http://hdl.handle.net/10366/4341 Thu, 17 Sep 2026 01:43:44 GMT 2026-09-17T01:43:44Z http://hdl.handle.net/10366/172793 [PO]O presente artigo tem como objetivo fazer uma análise comparativa do atual enquadramento normativo-legal do Ensino Especial em Portugal e em Espanha. Não pretendemos fazer uma resenha histórica sobre o Ensino Especial na Península Ibérica, mas considerámosobrigatório aludir a alguns marcos que foram determinantes no decorrer da sua evolução até ao atual paradigma da educação inclusiva, com ponto de partida nas últimas décadas do século XX. Desde logo, os documentos de carácter universal, como sendo a Declaração Universal dos Direitos do Homem(1948) e a Convenção dos Direitos da Criança(1989), cujas conceções de igualdade influenciaram os quadros teóricos patentes nos documentos legislativos. Também a Declaração de Salamanca(1994) constituiu um ponto de viragem no paradigma da Educação Especial, colocando na escola a responsabilidade de atingir o princípio da educação para todos com vista a uma sociedade mais inclusiva.Passados três anos das mudançaslegislativas, em ambos os países, que incluíram o Ensino Especialno Regime Jurídico da Educação Inclusiva, iremos confrontar os documentos e as medidas de suporte à aprendizagem e inclusãoque lhes estão subjacentes.; [EN]This article aims to make a comparative analysis of the current normative-legal framework of Special Education in Portugal and Spain. We do not intend to make a historical review of Special Education in the Iberian Peninsula, but we consider it mandatory to allude to some milestones that were decisive in the course of its evolution until the current paradigm of inclusive education, with its starting point in the last decades of the 20th century. First of all, documents of a universal nature, such as the Universal Declaration of Human Rights (1948), and the Convention on the Rights of the Child (1989), whose conceptions of equality influenced the theoretical frameworks shown in the legislative documents. The Salamanca Declaration (1994) also constituted a turning point in the paradigm of Special Education, placing the responsibility on schools to achieve the principle of education for all with a view to a more inclusive society. After three years of legislative changes, in both countries, which included Special Education in the Legal Regime of Inclusive Education, we will confront the documents and support measures for learning and inclusion that underlie them.; [ES]Este artículo pretende hacer un análisis comparativo del actual marco legal y normativo de la Educación Especial en Portugal y España. No pretendemos hacer un recorrido histórico de la Educación Especial en la Península Ibérica, pero consideramos obligatorio mencionar algunos hitos que fueron cruciales en el curso de su evolución hasta el actual paradigma de la educación inclusiva, a partir de las últimas décadas del siglo XX. En primer lugar, los documentos de carácter universal, como la Declaración Universal de los Derechos Humanos (1948) y la Convención sobre los Derechos del Niño (1989), cuyas concepciones de la igualdad han influido en los marcos teóricos evidenciados en los documentos legislativos. También la Declaración de Salamanca (1994) supuso un punto de inflexión en el paradigma de la Educación Especial, haciendo recaer en la escuela la responsabilidad de alcanzar el principio de la educación para todos con el fin de lograr una sociedad más inclusiva. Tres años después de los cambios legislativos en ambos países, que incluyeron la Educación Especial en el marco legal para la Educación Inclusiva, confrontaremos los documentos y las medidas de apoyo al aprendizaje y la inclusión que subyacen en ellos. Palabras clave: educación inclusiva; educación especial; medidas educativas. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/172793 2023-01-01T00:00:00Z http://hdl.handle.net/10366/172789 [EN]This study was conducted in the context of the COVID-19 pandemic and, more specifically, withinthe research project ‘Teaching and Learning in Times of COVID-19: Teachers’ and Students’Perceptions in Cross-border Regions’. This study—conducted in Portugal—intended to diagnosethe perceptions of basic education teachers and students regarding distance learning (D@L),considering a wide range of variables. This study was developed based on a multi-perspectiveapproach, and data were collected via questionnaire surveys with open- and close-ended ques-tions. In this study, we only intend to understand teachers’ perceptions and, more specifically,issues pertaining to teaching professionalism. The results reflect teachers’ perceptions of thetransformations and challenges of D@L, the affirmation and recognition, and the ethical anddeontological issues associated with the teaching profession following the educational changesimposed by the pandemic. More concretely, they suggest that D@L was accompanied by trans-formations or challenges that led to the reconfiguration of teaching and learning processes andcontributed to the professional development of the study participants. However, the responsetrends differed because D@L has enabled the affirmation and social recognition of the teachingprofession and raises ethical and deontological questions regarding the participants’professionalism. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/172789 2023-01-01T00:00:00Z http://hdl.handle.net/10366/172783 [EN]Compulsory schooling has been a topic of debate among countries, seeking to better prepare their citizens for work and personal life, while also addressing early school dropout rates. In this case, the Portuguese educational model is examined. In 2012, compulsory education was extended from six to 18 years of age, making Portugal the first country on the Iberian Peninsula to implement this reform. After 13 years, it is now appropriate to conduct a study that analyzes the current situation and evaluates the impact of this change. Therefore, the aim of this study is to analyse and understand the influence of this extension of compulsory schooling on Portuguese pupils through the teachers' perception. For this purpose, a quantitative methodology was carried out by designing a digital questionnaire adapted to a Likert scale so that Secondary Education teachers could give their views according to their teaching experience over time, with a total of 200 responses with teachers ranging from 20 to 69 years of age. For the analysis of the results, reliability, validity, descriptive, and differential studies were conducted. The results show a highly reliable and valid instrument, yielding two factors: Educational and social benefits of extending compulsory schooling; and Challenges and professional implications of extending compulsory schooling. In accordance with the study's objective, a set of various items were analysed. It is concluded that the initiative to extend compulsory education is generally positive; however, this would benefit from being accompanied by greater material and non-material resources, continuous teacher training, and lower student–teacher ratios to support more individualized attention and improve educational quality. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10366/172783 2026-01-01T00:00:00Z http://hdl.handle.net/10366/172772 [ES] Introducción: Actualmente se vive inmerso en diversas plataformas que proporcionan ver la realidad y a nosotros mismos a través de las historias que nos cuentan. El cine es una herramienta educativa poderosa, capaz de enriquecer el proceso de enseñanza-aprendizaje mediante la incorporación de elementos visuales y narrativos. Metodología: Se realiza una revisión sistemática del cine desde una perspectiva didáctica y de los discursos que explican sus saberes y representaciones para identificar sus aportaciones didácticas. Se utiliza la metodología PRISMA que garantiza una revisión de la literatura considerando algunas dimensiones que se seleccionaron en función de los objetivos. Resultados: La información recogida muestra que el cine facilita la comprensión de conceptos complejos y fomenta el pensamiento crítico. Sin embargo, su integración en el currículum requiere de una planificación cuidadosa y de una formación docente específica. Discusión: Se identifican beneficios y mejores prácticas en la implementación del cine en contextos educativos que aporten visbilidad y una necesidad pedagógica de sistematizar los saberes que el cine proporciona en los procesos de aprendizaje. Conclusiones: El cine en el aula requiere de una sistematización que aporte valor para facilitar la comprensión de cuestiones complejas de abordar que el cine podría proporcionar.; [EN] Introduction:Currently, we live immersed in various platforms that allow us to see reality and ourselves through the stories they tell us. Cinema is a powerful educational tool capable of enriching the teaching-learning process by incorporating visual and narrative elements.Methodology:A systematic review of cinema from a didactic perspective and the discourses explaining its knowledge and representations is conducted to identify its didactic contributions. The PRISMA methodology is used, ensuring a literature review that considers several dimensions selected based on the objectives.Results:The collected information shows that cinema facilitates the understanding of complex concepts and fosters critical thinking. However, its integration into the curriculum requires careful planning and specific teacher training.Discussion:Benefits and best practices in the implementation of cinema in educational contexts are identified, highlighting the visibility and pedagogical need to systematize the knowledge that cinema provides in learning processes.Conclusions:Cinema in the classroom requires a systematization that adds value to facilitate the understanding of complex issues that cinema could provide Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/10366/172772 2024-01-01T00:00:00Z http://hdl.handle.net/10366/172748 [ES]Las actuales tecnologías contribuyen a nuevos modelos de comunicación en la sociedad y como resultado se establecen nuevos procesos comunicativos. Este trabajo estudia la influencia del séptimo arte en el alumnado y en sus emociones. Por ende, se llevó a cabo un estudio exploratorio sobre cómo el cine se incluye en el proceso de enseñanza-aprendizaje para flexibilizar los procesos comunicativos y que el estudiantado comprendiera sus estados emocionales. La investigación se enmarcó en un análisis descriptivo de tipología cuantitativa utilizando el análisis y comprensión exploratoria de sus elementos por medio de un cuestionario adaptado con un conjunto de categorías orientadas hacia la codificación, descodificación y comprensión del lenguaje del cine y su influencia para ser utilizado como instrumento de comunicación emocional en las aulas. Los resultados expresan principalmente que el alumnado conoce el alcance del cine para la educación, pero reconoce la falta de integración con elementos de la comunicación emocional. Por lo tanto, en conclusión el cine es un medio relevante para proyectar una situación, ya sea real o ficticia, sin embargo debe complementarse con un conjunto de objetivos y reglas que den sentido a lo que se va a proyectar.; [EN]Current technologies contribute to new models of communication in society, and as a result, new communication processes are established. This work studies the influence of the seventh art on students and their emotions. Therefore, an exploratory study was conducted on how cinema is included in the teachinglearning process to make communication processes more flexible and allow students to understand their emotional states. The research was framed within a descriptive analysis of quantitative typology using exploratory analysis and comprehension of its elements through an adapted questionnaire with a set of categories oriented toward the encoding, decoding, and comprehension of the language of cinema and its influence for use as an instrument of emotional communication in the classroom. The results mainly express that students are aware of the scope of cinema for education, but recognize the lack of integration with elements of emotional communication. Therefore, in conclusion, cinema is a relevant medium for projecting a situation, whether real or fictional; however, it must be complemented by a set of objectives and rules that give meaning to what is to be projected. Mon, 23 Jun 2025 00:00:00 GMT http://hdl.handle.net/10366/172748 2025-06-23T00:00:00Z http://hdl.handle.net/10366/172746 [ES]Las revistas científicas son instrumentos para dar a conocer el avance del conocimiento tanto a la comunidad académica como a la sociedad. Los resultados recogidos en estas publicaciones tienen que ser transferidos a la sociedad a partir de un diálogo entre los expertos, los políticos y la sociedad. Partiendo de la importancia de las revistas científicas sobre divulgación de temáticas educativas, el objetivo de este trabajo es verificar si estas revistas a lo largo del periodo 2011-2021 han publicado artículos sobre políticas y prácticas de formación y desarrollo docente en los niveles educativos de Enseñanza Básica y Enseñanza Secundaria en Portugal. Para alcanzar este objetivo se optó por una metodología mixta partiendo de una muestra de 672 artículos recogidos en revistas orientadas al estudio de las Ciencias de la Educación en Portugal, que se encuentran en la base de datos de Scopus dentro del ámbito de las Ciencias de la Educación en Portugal. Estas serán Revista Portuguesa de Educação (Q4) y Revista Lusófona de Educação (Q3). Del análisis efectuado, se pudo constatar la escasez de publicaciones centradas en la temática objeto de estudio, lo que se traduce en 46 artículos, un 6.8%. En la Revista Portuguesa de Educação existe una mayor diversidad de temáticas abarcando tanto la formación como el desarrollo docente, mientras que la Revista Lusófona de Educação recoge estudios orientados a la formación de profesores. En esta línea se concluye que, todavía se necesitan estudios más centrados en el profesorado de estos niveles educativos, alcanzando su aplicación tanto a las instituciones educativas como al desarrollo de mecanismos de trabajo estables y eficaces que puedan transferir dicho conocimiento orientándolo a las políticas educativas. No obstante, aunque la producción sea insuficiente, la relevancia de estas publicaciones en cuanto a su contribución para la mejora de la praxis docente es destacable.; [EN]Scientific journals are instruments for disseminating advances in knowledge both to the academic community and to society. The results collected in these publications have to be transferred to society through a dialogue between experts, politicians and society. Based on the importance of scientific journals on the dissemination of educational topics, the aim of this work is to verify whether these journals over the period 2011-2021 have published articles on policies and practices of teacher training and development in the educational levels of Basic Education and Secondary Education in Portugal. To achieve this objective, a mixed methodology was chosen starting from a sample of 672 articles collected in journals oriented to the study of Educational Sciences in Portugal, which are in the Scopus database within the field of Educational Sciences in Portugal. These will be Revista Portuguesa de Educação (Q4) and Revista Lusófona de Educação (Q3). From the analysis carried out, it was possible to note the scarcity of publications focused on the subject under study, which translates into 46 articles, or 6.8%. In the Revista Portuguesa de Educação there is a greater diversity of topics, covering both teacher training and teacher development, while the Revista Lusófona de Educação includes studies oriented to teacher training. In this line, it is concluded that there is still a need for more studies focused on teachers at these educational levels, reaching their application both to educational institutions and to the development of stable and effective working mechanisms that can transfer such knowledge, orienting it to educational policies. However, although the production is insufficient, the relevance of these publications in terms of their contribution to the improvement of teaching practice is remarkable. Fri, 31 Mar 2023 00:00:00 GMT http://hdl.handle.net/10366/172746 2023-03-31T00:00:00Z http://hdl.handle.net/10366/172740 [ES]La prensa pedagógica profesional ha sido un tema de creciente interés para la historiografía educativa. Muestra de ello son los numerosos repertorios analíticos publicados en distintos países, así como las investigaciones que se han llevado a cabo empleando la prensa pedagógica como objeto de estudio o como fuente para la investigación de temáticas específicas. El objetivo de esta aportación consiste en realizar una revisión sistemática de la literatura producida en España sobre diferentes títulos de prensa pedagógica surgidos durante la Guerra Civil y la Dictadura Franquista. Se ha creado un banco de 686 títulos de prensa a partir del repertorio analítico más completo que se ha publicado en nuestro país (Checa, 2002) y, posteriormente, se ha realizado la búsqueda sistemática en las principales bases de datos científicas (Scopus, Web of Science, Dialnet y TESEO). Se han recuperado 81 investigaciones correspondientes a 32 revistas de la época seleccionada, gran parte pertenecientes a los títulos de prensa pedagógica más reconocidos, de difusión nacional, como Cuadernos de Pedagogía o Revista Española de Pedagogía, lo que demuestra que la mayoría de las publicaciones educacionales de esta época están inexploradas por la historiografía. Esto es una indudable oportunidad para el surgimiento de líneas de investigación en el ámbito de la Historia de la Educación. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/172740 2023-01-01T00:00:00Z http://hdl.handle.net/10366/171647 [ES]La escuela constituye un entorno clave para la promoción de hábitos saludables, especialmente en lo referido a la alimentación y la actividad física. Por este motivo, el objetivo que pretende alcanzar este trabajo es el de analizar la adherencia a la Dieta Mediterránea en escolares de educación obligatoria y su relación tanto con variables sociodemográficas como con los distintos niveles de actividad física. Desde el punto de vista metodológico, se realizó un estudio observacional transversal con 171 participantes (83 niñas y 88 niños), cuyas edades se encuentran comprendidas entre los 8 y 12 años, tomando como referencia el índice KIDMED. Se analizaron diferencias según edad, sexo, práctica deportiva y nivel de actividad física durante el recreo mediante pruebas de chi-cuadrado. Los resultados alcanzados ponen de manifiesto diferencias significativas en la adherencia a la dieta Mediterránea según la actividad durante el recreo y la edad, observándose una mayor proporción de dieta pobre en escolares sedentarios y en menores de 10 años. Por su parte, no se identificaron diferencias atendiendo a la variable sexo, lugar de residencia o práctica deportiva. Estos datos evidencian una relación entre los niveles de actividad física durante el recreo y la calidad de la dieta, lo que refuerza la importancia de promover entornos escolares que favorezcan el movimiento como estrategia complementaria para mejorar los hábitos alimentarios. En conjunto, estos hallazgos destacan la necesidad de poner en marcha programas integrales de educación nutricional adaptados a las distintas etapas escolares.; [EN]The school constitutes a key environment for the promotion of healthy habits, particularly with regard to diet and physical activity. For this reason, the aim of this study is to analyse adherence to the Mediterranean Diet among students in compulsory education and its relationship with both sociodemographic variables and different levels of physical activity. From a methodological standpoint, a crosssectional observational study was conducted with 171 participants (83 girls and 88 boys), whose ages ranged between 8 and 12 years, using the KIDMED index as a reference. Differences according to age, sex, sports practice, and level of physical activity during recess were analyzed using chi-square tests. The results obtained reveal significant differences in adherence to the Mediterranean diet according to recess activity and age, with a higher proportion of poor diet observed among sedentary schoolchildren and those under 10 years of age. In contrast, no differences were identified with respect to sex, place of residence, or sports participation. These findings indicate a relationship between levels of physical activity during recess and diet quality, reinforcing the importance of promoting school environments that encourage movement as a complementary strategy to improve dietary habits. Overall, these results highlight the need to implement comprehensive nutrition education programs tailored to the different stages of schooling. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10366/171647 2026-01-01T00:00:00Z http://hdl.handle.net/10366/171627 [EN]This study examines how adolescents perceive the influence of digital reference figures by comparing followers and non-followers on social networks. Grounded in social identity, self-categorization, and parasocial interaction theories, the analysis identifies four perceived effects of influence: decision (informative value and purchase intention), imitation (alignment with influencers’ thinking and lifestyles), interference (disruptions in offline activities), and integration (feelings of belonging within peer groups). A segmented sample of 2066 adolescents aged 12–18 in Spain was analyzed to explore inter-group differences (followers vs. non-followers) and intra-group variations (gender, age, and time spent online). The findings revealed that 87% of the adolescents follow influencers, with integration emerging as the most perceived effect, decision moderately, and imitation the least. Notably, non-followers perceive higher levels of interference and are more likely to attribute decisional influence to others. Overall, parasocial dynamics appear as a cultural mechanism that fosters social integration while increasing awareness of potential offline interference. Mon, 11 May 2026 00:00:00 GMT http://hdl.handle.net/10366/171627 2026-05-11T00:00:00Z http://hdl.handle.net/10366/170992 [EN]Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education. Sun, 01 Mar 2026 00:00:00 GMT http://hdl.handle.net/10366/170992 2026-03-01T00:00:00Z http://hdl.handle.net/10366/170990 [EN]Educational tasks for the development of competencies on the Sustainable Development Goals (SDGs) pose a challenge to educators due to the multidisciplinary and complex nature of these goals. It is necessary to develop innovative educational resources and tools that holistically account for this complexity and highlight the environmental and social components of these goals on an equal footing. A learning tool based on the serious games methodology, called BotBusters, is used to inoculate this type of knowledge and skills among young Europeans through a specific news verification activity. This game has been designed to collect interaction data (logs) and thus perform an analysis of players’ behavior, which allows us to understand their preferences and knowledge of the SDGs (specifically 3, 12, 13 and 15). The data collected yield interesting conclusions about the educational needs of young people in this field, showing their preferences for topics related to the environmental SDGs. This indicates that there is a need to promote awareness of the SDGs on social issues, especially those that require a more collective type of agreement and intervention. Fri, 14 Apr 2023 00:00:00 GMT http://hdl.handle.net/10366/170990 2023-04-14T00:00:00Z http://hdl.handle.net/10366/170988 [ES]El proyecto europeo YouVerify! tiene como objetivo desarrollar un programa de cursos y actividades para estimular la alfabetización mediática e informacional (AMI) entre estudiantes, profesionales de la información y profesores de todos los niveles educativos. El diseño de recursos pedagógicos AMI requiere contextualizar el trabajo del estudiante en el mismo tipo de medios y tecnologías de comunicación social en los que hoy accede a la información, y que son parte de sus actividades educomunicativas. El modelo de diseño de cursos masivos en línea sociales, sMOOC, es como una herramienta educomunicativa capaz de implicar a los estudiantes e interesados en actividades colaborativas a través de medios y herramientas sociales. Con una metodología de análisis cuantitativo, a partir de los datos del cuestionario de satisfacción voluntario que aportaron los participantes que realizaron el sMOOC, se estudia el interés de los mismos en los mecanismos de desinformación y las herramientas para la verificación y refutación de noticias falsas. Se revisa su percepción de la metodología social y abierta del sMOOC y su interés en difundir estas nuevas competencias entre sus estudiantes o colaboradores. Como conclusión, se destaca el alto grado de satisfacción que suscitó la iniciativa en la alfabetización con espíritu crítico. También, y gracias al componente social del sMOOC, destacó el interés que mostraron los participantes para desarrollar sus propios proyectos AMI como profesores o influencers.; [EN]The European project YouVerify! aims to develop a programme of courses and activities to stimulate media and information literacy (MIL) among students, information professionals and teachers at all levels of education. The sMOOC “Step-by-Step Disinformation” was designed for this purpose. The design of MIL pedagogical resources requires contextualising the student’s work in the same type of media and social communication technologies in which they access information today, and which are part of their educommunicative activities. The design model of social Massive Online Courses, sMOOC, is an educommunicative tool capable of engaging learners and stakeholders in collaborative activities through social media and tools. Using a quantitative analysis methodology, based on data from the voluntary satisfaction questionnaire provided by sMOOC participants, we study their interest in disinformation mechanisms and tools for the verification and refutation of fake news. Their perception of the social and open methodology of the sMOOC and their interest in disseminating these new competences among their students or collaborators are reviewed. In conclusion, we highlight the high level of satisfaction with the initiative in terms of critical literacy. Also, thanks to the social component of the sMOOC, the interest shown by the participants in developing their own AMI projects. Sat, 01 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/170988 2023-07-01T00:00:00Z http://hdl.handle.net/10366/170986 [EN]Digital interactive games are more than tools for entertainment and can be used as learning and training environments. This approach is giving rise to what is known as serious games. YouVerify! European project has developed a serious game called BotBusters to help young people cultivate the know-how to identify manipulated visual news. The game has been used as a distance learning tool in three different languages, French, Spanish and English, and has been applied to a large and open audience. Contributing to the literature body in the emerging field of online visual disinformation, this article aims to provide an analysis of the players’ behavior and to assess to what extent the game has been able to attract their attention and achieve the objectives of therefore mentioned distance training tool. A quantitative methodology based on in-game post-play data will be used to study game engagement rate evolution. A detailed study of the inoculative strategies of the game determined which ones were more useful to avoid the drop-out of the tool. The findings of this analysis determine that this gamified intervention keeps high the level of users’ engagement with the educational content and facilitate the inoculation of critical thinking to verify news and to avoid visual disinformation. Those findings will provide a better understanding of how young users reflect on media literacy and which is the best methodology to use on distance learning tools to motivate them to move from a simple opinion to constant and thorough verification. Sat, 01 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/170986 2023-07-01T00:00:00Z http://hdl.handle.net/10366/170926 [EN]Digital (video) calls have become a significant tool during the challenging times marked by the COVID-19 pandemic. The article focuses on the perceived functionality of video calls for maintaining social contacts and overcoming loneliness in celebrating family festivities limited by physical distance policies. The qualitative study conducted at the end of 2021 in Latvia and Spain examines families’ cultural socialisation via digital tools and, based on data obtained from semi-structured in-depth interviews, assesses the users’ digital experiences in celebrating Christmas and the New Year from retrospective and prospective standpoints. The obtained data revealed that although digital interactions were acknowledged as an alternative means for ensuring togetherness, preserving and facilitating emotional connection, and experiencing a feeling of belonging and shared identity, they were perceived as the context of exception. The findings complement existing studies that the pandemic contributed to bridging the digital gap among generations with coordinated and negotiated conceptions of the functionality of digital tools. Video calls ensured a sense of social and emotional connectedness and inspired the appearance of virtual celebration ideas. Sat, 14 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/170926 2023-01-14T00:00:00Z http://hdl.handle.net/10366/170866 [EN]Children live together consuming, producing, and sharing digital content. These are hypermediated communication actions typical of cyberculture, and require training in critical thinking that, even when minors receive it, is not always perceived as necessary, which can put the privacy of children at risk. This study focuses on analyzing the cyber skills of primary and high school students to act critically, and examines the level of conceptual, attitudinal, and procedural competence that children perceive they have acquired to access, consume, create, and share digital content on social media. The specific objective is to understand some of the components that may be related to young people’s perception of the training they have received, as well as whether there are differences in terms of their willingness to acquire training to protect themselves when creating and consuming digital content. To this end, a 25-item questionnaire on the knowledge, attitudes, and actions of young people was designed, validated, and administered to a sample of 417 Spanish students completing primary and high school education. The results obtained indicate that, at the conceptual level, there are no differences between the educational stages, while differences were found at the attitudinal and procedural levels. The two factors identified show that, although high school students have acquired certain critical and protective attitudes, they behave more riskily in their self-presentation and posts than primary school students when accessing, creating, and sharing digital content on social media, and that the training received and the willingness to learn about how to create and share were the differentiating variables for increased protection. We conclude that there is a need for introducing education specific to the critical analysis and self-protection of Internet use at the primary education level, as well as additional training that would help to avoid risky behavior during high scho; [ES]Los menores conviven consumiendo, produciendo y compartiendo contenidos digitales. Se trata de acciones de comu-nicación hipermediada propias de la cibercultura, que requerirían de una educación crítica, no siempre percibida como necesaria, aunque los menores hayan recibido formación para ello, situándoles ante ciertos riesgos para su privacidad. El presente estudio se centra en analizar la educación cibercrítica en el alumnado de educación Primaria y de educación Secundaria obligatoria, atendiendo al nivel de competencia digital conceptual, actitudinal y procedimental que perciben que han adquirido para acceder, consumir, crear y compartir contenidos digitales en las redes. Como objetivo específico interesa comprender algunos de los efectos que pueden estar relacionados con la percepción que tienen los jóvenes respecto a la formación recibida, así como si existen diferencias en función de las predisposiciones a adquirir formación protectora para crear y consumir contenidos digitales. Se diseñó y validó un cuestionario de 25 ítems sobre conocimien-tos, actitudes y acciones administrada a una muestra de 417 estudiantes españoles que finalizaban las etapas de edu-cación Primaria y de educación Secundaria obligatoria (ESO). Los resultados obtenidos indican que, a nivel conceptual no hay diferencias entre las etapas, mientras que sí existen a nivel actitudinal y procedimental. Los dos factores hallados evidencian que el alumnado de educación Secundaria, si bien tiene adquiridas ciertas actitudes críticas y protectoras, asume más comportamientos de riesgo de autorrepresentación y difusión que el colectivo de educación Primaria cuando accede, crea y comparte contenidos digitales en las redes, siendo la formación recibida y la predisposición a aprender sobre cómo crear y compartir variables diferenciadoras para aumentar la protección. Se concluye con la necesidad de introducir la educación cibercrítica con actitudes protectoras en la etapa de educación Primaria y reforzar la formación que evite comportamientos de desprotección en la etapa de educación Secundaria. Mon, 21 Nov 2022 00:00:00 GMT http://hdl.handle.net/10366/170866 2022-11-21T00:00:00Z http://hdl.handle.net/10366/170807 [EN]With the emergence of self-tracking devices that collect and produce real-time personal data, it is becoming increasingly necessary to innovate data literacy frameworks and student curricula to address new competencies in data handling, visualization, and use. We examine the evolution of data literacy frameworks across the past 7 years, specifically focusing on the inclusion of self-data competencies. We analyzed existing data literacy frameworks to identify common phases of data engagement. A scoping review of published data literacy frameworks was conducted, and 23 studies were included for analysis. Results from this scoping review demonstrate the existence of at least eight sequential phases of data engagement to develop data literacy. Two of these phases address personal or self-data competencies. We then describe a curriculum that addresses these eight phases of data engagement by pairing biometric devices with online tools and educational materials to scaffold self-data knowledge, skills, and attitudes. Based on this, we conclude with the need to propose holistic data literacy education programmes, considering the curriculum as a model to guide similar materials aimed at fostering emerging data competencies. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/10366/170807 2024-01-01T00:00:00Z