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In this study, we explore how different mobility patterns influence the composition and structure of the transnational social support networks and how personal networks allow us to elicit insightful data of mobile individuals. Ninety-five mobile individuals were selected from four distinct communities based in Seville (Spain), namely: Erasmus students, Flamenco artists, musicians from the symphonic orchestra and partners of European Commission researchers. Data were collected through an electronic survey sent by email with multiple name generators and a structured face-to-face interview utilizing a network visualization tool, VennMaker. Two distinct methods, namely qualitative case studies and cluster analysis were used to characterize mobility types. Findings reveal a heterogeneous foreign population, in which different forms of mobility are reflected in the personal networks of mobile individuals. Respondents who were settled in the city were more likely to have networks in which social support was mainly derived by hosts and people in the host location and with whom they communicated predominantly through face-to-face communication. Those who were in the host location for a study exchange, knowing that return to the county of origin is imminent were more likely to have networks linked to the home location. They relied heavily on strong transnational ties in the home country using social media to sustain their relationship. Respondents with an itinerant mobility profile, also had networks dominated by strong transnational ties, however, such ties had a higher degree of geographical spread due to previous international mobility. Participants who had a high number of hosts in the network but low connection between the ties were more likely to be linked to a specific subculture in the host society. The integration in the host location follows a different pattern to other settled individuals, mainly because their connection in the city tends to be community specific.

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

Abstract. In this paper we first investigate how eTwinning and national and local teachers' professional development schemes interact. eTwinning is the community for schools in Europe that promotes teacher and school collaboration through the use of Information and Communication Technologies (ICT) under the European Union's Lifelong Learning Programme. The eTwinning Portal hosts more than 137,000 teachers who interact with each other on the European-scale. Second, using this authentic data, we discuss how novel research methods such as Social Network Analysis, information visualisation techniques and future scenario forecasting are used to study eTwinning in the Tellnet-project aiming to sustain and support dynamic teacher networks as a platform for formal and informal teachers' professional development in the future.

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In this article, we explore how network analysis could be used for humanitarian protection. Our objective is bringing together what is known about the role of networks for humanitarian aid intervention and examining how it could be used to respond to emergencies, through interventions which can aid and improve different aspects of the humanitarian protection. Based on this previous research, we develop a systematic framework aimed at informing researchers and practitioners on the different applications of network analysis and visualisations for humanitarian protection in two main areas: (1) to protect individuals and (2) to enable protection at the community level. We believe that the versatility of social network analysis is worth investigating in the context of humanitarian protection.

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