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The diversity of topics in education makes it difficult for artificial intelligence (AI) to address them all in depth. Therefore, guiding to focus efforts on specific issues is essential. The analysis of competency development by fostering collaboration should be one of them because competencies are the way to validate that the educational exercise has been successful and because collaboration has proven to be one of the most effective strategies to improve performance outcomes. This systematic review analyzes the relationship between AI, competency development, and collaborative learning (CL). PRISMA methodology is used with data from the SCOPUS database. A total of 1,233 articles were found, and 30 passed the inclusion and exclusion criteria. The analysis of the selected articles identified three categories that deserve attention: the objects of study, the way of analyzing the results, and the types of AI that could be used. In this way, it has been possible to determine the relationship offered by the studies between skill development and CL and ideas about AI's contributions to this field. Overall, however, the data from this systematic review suggest that, although AI has great potential to improve education, it should be approached with caution. More research is needed to fully understand its impact and how best to apply this technology in the classroom, minimizing its drawbacks, which may be relevant, and making truly effective and productive use of it.

El artículo presenta un recorrido diacrónico que describe una experiencia innovadora universitaria basada en el desarrollo de mapas conceptuales multimedia con el objetivo de analizar la percepción de los estudiantes sobre las ventajas e inconvenientes del uso de las Tecnologías de la Información y la Comunicación (TIC) en el ámbito educativo. Estos mapas fueron presentados, con la aplicación Prezi, por los estudiantes que cursaban la asignatura de Tecnologías de la Información y la Comunicación en la titulación de Grado de Educación Social y Doble Grado de Educación Social y Trabajo Social durante tres cursos académicos comprendidos entre 2010 y 2013 en la Universidad Pablo de Olavide de Sevilla. La metodología de corte cualitativo y descriptivo permitió revisar las 342 aportaciones realizadas por los estudiantes. Entre las conclusiones más importantes se destaca que los futuros educadores valoran los beneficios educativos de las TIC para la mejora de los procesos de aprendizaje.

This study aims to analyze the scientific research that has addressed the negative impact of technology in the educational field. The research is implemented from a methodological approach based on the bibliometric mapping of the scientific production registered in the Web of Science in the period 2008-2019. To do this, indicators of growth, production, impact, topics, keywords, journal references, and analysis of co-citations of authors and co-authors are analyzed. This bibliometric approach is complemented by the analysis of the density, frequency and degree of centrality of the main terms associated with the difficulties and problems of technology in education located in the abstracts and discussion of results in the period 2016-2019. For this purpose, graph theory is developed, using the sigma, cytoscape and graphology libraries. The results show that, among the most common disadvantages linked to the use of technology in education, are: privacy problems, discerning reliable and relevant information, the time required for the preparation of educational materials, the negative impact on academic performance of the students, the lack of resources for its implementation in the classrooms and the infoxication. Finally, it should be noted that in the last three years, the negative impact of technology in the psychosocial field and its impact on teaching-learning processes are beginning to be analyzed in greater depth.

Higher education is one of the educational stages most affected by digital technologies, whose constant development has produced a favourable atmosphere for new approaches regarding the teaching-learning processes. The aim of the study was to identify the most relevant findings that specialists have analysed in terms of the digital competences of university teachers, through the analysis of the scientific production of the specialised literature in the last decade (2009-2019). A search was carried out on the Web of Science (WoS) and Scopus databases following the guidelines of the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After applying the inclusion and exclusion criteria, the sample was made up of 20 articles. The main findings show the low level of digital competence among teachers and the need for training in both technological and pedagogical areas.

The objective of this study is to characterize Latent Classes emerging from the analysis of the level of digital competences, use and consumption of applications and/or services through the Internet. For this purpose, the results of the survey Basic Digital Competences (Competencias Básicas Digitales-COBADI®) applied to university students, with more than 60 categorical variables, were considered. A total of 4762 undergraduate and graduate students from five Spanish universities participated in this survey: Complutense University of Madrid (UCM), Pablo de Olavide University (UPO), Almeria University (UAL), National University of Distance Education (UNED) and Rey Juan Carlos University (URJC). The application of the questionnaire was done through the Internet, from the Institute for Research in Social Sciences and Education of University of Atacama--Chile. The methodology used is mixed, because the questions of the questionnaire provide qualitative information that can be interpreted and elaborated from the results. It is also quantitative because basic statistical techniques are used for the exploratory analysis of the data, and later Latent Class Analysis (LCA), to complement the description of the data set and the variables considered in the study, thus allowing us to group the classes of variables that do not appear explicitly in the set of observed variables, but which nevertheless affect them. The results of the study show that regardless of the gender and age range of the participants, there are four clearly differentiated groups or classes in the use and consumption of ICTs in different ways for their activities, both personal and academic, which allows for identifying different developments of digital competences. This study allows establishing a baseline in order to be able to elaborate later, in the development of the digital competences currently needed, which should be developed by university students.

This investigation set out to analyse the relation between parents' academic qualifications, profession and role in educating their children and their children's level of efficacy in reading at the end of the adolescent stage, in three states with different socio-cultural contexts, namely Canada, Finland and Singapore. The study is carried out in three countries with differing socio-cultural contexts and uses multilevel analysis and binary logistic regression to measure the predictive value of socio-family skills in these three countries against a range of student reading ability profiles. The results show that the parents' academic qualifications, profession and educational role are the most influential aspect of the predictability in the variability of their children's reading skills. Parents with a low level of education predict poor student reading ability, but when it is the mother who has a medium or high level of education, the results of the students are better than when that level is only achieved by the father. Therefore, the educational role of mothers and fathers, as shown by the interest they take in their children's schoolwork, is a predictor of students' reading skills, regardless of the socio-cultural and academic context of the students.

The constant development of digital technologies has allowed living in a digital environment based on connections, also transforming the context of the educational process. Experiences show that digital technologies have influenced the way of learning and, consequently, the way of teaching. Learning in the digital age is a complex process since it is a multifaceted and diverse action. The aim of this research is to identify global trends in digital education and its link with the learning of artistic and visual education in higher education settings, during the period 2000-2019. For this, bibliometric techniques have been applied to 1291 documents, obtaining results from the scientific activity of the main authors, research institutions, and countries that promote this topic. The data show increasing relevance, particularly in the last three years. The main subject area is the social sciences. The study has detected the lines of research that are related to the Internet, education, visuals, computer programs, learning, digital media literacy, and educational technology. This work contributes to the academic, scientific, and institutional debate to enhance decision-making based on existing information.

The main objective of this research is to establish the measurement of pre-service teachers on the MOOC phenomenon, one of the most important manifestations within the processes of on-line education that have emerged under the protection of the digital paradigm. The research methodology used was of an exploratory, qualitative, and descriptive nature. It falls within the generic scope of qualitative research methods of an ethnographic nature through the analysis of learning objects and interventions in the network. The sample (n = 218) was composed of students from the educational field, who took a subject focused on ICT applied to education, over several academic years. Using the edublog as a digital and documentary source, a total of 1962 frequencies were collected referring to the advantages (1052 frequencies) and limitations (910 frequencies) that they determined when carrying out these courses. As main results, it is worth mentioning that pre-service teachers consider MOOC courses valuable as teaching models in socio-educational contexts. They offer unquestionable advantages such as free of charge usage, training for disadvantaged groups, flexible hours, etc. However, their disadvantages are also important. For example, it is considered that these courses do not adequately follow up on the student, that the materials they offer are not very innovative, or also that the evaluation of the learning is inadequate. It is interesting to note that the main problems identified are of a pedagogical, not technical, nature.

The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.

The objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group/mean: 32.1346/control group/mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching-learning process in three dimensions: greater "support" and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater "feedback" and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.

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Background/Objectives: Parental involvement is vital for the academic success and overall development of students, particularly those with Autism Spectrum Disorder (ASD), who face unique educational challenges. This study investigates the influence of parental involvement on the academic performance and school adjustment of students with ASD, focusing on the interplay of cultural identity and first language in their educational and social growth. The research also seeks to identify the challenges parents face and the strategies they use to support their children. Method: Employing a qualitative, interpretive approach, this study involved 42 parents of secondary school students with ASD in Seville, Spain. Data collection included in-depth interviews and focus group discussions, allowing for a comprehensive understanding of parental experiences. Results: The study found that active parental involvement greatly enhances students' academic performance and emotional well-being. Key strategies include creating structured home environments, utilizing assistive technologies, and fostering open communication with school staff. However, parents reported significant challenges, including limited school resources, communication barriers with educators, and a lack of ASD-specific training for teachers and parents. These challenges often hinder their ability to fully support their children's education. Conclusions: Active parental involvement is crucial for the educational success of students with ASD. The findings highlight the need for improved communication between schools and families, increased resources, and targeted ASD training for both teachers and parents. Additionally, the study advocates for greater investment in assistive technologies to better support students with ASD. Addressing these needs could significantly improve the educational experiences and outcomes for these students. [ABSTRACT FROM AUTHOR]

This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students' use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.

This diachronic study describes an innovative university experience consisting of the development of multimedia concept maps (MCM) in relation to social educators and social workers main intervention areas and an active discussion in online forums about the results obtained. These MCMs were prepared by students who attended the Information Technologies and Communication course as part of the Degree in Social Education and dual Degree in Social Education and Work during the academic years 2010-13 at Pablo Olavide University (Seville-Spain). Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is implemented to analyze 213 MCMs created by students and their interventions in ad hoc online discussion forums with a twofold methodological approach: firstly a qualitative analysis of word frequencies in MCM through the use of Atlas-Ti software and secondly a forum discussion categorization through a reticular, category based social network analysis using UCINET and yED Graph Editor. Among the most relevant conclusions, we can highlight that a combination of MCMs and discussion forums are highly interactive and collaborative digital resources and are especially beneficial when applied to social studies. Students were able to identify and categorize key areas of social and educational intervention, including: seniors, children, teens and drug dependence, people with disabilities, adults, mental health, socio-community care, and immigrants.

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