Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Service-Learning (S-L) has expanded its scope in higher educationin recent decades, increasing the number of programs implementedand centres that sustain them. This process has been accompanied by adevelopment of research and the creation of new academic societies in thearea. However, this scientific gathering has shown discrepancies in the wayof understanding the basics of S-L. In this study, we analyse one of them: the diversity of conceptual models on the learning processes in S-L. We propose a critical discussion of the topic in order to contribute towards building a strong framework for S-L.For that purpose, we perform a bibliographic search on the topics of«process of learning» and «identity» in S-L, using the ERIC data base. From the articles found, we selected papers for an in-depth reading in order to find the mainstream lines of research in S-L and to engage in discussion on the processes of learning and identity in current research.We examine similarities and discrepancies among three theoriesthat we identified as nuclear in research on S-L: experiential learning,transformational learning and critical theories. Also, we add the historicalcultural framework as emerging. We elaborate our discussion in two blocks: processes of learning and processes of identity.Our analysis allows us to identity different processes in the analysedtheoretical models. In our opinion, they show different models of learningpresent in S-L: reflection through experience, identity change troughotherness, agency taking through social consciousness and involvementin a community of practice through construction of shared meaning andmotives.

Emotions play a key role in learning experiences. However, little has been studied regarding a) the emotions students experience when dealing with different university situations and b) the cognitive component of emotion in this context, despite its acknowledged importance. For these reasons, this study was aimed at delving into the understanding of students’ emotions in self-perceived meaningful situations, as well as the self-talk linked to them. 410 situations - together with the emotions and thoughts related to them - were analyzed, identified by 141 Primary Education Bachelor’s Degree students (102 women and 39 men). The average age was 20.16, SD= 2.22, ranging from 18 to 35.The analysis was carried out through lexical analysis (Reinert method), which was complemented and refined by a Factorial Analysis of Correspondences using Iramuteq software. The results showed that the most significant emotions for students were anxiety when doing oral presentations, anger when working in groups and joy resulting from obtaining good results after making an effort. This research raises the need for reconsidering different methodological aspects of the bachelor’s degree, as well as the importance of including emotional intelligence in the same. It also brings to light the relevance of training students in social conflict resolution and anxiety reduction skills together with academic selfregulation abilities.

In recent years inclusive education has not been developing at an ideal rate, this can be attributed to, among other things, the existence of an important gap between the knowledge about inclusive education generated by research and its use by teachers in their educational practice. With regard to this concern, the objective of this article is to analyze the strategies used by professors to mobilize knowledge about inclusive education and ensure its dissemination into practice. Methodologically this is a comprehensive narrative study of a qualitative nature in which a content analysis has been realized through a model for the development of deductive categories The study was carried out with 17 university teachers by nine Spanish universities, most part of them belonging to the Universities and Inclusive Education Network (RUEI), through their participation in focus groups.The results show that the participating teachers use interaction strategiesmuch more than information strategies. The important gap between theoryand practice is evident. The dissemination and transfer strategies usedby university teaching staff are not the most appropriate, since they arelargely ignored by educational policies and primary and secondary teachersin their daily work. It concludes by explaining the need to bridge this gapthrough the use of constructive and co-constructive processes of learning,more in line with participatory action research This will be able to connecteducational improvement and social transformation, breaking the ideathat knowledge is generated in academia by researchers in order to betransmitted to practitioners.

The continuous advance of information and communication technologies (ICT) in the current Knowledge Society has led to a demand for training in new competences, called 21st century competences. These are composed of higher-order skill competences (higher-order thinking capacities and teamwork competences) and ICT competences (technological, pedagogical and ethical). The aim of this work is the validation of an explanatory relationship model of the ICT competences regarding higherorder skill competences in university students belonging to the educational sphere, by considering influential personal factors. For this purpose, a correlational, transversal and explanatory design has been used. The sample consists of 485 Pedagogy and Social Education Students from the University of Valencia, selected through a convenience sampling, collecting the information by means of two questionnaires. The data analysis carried out is oriented towards the modelling of ICT competences, higher-order skill competences and related factors using structural equations, using a Multiple Indicators and Multiple Causes Model (MIMIC). The results of the study have allowed the establishment that the pedagogical competences in ICT of the students are related to the teamwork competences, and the latter with higher-order thinking capacities. Likewise, it has been found in the ICT competences that the ethical competences influence the technological ones, and both of these influence the pedagogical competences. In addition, the type and frequency of use of technological devices, both on a personal and personal-academic level, affects this structure and ICT competences in an essential manner. The proposed model shows the complexity of 21st century competences in university students. This model contributes towards addressing the need to revisit the training in transversal competences of university students.

Grounded in self-determination theory, the objective of this study was to examine the relationship between goal contents and the beliefs of teaching efficacy in pre-service teachers, considering the mediating role of academic behavioural regulation (autonomous and controlled) at the beginning and end of the Professional Master of Education. The participants were 379 preservice teachers (180 men and 199 women, Mage = 25.30, SDage = 4.21) who completed measures of goal contents for teaching and academic behavioural regulation at the beginning of the Professional Master of Education (time 1), as well as measures of academic behavioural regulation and teacher’s beliefs in their teaching efficacy at the end of the master’s programme (time 2). The hypothesised predictive relationships were examined via the structural equation modelling approach. Structural equation modelling showed that intrinsic goal contents at the beginning of the master’s programme had a direct positive effect on teacher’s beliefs in their teaching efficacy at the end of the master’s programme, with this relationship being mediated by autonomous motivation at the beginning and at the end of the master’s programme. Conversely, extrinsic goal contents at the beginning of the master’s programme showed a negative direct effect on teacher’s beliefs in their teaching efficacy at the end of the master’s programme. The obtained results underline the importance of goal contents in explaining the dynamic nature of the motivational processes related to beliefs in teaching efficacy throughout teacher education programmes in pre-service teachers.

Sexist attitudes constitute the fundamental axis on which unequal relationships between men and women are built and maintained. At present, and despite the fact that in Western countries sexism manifests itself in more subtle ways, it is found that a portion of the population continues to harbor sexist beliefs. This work aims to analyze, from a gender perspective, the effect of a series of personal characteristics on the prediction of sexist beliefs in a sample of college students in Spain (N = 2,112, 63.6% women and 36.4% men). To evaluate the degree of sexism, the short version of the Ambivalent Sexism Scale (ASI, Expósito, Moya, & Glick, 1998) was used, on which higher scores represent higher levels of sexism (α = .88). Explanatory variables included age, political ideology, nationality, religious affiliation, sexual orientation, experiences of victimization, and media consumption.The results indicated that men scored significantly higher than women on the ambivalent sexism scale. In addition, higher scores were found for men on the subscales of both hostile and benevolent sexism. On the other hand, the results showed that conservative ideologies and religious faith predict more sexist attitudes in both men and women. However, it was found that the effect of age, political ideology, and sexual orientation depends on the participant’s gender. These results will contribute to the development of educational programs aimed at young people, facilitating the identification of particularly vulnerable groups and areas that require special attention.

The number of university teachers that use service-learning as analternative to traditional teaching and learning methods is increasing rapidly.This reality highlights the need to have tools that facilitate the design,implementation and evaluation processes for this new educational method.Currently, resources for ensuring the quality of service-learning experiences are scarce and often not validated. This paper describes the procedure followed for the design of the Questionnaire for Self-Assessment of University Service-Learning Experiences and its validation using the modified Delphi method online, which is a qualitative technique that aims to provide a reliable group response. In this study, two rounds of consultation were conducted by email, involving 16 academic experts who assessed the relevance and clarity of the items. While the first round of consultation aimed to analyze the relevance and clarity of all items, in the second round the clarity of the items which had been reformulated was analyzed. Results on the construct and content validity suggested the elimination or reformulation of some of the initial items. The final questionnaire was composed of 41 relevant and clear items, which are estimated through a 5 point Likert scale. Finally, two possible ways of giving continuity to this work are presented: to the opinion of expertswho participate in service-learning but are not academic in the validationprocess; and to undertake a psychometric validation of the questionnairethrough intra-test and inter-test methods.

Technological advances have caused the field of education to be influenced by the emergence of new teaching and learning models mediated by the large amount of digital resources and electronic devices that teachers have today. One of the methodological approaches that is emerging as a consequence of educational innovation is flipped learning. This model of teaching and learning is based on the idea that students can visualize and work on the contents of the next classroom sessions outside the academic environment, in order to spend as much time as possible in class solving problems and the deployment of more practical, participatory and active work. In this way, greater motivation is achieved that benefits the learning process. The objective of this study has been to discover the incidence of external factors such as family context, autonomy, self-esteem and the motivation of students on the flipped learning approach. For this, a quantitative method has been developed through an experimental design of longitudinal cut and of descriptive and correlational nature. A diachronic sample (2013-2018) of 607 students was taken from the Faculty of Education, Economy and Technology of Ceuta (Spain). A previously validated ad hoc questionnaire was used to collect data. The results reveal that students who have a suitable family context, as well as adequate values in autonomy, motivation and self-esteem achieve optimal values in learning outcomes.Likewise, older students obtain better ratings. On the other hand, those with labor obligations reflect a decrease in the same, with the sex of the participants not determining the learning outcomes.

Scientific studies show that socio-emotional competencies in teachers are related to the educational success of students. Both the UNESCO and the OECD point out that comprehensive education requires the developmental of both academic and socio-affective competencies must be developed. There are political initiatives to implement socio-emotional competencies in the university curriculum, and these competencies in higher education would help to generate future professionals who are more emotionally capable, which would have a positive impact on society. Very little is known about the level of these competences in the teaching staff of the different branches of knowledge in the universities. The objective of this study is to describe the level of social-emotional competences among university teaching staff. This survey study was filled in by 1252 professors from 49 universities in Spain. The results showed that the professors self-report a high level of these competences, although there is still the possibility of improving them.The results of this study show that women score higher than men in socioemotional competencies and in the factors of self-awareness and social awareness and prosociality, but not in decision-making. There are also significant differences according to the macro area of knowledge, where academics in Health Sciences indicates higher scores. It is recommended to carry out training actions to promote socio-emotional skills in the university, starting with its promotion among all the university teaching staff.

One of the fundamental principles of the alternative assessment approach demanded by the European Higher Education Area (EHEA) is the participation of the agents involved in the assessment. Assessing learning from this approach, in an integral and formative way, involves collecting information from the different perspectives of the agents involved in the assessment process. The assessment agents are an issue that takes on special importance in the subject of Final Year Project (FYP) given its contextual characteristics: the difficulty involved in assessing a subject consisting mainly of a large number of transversal competences, the wide range of different formats that can be used to assess, and the diversity of agents involved in the assessment of the FYP (board, teacher-tutor as well as other professionals from companies or external institutions, and students). Therefore, our work focuses on analyzing the assessment agents established by the regulations of the Spanish public universities to verify, if this enhances a participatory and democratic assessment as claimed from the EHEA.A descriptive study was conducted through the analysis of documents and regulations governing the FYP in Spanish public universities used as units of analysis. The results of this study indicate that the normative framework of the assessment of the FYP does not encourage a participatory assessment since, in most universities, the responsibility lies on the boards.While the student as an assessment agent is ignored and the tutor plays only a formative role and only a few universities develop a summative role of the assessment. For this reason, Spanish universities have a challenge for the future: modify the regulations of the FYP and guide it towards the promotion of a participatory assessment.