http://hdl.handle.net/10366/4550 2026-04-23T14:44:19Z http://hdl.handle.net/10366/169808 [EN] To evaluate the digital competence of pre-service teacher, three sub-scales must be considered: attitude, knowledge and use. However, the degree of acquisition may vary depending on different variables. The main objective of this research is to find out the level of digital competence of university students based on these three sub-scales, and, as secondary objectives, to find out whether any differences exist in relation to students’ educational modality and gender. A non-experimental design has been used (ex post facto) with a sample of 675 students from the Pontifical University of Salamanca. The results revealed that the level of digital competence of the pre-service education teacher is medium, with no significant differences in gender. However, differences were found in the Blended-Learning modality. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/169807 [EN] The flexible, changing, and uncertain nature of present-day society requires its citizens have new personal, professional, and social competences which exceed the traditional knowledge-based, academic skills imparted in higher education. This study aims to identify those factors associated with active methodologies that predict university students’ learning achievements in a digital ecosystem and thus, optimize the learning-teaching process. The teaching management tool Learning Analytics in Higher Education (LAHE) has been applied to a 200-student non-probabilistic incidental sample spread over 5 different university courses, enabling a personalized learning-teaching process tailored to the needs of each group and /or student. Based on a pre-experimental design without a control group, an analysis through decision trees based on educational data mining has been undertaken on the predictive potential of the active methodologies employed, and their effects on students’ learning achievements. The criterion variable of the study was the final exam grade, and the explanatory variables included student characteristics, indicators of the teaching–learning process and non-cognitive factors. Results show that factors associated with active methodologies correctly predict a significant portion of the learning achieved by students. More specifically, the factors that have the greatest impact on learning are those related to academic engagement and to a student continuous learning process. 2024-01-01T00:00:00Z http://hdl.handle.net/10366/169783 [ES] El aprendizaje del inglés como lengua extranjera plantea desafíos específicos al alumnado con dislexia, especialmente debido a la opacidad ortográfica del idioma y a sus dificultades fonológicas, de memoria y de procesamiento. Estos retos no solo afectan al rendimiento académico, sino también al plano socioemocional, donde emergen con frecuencia la ansiedad lingüística, la inseguridad y la baja autoestima. El objetivo de este estudio fue analizar las percepciones de 19 docentes de Educación Primaria acerca de las experiencias socioemocionales del alumnado con dislexia en el contexto del aprendizaje del inglés. Se empleó un diseño cualitativo exploratorio-descriptivo mediante entrevistas semiestructuradas analizadas con NVivo. Los resultados muestran que la mayoría del profesorado identifica emociones negativas recurrentes, especialmente ansiedad y bloqueo emocional, así como inseguridad relacionada con tareas de lectura y expresión oral. También señalan que la metodología influye directamente en el estado emocional del alumnado: las metodologías activas (juego, proyectos, dramatizaciones, TPR) son percibidas como potenciadoras de la motivación y la confianza, mientras que las metodologías tradicionales tienden a aumentar la presión y el malestar. Además, emergen espontáneamente referencias a emociones positivas, relacionadas con el refuerzo, el apoyo docente y la creación de un clima seguro. Se concluye que los docentes desempeñan un papel fundamental en la gestión del bienestar emocional del alumnado con dislexia y que es necesario reforzar la formación en estrategias inclusivas y emocionales para favorecer el acceso y la participación plena en el aula de inglés. 2025-12-27T00:00:00Z http://hdl.handle.net/10366/169782 [ES] La educación superior desempeña un papel fundamental en el desarrollo de competencias socioemocionales, habilidades clave para la inclusión social, el rendimiento académico y la proyección profesional de los estudiantes. Este estudio tuvo como objetivo principal analizar la percepción del alumnado sobre sus competencias socioemocionales mediante la Escala de Competencias Socioemocionales (ECSE). Se recopilaron datos sobre variables personales, como la edad, y académicas, como la rama de estudio. Los análisis mostraron una correlación positiva, pero débil, entre la edad y el nivel global de competencias socioemocionales. Por otra parte, se observaron diferencias significativas entre estudiantes de Ciencias y Ciencias Sociales, así como entre distintos grupos de edad, con tamaños de efecto moderados. Los resultados sugieren que la percepción del alumnado sobre sus competencias socioemocionales puede diferir de los indicadores estandarizados obtenidos mediante la ECSE, destacando la importancia de combinar métodos de evaluación cualitativos y cuantitativos. Asimismo, los resultados respaldan la incorporación de metodologías activas y el uso de lenguajes artísticos, como música, artes visuales o teatro, para favorecer el desarrollo de habilidades socioemocionales. El estudio resalta la necesidad de estrategias docentes centradas en el estudiante y de herramientas de evaluación, que permitan mejorar tanto la formación socioemocional como la calidad de la enseñanza universitaria, proporcionando evidencia relevante para la innovación educativa en educación superior. 2025-12-27T00:00:00Z http://hdl.handle.net/10366/168912 [ES]La irrupción de la Inteligencia Artificial Generativa (IA-Gen) en el ámbito educativo ofrece oportunidades, pero también plantea desafíos éticos y pedagógicos. En este contexto, resulta fundamental comprender la percepción de los docentes en formación hacia esta tecnología. Este estudio analizó la autopercepción de 174 docentes en formación sobre la IA-Gen aplicada a la educación. Se midieron siete dimensiones (Familiaridad, Relevancia, Habilidades prácticas, Barreras, Confianza, Impacto ético-social y Expectativas) en referencia a la IA-Gen y se valoró la utilidad de ChatGPT como herramienta para diseñar Situaciones de Aprendizaje (SdAs) tras una experiencia formativa con este sistema. Se calcularon estadísticos descriptivos, correlaciones de Spearman, se visualizó una red de correlaciones entre las siete dimensiones y se exploraron diferencias entre las titulaciones. Los resultados revelan niveles medios-altos de autopercepción con valoración muy positiva de la utilidad de ChatGPT y un alto nivel de satisfacción con su uso. La Confianza emergió como un nodo central en la red de correlaciones, vinculándose estrechamente con la Relevancia, Barreras, Impacto ético-social y Expectativas, lo que resalta su papel clave en la adopción de estas tecnologías. Asimismo, la mayoría de los participantes adoptó una actitud crítica ante la IA-Gen, contrastando las respuestas generadas por ChatGPT en lugar de aceptarlas pasivamente. En conclusión, aunque se observa una disposición favorable hacia la integración de la IA-Gen en educación, los futuros docentes demandan formación específica para su uso pedagógico y expresan preocupación por las implicaciones éticas de dicha integración.; [EN]The advent of Generative Artificial Intelligence (GenAI) in education presents opportunities, but it also raises ethical and pedagogical challenges. In this context, it is imperative to comprehend how pre-service teachers perceive this technology. The present study analysed the self-perception of 174 pre-service teachers regarding the application of GenAI in education. Seven dimensions (Familiarity, Relevance, Practical Skills, Barriers, Confidence, Ethical-Social Impact, and Expectations) were measured in relation to GenAI. In addition, the usefulness of ChatGPT as a tool for designing Learning Situations (LSs) was assessed after a training experience with this system. Descriptive statistics and Spearman correlations were calculated, and a network of correlations betweenthe seven dimensions was visualised. Differences between degrees were also explored. The findings indicated medium-to-high levels of self-perception, suggesting a very positive evaluation of ChatGPT's usefulness and a high level of satisfaction with its use. Confidence emerged as a central node in the correlation network, exhibiting close associations with Relevance, Barriers, Ethical-social impact, and Expectations. This underscores its pivotal role in the adoption of these technologies. Similarly, most participants adopted a critical stance towards GenAI, checking the responses generated by ChatGPT rather than passively accepting them. In conclusion, while there is a favourable attitude towards integrating GenAI into education, future teachers demand specific training to use it pedagogically and express concern about the ethical implications of such integration. 2026-01-02T00:00:00Z http://hdl.handle.net/10366/168767 [ES]El desarrollo de competencias emocionales se promueve como una estrategia clave para favorecer el bienestar personal y social y para hacer frente a los retos de los profesionales del ámbito educativo. Las necesidades socioeducativas actuales requieren de profesionales que estén dispuestos a trabajar en diferentes contextos, ámbitos emergentes y con diferentes colectivos, lo cual exige nuevas competencias que no siempre son atendidas en los planes de estudio de las Universidades. La presente investigación tiene como objetivo no sólo evidenciar necesidades formativas, sino también formar a los/las profesionales de la Educación Social en Educación Emocional, partiendo de una detección previa de necesidades y diseñando y evaluando un programa formativo. Para ello, en el marco de una investigación evaluativa, se propone un estudio ex post facto que permite analizar las necesidades formativas en materia de Competencias Emocionales en estudiantes del Grado en Educación Social de la Universidad de Salamanca, atendiendo también a la satisfacción con la vida. Los resultados evidencian la pertinencia de la Educación Emocional en la formación superior, siendo esta una necesidad autopercibida en los/las participantes, a la par que se produce una mejora en el nivel competencial evaluado y en la satisfacción con la vida. En conclusión, los/las estudiantes del Grado son conscientes de los beneficios de la educación emocional y de la necesidad de implicarse en procesos formativos. Se discute la conveniencia, por un lado, de incorporar programas de intervención explícitos en los planes de estudio de futuros profesionales de la Educación Social y por otro, la importancia de promover acciones formativas relacionadas con el desarrollo de competencias socioemocionales.; [EN] The development of emotional competences is promoted as a key strategy to favour personal and social well-being and to face the challenges of professionals in the educational field. Current socio-educational needs require professionals who are willing to work in different contexts, emerging fields and with different groups, which requires new competences that are not always addressed in university curricula. The aim of this research is not only to highlight training needs, but also to train Social Education professionals in Emotional Education, starting from a prior detection of needs and designing and evaluating a training programme. For this purpose, within the framework of an evaluative research, an ex post facto study is proposed to analyse the training needs in the field of Emotional Competences in students of the Degree in Social Education at the University of Salamanca, also taking into account life satisfaction. Results show the relevance of Emotional Education in higher education, as it is a self-perceived need of the participants, as well as an improvement in the assessed level of competence and satisfaction with life. In conclusion, the Bachelor students are aware of the benefits of emotional education and of the need to get involved in training processes. The convenience of incorporating explicit intervention programmes in the curricula of future Social Education professionals and the importance of promoting training actions related to the development of socioemotional competences are discussed.; [PO]O desenvolvimento de competências emocionais é promovido como uma estratégia fundamental para favorecer o bem-estar pessoal e social e para enfrentar os desafios dos profissionais no domínio da educação. As necessidades socioeducativas actuais exigem profissionais dispostos a trabalhar em diferentes contextos, campos emergentes e com diferentes grupos, o que requer novas competências que nem sempre são abordadas nos currículos universitários. O objetivo desta investigação é não só evidenciar necessidades de formação, mas também formar profissionais de Educação Social em Educação Emocional, partindo de uma deteção prévia de necessidades e da conceção e avaliação de um programa de formação. Para tal, no âmbito de uma investigação avaliativa, propõe-se um estudo ex post facto para analisar as necessidades de formação no domínio das Competências Emocionais em estudantes da Licenciatura em Educação Social da Universidade de Salamanca, tendo também em conta a satisfação com a vida. Os resultados mostram a relevância da Educação Emocional no ensino superior, sendo esta uma necessidade auto-percebida pelos participantes, ao mesmo tempo que se regista uma melhoria no nível de competência avaliado e na satisfação com a vida. Em conclusão, os estudantes de licenciatura estão conscientes dos benefícios da educação emocional e da necessidade de se envolverem em processos de formação. Discute-se a conveniência de incorporar programas de intervenção explícita nos currículos dos futuros profissionais de Educação Social e a importância de promover acções de formação relacionadas com o desenvolvimento de competências socioemocionais. 2025-12-19T00:00:00Z http://hdl.handle.net/10366/168764 [ES]El perfil donde desempeña su labor profesional el Educador Social es tan amplio y diverso como lo son las características individuales y colectivas de las personas y colec­tivos con los que trabaja. Es por ello que se ha de disponer de competencias clave vin­culadas al bienestar personal y social que permitan, por un lado, beneficiar a quienes acompañan, y por otro, mantener su propio equilibrio emocional. Para ello, se ha dise­ñado un programa de intervención destinado al desarrollo de competencias emocionales en Educadores Sociales, con el objetivo de favorecer el nivel de competencia emocional autopercibido, como paso previo para afrontar las adversidades y retos de la interven­ción socioeducativa. La implementación del programa ha supuesto una mejora en el nivel competencial de los participantes, quienes muestran altos niveles de satisfacción con la iniciativa formativa.; [EN]The profile of the social educator where they carry out their professional work is as broad and diverse as the individual and collective characteristics of the people and groups with whom they work. This is why they must have key competences linked to personal and social well-being that allow them, on the one hand, to benefit those they accompany and, on the other, to maintain their own emotional balance. To this end, an intervention programme has been designed for the development of emotional competences in social educators, with the aim of favouring the level of self-perceived emotional competence, as a prior step to face the adversities and challenges of socioeducational intervention. The implementation of the programme has led to an improvement in the competence level of the participants, who show high levels of satisfaction with the training initiative. 0025-12-27T00:00:00Z http://hdl.handle.net/10366/168265 [EN]Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is funda mentally subject to the development of good exosystem conditions: geographic, demographic, political and so cioeconomic. Responsibility for educational equity cannot lie only with the schools. 2025-12-01T00:00:00Z http://hdl.handle.net/10366/168264 [PO]O presente artigo resulta de um estudo realizado junto de 11 diretores técnicos e/ou assistentes sociais que desempenham funções em Es truturas Residenciais para Pessoas Idosas (ERPI) de diferentes regiões de Portugal, abrangendo desde o Norte até ao Sul do país. O principal objetivo desta investigação foi compreender como é que os projetos de vida dos idosos são planeados e delineados no momento da sua in tegração institucional por forma a criar uma proposta orientadora para a concretização viável dos projetos de vida das pessoas idosas insti tucionalizadas. A investigação revela a importância de preconizar uma intervenção centrada na pessoa idosa, por forma a envolver ativamen te os idosos no processo de decisão sobre os seus próprios projetos de vida, criando um ambiente seguro e de pertença, e onde se valorize a sua autonomia. Este estudo, oferece um contributo significativo atra vés da apresentação de uma proposta com linhas orientadoras para a concretização de projetos de vida em ERPI’s que nem sempre é pos sível colocar atualmente em prática, promovendo um envelhecimento ativo, bem-sucedido e centrado na pessoa.; [EN]This article is the result of a study conducted with 11 technical directors and/or social workers who work in Residential Facilities for the Elderly (ERPI) across various regions of Portugal, ranging from the north to the south of the country. The primary objective of this research was to understand how the life projects of the elderly are planned and outlined at the time of their institutional integration, with the aim of creating a guiding framework for the viable implementation of life projects for institutionalized elderly people. The research highlights the importance of advocating an elderly-centered intervention, actively involving them in the deciding-making process regarding their own life projects, and fostering a safe environment where they feel a sense of belonging and where their autonomy is valued. This study makes a significant contribution by presenting a proposal with guidelines for implementing life projects in ERPIs, which is not always feasible today, promoting active, successful, and person-centered aging.; [ES]Cet article est le résultat d’une étude réalisée auprès de 11 directeurs techniques et/ou travailleurs sociaux qui travaillent dans des structures résidentielles pour personnes âgées (ERPI) dans différentes régions du Portugal, allant du nord au sud du pays. L’objectif principal de cette recherche était de comprendre comment les projets de vie des personnes âgées sont planifiés et définis au moment de leur intégration institutionnelle afin de créer une proposition directrice pour la mise en œuvre viable des projets de vie des personnes âgées institutionnalisées. La recherche révèle l’importance de préconiser une intervention centrée sur les personnes âgées, afin d’impliquer activement les personnes âgées dans le processus de prise de décision concernant leurs propres projets de vie, en créant un environnement sûr et d’appartenance, et où leur autonomie est valorisée. Cette étude offre une contribution significative en présentant une proposition de lignes directrices pour la mise en œuvre de projets de vie dans les ERPI qui ne sont pas toujours possibles à mettre en pratique aujourd’hui, favorisant un vieillissement actif, réussi et centré sur la personne. 2025-07-09T00:00:00Z http://hdl.handle.net/10366/168248 [EN]Artificial intelligence (AI) integration, notably in healthcare, has been significant, yet effective implementation in critical areas requires expertise. KoopaML, a previously developed visual platform, aims at bridging this gap, enabling users with limited AI knowledge to build ML pipelines. Its core is a heuristic-based ML task recommender, offering guidance and contextual explanations. The authors compared the use of KoopaML with two non-expert groups: one with the recommender system enabled and the other without. Results showed KoopaML's intuitiveness benefits all but emphasized that textual guidance doesn't substitute for fundamental ML understanding. This underscores the need for educational components in such tools, especially in critical fields like healthcare. The paper suggests future KoopaML enhancements include educational modules, making ML accessible, and ensuring users develop a solid AI foundation. This is crucial for quality outcomes in sectors like healthcare, leveraging AI's potential through enhanced non-expert user capability. 2024-01-01T00:00:00Z http://hdl.handle.net/10366/168243 [EN]This systematic literature review examines how agile solutions can drive organizational change in collaborative open-source software (OSS) contexts. Motivated by persistent challenges in governance, alignment, contribution lifecycles, workflow, leadership, and measurement, the review asks which prescriptive and non-prescriptive agile approaches are being applied when organizations collaborate with OSS communities, and how these approaches mitigate those issues. The study first conducts an umbrella review (2000–2024) to confirm the gap and scope, then performs a main systematic review across digital libraries using inclusion, exclusion, and quality criteria. The synthesis maps findings to a conceptual framework of nine problem areas and two change paths. Results show a dominance of prescriptive methods, especially Scrum, LeSS, SAFe, and Kanban, for workflow transparency, dependency management, and coordination, while governance and leadership models remain underexplored. Building on this evidence, the paper proposes: (1) a prescriptive change approach for low-maturity organizations that integrates holacratic governance with Scrum/LeSS, Communities of Practice, Design Thinking for innovation, Management 3.0 leadership, and KPI-oriented cultures; and (2) a non-prescriptive approach for mature organizations based on unFIX's fractal organizational design, forums and collaboration patterns, delegation levels, and outcome-focused metrics to extend co-evolution with communities. The dual pathway enables organizations to select and sequence interventions that align with their paradigm and maturity, thereby bridging organizational and community boundaries to foster sustained agility. The review highlights open research needs on governance mechanisms, leadership in symbiotic ecosystems, and empirical evaluations of combined scaling approaches beyond SAFe, as well as longitudinal studies on alignment, dependency management, and measurement cultures in high-variability OSS environments. 2025-12-01T00:00:00Z http://hdl.handle.net/10366/168242 [EN]The gender gap in engineering careers is a well-known problem. Despite several studies showing the under-representation of women in STEM fields, few explore the factors that influence before entering and during the engineering studies, including the practices in the labor market. The support from the social context, such as family, friends, or teachers, can influence the attraction rates and dropout rates of the engineering studies. This paper presents a survey to analyze the gender and culture perceptions of supports in engineering studies, involving 208 female and male undergraduate students of engineering courses from Spain and Brazil. Some findings of this study show that the sample average (32.69%) followed the standard ratio of around 30% of women in STEM careers. Almost 70% of the female students decided to enroll in an engineering career during high school or vocational training courses. In Spain, the support of families and friends is higher than Brazil, but the support received from their academic institutions and teachers were low in both countries, regardless of gender. In the labor market, the male workers in Spain seem to be less supported than their female colleagues. 2020-07-20T00:00:00Z http://hdl.handle.net/10366/168236 [EN]Contribution: Gender mainstreaming in university teaching should be covered in all the knowledge areas. This work successfully introduces the gender perspective as part of the methodological approach to teaching and learning in Computer Science. Background: This study describes how gender mainstreaming has been introduced and matured during six academic years, from 2016–2017 to 2021–2022, in Software Engineering I course in the Degree of Computer Science at the University of Salamanca. Intended Outcomes: The aim that has been pursued is to raise awareness among students of Computer Science about equality, equity, inclusion, and respect for diversity to build better professional ethics and advance in eliminating any gender-related gap in Computer Science. Application Design: The introduction of gender mainstreaming in the Software Engineering I course has been done in six stages to advance in the gender-gap reduction improving in each academic year with the experience and voluntary feedback from the students of the previous year, using anonymized questionnaires. Findings: Gender mainstreaming requires special attention in careers with a visible gender gap, such as Computer Science. Incorporating the gender perspective as part of the teaching-learning process does not have a measurable impact in a short period but instead aims to make software engineers reflect in such a way that they reason about the need to promote diversity in software development contexts. 2024-06-28T00:00:00Z http://hdl.handle.net/10366/168235 [EN]The misinformation problem affects the development of the society. Misleading content and unreliable information overwhelm social networks and media. In this context, the use of data visualizations to support news and stories is increasing. The use of misleading visualizations both intentionally or accidentally influence in the audience perceptions, which usually are not visualization and domain experts. Several factors influence o accurately tag a visualization as confusing or misleading. In this paper, we present a machine learning approach to detect if an information visualization can be potentially confusing and misunderstood based on the analytic task it tries to support. This approach is supported by fine-grained features identified through domain engineering and meta modelling on the information visualization and dashboards domain. We automatically generated visualizations from a tri-variate dataset through the software product line paradigm and manually labelled them to obtain a training dataset. The results support the viability of the proposal as a tool to support journalists, audience and society in general, not only to detect confusing visualizations, but also to select the visualization that supports a previous defined task according to the data domain. 2021-11-05T00:00:00Z http://hdl.handle.net/10366/166673 [EN] Context: Data visualizations and dashboards are essential in disseminating informa-tion to broad audiences. However, designing these instruments is complex due to themultitude of involved factors. Theoretical frameworks are therefore critical to guidethe design and implementation of data visualizations.Objective: This article presents the approach used to pinpoint key features thatimpact the creation of information visualizations, organize these features using meta-modelling, and validate the final artefact through expert judgement.Method: Meta-modelling facilitates the distillation of characteristics and functionali-ties critical for the development of information systems. Utilizing this method, adashboard meta-model was constructed in preceding research, yielding a frameworkof abstract components and connections to delineate specific products. This meta-model serves as a robust tool for the automated generation of information visualiza-tions and dashboards. Nonetheless, to confirm its quality and efficacy, it underwent athorough quality assessment and expert evaluation to identify and address potentialshortcomings.Results: The validation process resulted in positive ratings and constructive feedbackto enhance the meta-model's present iteration. Experts mainly highlighted the meta-model's complexity and the clarity of certain entities, noting potential confusion fornon-experts.Conclusions: While the meta-model is confirmed to be a coherent and pertinent tool,it requires additional clarifications to simplify its complexity. Addressing this, graphi-cal interfaces have been developed to enable users to interact with the dashboardmeta-model—and to create dashboard instances—through straightforwardinteractions 2024-01-01T00:00:00Z http://hdl.handle.net/10366/166571 [E]Introduction: Adolescent well-being is influenced by emotional regulation and clarity, particularly in contexts of depression, stress, and anxiety. Objective: This study explores how depression mediates the relationship between emotional regulation and well-being and whether emotional clarity moderates this interaction, providing a comprehensive model to understand adolescent mental health. Methodology: A cross-sectional study was conducted with 636 Chilean adolescents aged 10–18. Emotional clarity and regulation were assessed using the TMMS-24 scale, depression with the DASS-21 scale, and subjective well-being with the Personal Well-Being Index (PWI). Statistical analyses included descriptive statistics, Pearson correlations, and moderated mediation models (PROCESS Macro, Models 4 and 7). Results: Emotional regulation positively correlated with subjective well-being (r = 0.373, p < 0.01) and negatively with depression (r = −0.251, p < 0.01). Depression partially mediated the relationship between emotional regulation and well-being (B = 0.149, 95% CI [0.082, 0.225]), with regulation explaining 86.41% of the effect. Emotional clarity moderated the regulation-depression link, with higher clarity amplifying the protective impact of regulation (index = 0.008, 95% CI [0.0017, 0.0149]). Conclusions: Emotional regulation and clarity are vital for adolescent well-being and enhance the protective role of regulation against depression. Interventions targeting both constructs could improve mental health outcomes in vulnerable populations. 2025-07-11T00:00:00Z