Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.
La situación de confinamiento, derivada de la pandemia mundial por la COVID-19, ha supuesto un cambio drástico en nuestras conductas en las diferentes esferas de nuestra vida. Así, el desempeño de las actividades laborales, el afrontamiento de las responsabilidades académicas y la ocupación del tiempo de ocio se han visto condicionadas por una limitación de la movilidad y una mayor permanencia en el hogar. El confinamiento se ha vinculado a un mayor consumo de tecnología en sus diferentes formatos, generando una preocupación en el entorno familiar por un uso excesivo de ellas, así como de las posibles consecuencias que podrían derivarse. Bajo esta perspectiva, el presente estudio pretende conocer la percepción de 147 estudiantes de la Universidad de Málaga sobre la preocupación de sus familias respecto al uso de la tecnología (internet, móvil, videojuegos, mensajería instantánea y redes sociales) antes y durante el confinamiento. Los datos, recogidos mediante un instrumento validado, arrojan que hay una mayor preocupación familiar por la utilización de las diferentes tecnologías durante el confinamiento y que hay diferencias en función del género, siendo mayor la preocupación por el consumo del móvil y la mensajería instantánea en las mujeres y por los videojuegos en los hombres.
The excessive use of ICTs is a growing problem among young people. The social isolation caused by COVID-19 can increase these inappropriate behaviour. This study aims at analysing the problematic use of ICTs in trainee teachers based on the gender variable before and after the COVID-19 lockdown based on the gender variable. A longitudinal panel design was carried out with pre-test and post-test measurements based on the gender variable. The sample consisted of 147 students from the Faculty of Education at the University of Malaga who were tested using a validated instrument: MULTICAGE-TIC. The results show that women used ICTs at a higher risk than men before lockdown, except for video games. During lockdown, men obtain higher scores than women in all the analysed ICTs (except for mobile phones). Both genders reach dependency level in all ICTs except for video games in women. The significant increase in all ICTs shows that the effects of the pandemic, such as restrictions on mobility and social interaction, have influenced such growth.
<p><span>La muerte es una realidad inevitable que forma parte de nuestras vidas. No obstante, aún no hemos conseguido abordarla plenamente desde el punto de vista pedagógico. Ante la necesidad de introducir la Pedagogía de la Muerte en la educación, este trabajo presenta los resultados de un estudio sobre la percepción que tienen los estudiantes del Máster de Secundaria en relación a su nivel y necesidad de formación sobre el tema de la muerte y los diferentes recursos y estrategias existentes para trabajarlo. Se ha llevado a cabo mediante la elaboración, análisis e interpretación de autoinformes sobre la experiencia y conocimientos de la muestra participante. Los resultados evidencian que los alumnos de la Universidad Internacional de Valencia han recibido una escasa formación pedagógica respecto a la muerte. Sin embargo, la consideran como algo fundamental para su desarrollo profesional. Tras los resultados, se plantea la utilización de los dilemas y el role playing como una propuesta metodológica desde la que es posible desarrollar esta temática, describiéndose una actividad didáctica para la etapa universitaria. Finalmente, se plantean unas conclusiones que incluyen una reflexión sobre la importancia de abordar la Pedagogía de la Muerte como una necesidad para la formación del profesorado.</span></p>
In a secularised and postmodernist social context, young people are increasingly distanced from religious beliefs. Nevertheless, in schools with a religious character, the main contents of the faith continue to be transmitted through the ideology and the pedagogical model. The objective of this study is to analyse the influence of the type of school on the perception of religious values. The “Adaptive Values Test” instrument was used on a sample of 456 students from secular and religious schools (Salesian) in the province of Seville during the 2018–2019 academic year. The consideration of religious values in Salesian students is also specifically analysed. The results obtained show that young people studying in schools with religious pedagogical models have a more positive view of faith than the students from secular schools. However, the rejection of the ecclesial institution occurs in students from secular schools and, to a lesser extent, in students from religious schools, becoming a common factor of distancing from religion. Young people studying in religious Salesian schools reflect significant gender differences in the perception of religious values. In these students, the exploratory factor analysis reflects three main factors, the key aspects of faith being valued more than the ecclesiastical hierarchy.
El análisis de la formación del profesorado permite aproximarse a las fortalezas y debilidades de los docentes en ejercicio y diseñar acciones para la mejora de sus competencias desde el rol pedagógico. Bajo esta perspectiva, el presente estudio se aproxima a la percepción de los futuros pedagogos sobre la importancia que tienen las diferentes competencias clave para el aprendizaje permanente en la formación inicial y continua del profesorado. La muestra está compuesta por 109 estudiantes del Grado en Pedagogía de la Universitat de València que, mediante una escala Likert valoran la importancia de las ocho competencias clave. Mediante un análisis cuantitativo, se ha analizado estadísticamente la relevancia otorgada a cada competencia, indagándose igualmente sobre posibles diferencias en función del sexo. De forma complementaria, se ha abordado la reflexión sobre la competencia digital mediante un análisis de contenido, que ha permitido conocer las motivaciones por las que se le concede una importancia mayor o menor. Los resultados arrojan que los participantes otorgan una importancia superior a la competencia personal, social y de aprender a aprender, así como a la competencia ciudadana, habiendo diferencias significativas en función del género en la mayor parte de ellas. Asimismo, los estudiantes que priorizan la competencia digital aluden al contexto digital en que nos desenvolvemos y los que no la priorizan postulan por una relevancia superior de otras competencias o a un aprendizaje diario que no requiere accione formativas definidas.
In increasingly diverse cultural contexts, the intercultural perspective favors an enriching coexistence between cultures, with volunteering being an exercise that allows for a critical transformation of reality in order to achieve a more supportive and equitable society. This article aims to find out how university students conceive of volunteering, as well as their level of participation. The sample was made up of 208 students from the Pedagogy and Social Education degrees of the University of Granada during the 2019/2020 academic year. An ad hoc questionnaire was applied, which incorporated a standardised instrument (Adapted Values Test), as well as questions designed by the authors. The results underline the positive axiological perception of volunteering. The participants understand volunteering as a helping role that depends on the social, personal, and professional motivations of the students. However, this positive perception is not transformed into active participation and continuous links with voluntary organisations. The conclusions indicate that university students value volunteering as a necessary task for the social good, although their participation is low, and it is necessary to transform the pro-social awareness of university students into real participation.
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