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The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of this research has been to analyze the influence of sociodemographic factors and knowledge in pedagogy on labor market insertion, expectations about the degree, and employability of students of the degree in pedagogy at the University of Granada, Spain. The methodology used was based on a cross-sectional study design through a survey administered to a total of 334 students. The results obtained show that there are differences between the two genders. Regarding the year of study, no significant differences were found. Knowledge about the profile of the pedagogue is a factor that does influence expectations about the degree, job placement, and employability. However, expectations about the degree did not influence job placement, although employability did. It is concluded by stating that there is a lack of knowledge about the role of the pedagogue, which needs to be alleviated, as well as highlighting the need to reinforce the curricular, academic, and practical training of this degree.

This paper deals within a context where technology plays a pivotal role in education. In this sense, it is essential to highlight the emergence of new competencies and skills in education due to technological advancements. Legislative frameworks have been developed to incorporate digital literacy, access to robotics, and computational thinking, between others. Hence, this review and meta-analysis aim at identifying the influence of robotics activities on computational thinking through a PRISMA-guided review. The findings reveal that interventions conducted in early childhood education significantly impact computational thinking. Results also showcase that, despite perceived barriers related to technology accessibility, the presence of legislation and contexts prioritizing these competencies is more relevant than the digital access gap.

The biostratigraphic analysis of the Paleozoic sedimentary successions in Mexico is crucial for understanding their age, depositional setting, and paleogeographic implications. This study examined conodonts and microfacies of calcareous strata within the Del Monte Formation of the Tamatán Group in northeastern Mexico. Field observations have led to the identification of three units within the Del Monte Formation: Unit 1, characterized by calcareous sandstone, bioclastic limestone, shale, occasional conglomerate, and dolomitized beds; Unit 2, consisting of conglomerate and/or breccia associated with debris flows; and Unit 3 including turbiditic sandstone and shale. Conodonts were only recognized in Unit 1, with such genera as Idiognathoides, Neognathodus, Idiognathodus and less frequently, Streptognathodus, Adetognathus, and Diplognathodus. The faunal associations include Idiognathoides cf. Id. corrugatus Harris & Hollingsworth, 1933, Idiognathoides sulcatus sulcatus Higgins & Bouckaert, 1968, Idiognathoides convexus (Ellison & Graves, 1941), Idiognathoides asiaticus Nigmadganov & Nemyrovskaya, 1992, Neognathodus cf. N. atokaensis Grayson, 1984, Neognathodus aff. bothrops Merrill, 1972, Neognathodus nataliae Alekseev & Gerelzezeg, 2001 (in Alekseev & Goreva 2001), Streptognathodus parvus Dunn, 1966, Idiognathodus incurvus Dunn, 1966, and Idiognathodus aff. delicatus Gunnell, 1931, suggesting Morrowan and Atokan (Pennsylvanian) ages for the dolomitic limestone and grainstone beds. Five types of microfacies (MF) and several marine facies zone (FZ) have been detected: MF1-bioclastic grainstone and MF2-wackestone deposited at the platform margin (FZ 6 and FZ 7), MF3-dolomitized wackestone representing an inner restricted platform (FZ 8), MF4-mudstone from a deeper water zone (FZ 4), and MF5-siliciclastic beds with bioclasts indicating a high-energy barrier associated with a platform margin (FZ 6). The findings confirm a shallow to deep platform and imply a connection among Mexican peri-Gondwanan basins, including the Tamatán Basin, indicating similarities in sedimentary facies and/or depositional environments linked to the Rheic Ocean during the Early to Middle Pennsylvanian.

Purpose: The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. Design/methodology/approach: A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument. Findings: The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. Research limitations/implications: The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work. Originality/value: COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

Purpose: The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies. Design/methodology/approach: A study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal-Wallis H test. Findings: The results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices. Originality/value: The conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.

The development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable "education center". The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variables.

Graptolites from the early Tremadocian Anisograptus matanensis Biozone are identified from east-central Sonora, northwestern Mexico, within a carbonate-shelf succession deposited on the southwestern continental shelf margin of Laurentia. This is the second occurrence of typical anisograptid graptolites in Mexico, after its original record in the Oaxaca area, which belongs to a Gondwana-related paleogeographical realm. The graptolites from Sonora represent the second global occurrence of any member of the Rhabdinopora flabelliformis group in the Ordovician equatorial shelf region.

Cyberbullying has become a global problem; cases of violence increase and the rate of suicide by victims has skyrocketed. The purpose of this work was to analyze the scientific production published on cyberbullying in children and adolescents from its beginning until 2018. To this end, a scientific analysis was carried out in the Scopus database, determining diachronic productivity, journals, countries, and institutions with the greatest interest in the subject and articles with greater scientific impact due to the number of citations. In addition, a network map was established to highlight keywords related to cyberbullying in both populations. Among the results, it is worth noting the increase in publications in 2018 and the configuration of certain journals, institutions, countries, and authors as references in the subject. Finally, potential explanations for the findings of the study and suggestions for future research are discussed.