Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas
type: channel
description: Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas es una publicación del Centro Universitario Don Bosco. Desde 1999, la revista se encarga de fomentar la investigación aplicada y de difundir experiencias educativas innovadoras a través de sus artículos.
publisher: CES Don Bosco
language: en
publication name: Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas
issn: 1576-5199
copyright: Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas © 1999 by Centro Universitario Don Bosco is licensed under CC BY-NC-SA 4.0
items: Rethinking Education through Trust
items: Social Education in the Role of Wellbeing Coordination
items: Accompanying Loss
items: The Social Educator
items: Service-Learning as a Strategy for Professional Development in the Social Education Degree
items: Community Development through Social Education
items: Re-examining the Values of Sociocultural Animation
items: The Professionalisation of Social Education in Spain
items: Employability in the Social Education Degree
items: Cooperative Learning as a Socialising Method in Primary Education
items: Competency-Based Learning and Learning Situations
items: Learning Situations
items: Challenge-Based Learning: An Innovative Strategy for Competence Development and Motivation in Physical Education
items: Formative Assessment in Learning Situations
items: Artificial Intelligence and Learning Situations
items: Designing Learning Situations in Mathematics Education for Teacher Training in Early Childhood, Primary Education, and Pedagogy
items: Learning Situations that Foster Reading Comprehension in Early Childhood and Primary Education
items: The Linguistic Level of the Teacher’s Teaching Perspective
items: Playing with Words
items: Primary Student Motivation and Achievement
items: Rubrics
items: Body Expression and Non-Verbal Language to Strengthen Assertive Communication in Children Aged 10-12 at Risk of Social Exclusion
items: Preventing the Transmission of Parent-Child Violence in Contexts of Gender-Based Violence
items: Writing in academic papers
items: Training in Digital Competencies
items: Artificial Intelligence and its Impact on Teaching and Research
items: Artificial Intelligence and Assessment in University Contexts
items: Artificial Intelligence in University Teaching
items: The Emergence of Artificial Intelligence in Higher Education

Rethinking Education through Trust
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description: This article addresses an epistemological question within the philosophy of education concerning the role of trust in educational and teaching-learning processes. It advances the hypothesis that education should be understood from the perspective of trust, rather than conceiving trust as a by-product or strategy of education. In other words, trust is proposed as a foundational condition of educational practice. Adopting an analytical-descriptive methodology, the article first examines the emergence of trust within philosophical reflection on education through the concepts of philosophy, education and trust, identifying both its significance and its limitations. It then develops an understanding of the human being as fundamentally relational, articulated through cognitive and anthropological structures such as intentionality, conscious-ness and selfhood, which support trust as an educational foundation. Finally, the article out-lines the role of trust as a constitutive element of educational and teaching-learning processes.
subject: Artículos
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creator: Sabino de Juan López
creator: Patricia Revuelta Mediavilla
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 163
ending page: 187

Social Education in the Role of Wellbeing Coordination
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description: Spanish educational centres currently include the role of wellbeing and protection coordinator, established to ensure the comprehensive protection of children and adolescents through the coordination of resources and institutional capacities. Since its introduction in 2021, significant challenges have emerged regarding the practical implementation of this role across different Autonomous Communities, particularly in relation to the definition of a suitable professional profile. This situation has prompted debate around several professional backgrounds, including that of the social educator, who is already integrated into school communities in some regions. This article offers a theoretical justification for recognising Social Education as a key professional framework for wellbeing coordination. Through a review of relevant legislation, an analysis of both professional roles, and a comparative examination of their functions, the study highlights a strong alignment between the competences of social educators and those attributed to the wellbeing coordinator. Finally, the article proposes the development of an operational guide outlining a model of wellbeing coordination grounded in Social Education practice.
subject: Tema central
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creator: María Rodríguez Gutiérrez
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 143
ending page: 160

Accompanying Loss
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description: Grief is a deeply personal process that unfolds uniquely for each individual, yet it also possesses a social and communal dimension that calls for accompaniment and support. From a Social Education perspective, socio-educational intervention plays a vital role in creating spaces for listening, facilitating emotional expression, and building supportive networks that enable individuals to reconstruct their lives following loss. This article presents a socio-educational intervention proposal structured around three key areas: the creation of grief support groups as spaces for mutual aid and community accompaniment; individualised support tailored to the specific needs of each bereaved person; and educational interventions aimed at preventing isolation and promoting social inclusion. Drawing on both theoretical foundations and practical experience, the role of the social educator is examined as that of a facilitator of resilience and personal growth, adopting a human-centred approach to loss.
subject: Tema central
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creator: Sheila Lucía Echegaray Gallego
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 131
ending page: 141

The Social Educator
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description: This study is conceived as a reflective examination of the central role played by social educators in socio-educational interventions with older adults. The concepts of active ageing and healthy ageing are reviewed in order to identify key professional competencies and to assess the contribution of social educators to improving quality of life in later stages of life. Particular attention is given to two intervention strategies: intergenerational projects and lifelong learning initiatives. Both approaches are analysed in relation to their potential to reduce ageism, physical isolation and unwanted loneliness, while fostering meaningful social relationships among older adults. The study underscores the relevance of Social Education in promoting inclusive, relational and wellbeing-oriented ageing processes.
subject: Tema central
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creator: Mª Lourdes Pérez González
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 113
ending page: 129

Service-Learning as a Strategy for Professional Development in the Social Education Degree
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description: Service-learning has become an established pedagogical approach within Social Education programmes in Spain, integrating the development of professional competences with responses to real community needs. Based on an analysis of eight academic publications released between 2020 and 2025, this study exam-ines the contribution of service-learning across three core dimensions –training, learning and service–while identifying a fourth emerging dimension related to implementation. The findings indicate enhanced professional identity, civic engagement and transferable skills among students, alongside positive community outcomes. However, the study also highlights the need for improved planning, sustainability and systematic evaluation if service-learning is to become a fully consolidated methodology within higher education.
subject: Tema central
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creator: Víctor León-Carrascosa
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 91
ending page: 111

Community Development through Social Education
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description: Community development represents a strategic axis for social transformation by fostering active participation and collective engagement in identifying and addressing shared needs and challenges. This approach encourages community members to assume responsibility for their own development processes, strengthening social cohesion and collective identity. Social Education plays a key role within this framework by providing accompaniment, training and participatory strategies that enhance autonomy, empowerment and collective agency. The article highlights the potential of socio-educational practice to support sustainable and inclusive community development grounded in participation and shared responsibility.
subject: Tema central
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creator: Sonia Martín Santamaría
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 75
ending page: 89

Re-examining the Values of Sociocultural Animation
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description: Sociocultural Animation (SCA) is grounded in a set of values that shape its identi-ty and practice, including participation, communication, pluralism, freedom, critical awareness, democracy, human relationships, and personal autonomy. This study explores the influence of these values while proposing an updated conceptual framework aligned with contemporary social realities. The research is developed through a par-ticipatory action-research project involving undergraduate students from the Social Education degree programme at the Cardenal Cisneros University Centre (CUCC). As part of the project, students design and facilitate intergenerational workshops with older residents of the Amavir care home in Alcalá de Henares. The initiative seeks to reinforce Sociocultural Animation as a methodological approach to socioeducational intervention, while simultaneously engaging in a critical revision and reconceptualisation of its foundational values.
subject: Tema central
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creator: Andrés Sánchez-Suricalday
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 55
ending page: 74

The Professionalisation of Social Education in Spain
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description: This article analyses the complex and uneven process of professionalisation of Social Education in Spain from the perspective of the sociology of professions. Despite its consolidation as a field of practice, Social Education continues to face significant challenges, including conceptual ambiguity, professional encroachment and processes of proletarianisation. Drawing on sociological frameworks, the study examines the criteria that define a profession, the stages involved in professional development, and the factors influencing social recognition. This analysis raises critical questions regarding the professional status of Social Education: whether it can be considered a fully established profession, a semiprofession, or a field undergoing deprofessional-isation. The article argues that a deeper understanding of these dynamics is essential for strengthening professional identity and advancing the discipline.
subject: Tema central
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creator: Mercedes Reglero Rada
creator: Irene Blanco Gozalo
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 37
ending page: 54

Employability in the Social Education Degree
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description: This study aims to promote and strengthen the autonomy and personal and professional development of students enrolled in the Social Education degree through the implementation of an emancipatory and forward-looking curriculum. In response to the challenges currently facing higher education, employability is approached as an intervention model that extends beyond initial access to employment, encompassing the capacity to sustain and adapt professional trajectories over time. Alongside this conceptual framework, the study presents a programme of innovative training activities grounded in collaborative, dialogic and intergenerational learning, involving students, early-career professionals, experts, and academic tutors. The proposal highlights the need to rethink employability as a formative process closely linked to identity construction and professional agency.
subject: Tema central
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creator: Camen Sabán Vera
creator: Inmaculada Gómez-Jarabo
creator: Ismael López Moreno
rights: Copyright (c) 2026 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
starting page: 17
ending page: 35

Cooperative Learning as a Socialising Method in Primary Education
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description: This research is based on a mixed-method case study, contextualised and applied to a Primary Education school in the Region of Murcia. It aims to analyse pupils’ perspectives on the influence of cooperative learning (CL) as a socialising method that fosters peer interaction and provides educational benefits for the group as a whole. In line with this objective, a total of 100 pupils from the same school took part in the study, all from Years 3 to 6 of Primary Education. A questionnaire was administered for data collection purposes. The findings reveal that the effective implementation of cooperative learning inherently involves pupils taking on both individual and shared responsibilities. This promotes enriching opportunities that lead to improvements in the learners’ personal, cooperative, and social skills.
subject: Artículos
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creator: Emilio Joaquín Rodríguez Pérez
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 207
ending page: 227

Competency-Based Learning and Learning Situations
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description: This article examines competence-based learning and learning situations as key approaches in the transformation of teaching practice. It outlines the process of designing such situations and traces their evolution from the traditional model of didactic units, driven by educational reforms that prioritise a student-centred approach. The benefits of this model are highlighted, particularly its promotion of active learning based on experience, reflection, and the application of knowledge and skills in real-life contexts—making education more meaningful and relevant for both teachers and students. It is important to emphasise that everything discussed regarding the various learning situations is a direct reflection of classroom practice.
subject: Experiencias
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creator: África Velasco Fernández
creator: José Antonio Conde Lanchazo
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 173
ending page: 204

Learning Situations
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description: The article explores the transition from the traditional teaching model, focused on memorisation and the abstract treatment of knowledge, towards a pedagogical approach based on Learning Situations. This didactic proposal promotes contextualised and meaningful learning, connected to students’ experiences and aimed at developing competencies. From a situated and experiential perspective, it suggests centring the educational process on the student, fostering not only the acquisition of content but also the development of skills, attitudes, and values. As a practical application, a Learning Situation is presented within the 2nd-year Geography course of Spanish upper secondary education (Bachillerato), focused on the collaborative development of a Territorial Flood Prevention Plan in response to the DANA (isolated high-altitude depression) that occurred in the Valencian Community in October 2024. This experience enables addressing a current issue from a geographical perspective, integrating theoretical knowledge with its practical and socially relevant applications. The study concludes by highlighting the pedagogical potential of Learning Situations for their inclusion in both Educación Secundaria Obligatoria and Bachillerato, as they enhance student motivation and support competency-based learning.
subject: Tema central
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creator: María José Arenal Jorquera
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 143
ending page: 169

Challenge-Based Learning: An Innovative Strategy for Competence Development and Motivation in Physical Education
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description: This article examines the implementation of innovative methodologies in Physical Education, highlighting Challenge-Based Learning (CBL) as an effective strategy for enhancing student motivation and learning. It explores its theoretical foundations, benefits, and practical applications across different educational stages. The article also emphasises the role of the teacher as a facilitator of learning and the importance of continuous professional development to optimise the use of these methodologies in the classroom.
subject: Tema central
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creator: Víctor Martínez-Majolero
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 123
ending page: 141

Formative Assessment in Learning Situations
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description: This article explores formative assessment as a central component of learning situations, marking a shift from traditional summative assessment towards an approach that promotes active and reflective learning. It examines key elements such as feedback, feedforward, and self-efficacy to demonstrate their role in enhancing student engagement and the development of competences. The article also addresses the challenges faced by educators, including administrative burdens and insufficient training, and proposes innovative solutions for integrating authentic assessment into educational practice. By redefining assessment as a learning opportunity, the article highlights its transformative potential to create meaningful, student-centred learning experiences.
subject: Tema central
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creator: Jorge Burgueño López
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 105
ending page: 122

Artificial Intelligence and Learning Situations
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description: The integration of artificial intelligence (AI) into the educational sphere is driving a profound transformation in the planning and implementation of learning situations within the competency-based framework established by the LOMLOE. This article provides an academic analysis of how AI enables the automation of didactic design, the personalisation of educational processes, and real-time assessment, in line with current legal requirements. Specific practical cases are presented, and future perspectives are discussed, with particular emphasis on the importance of teacher training, ethics, and sustainability in addressing the challenges posed by this new educational era.
subject: Tema central
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creator: Antonio Gallego Cuiñas
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 81
ending page: 103

Designing Learning Situations in Mathematics Education for Teacher Training in Early Childhood, Primary Education, and Pedagogy
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description: The design of learning situations in mathematics education is essential for teacher training in Early Childhood Education, Primary Education, and Pedagogy. This approach fosters meaningful learning environments through contextualised tasks, educational technologies, constructive feedback, purposeful interactions, and relevant assessment. It integrates principles from constructivism, mathematical modelling, STEAM, Universal Design for Learning (UDL), and critical thinking, aiming to enhance both understanding and application of mathematical concepts. The study reveals improvements in teacher preparation, though challenges remain in terms of equity, long-term assessment, and access to technological resources. The findings underscore the need to train teachers who can design motivating, inclusive, and contextually grounded learning experiences.
subject: Tema central
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creator: María Raquel Armas Zavaleta
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 51
ending page: 80

Learning Situations that Foster Reading Comprehension in Early Childhood and Primary Education
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description: This article presents classroom practices implemented in a rural school in the province of Castellón (Spain) aimed at fostering reading comprehension in Early Childhood and Primary Education through the lens of Universal Design for Learning (UDL). Three strategies are analysed: dialogic literary gatherings, reading mentorship, and We Read in Pairs (Leemos en pareja), exploring their implementation and alignment with the principles of UDL. The results show significant benefits, including increased student engagement, equitable access to information, and improvements in teaching from an inclusive perspective, highlighting the potential of UDL to transform educational practice in diverse contexts.
subject: Tema central
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creator: Mercé Barrera Ciurana
creator: Aida Sanahuja Ribés
creator: Sergio Sánchez Fuentes
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 31
ending page: 49

Learning Situations
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description: Since the introduction of the competency-based approach in educational systems, a continuous stream of didactic proposals—some more innovative than others—has emerged, all aimed at developing students’ competences. Within this context, learning situations have arisen as a means of guiding the teaching and learning process in response to the demands of the new educational paradigm. This approach is underpinned by what are undoubtedly the two fundamental educational principles: the principle of meaningful learning and the principle of situated learning. Its implementation is further justified by a range of factors: the training needs of 21st-century citizens in an increasingly complex socio-labour context; the current understanding of knowledge as something that naturally extends into application; learning theories that advocate a dialogue between ‘knowing’ and ‘knowing how’; neuroscientific research highlighting the impact of interest, curiosity, and motivation on learning; and finally, the ascending levels of complexity in actions aimed at acquiring and developing knowledge (from knowledge to creation). Recognising that learning and assessment must go hand in hand, it follows that if students engage in situated learning, assessment must be of the same nature. Only in this way can we determine whether learners are truly capable of transferring what they have learned in one context to a variety of different contexts and situations—an indicator of truly meaningful learning.
subject: Tema central
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creator: María Pacheco Ruiz
rights: Copyright (c) 2025 Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-05
publication date: 2025-11-05
starting page: 15
ending page: 30

The Linguistic Level of the Teacher’s Teaching Perspective
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description: The present work includes the curricular contents of the linguistic subjects that must be addressed by the student of the Master Degrees in E. Infantil and E. Primaria. In this sense, the concepts that the future teacher of children's cycle integrates from the subject of compulsory training Language Acquisition and Development and the analyzes that the student of Primary School must face through the program of Spanish Language. On the other hand, the methodology that corresponds to one or another level will be established according to the particularities of each linguistic plane: phonic, morphosyntactic, semantic and pragmatic.
subject: Artículos
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creator: Emilio Cabezas Holgado
rights: Copyright (c) 2025 Educación y Futuro
date: 2017-10-01
publication date: 2017-10-01
starting page: 221
ending page: 237

Playing with Words
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description: this article shows how a group of students of english with difficulties with pro-ductive skills in terms of sentence order learnt how to produce correct senten ces. in order to solve their problem with sentence structure (and other questions derived from it such as demotivation and disruption), a game with different cards with which students could literally manipulate the language was designed. With the help of a motivating activity with different variations –from guided activities to more creative ones-, students learnt different strategies to apply when producing a message. By making them the protagonists of their own learning when playing this game, students moved from a more traditional metho-dology to a more engaging and significant one, becoming active and motivated learners who were finally able to construct correct sentences in english.
subject: Artículos
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creator: Silvia García Hernández
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-05-29
publication date: 2025-05-29
starting page: 203
ending page: 217

Primary Student Motivation and Achievement
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description: Primary teachers all over the world seem to be having a difficult time when trying to motivate their students and engage them in learning. the present paper is divided into three main sections. section 1 briefly discusses the importance of creating friendly learning atmosphere and highlights some key aspects, which are conducive to increasing students’ motivation. section 2 compiles a wide range of motivational techniques that work on prevention. section 3 presents a number of activities that activate and strengthen students’ multiple intelligences. section 4 provides the reader with effective techniques to sort out problems of disruption.
subject: Materiales
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creator: Antonio García Gómez
rights: Copyright (c) 2025 Educación y Futuro
date: 2017-10-01
publication date: 2017-10-01
starting page: 183
ending page: 199

Rubrics
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description: During my experience as an elementary teacher, I have come to realize of the importance of assessment as an essential part in the teaching-learning process. Involving our young students in this process, although highly beneficial, it is proved to be very complicated due to a lack of self-managing skills. In order to overcome that handicap, we can provide our students with a tool that assists them to focus on the assessing task by facilitating a set of expectations and guidelines: a rubric. In addition to the use for assessing, we can also use the rubrics to take advantage of the clear expectations provided by it in favor of enhancing our students’ performance on the soon to be assessed task due to the explicit of the objectives.
subject: Tema central
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creator: Edén E. Jiménez Ménguez
rights: Copyright (c) 2025 Educación y Futuro
date: 2017-10-01
publication date: 2017-10-01
starting page: 149
ending page: 179

Body Expression and Non-Verbal Language to Strengthen Assertive Communication in Children Aged 10-12 at Risk of Social Exclusion
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description: This intervention proposal targets children aged 10 to 12 at risk of social exclusion, using body language to encourage effective communication with others. Social exclusion can hinder the development of social and communication skills, potentially reinforcing their exclusion status (Navas, 2010). The workshops, delivered across six sessions, are structured into three stages: Body Expression, Non-Verbal Language, and Assertive Communication. Through various activities, participants will explore and practice body awareness, emotions, and conveying messages through body language.
subject: Artículos
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creator: Karina Silva Araya
creator: Emilio Miraflores Gómez
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-05-28
publication date: 2025-05-28
starting page: 193
ending page: 233

Preventing the Transmission of Parent-Child Violence in Contexts of Gender-Based Violence
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description: Gender-based violence has a significant impact not only on the direct victims but also on the sons and daughters of the affected women. These children experience various forms of violence, which led to their official recognition in 2015 as direct victims of gender-based violence, granting them the same rights as their mothers in this context. While gender-based violence has been widely addressed as abuse against women, its intergenerational transmission—particularly to children—has received less attention. Preventing this cycle of violence requires a comprehensive approach to education involving both professionals in the social sphere and those closest to the children, especially mothers, who play a crucial role in preventing the internalisation of violent behaviours. This article explores the importance of educating and supporting mothers to break the intergenerational cycle of violence and ensure children's well-being through an intervention proposal that equips mothers with resources, positioning them as active agents in prevention and intervention with their children.
subject: Artículos
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creator: Greisi Johana Alvarado Castillo
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 157
ending page: 191

Writing in academic papers
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description: Conducting research aims to achieve an understanding of reality that can subsequently be disseminated through academic writing, thereby contributing to scientific knowledge. Drafting a written document begins with planning to create a manuscript—not literally, but as a structured text. Its preparation involves producing written materials characteristic of investigative work and facilitating its dissemination. Finally, the significance of employing specialised information and documentation sources must be emphasised, as this enhances the competence of individuals engaging in scientific research. Collecting and accurately citing the information sources is essential when writing academic and research papers.
subject: Artículos
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creator: Juan Carlos Sánchez-Huete
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 131
ending page: 156

Training in Digital Competencies
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description: This study analyses the impact of a training seminar on digital competencies based on the DigComp framework, which is aimed at students working on their Final Degree Projects. An active learning methodology is implemented, combining lectures with practical exercises. Participants engage in comparative activities using academic databases, apply advanced search commands, and correct references according to APA 7th edition guidelines. Results demonstrate significant improvement in search accuracy, source selection, and bibliographic reference standardisation. However, difficulties were identified in applying advanced search filters and differentiating between scientific and popular sources. Participants exhibited greater autonomy in identifying relevant academic literature and effectively utilising digital research tools. The conclusions suggest that teaching digital tools should extend beyond technical mastery to promote critical thinking about information within digital environments.
subject: Artículos
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creator: Paula Gil-Ruiz
creator: Rubén Cabrera Jurado
creator: Victoria Martínez-Vérez
creator: Alma Regina Dávila Sámano
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 109
ending page: 130

Artificial Intelligence and its Impact on Teaching and Research
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description: This study aims to analyse the role of international organisations in regulating and promoting the ethical use of artificial intelligence (AI) in educational research, highlighting their contributions to designing public policies to bridge technological gaps and foster inclusive education. A qualitative methodology was employed based on documentary reviews of reports and statements from organisations such as UNESCO, the OECD, and the European Union. Additionally, postgraduate course syllabi from relevant research fields were reviewed. Although AI presents ethical and technical challenges, its implementation has the potential to revolutionise educational research.
subject: Tema central
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creator: Adriana Domínguez Saldívar
creator: Petra Eufracia González Rivera
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 85
ending page: 105

Artificial Intelligence and Assessment in University Contexts
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description: Artificial intelligence (AI) has brought continuous and dynamic changes to the educational field, particularly in simulating real environments, personalising learning, accessibility, equity, and optimising complex tasks such as assessment processes. This study aims to analyse the impact of AI-based models in university contexts. A systematic review of recent advances was conducted using the PRISMA Protocol to identify potentials, limitations, and essential strategies for effective integration. Most selected studies reveal substantial progress in the design of assessment instruments, grading, and feedback. However, their effectiveness depends heavily on contextualised instructions, alignment with curricular elements, the type of material assessed, and human oversight. Essential components for effective and responsible integration include training for teachers and students, appropriate instrument selection, technical development of the technology, and ethical use.
subject: Tema central
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creator: Alejandra Alexia Díaz Pino
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 67
ending page: 83

Artificial Intelligence in University Teaching
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description: This article examines the impact of artificial intelligence (AI) on university teaching, highlighting its benefits and challenges. The research focuses on how AI tools can enhance academic functions, including education, management, research, and knowledge transfer. Through a descriptive approach, eight practical strategies are proposed for integrating AI into various educational tasks, from generating rubrics to creating educational bots and designing personalised methodologies for students. The methodology combines a literature review with the analysis of practical applications, illustrating how AI can optimise academic processes. Among the conclusions drawn, the article emphasises that AI can boost teaching efficiency and personalise learning experiences. However, careful implementation is required to mitigate risks such as the dehumanisation of education and excessive reliance on automated technologies.
subject: Tema central
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creator: Albert Marquès-Donoso
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-05-28
publication date: 2025-05-28
starting page: 35
ending page: 65

The Emergence of Artificial Intelligence in Higher Education
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description: This study examines how educators adopt new AI methodologies in their pedagogical approaches, exploring their perceptions, experiences, and challenges. Using surveys of 272 university lecturers in Paraguay, the research aims to understand the impact of AI on educational quality and its integration with transformative pedagogy. The objectives include investigating the relationship between learning and AI, enhancing teacher feedback, facilitating collaborative learning, and addressing ethical and social challenges. AI in higher education offers opportunities to improve educational quality and personalise learning, necessitating ongoing training and institutional support for effective and ethical integration.
subject: Tema central
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creator: Myrian Celeste Benítez González
rights: Copyright (c) 2025 Educación y Futuro
date: 2025-04-01
publication date: 2025-04-01
starting page: 11
ending page: 33