Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and delivered education during the confinement period? The purpose of this research was to analyse how primary and secondary schools in Catalonia (Spain) implemented the teaching and learning process during the lockdown, based on 48 semi-structured interviews with school principals from different types of schools, located in urban and rural environments, and from diverse socioeconomic statuses. This article shows that there is a digital divide in students and teachers, emotional accompaniment as a need for online learning, older students are more autonomous and self-regulate better their own learning process, each school used their own strategy because there was no programme prepared for emergency situations, teachers had difficulties in self-regulating their work and communication with families became essential.

The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different sectors of our society, including education. This reality leads to a paradigm shift in which web-based cyber-physical environments will shape future learning environments. Thus, learning becomes ubiquitous, and schools assume new roles with systemic changes in communication, administration and management, becoming learning organisations. The use of technologies aligned with pedagogical strategies and new methodologies must lead to more-personalised systems. In this article, a comprehensive definition of smart schools is proposed. Smart schools must be endowed with integral management systems, inclusive, sustainable, and adopt new learning methodologies and advances from Industry 4.0 in an efficient way. Despite this conception and because research, government policies and business projects are not always in line with research, there is a need for deeper knowledge of how schools are approaching their upcoming transformation. To illuminate this purpose, in this study 37 principals from primary and secondary schools in Catalonia were interviewed. Thematic analysis focusing on technological and pedagogical innovations, management systems, inclusion, and sustainability identified some analogies with related research, pointing out that schools are far from implementing advanced technologies. Inclusion is the most-respected element thanks to the existing government regulation. Sustainability is hardly considered because of a lack of economic resources, but several schools consider themselves green schools and exhibit environmental practices. Conclusions are drawn to show that, although schools are not yet prepared to cope with the Fourth Industrial Revolution, its impact relies on the technology’s level of maturity and ease of use, as well as stakeholders as policymakers.

El proceso de autorregulación del aprendizaje en la evaluación formativa universitaria implica que el estudiante controle su actividad y organice su entorno de acuerdo con unos objetivos académicos. El propósito del presente estudio es identificar prácticas de autorregulación relacionadas con procesos de aprendizaje. El método seguido es descriptivo-comprensivo basado en el análisis de relatos aportados por estudiantes de los Grados de Educación Infantil y Primaria impartidos en distintas Universidades. Los resultados indican que parte del proceso de autorregulación se da de manera inconsciente. Las pautas de control más explicitadas se dan en las primeras fases del desarrollo de las tareas. Se identifican seis elementos clave del constructo, entre ellos resalta la incidencia positiva de los instrumentos y comentarios de retroacción facilitados por los docentes. Se concluye con la necesidad de definir estrategias que promuevan la práctica auto-reguladora del aprendizaje de manera que luego se transfiera en la futura profesión educativa.

RESEÑA DE:Dorothy KennyMachine translation for everyone. Empowering users in the age of artificial intelligenceBerlin: Language Science Press, 2022, 224 p.ISBN: 978-3-96110-348-5 (pdf)ISBN: 978-3-98554-045-7 (hbk)https://doi.org/10.5281/zenodo.6653406

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