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This research has studied the impact of the use of STEAM (Science, Technology, Engineering, Art, and Mathematics) in education, specifically in the development of linguistic and mathematical skills. The instruments used to extract the learning results were the external evaluation tests carried out by the National Institute of Educational Evaluation INEE over a period of 4 years. The study included 242 third-level primary school students from an educational center in the city of Ceuta (Spain) located in a disadvantaged area. The objectives of the study were to describe the learning results obtained in the respective competencies according to the sex and the migratory history of the students’ parents, to compare the results obtained before and during the use of STEAM and to determine if there is a correlation between the understanding of writing and problem solving. The research method was quantitative descriptive, cross-sectional and correlational. The results of the study showed that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic and mathematical competence of students of the third year of Primary Education, especially speaking, oral comprehension and calculation. The results were, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving.

El objetivo general de esta investigación es comprobar el impacto de una intervención en alumnos con Trastorno del Espectro Autista (TEA) desde dos perspectivas diferentes, tradicional e innovadora con realidad aumentada (RA) y virtual (RV). Se trata de un estudio de investigación cuantitativo con un diseño cuasi-experimental pretest-postest en un mismo grupo de sujetos. Se establecieron dos tipos de variables, la acción formativa desplegada (enfoque tradicional y RA-RV) y el efecto causado en las distintas dimensiones presentadas (motivación, atención, comunicación, autonomía y resultados de aprendizaje). La muestra estuvo formada por 23 personas con TEA, con una edad media de 10,52 años. Se concluye que el diseño y la adaptación de las tecnologías a las necesidades individuales de los alumnos con TEA son importantes. La comorbilidad puede afectar a los resultados del aprendizaje en los enfoques tradicionales, pero no en los innovadores. El uso adecuado y equilibrado de la RA y la RV puede maximizar los beneficios y minimizar los posibles efectos negativos para los alumnos con TEA.

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

Abstract Background Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. Method The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. Results The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. Conclusions It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.

Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education.

Generative Artificial Intelligence (AI-Gen) in education is a challenge for educational administrations due to the benefits and risks of its use. This research seeks to analyse the scientific production of AI-Gen in the educational field. The method used was a bibliometric analysis of descriptive and quantitative documents from the Web of Science database. The VOSviewer statistical programme was used to identify the keyword clusters and to create the network map. The results of this study ascertain that 2023 is the birth of AI-Gen research in education and has since produced a total of 178 papers, where Australia heads the ranking of countries with studies on this subject matter. The ChatGPT phenomenon materialises as a focus of study in the majority of cited research. The study includes seven keyword clusters, where the IA-Gen cluster which is related to terms such as challenges, risks and opportunities are highlighted. Following the discussion, the main conclusion of the study denotes that further research is required on the use of AI-Gen during the teaching-learning process in several educational stages to prevent plagiarism and to obtain a comprehensive understanding of this technology as an educational resource.

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement.

The development of programming skills and computational thinking in the formal educational context is one of the most recent horizons set by many educational systems worldwide. Although the first computational thinking initiatives are being applied from the earliest school ages, this research focuses on the secondary education level. Specifically, the objective is the following: to analyse the implementation of Arduino, as well as the benefits and opportunities it brings to secondary school students. For this purpose, documentary research has been undertaken applying a systematic review according to the PRISMA 2020 framework following the PiCoS strategy. Atlas.ti 9 was used to analyse the information. Out of 316 papers identified, 37 were included in the research. In relation to the results, Arduino is primarily used in technology and physics subjects, although it is also used to develop interdisciplinary STEAM projects. As a rule, it is used to learn programming languages, but likewise as a resource to develop science experiments. LED lights, servomotors and breadboards are among the most commonly used resources together with the Arduino board. and Scratch was the most widely used software. The initiatives implemented have yielded both positive and negative results, for example, one drawback is that some projects are very difficult, and some achievements such as: increased motivation towards the contents addressed or also the development of some soft skills, such as problem solving.

Worldwide new trends of online cyberbullying are emerging that impact on health and are a factor in adolescent suicide. The objective of this study is to know the development of scientific production and to compare the current trends that encompass the concepts of cyberaggression in young people (CAY) and cybervictimisation in young people (CVY). The methodology used in this study was descriptive with a bibliometric analysis on CAY with 481 documents and CVY with 1087 documents, in addition to a co-word analysis of both terms from the years 2017–2021. These data were extracted from the Web of Science database and network maps were made using VOSviewer software. The results show that the terms CAY and CVY were born in 2006 and have had a different evolutionary progression in the scientific literature until 2021, in addition, the area of psychology stands out with more research on other areas, developed countries are the ones that carry out more studies of CAY and CVY and that the term ''suicide'' is the most prominent term since 2018 from the CVY. Finally, a discussion and conclusion of the results was made, which can serve as a turning point for future lines of research.