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Previous studies conducted in various nationally representative samples of the general population show that positive mental health is related to social prosperity. However, specific studies in university populations are scarce. In this study, we set out to explore factors associated with mental well-being (MWB) in a representative sample of first-year university students in Spain. MWB was assessed with the short version of the Warwick-Edinburgh Mental Well-Being Scale. Multinomial logistic regressions were performed to explore the association between different blocks of factors, including relational, adversity, stress, lifestyle, spiritual, health, and self-perceived health variables with high and low MWB, controlling for sociodemographic and university-related variables. Data from 2082 students (18.6 ± 1.2 years; 56.6 % females) were analysed. Being male, being born in a foreign country, "high" self-perceived support, and "high" self-perceived mental health increased the odds of high MWB. Growing up in the suburbs, stressful experiences, and anxiety disorders reduced the odds of high MWB. Mood and anxiety disorders increased the odds of low MWB. "Middle" self-perceived support, sleeping ≥8 h per day, and "high" self-perceived mental health reduced the odds of low MWB. The cross-sectional design precludes establishing causal relationships. Data were collected in the 2014–15 academic year using self-reported online surveys. The factors associated with high and low MWB do not always mirror each other, so specific plans are needed to successfully address each of the two poles. Interventions and policies targeting these factors for health promotion and disease prevention would improve the MWB of university students. • This study explored factors associated with high and low mental well-being (MWB). • A representative sample of first-year university students in Spain (N = 2082) was analysed. • The short version of the Warwick-Edinburgh Mental Well-Being Scale was used. • Gender, country of birth and place raised were the main sociodemographic factors associated with MWB. • Relational, adversity and stress factors, lifestyle and (self-perceived) mental health were also assocaited with MWB. [ABSTRACT FROM AUTHOR]

The results of a teaching innovation project on the integration of the Sustainable Development Goals (SDGs) in the undergraduate program in Library and Information Science at Complutense University of Madrid are presented. In addition to an initial introduction to SDGs and sustainability, over a semester, students from five subjects carried out a series of activities focused on SDGs. At the beginning of the academic year (September-October 2023), a survey assessed students' knowledge of SDGs and sustainability. At the end of the year (December 2023-January 2024), four focus groups were conducted to evaluate the impact of these activities on their education. Overall, it is observed that students' knowledge of SDGs and sustainability increases with their level of education, being higher among students in later academic years. On the other hand, students' attitudes towards working for the SDGs from libraries become less optimistic as their disciplinary knowledge increases. Finally, participants consider that education on SDGs should be seen as part of basic education, taught in the early years of the program, and through experiential methodologies to allow them to experience firsthand the social reality they intend to address. However, they do not perceive it as relevant to their future careers, especially if they intend to work within private companies. [ABSTRACT FROM AUTHOR]

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Objectives: The aim of this study was to determine the degree of integration of patient safety in the training of medical faculties at universities in Spain. Methods: A descriptive, cross-sectional study was conducted. An assessment was made of the curse syllabi of Spanish medical schools, summarizing the proportion of faculties that present each of the topics recommended in the WHO's curriculum guide. Results: Of the 49 faculties, access to the curse syllabus of the subjects for the academic year 2023-2024 was obtained from 38 (78%). Although 82% of the faculties integrated some patient safety topic, only 56% included between 1 and 3 of the 11 topics recommended by WHO. The maximum number of integrated topics was 7, and this was only achieved by 1 faculty. Conclusion: There is progress in the incorporation of fundamental concepts in patient safety, but the comprehensive implementation of all topics recommended by the WHO in Spanish medical schools is insufficient. [ABSTRACT FROM AUTHOR]

Nowadays, six Spanish universities have renewed their degrees in Geography that were implemented according to the Royal Ordinance 1393/2007. Additionally, we have a framework more conductive to future renovation of degrees in Geography with the recent entry into force of the Organic Law of the University System and the imminent five-year update of professional profiles from the College of Geographers. In this context, and having 30 active degrees in Spain in the academic year 2021/2022, this study addresses an analysis of the current characteristics of the degrees in Geography, especially in regard to the demand evolution. To this end, we develop a hybrid documentary and quantitative methodology, based on the analytical potential of Database Management Systems and Geographic Information Systems. Cartographic and statistic results show the wide territorial coverage of the degrees in Geography and the existence of four profiles of universities with decreasing demand in contrast to only one profile of universities with positive evolution of students. Future degrees in Geography maybe will be influenced-as they did in the transition from previous to current degrees-by the existence of unresolved difficulties, such as: the time lag of the professional profiles of Geography and the rigidity of academic structures, the low interest at pre-university levels, and the persistent absence of clarity regarding the professional Geopraphy. [ABSTRACT FROM AUTHOR]

Copyright of Estudios de Traducción is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the study was to analyze changes in motivation in physical education students during a school year, as well as changes in their intentions to be physically active. The participants were 830 Spanish physical education students (Mage = 13.86, range = 11–17 years) attending 10 secondary schools in northern Spain. The sample was divided into two groups: TARGET condition (n = 417), in which Epstein's TARGET strategies were applied, and non-TARGET condition (n = 413). Questionnaires were administered at three different times during the school year: T1 (September), T2 (February), and T3 (June). Mixed-model linear procedures with maximum likelihood estimates were carried out. In the TARGET condition group, the results showed an increase in students' intrinsic motivation, identified regulation and introjected regulation, whereas external regulation and amotivation gradually decreased. In the non-TARGET condition group, a decrease in students' intrinsic motivation and identified regulation emerged, as well as an increase in external regulation and amotivation. [ABSTRACT FROM AUTHOR]

Introduction: Medical Education studies suggest that medical students experience depression, anxiety and psychopathological symptomatology in a proportion higher than in the rest of the population. In the present study, we aimed to conduct a nationwide analysis to describe student's perceptions of Educational Climate in Spanish medical schools, and its relationship with psychopathological symptomatology. Methods: The study was carried out in 2022 in all 44 medical schools in Spain, and analyses the academic climate, and psychopathological symptomatology among medical students (n = 4374). To measure these variables, we used the Dundee Ready Education Environment Measure (DREEM) for academic climate, and the SA-45 (Symptom Assessment-45 Questionnaire was used to assess psychopathological symptomatology. Results: The mean DREEM global score was low, 95.8 (SD 22.6). Worse perception of the academic climate has been found in females (t -2.21, p 0.027), in students of the clinical academic years (t 16.9, p < 0.001), and public medical schools (t 15.6, p < 0.001). The SA45 general index score was high (p90) in 25.6% of participants. In respect of gender, female students presented higher levels of SA45 general index score, depression, interpersonal sensitivity, somatization, anxiety, obsession-compulsion, and phobic anxiety symptoms. Higher DREEM global and subscale scores corresponded to a higher SA-45 global index score and higher SA-45 subscale scores. Conclusions: Our study suggests a correlation between a poor perception of academic climate, increased depression, anxiety, and other psychopathological symptoms, with a pattern that varies between different faculties. The perception of academic climate varied between medical schools, as did the psychopathological symptoms scores. Our finding suggests the prevalence of these variables in medical students is, at least in part, attributable to factors directly related to the learning atmosphere. [ABSTRACT FROM AUTHOR]

The article summarizes a report on the promotion of work-life balance in Spain and internationally, highlighting common experiences and trends in work-life balance and innovative ideas for future initiatives. The importance of shared responsibility and gender equality in promoting work-life balance is emphasized. Work-life balance plans implemented in the Basque Country and the importance of work-life balance in the Clínica Alemana are mentioned. The importance of formal childcare services and the lack of services in some areas of the United States are discussed. The childcare model known as "Eguneko Ama" in Spain and the hiring problems during summer vacations are highlighted. Work-life balance services offered to children aged 0 to 17 during the school year are mentioned, as well as the program implemented by the Latvian government to strengthen the network of childcare services. Similar programs in Luxembourg and the United States are also mentioned, emphasizing the importance of collaboration between the public and private sectors. The article emphasizes the importance of addressing work-life balance from a gender perspective and considering the profiles of the most affected families when designing services and programs. The article provides a list of references related to the topic of work-life balance. [Extracted from the article]

The knowledge of signal demodulation processes using superheterodyne receivers is of great importance in the field of telecommunications. Superheterodyne receivers receive the current focus of many scientists in a wide variety of applications. This topic is part of the syllabus of the Communication Theory course at the School of Telecommunications of the Polytechnic University of Cartagena, Spain. The authors found that the academic performance of the students had not been entirely satisfactory in recent years. This situation was aggravated during the COVID-19 lockdown. Students had to reinforce their knowledge independently at home, despite the support provided by teachers. To the best of the authors' knowledge, there is a noticeable lack of educational tools in this area; of those that are available, they exhibit a mismatch with the specific needs of this subject. This manuscript shows how the design of the educational software tool DOSHER, tailored to enhance the understanding of superheterodyne receivers, successfully alleviated the aforementioned drawbacks. DOSHER was designed, developed, and applied during the 2020–2021 academic year (during the COVID-19 lockdown). The results show that students were not only very satisfied with its use, but they also improved their marks. Analysis of students' academic performance in the year of DOSHER implementation showed an average improvement in their marks of between 9–12% compared with previous years. In 2021–2022, when DOSHER was fully operational from the start, the improvement in terms of pass rate (31%) at the first mid-term was significant compared to previous years (<20%). [ABSTRACT FROM AUTHOR]

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The article analyzes the importance of the subject of Evaluation in the curriculum of the Bachelor's degree in Social Work in Spain. It emphasizes the need to raise awareness about the benefits of evaluation and its inclusion in academic training. The obstacles that hinder its implementation are mentioned, such as the lack of political support and the lack of trained personnel. Thirty-eight Bachelor's degrees in Social Work are identified in public and private universities throughout Spain, and the universities that offer the subject of Evaluation during the academic year 2021-2022 are mentioned. It is concluded that evaluation is not fully integrated into the curriculum, limiting students' training in this area. [Extracted from the article]

This article takes a closer look at the training of data journalists by examining in detail the postgraduate courses offered in Spanish universities. The starting point is a systematic compilation of the official degrees in this field that can be found in the databases of the Spanish Ministry of Universities, as well as a comparative analysis of the existing degrees for two academic years (2020/2021 and 2022/2023). This quantitative study is complemented by a survey of Spanish-speaking data journalism professionals about their training. The goal of this research is to shed light on current training in this discipline, which is one of the most promising for the future of journalism. The findings reflect an emerging but still evolving educational landscape consisting of fourteen specialised data journalism degree programmes, all of which will be offered as postgraduate programmes in the 2022/2023 academic year. These postgraduate programmes are primarily internal and offered by private universities. However, our survey of professionals showed that only 7% of communication specialists have training in this journalistic field. Consequently, Spain is one of the countries where data journalism has not yet fully taken hold in newsrooms due to a lack of adequate training and appropriately trained professionals. [ABSTRACT FROM AUTHOR]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Internationalizing university studies can be something of a challenge for courses related to engineering and architecture because their content is mainly focused on the standards of the country. In this regard, the content of the degree programmes in building engineering in Spain is based on the Spanish Building Technical Code. For this reason, this paper analyses experimentation conducted in a postgraduate course in building engineering of the University of Seville. The goal of the study was to internationalize the course content of that course appropriately. For this purpose, a combined approach was developed based on using ISO standards and including appropriately the modifications through a project management methodology to reduce risks. Experimentation was conducted for three academic years: 2018/2019–2020/2021. The results showed that ISO standards were appropriately implemented in the teaching course content and accepted by students. Likewise, the use of a project management methodology could be an opportunity to improve teaching course content, thus reducing the risk related to the modifications of this process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Antimicrobial resistance (AMR) remains a serious global health problem. Spain is the fifth country in Europe with the highest consumption of antibiotics, due in part to ignorance of the good use of these drugs and the problem of AMR. To avoid a post-antibiotic era, adequate training on this problem is key to create social awareness. This study aimed to evaluate the impact that the SWICEU project, an academic program about antibiotic discovery, has had on the knowledge of AMR and rational use of antimicrobials in preuniversity students from seven schools in the province of Valencia during five academic years (2017–2021), as well as to evaluate the level of satisfaction of university and pre-university students who have participated in the project. For this study, a survey was carried out with multiple-choice questions with a single correct answer to evaluate the knowledge acquired by pre-university students before and after the project. A satisfaction survey was also designed with a Likert scale from the lowest to the highest level of satisfaction for the two groups of students after the project. Data on knowledge surveys indicated an increase in the mean number of correct answers after the sessions. In satisfaction surveys, we highlighted the issue that referred to the project’s recommendation. The data obtained confirm this project as a valuable activity, as it allows learning about AMR and the rational use of antibiotics in a pleasing and attractive way for young pre-university and university students. [ABSTRACT FROM AUTHOR]

The managerial function of communication and PR requires the use of a scientific method for decision-making that makes it possible to correctly define the starting problem of strategic programming through an effective diagnosis, establish the objective to be achieved and, subsequently, evaluate correctly the success achieved, taking into account that the final strategic objective is to establish relationships of trust with the publics. In this article we seek to identify the contents that form competencies and research capacities in strategic planning within the study plans of the own (unofficial) master's degrees directly linked to the function of communication management, offered in Spain during the 2019-2020, to determine if the graduates have been prepared, as future managers, to investigate properly. Matilla (2018) proposes a series of information and research techniques and methods -basic and applied- that should be worked on in the first stage of the strategic planning process and that will serve as a guide for the contents that should be worked on at the training level. Through content analysis, a total of 38 unofficial master's degrees were identified that met the first search requirements in the 2019-2020 academic year, of which, after carefully reading their subjects, competencies and professional opportunities, it was seen that only 13 were directly linked to the communication management function, both from an integrated department of an organization, as well as from agencies and consultancies. The final sample unit showed that the word "research" literally appeared in 7 subject titles of 6 different master's degrees. Likewise, the descriptions or contents of another 26 subjects included at least one concept linked to the initial stage of research, such as "audit", "diagnosis", "analysis" (psychosocial, of publics, of data, of insight, executive...), "measurement", "monitoring", "metrics", "evaluation", "audience map", "information search", "issues management", "research of futures", "interpretation of results" or "social trends". A third of the Spanish master's degrees directly linked to the function of communication management do not offer any type of training in strategic research, despite its importance at a professional level, and only half of them offer at least one specialized subject in research. There is no master's degree that literally includes all the necessary contents identified by Matilla (2018) to correctly carry out the first stage of research, although there are some universities that show a high interest in training professionals capable of empirical research. Reliable proof of this interest is the Carlos III University of Madrid, which offers more than 50% of its ECTS with some mention of research techniques, methods or typologies. In short, it can be seen that depending on the postgraduate training in question, future communication and PR professionals will be trained -or not- to conduct scientific research, so that a third of postgraduates will not have received specific training in strategic research and will not be able to acquire the research skills necessary to adequately exercise the management function. [ABSTRACT FROM AUTHOR]

Introduction: Objective Structured Clinical Evaluation (OSCE) is a novel and best-performing tool in the evalua)tion of clinical competencies. Its use in Pharmacy represents an opportunity to innovate and improve the teach)ing-learning process. Method: The implementation process was structured in two stages: 1) Preparation phase, which included the the)oretical design and practical planning of the OSCE test with three key components (Organizing Committee, Map of Competencies and Table of Specifications and Selection of Cases and Design of Stations) and the practical planning with the assembly of the test; 2) Phase of execution and evaluation of results. Results: The pilot study was carried out at the School of Pharmacy (University of Granada, Spain) in the 2018-2019 academic year, and 33 undergraduate students and 14 Master students participated. Five competencies were eval)uated: Clinical, Technical, Pharmaceutical Services, Communication and Educational activities, delivered in five stations, three with simulated standardized patients and two written stations. Material, human and economic re)sources were identified. The necessary material, human and economic resources were identified, the documents for each station were prepared and the participants were selected and trained. Conclusions: OSCE is a suitable and great tool for evaluating the specific competencies of Pharmaceutical Care. The procedure and key elements identified facilitate the implementation of this type of innovative tests in Pharmacy. [ABSTRACT FROM AUTHOR]

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School attendance problems (SAPs) are a worldwide concern due to their significant impact on students' development. SAPs may vary across countries depending on the effectiveness of policy measures for prevention and care, the functioning of the educational systems, and the cultural and social environments, among others. According to the latest PISA results, 6.5% of Spanish students were absent from school once or twice per week. In Scotland, school absence rates increased from 7% to 8% from the 2018-2019 to 2020-2021 academic year even after accounting for COVID-19 related absences. This paper draws on official documents and statistics to investigate SAPs in Spain and Scotland, considering differences in the structure of the education system, approaches to recording absences in schools, strengths, and weaknesses of each system. It sets the scene by describing the educational context, the conceptualization of absenteeism, recording procedures, reporting issues and data in Spain and Scotland. The paper demonstrates that these countries have different ways of reporting and making this information available. Finally, comments on lessons learned and suggestions for policy and research relating to absenteeism are considered. [ABSTRACT FROM AUTHOR]

Purpose: The present research aims to study the correlations among organizational climate, academic satisfaction and organizational commitment as factors that influence happiness at work by applying a structural equation model to Spanish National Police cadets. Design/methodology/approach: A descriptive, quantitative, correlational, exploratory and cross-sectional empirical study was carried out. A measurement instrument was applied to a target population of 397 student-inspectors enrolled for the 2018–2020 academic year on the executive scale at the National Police School (EPN) in Spain. A sample of 190 surveys was obtained, of which 33 were open competition, 52 were competitive examinations and 105 were selective seniority. Findings: Structural equation modeling shows that academic satisfaction, organizational climate and practical organizational commitment are recommended variables for assessing happiness within organizations. On the other hand, there is a bit of a positive relationship between happiness and practical organizational commitment. The same is not true for the parameters of academic satisfaction and organizational climate. Originality/value: This study fills a gap in the literature on the analysis of governance models in public administration. This is particularly relevant in professions that require a high degree of engagement with citizens, such as police officers. According to the authors' knowledge, this study is one of the first works to analyze corporate governance in police cadet schools in Spain under the happiness management approach. It contributes by offering a better understanding of the psychosocial variables that affect the existence of good governance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As we enter the 21st century, the social dimension of Higher Education is one of the key elements in university policies. Among measures aimed at retaining students, scholarship and study grant policies help to ensure equality. In Spain, the establishment of the Study Aid Programme (PAE) for degree studies is an outstanding innovative initiative. This study is aimed at assessing the importance of the PAE as an economic factor in equity, access and academic performance in the first year at university. The data used is that available on all students who began degree studies at Abat Oliba CEU University from the 2009-10 academic years to the 2015-16 academic years. The results confirm that obtaining a scholarship becomes an incentive that influences key aspects for persistence, such as the degree of effort and educational commitment with positive results on students' performance. [ABSTRACT FROM AUTHOR]

There are abundant research articles on Spanish study plans in the field of journalism, and they are highly suitable for current professional profiles. However, there are fewer in the advertising area, and they focus mainly on specific subjects or universities, are not up to date, and use techniques other than the revision of the syllabus. This article presents the results of a descriptive study analyzing 35 university degrees in Advertising and Public Relations, both presential and online, in Spain to determine their suitability to address the needs of the sector. Of these plans, only three were offered online in the academic year 2019-2020. We analyze the structure of the study plans, the specific competences and skills covered, the profiles of new university entrants, graduation, and employment opportunities. There is a gap in terms of online education offering personalized education to obtain key competences (public speaking, idea generation, and teamwork). This research provides a useful guide for those aiming to design a degree course, specifically in Advertising, identifying good practices and trends in curricular design. The need for transversal training in strategy and creativity is discussed, based on an analytical and creative profile that prepares graduates as advertising and communication management professionals. Creativity continues to be important for the training of Advertising graduates, and new subjects are required to match this multidisciplinary angle. The use of English, new technologies, and data analysis are some of the key subjects to study. The necessary skills include communication, teamwork, and the ability to resolve problems and face difficult situations. [ABSTRACT FROM AUTHOR]

The project was developed with 1st year high school students is presented in relation to the subject of plastics, its main applications and the environmental problems that derive from its use. Starting from a teaching collaboration of the university teaching center, a sequence of activities was designed to develop scientific competence through argumentation, inquiry and modeling practices. Data were collected through audio and video recording, which were transcribed and analyzed. The results obtained show high levels of performance of the skills involved in the scientific practice studied and a high degree of involvement and interest on the part of the students, based on the active role they have developed in the work guided through questions. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A historical journey of almost a century is made through the studies of Journalism in Spain, since the creation of the first journalism school, that of the newspaper El Debate, in 1926, to the current Bachelor's Degrees in Journalism which are taught in Spanish public universities for the academic year 2020-2021, in order to analyze the level of presence and importance of Library and Information Science (LIS) on these studies, given the lack of a similar work that brings together this entire historical spectrum of almost a century. Regarding the university stage, which began in 1971 and in whose analysis lies the main contribution of this work, there have been moments, mainly in the last decade of the twentieth century and in the first years of the twenty-first, followed by a progressive and still in force period of decline, especially since the end of the first decade of the current century, after the adaptation of university studies to the European Higher Education Area, which has generally brought with it a reduction in the number of subjects linked to LIS offered in Journalism studies and of hours of training in said discipline, especially of a basic and mandatory nature. Nowadays, considerable differences are observed at the national level among the offers of LIS subjects within the Bachelor's Degree in Journalism, these courses oscillating between three and one, with disparity in terms of their number of training hours, their nature and the year in which they are programmed. [ABSTRACT FROM AUTHOR]

The empirical literature dealing with returns to schooling in Spain is quite scarce. This paper estimates private returns to schooling in Spain over 2008-2019. While average years of schooling increased steadily over the period 2008-2019, returns to schooling followed the same path only until 2014 when they came to a halt. From 2014-2019 a decrease in returns of around 16% took place. Future research framing these results in terms of the labor market adjustments caused by the Great recession and the post-Great recession period will be worthwhile undertaking. [ABSTRACT FROM AUTHOR]

Our aim is to present -in the frame of Lexical Availability-the studies dedicated to early ages, 6-year-old children, examining the scope that this kind of works give to the development of programming and planning the teaching of languages. For this purpose, a short exploration on the bases of discipline is offered; quantitative results obtained in Spain (Gran Canaria and Valencia) and in Chile (Talca) are compared; and the associative relationships generated in the available lexical inventories are analysed. We conclude that the available lexical corpus of children provide accurate bases to programme the vocabulary that schoolchildren in the first years of Primary School must learn, both in terms of richness and accuracy as well as in terms of lexicon formation using associative networks. [ABSTRACT FROM AUTHOR]

Media literacy of schoolchildren is a key political goal worldwide: institutions and citizens consider media literacy training to be essential – among other aspects – to combat falsehoods and generate healthy public opinion in democratic contexts. In Spain, various media literacy projects address this phenomenon one of which is 'Que no te la cuelen' ('Don't be fooled', QNTLC). The project, which has been developed by the authors of this viewpoint, is implemented through theoretical–practical workshops aimed at public and private secondary pupils (academic years 2018–19, 2019–20 and 2020–21), based around training in fake news detection strategies and online fact-checking tools for students and teachers. This viewpoint describes and reflects on this initiative, conducted in 36 training sessions with schoolchildren aged 14–16 years attending schools in Madrid, Valencia and Barcelona. The workshops are based on van Dijk's media literacy model, with a special focus on the 'informational skills' dimension. The amount of information available through all kinds of online platforms implies an extra effort in selecting, evaluating and sharing information, and the workshop focuses on this process through seven steps: suspect, read/listen/watch carefully, check the source, look for other reliable sources, check the data/location, be self-conscious of your bias and decide whether to share the information or not. The QNTLC sessions teach and train these skills combining gamification strategies – online quiz, verification challenges, 'infoxication' dynamics in the class – as well as through a public deliberation among students. Participants' engagement and stakeholders' interest in the programme suggest that this kind of training is important or, at least, attract the attention of these collectives in the Spanish context. [ABSTRACT FROM AUTHOR]

Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In Andalusia, the number of foreign pupils registered for the academic year 2015–2016 was 89.893. In this sense, the aim is to know the perceptions of secondary school teachers in Andalusia regarding what additional competencies teachers of immigrant pupils should have. Thus, we use a descriptive research model, where the approach for the collection and analysis of data is mixed, that is, qualitative (in-depth interviews) and quantitative (questionnaires) techniques are used. To validate the content, the "Expert Judgement" technique was used, using a process of selection, named "K coefficient." The results show that these teachers have a high level of awareness and strong attitudinal skills. However, they are clearly limited in terms of knowledge, which leads to a greater lack of abilities and skills. [ABSTRACT FROM AUTHOR]

Background: Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. Methods: This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M = 42.02; s.d. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. Results: The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. Conclusions: This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology. [ABSTRACT FROM AUTHOR]

The present study set out to identify the profiles and characteristics pertaining to the decision -making processes of secondary-school students. In order to identify these profiles, variables were considered including demographic variables (gender, age, school year, school type and family educational background), dimensions of decision-making, career decision-making styles, self-esteem, perceived stress, decision-making self-efficacy, and exploratory behaviour. The participating sample comprised 519 student s undertaking their fourth year of ESO (Spanish compulsory secondary education) or their second year of baccalaureate (equivalent of sixth form in Spain). All students were attending one of four schools in the province of Barcelona (two state schools and two state-subsidised private schools). Six scales were used to estimate outcomes for study variables and participants also responded to two open questions. Significant outcomes were found which enabled identification of decision - making profiles according to school year (fourth year of ESO or second of baccalaureate), school type (state or state-subsidised private) and another series of variables associated with the study model. Participants' responses to open questions revealed that they held the view that information about themselves, their education and the social and professional world around them played an extremely important role in their decision -making. They also revealed that both family and school support was needed in this process, and that schools should develop programmes to assist students when making educational and career decisions. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Doctoral dissertations enable the transfer of research skills and capacities to future generations and the consolidation of lines of research in a given area of knowledge. The field of Library and Information Science in public universities in Spain is characterized by the supervision of doctoral theses by academics in the area. We identified active professors during the 2019-2020 academic year, their date of appointment as civil servants within the public university system, the dissertations that they supervised, and their participation in papers published in scientific journals. The analysis included 644 theses. About a quarter (23%) of university faculty have never supervised a doctoral thesis, and most faculty members and tenured professors (60%) show a lower than average rate of adviserships per year since their academic appointment. There is a high concentration of PhD advisers in just a few institutions and academics (8% of university professors have supervised 42% of the dissertations), with an important gender imbalance: women supervised an average of 1.8 dissertations, compared with 2.6 for men. Information units and services, study metrics and scientific publications, and information sources are the topics of 47% of the dissertations. Many of the professors with 10 or more adviserships (n/N = 12/18) lack a subject area specialization, and their role in PhD supervision was not related to their participation in research activities oriented toward publishing in scientific journals. Our results suggest that considering supervision of doctoral theses as an important academic merit could contribute to a further concentration of power and social capital among a small group of advisers. This phenomenon could reduce the plurality of topics addressed and favor suboptimal adviserships. The imbalances described emerge as another threat, exacerbating the epistemological crisis in the discipline and in the university studies in this area of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Awareness of organ donation among Spanish doctors and medical students is very positive. However, the emerging group of professionals of non-Spanish nationality studying in Spain has not been analyzed. To analyze the differences in the attitudes toward the different types of donation among medical students, according to their nationality. The population under study is medical students in Spanish universities using the database of the International Collaborative Donor Project, stratified by geographic area and academic year. Groups under study include students of non-Spanish nationality as group 1 (n = 1570) and students of Spanish nationality as Group 2 (n = 7705). Instruments are validated questionnaires of attitude toward donation "PCID-DTO-Ríos," "PCID-DVR-Ríos," "PCID-DVH-Ríos," and "PCID-XenoTx-Ríos." The attitude toward the donation of own organs after death is similar in both groups (P =.703). Non-Spaniards are 79.2% in favor compared to 79.6% of Spaniards. Living kidney donation, both unrelated (33.3% vs 29.3% in favor; P =.001) and related (91.2% vs 89, 6% in favor; P =.047), is more favorable among non-Spanish students. There are no differences regarding non-related living liver donation (29.7% vs 29.3% in favor; P =.063), but there are differences in the results for related living liver donation (94.1% vs 88%; P <.001). The attitude toward xenotransplantation of organs is similar (80.8% vs 80.8%; P =.999). Awareness of the donation of organs among Spanish medical students is similar to non-Spanish students studying in Spain, except the attitude toward living donation. • The acceptance of different types of organ donation among medical students is high. • The attitude toward living donation is more favorable among non-Spanish medical students studying in Spain. • Medical students in Spain of non-Spanish nationality have the same awareness regarding organ donation as Spaniards, so they do not require special training. [ABSTRACT FROM AUTHOR]

The article presents the results of an institutional symposium on inclusive education for students with autism in Spain. It highlights that the presence of students with Autism Spectrum Disorder (ASD) has increased by 193% in the last 9 school years, representing 25% of students with special educational needs. However, official statistics do not provide information about the profile and needs of these students. The importance of identifying the barriers that affect their educational inclusion and developing public policies to overcome them is emphasized. In addition, the participation of students with autism in school is addressed, highlighting barriers to their participation and the need to ensure inclusive education. Finally, the barriers and facilitators that affect the educational progress of students with autism are mentioned, emphasizing the importance of identifying and improving these barriers to ensure equal opportunities. [Extracted from the article]