic stressors during the development of the physiotherapy degree course. Material and method: a longitudinal descriptive study was carried out. The data was obtained using the questionnaire in paper format, by means of the Academic Stressor Subscale (E-CEA) included in the Academic Stress Questionnaire. The repeated measures statistical procedure Anova MR was used to compare means between courses. Results: the study sample consisted of 264 students enrolled in the Faculty of Physiotherapy of the University of Vigo between the academic years 2009-10 and 2014-15, resulting in a participation rate of 66.33%. The results determined that between the first and second year, the perception of academic stressors remained stable, except for the factors Interventions in public, which decreased and Poor social relations in the academic context together with Lack of value of the contents, which increased. Between the second and third years, most of the stressors decreased, except for Exams, Lack of value of content and Poor social relations, which remained stable. Finally, between third and fourth year, all stressors decreased, except Impossibility of participation in academic decisions, which remained unchanged. Conclusion: it can be said that the perception of academic stressors varies between academic years, highlighting that the general rule is that academic stressors lose effect as students progress through the degree course, especially in the third and especially in the fourth year. [ABSTRACT FROM AUTHOR]

In March 2020, face-to-face classes in Mexico were suspended due to the COVID-19 pandemic. From that moment on, virtuality was the means that allowed the continuation of teaching and learning activities in higher education. Today, almost a year and a half after the beginning of this scheme of work, the educational authorities are preparing for the return to face-to-face teaching. However, it is not yet known when the necessary conditions will exist for this to fully occur. This article addresses various possible scenarios in the post-confinement era, as well as the acceptance that these would have in the university student community. Its objectives were to characterize student perceptions of classes after COVID-19 lockdown and to compare them according to educational program, academic period, and employment status. The research design was quantitative cross-sectional, non-experimental, exploratory-descriptive in scope. A total of 1395 students from five university programs (Administration, International Trade, Public Accountant, Law, Information Technology) participated and answered an online questionnaire. They were asked about their willingness to continue taking online or hybrid classes in different scenarios, as well as about the continued use of collaborative tools and the need to promote technological and information security skills, given the digital nature of remote education. Data analysis was performed with the SPSS package. Descriptive values were obtained and nonparametric statistical tests of differences between groups were performed. The results show that students value positively the power to decide to take a subject online or face-to-face. In either mode of post-pandemic work, students would agree to continue using MSTEAMS. On the other hand, the recording of sessions was well valued, as well as the possibility of reducing the cost of enrollment if the education were hybrid or online. Also, students would be willing to take their theoretical courses online. It was found that law students are less in agreement about continuing to take their theoretical subjects online and administration students are more in agreement. Also, administration students were more in agreement to continue using MSTEAMS. On the other hand, students in the last semesters are more in agreement to continue with online classes and resources compared to students in the first semesters. In the analysis by employment status, no differences were found. This paper provides an overview of the acceptability of various hypothetical post-pandemic scenarios and allows reflection on the learnings obtained with online education in the COVID-19 times and how these could enhance academic activities after confinement. [ABSTRACT FROM AUTHOR]

The relationship between activism and academia has been a source of debate since many decades. This debate has been reissued by the neoliberal model in higher education and the managerial culture setting up as a reference for thinking about the university. Some important repercussions of this context are the way academics understand their work, their relationships with their peers and their role in the university. Despite the centrality of this problem, we know little about the impact it has on the academics' work culture. The findings we share in this paper are the result of the discursive analysis of 60 interviews with researchers from various disciplines conducted during 2016 and 2021. Based on the analyzed interviews, this article examines the constructed boundaries between activism and academia and contributes to the debate by recognizing the academics' political subjectivity. [ABSTRACT FROM AUTHOR]

Although everyone considers reading to be a basic skill that any person should develop, especially those who are undergoing some kind of training, numerous studies show us a student profile that is not very motivated by the reading practice. These same studies present us with a context full of contradictions. On most occasions, what is desirable is far from reality. In this paper, based on a series of evidence on reading, we would like to invite information and documentation professionals to reflect on some of these contradictions. Our only aim is to make visible a problem that seems to be deeply rooted in conformism and resignation, but on which many decisions can and must still be taken. [ABSTRACT FROM AUTHOR]

This paper provides a view on the appropriation of Information and Communication Technologies (ICT's) from the perspective of digital contents. The methodology was aimed at identifying trends in the use of ICT's, through the application of a survey type instrument (Likert), answered by 404 teachers. Practices in the use of ICT's, criteria for choosing content, methodological strategies and training in the use and development of content were consulted. The results show a discursive gap between the importance given to ICT's and the teaching practices. It was identified that the respondents have been using the same tools for the past two decades. Besides, there is little implementation of educational innovation projects in their teaching. Likewise, ICT's are assumed as a support for face-to-face teaching and teachers are more consumers than content producers. These findings contrast with the acceleration of the appropriation of ICT's caused by the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

Emotions are a major factor in the learning process. Therefore, this paper aims to analyze the emotions experienced by students of English as a Foreign Language (EFL) as regards reading comprehension. The sample, composed by 194 university students of Education, completed the EFL Skills Emotions Scale (Pishgadam et al., 2016) in which they indicated their emotions about reading. The results show that the most present emotions are positive, fun and hope, followed in frequency by two negative ones, anxiety and boredom. Comparing the students, we found significant differences in the emotions experienced between those who are getting prepared to be English teachers and those who are not. We conclude that there is a need to favour a methodological change in the teaching of reading comprehension for its work to connect emotionally with the students. [ABSTRACT FROM AUTHOR]

The present study refers to the digital era and the skill-based learning in university students in Peru. Its goal is to analyze the use of digital tools in the 91 universities of the country by applying an online survey to 20,000 students randomly selected to know the implementation of virtual classrooms and skill-based learning in their universities. This is a very transcendental subject in the current times due to the Information Technology and Communication has become in tools of every day in practically every modern society en the world. Therefore, this fact cannot stay ignored in higher education, mainly in the pandemic context, where it is essential to utilize these tools, including e-learning. A special case is the skill-based learning; because of carrying it out in online manner constitutes a challenge. The authors of this paper do not conform themselves to perform a quantitative study on this subject in Peru, also they propose to carry out a qualitative analysis using the interviewees' opinions in a linguistic scale with terms "Good", "Regular", "Bad", and "I don't know". To perform calculus we applied the 2-tuples model, where linguistic data are aggregated without loss of information. This method allows us to obtain a global result in function of the linguistic scale, which will provide of an easily comprehensible final value to those involved in this study. To the best of the authors' knowledge this is the first time that a study of this kind is carried out in the Peruvian university education by using the 2-tuples method. [ABSTRACT FROM AUTHOR]

In this paper we present our knowledge cogeneration experience in the Master's Degree of Secondary Education Teacher Training of the University of Valencia (Spain). This is an example of good practices of teaching-learning process where people have structured a collective dimension of activating critical thinking. This work, written in co-authorship between teachers and students, aims to describe and analyze the fundamental characteristics of the strategies, the coparticipation process, the underlying pedagogical model and the importance of evaluation and selfevaluation as a constructive exchange tool. We have learned that educational action must first of all start from motivated people, collaboration instead of competition, recovery instead of passive reception. Starting from the classroom group's experience and interests, we adapted the program, the academic guide, the timing and modalities. Our basis was the knowledge already possessed by us all, the insertion of new concepts, dealing directly with students' realities, a central dimension for educational professionals. The project lasted one academic year and ended by broadcasting a radio program and forming a group for pedagogical reflection and renovation as a tool to build responsible, committed and participatory citizenship. [ABSTRACT FROM AUTHOR]

The current issues surrounding university academic literacy and research capabilities faced by universities are a major challenge for the entire university community. Different studies state that the appropriation of capacities for research and the work of academic literacy in university education must be incorporated into teaching and learning process. The objective of this paper is to analyze the appropriation of the pedagogical proposal focused on strengthening the competences in research of the students, coordinating transversal contents and specific contents in two undergraduate subjects, Epistemology of Social Sciences and Philosophy II. Both degrees of the National University of San Juan have in common that they focus the profile of their graduates in the professional practice in the intervention both in the social and in the field of health. The methodological design begins with a first phase of background research, analysis of weaknesses in the student's investigative skills based on theoretical and empirical studies. The second phase focuses on the justification for the implementation of pedagogical practices, student guidance, on the use of techniques and strategies linked to research and integration of research and literacy skills. In the last phase, an evaluation is carried out within students in order to analyze the perception related to the appropriation of tools. For that purpose, a mixed qualitative-quantitative questionnaire based on research skills has been implemented among students. This instrument consists in 33 closed items and 2 open questions, in which 52 students participated voluntarily. The conclusions show the different ways of appropriation within students related to specific university literacy and research competencies for the management of sources. The challenges that arise from these issues show the need to move forward into the construction of tools that cooperate in strengthening the research profiles of graduates. [ABSTRACT FROM AUTHOR]

This article looks at the recent development of cultural policy in Malta in the context of the membership of the University of Malta in the SEA-EU network. The introductory part of the narrative engages closely with preparations in joining the European Union in 2004 that included the setting up of various governance and funding institutions, those related to the European Capital of Culture in 2018, and the impact of COVID-19 on cultural practice and creative communities. This first section, which provides a critical analysis of the sector, is followed by the second, core part of the text, which reports on the various aspects of policy, higher education programmes and manifestations (through festivals, exhibitions and multi-media expressions) that relate to academics and researchers based at the University of Malta and satellite institutions. The paper concludes that while a great deal of effort has been done on many cultural fronts, and many initiatives taken, the relationship between the University of Malta, its academic and research members, and society at large, is largely loose and project-based rather than policy-oriented. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the relationship between leadership and performance in teams of higher education students. For this, first, we conceptualize leadership as an influence process between team members and, second, we model this team process using social network analysis. To study the proposed relationship between leadership and performance, we conducted a study at 164 students of 41 teams of industrial engineering students of two universities in Chile. We analyzed our data using linear regression analysis, and our results showed that leadership network density is positively related to performance, and leadership network centrality is negatively related to performance. These results help teachers, and higher education institutions have a reliable statistical tool to track student leadership development throughout the curriculum. [ABSTRACT FROM AUTHOR]

Assessment is considered one of the most relevant factors in the teaching and learning process, fundamental part of training in Higher Education -- multicultural -, a factor that appears to be a weakness when re-designing University careers, especially in a competencybased curriculum approach. According to the above, the purpose of this paper is to show and discuss the options and limitations of the evaluation in a Higher Education that stand out today for the multicultural and context according to three dimensions: a) purposes, b) moments and uses, c) those who carry it out. The main conclusions of this work are linked to a partial transition from traditional evaluative practices oriented to academic performance (focused on knowledge) to a more formative and democratic evaluative practice, highlighting in some cases the tendency to incorporate the participation of the students in the design of evaluation instruments and techniques, the effective possibility of feedback that implies change or improvement, use of evaluative strategies of self-evaluation and co-evaluation, implementation of some active learning methods and their evaluation focused on the student, action that tends to be more transversal and student-centered. [ABSTRACT FROM AUTHOR]

This paper concentrates on some of the challenges of the Didactics of the Superior Education in the current context, and in particular it focuses on the theoretical-methodological budgets for treatment of the category problem associated to the formation process and in particular to the (PEA, for its name in Spanish). It contributes to the development of the logical thought and of the development of the creativity in the professional futures. [ABSTRACT FROM AUTHOR]

This paper shares some interpretations of stories of young people linked to the decision-making process that they are going through regarding the fact of having to live outside the family environment, decision justified mainly in the pursuit of continuing studies at a higher level, a topic developed in a research called “Student migration and the beginning of a university career. Youth experiences: from the imagined project to the concrete project”. We worked from a longitudinal qualitative approach, identifying aspects of the youngster’s trajectory, from the sixth grade of secondary school to the first two years of arrival in the city of Córdoba. In this instance, we will focus on the step prior to migration. Interviews were conducted with young people and mothers, in 2018 and 2019, in order to know how the mobility and study project is imagined and defined, as well as options, expectations and decisions. [ABSTRACT FROM AUTHOR]

This paper presents the state of the knowledge of the right to higher education in migratory contexts, especially that of Mexican and Latino migrants in the United States of America. The literature review sets the scientific production on the dreamers' movement related to the DREAM Act (2000) and the Deferred Action for Childhood Arrivals (DACA) of 2012. The analyzed information helps to building meta categories and emerging categories and recovers theoretical- methodological findings such as political discourse analysis, the contextual narrative of struggle and resistance, the Critical Race Theory and Latcrit, collective participation for social transformation, and social movements as a sociological theory of migrant organization and empowerment. The literature review reveals scientific production as an emerging field and interest, mostly in North American researchers. It is noticeable that the research contributions impact the social, political, cultural, and legal aspects that make it possible to enforce the right to education of migrants without documents. [ABSTRACT FROM AUTHOR]

The so-called hegemonic model of masculinity constitutes a risk factor. It is a multiconditioned phenomenon, but every time it's highlighted the role of personality's socialization. In this way, the higher educational levels are called to perform a primordial function through its substantive process. The purpose of this paper is: Characterize the treatment of this subject in the experiences of some Cuban universities. An integrated analysis was made of the concepts: masculinities and substantive process of high education, expressed in a group of indicators distributed per each one of these concepts. As theoretical methods of research were used: the analytical synthetic, the transit from the abstract to the concrete, the inductive-deductive and the historicallogical. In an empirical level, the study of documents. The conclusions make reference to the developments and challenges within Cuban high education about the treatment of the researched topic. [ABSTRACT FROM AUTHOR]

This paper presents an investigation on the strategies of higher education teachers to adopt academic activities to virtuality in times of pandemic. An exploratory study was conducted, conducted interviews with university professors from South American countries in order to learn about the different realities. The results suggest that the strategies in the different countries were similar, but in Brazil there was a great distinction between public and private institutions. Most of the teachers moved their classes for remote activities, being that they perceive that the difficulties of connection and access to digital technologies is an intervening factor for the continuity of classes and the attention to students. It is also concluded that students are more collaborative and tend to maintain or increase relationships with other students to overcome the barriers and difficulties imposed by social isolation. [ABSTRACT FROM AUTHOR]

Increasingly, higher education students have to perform academic works, both research reports and literature reviews, following the format of scientific articles. However, university students often face this type of work with limited prior knowledge of how scientific articles are structured and written. As an evaluation instrument, in this paper we design a checklist composed by 72 items to verify the adaptation of academic works to the formal characteristics of scientific articles in terms of organization of contents by sections; elaboration of text, figures and tables; citing and listing of bibliographic references. This checklist allows learners to self-evaluate the fulfilling of mentioned characteristics during the execution of their work and speed up the evaluation conversations between learners and tutors. [ABSTRACT FROM AUTHOR]

This paper offers a reflection on the inclusion of the gender perspective in the university classroom, specifically, within the compulsory subject of Strategies for communication in multilingual groups of the Degree in Social Education at the University of Almería (Spain). In this, a didactic training proposal for Social Education students is proposed from the parameters of Critical Discourse Analysis to determine what discursive strategies the Spanish press uses to refer to refugee-type migrants, especially women. For this, the corpus created by the R + D DIPURE Project (The Public Discourse on Refugees in Spain) was used, since we consider that the results of the analysis will collaborate in recognizing possible stereotypes and prejudices that can be transmitted in this public discourse of the media, in this case Spanish, to be able to be combated and overcome in the framework of a democratic society that pursues equity and equality between women and men. [ABSTRACT FROM AUTHOR]

Educational inclusion involves not leaving anyone out of the educational spaces, in this case, out of the university; it implies the challenge of building a university for everyone. The first point we would like to analyse here is the following: if the university is public and it has open and free access, why, however, is it not for everyone? In recent years, 'inclusion' is both the distinctive sign of a series of state policies that promote higher education as a right, as well as the focus of an ongoing academic debate. This debate about inclusion has been the topic that brought us together and made us come up with the recent investigation project on which we are currently working on1. In this paper, we will share how we are exploring the inclusion circumstances -how they occur, how they work, their effects, their difficulties-in their daily dimension and from the experiences of students and teachers of National University of Córdoba, focusing on the latter. We will recover some educators' voices that put into evidence that inclusion has become an everyday problem within the classroom, where they practice different (and sometimes contradictory) strategies. [ABSTRACT FROM AUTHOR]