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

Multicultural education of Indonesia calls for future’s educational leaders with a high level of intercultural sensitivity (IS). Hence, this mixed-method study investigated the IS of 784 educational management students from 10 universities in Indonesia, and their representatives’ IS factors. They were recruited as the samples because their background knowledge supports their profiles as the future’s educational leaders. The first objective was pursued by conducting a quantitative survey, and the second objective was pursued by undertaking an instrumental case study. This study revealed that the educational management students had a high level of IS as demonstrated by high values of all IS domains. Their high IS level was influenced by three factors which entailed experiences of living with diversity, noticing the multiculturalism of Indonesia, and accepting differences. At the end of discussion and conclusion sections, implications and suggestions for future’s studies are given.

La presente investigacion tuvo como objetivo analizar las tendencias en investigación y el panorama científico internacional relacionado con la educación para la paz y ciudadanía, a partir de una investigación de corte documental y el análisis bibliométrico de documentos en la base de datos Scopus entre los años 2000-2020. Se analizaron 158 documentos entre artículos, libros y capítulos de libro utilizando el software: VOSviewer. Las unidades de análisis utilizadas fueron las palabras clave KeyWords Plus (KW+), a partir de las cuales se crearon mapas bibliométricos aplicando una metodología basada en análisis de co-palabras, técnicas de agrupamiento y técnicas de visualización, así como las analíticas que arroja la base de datos. Los resultados obtenidos muestran cuatro clústeres: 1) educación para la ciudadanía, 2) ciudadanía global, 3) educación para la paz, 4) educación para la democracia, cada uno de ellos vincula sistemáticas de interés. El estudio revela la necesidad de profundizar en aquellas experiencias y metodologías orientadas a generar entornos de aprendizaje que permitan el desarrollo de habilidades cognitivas y socioemocionales, que favorezcan la construcción de la paz y la prevención de la violencia desde la educación y su visibilidad en la comunidad científica

Para contar con instrumentos que harán el estudio de la resiliencia en contextos de adversidad social crónica (pobreza, violencia comunitaria, conflicto armado, etc.), este estudio tiene como objetivo adecuar y validar el cuestionario de resiliencia subjetiva y el cuestionario para la atribución de cambios en la resiliencia a el trabajo de los maestros para su uso con adolescentes colombianos y para probar la validez transcultural. Un total de 532 estudiantes participaron en el estudio. La comparación de diferentes modelos mediante análisis factorial confirmatorio ha demostrado que la resiliencia subjetiva tiende a generalizarse ante situaciones generadas por compañeros, docentes y familiares, pero también que el contexto que genera la situación adversa modula la reacción.Estos resultados replican los obtenidos con la muestra española original. Además, El análisis de ruta indica que la resiliencia depende de las estrategias de afrontamiento que utilice el individuo, pero también del trabajo de los docentes ya que los estudiantes les atribuyen un efecto positivo en su resiliencia. Este hecho sugiere que si los maestros promueven estilos de afrontamiento centrados en el problema, promoverán la resiliencia. Finalmente, la mayor resiliencia de los estudiantes colombianos en comparación con los españoles sugiere la posibilidad de que la exposición intermitente a situaciones estresantes leves o moderadas permiten el desarrollo de habilidades adaptativas y promueva la resiliencia.

Communication allows the interrelationship of family members and has an influence on the personal and social adjustment of offspring. This research paper analyzes the types of family communication that exist between parents and their offspring and the sources of personal and social support available to university students. The link between the gender and the search for parent-offspring support variables are studied against the types of family communication. A quantitative analysis has been performed based on a descriptive, correlational and comparative design, and taking 906 students from a European university as the sample. The results indicate it was found that, overall, university students had a positive relationship with their parents. It was further discovered that daughters develop more negative behaviors and hurtful attitudes toward their mother than sons. University students tend to value and turn to different sources of support depending on the issue they wish to solve, with differences being noted based on gender. We conclude that university students have an open and satisfactory friendly relationship with both their parents, and value the family support they receive positively when they have personal and social problems. The variables analyzed are discriminative and predictive elements of how the relationship between parents and their offspring works.

The aim of this study is to detect and analyse relationships of attractiveness, social power and aggressiveness in the PE university community. A sample of 197 PE university students from University of Thessaly, Greece participated in the social network study, answering about the relationships developed with their fellow students and providing demographic non-network data as well. After the extraction of results, 8 of them were interviewed to further clarify the motives and thoughts that underlie their behaviour regarding attractiveness, social power and aggressiveness. Social network analysis, carried out with Visone 1.1, statistical analysis, carried out with SPSS 26 and content analysis of the qualitative data – interviews, carried out with MaxQDA 2020 led us to the following conclusions: Scientific attractiveness is related to social power and vice versa, protecting from verbal aggressiveness. Aggressiveness is negatively related to attractiveness and social power. Argumentativeness is important for the position one holds in their network and argumentational deficiency may lead to marginalization. Gender, body characteristics and academic distinction affect attractiveness and aggressiveness emergence.

Social Innovation Learning offers a transformative approach to education which requires the development of skills through participative actions aimed at furthering social justice and critical global citizenship. This study highlights the importance of a participative decision-making methodology within the Social Innovation Learning Framework established as part of the European NEMESIS Project. All the pupils and teaching staff at a primary school took part in this project together with families and other stakeholders. Information was collected using field diaries, written accounts, interviews and focus groups. Results show that learning was achieved in all the skills that make up the three dimensions of the model and the various interrelations between them. The methodological criteria facilitated collective decision-making, with pupils making a commitment to improving the world from a local and global perspective.

In recent years, it has been evidenced the implications that educational institutions and professionals may have in the construction of new societies with greater civic commitment and social well-being. In this sense, different factors related to the citizen participation conception and exercise are associated with higher levels of social well-being, ranking as an aspect to be considered from teacher training. The study quantitatively analyzed the levels of social well-being, civic commitment and socio-political participation of 583 future teachers, aged between 17 and 42 years, who were studying different teacher training levels. The results show differences in the variables studied according to the future teachers’ formative stage, with higher levels in postgraduate degrees than in undergraduate degrees. In addition, civic commitment and participation of teachers in training are positioned as predictors of their social well-being. It is concluded that to advance through education towards citizenship with greater civic commitment and social well-being, it will be great considering the training teachers process, as well as their different ways of understanding and exercising citizenship.

Authors, teachers, students, family members, and other citizens from diverse cultures, gender options and countries have been and are developing critical pedagogy all over the world. However, there are authors of “critical pedagogy” who use this label for luxuries and egotism but who have never transformed nor supported the transformation of any school or educational project. This article presents four criteria to distinguish between the critical pedagogy that transforms reality and the “critical pedagogy” that only benefits those who use this label. The first criterion is the egalitarian dialogue that critical pedagogy authors use with very diverse citizens to achieve extensive and profound real transformations. The second one is the social impact of their work on society, especially on the oppressed, overcoming inequalities and improving their conditions of life. The third one is the equality of results of the oppressed in literacy as well as in sentiments and values, without segregating. The fourth one is the critical pedagogy style versus the Althusserian and market styles, highlighting the scientific and theoretical rigor of critical pedagogy authors opposed to the lack of theoretical basis of authors of “critical pedagogy”.

This study focuses on international students’ satisfaction on-campus cultural environment, living, learning experience about the quality of education and available facilities. A questionnaire-based cross-sectional systemic survey where 119 foreign students were targeted for data collection using the strategy of non-probability convenience sampling. For data processing, SPSS v 22.0 was adopted and P≤0.05 was considered statically significant. To explore the relationship between variables, the Kruskal-Wallis H and Mann-Whitney U tests were carried out. The results show a high level of foreign students’ satisfaction with adequate accommodation, the influence of Chinese culture, and the quality of education. This study evaluated that the overall better level of satisfaction in culture, living, the standard of education, learning system, cost of accommodation, and sports

The present study examined Iranian female medical students' transition from a segregated school system to a coeducational university context to uncover how they invested in their learning in the new context. The participants of this qualitative study were 23 female medical students, taking a general English language course in a mixed class of 54 students. This was their first experience of being in a coeducational environment. During the term the researchers/instructors observed the class, and also the students were interviewed to examine their understanding and feelings about this experience and its influence on their learning. The data were analyzed through thematic analysis. Taking Norton's (2015) investment model as a point of departure, the findings showed that female students invested in language learning by focusing on the capital, identity, and ideology that they were dealing with in the coeducational class. The findings showed that despite the common belief in the Iranian society that female learners are shy in coeducational settings, the participants invested in learning and owned their identity as medical students. They considered the class as a miniature setting to learn how to cooperate effectively with the male students to be ready for the mixed environment of their future profession.