Educación y Futuro: Revista de Investigación Aplicada y Experiencias Educativas
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.
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
Cooperative Learning as a Socialising Method in Primary Education
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.
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Competency-Based Learning and Learning Situations
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.
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.
Challenge-Based Learning: An Innovative Strategy for Competence Development and Motivation in Physical Education
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.
Formative Assessment in Learning Situations
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.
Artificial Intelligence and Learning Situations
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.
Designing Learning Situations in Mathematics Education for Teacher Training in Early Childhood, Primary Education, and Pedagogy
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.
Learning Situations that Foster Reading Comprehension in Early Childhood and Primary Education
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.
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.
The Linguistic Level of the Teacher’s Teaching Perspective
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.
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.
Primary Student Motivation and Achievement
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.
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.
Body Expression and Non-Verbal Language to Strengthen Assertive Communication in Children Aged 10-12 at Risk of Social Exclusion
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.
Preventing the Transmission of Parent-Child Violence in Contexts of Gender-Based Violence
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.
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.
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.
Artificial Intelligence and its Impact on Teaching and Research
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.
Artificial Intelligence and Assessment in University Contexts
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.
Artificial Intelligence in University Teaching
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.
The Emergence of Artificial Intelligence in Higher Education
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.
The Contribution of Educational Video Games to Learning Graphemes
This study analyzes the amount of learning that takes place through an educational videogame created to teach young learners initial letter sounds in English. A control and experimental group of ESL learners were examined in order to compare advances in grapheme recognition through gameplay against those learning from traditional methods. All students were given pre-tests to identify prior knowledge of phonetic sounds. Then the experimental group was taught using chants, powerpoints and worksheets while the control group played the game. All students were then re-evaluated with a post-test to see if their scores increased and learning was compared across groups.
The Impact of the NLP Spelling Strategy in the Early Years of Bilingual Education
In the early years of bilingual education there is a lack of time and commitment to reinforce written skills, especially in Content Language Integrated Learning (CLIL) subjects where the vocabulary is more specific to content. The target of this research is to improve the number of good spellers based on four strategies adapted from Neuro-Linguistic Programming (NLP henceforth). Data suggests that, not only students in the experimental group increased good spelling performance, but also, NLP spelling strategies helped students learn from mistakes. Indeed, students lost fear about making mistakes, which ended up creating more participant, motivated, and reflective students.
The Development of Functional Language Through Games in First Grade of Primary Education
Learning English as a foreign language is a challenge for the majority of newcomers to Primary Education in a bilingual school. It is a principal objective to develop a progressive and efficient use of the language by means of motivating tasks. This research aims at proving how games are relevant in order to motivate learners to use simple structures of functional language in a meaningful way.
The Contribution of Imagery to the Learning of English Spelling
The advent of the Communicative Approach to language learning has highlighted the importance of developing students’ oral skills. However, this emphasis on orality has relegated the written skills to a second place and children often have trouble when learning how to write in English. The present article aims to show how visuals can enhance children’s learning of English spelling since the acquisition of an accurate orthography can be helped by means of using imagery.
Mindfulness and Foreign Language Anxiety in the Bilingual Primary Classroom
Pilot study of how the use of mindfulness techniques may positively affect foreign language anxiety in bilingual primary classrooms. Data collection used qualitative and quantitative measures: self-reporting questionnaires to measure mindfulness (CAMM) and attitude to L2, language tests to determine the rate of improvement in language learning, and teacher observation. Attention and disturbance was logged in each session. While results are inconclusive, a modest improvement in the L2 was recorded in the test group which had high attention and low disturbance scores.
Child to parent violence is not only a relevant reality, but also an increasing problem in our current society. This type of violence causes a high impact both on the young person’s life and on their family and social environment. Due to its multi-causal nature, addressing this reality must be done taking into account a series of key aspects like the personality of all the members involved, the relational dimensions of the system or the development and performance in other operational spheres. Adolescence is, per se, a convulsive stage that entails a certain degree of confrontation and unrest in their most creative processes. A situation specially enhanced when other circumstances hindering the young person’s development concur during this period, thus making it far more complex. Both research on and direct intervention with children and young persons who carry out episodes of child-to-parent violence allows us to identify different aspects that in some way exert an influence and feed the problem. Amongst these it is quite frequent to identify the following: difficulties in the impulse control, limited tolerance towards frustration, abandonment feelings, high insecurity, migration processes or traumatic separations, emotional illiteracy, inability to handle with feelings of guilt or even drug use.
Foundations, Ideas and Resources for Prevention of cyberbullying
Cyberbullying is a reality and the digital world is not the problem. Education in prevention, so that Internet users behave in an appropriate and responsible way, is essential. Getting updated is almost a social obligation particularly in education. This paper presents foundations and resources to be applied at the school within the necessary adaptations.
In the present study I have tried to provide a legal view of the criminal treatment of cyberbullying. To do this, it is necessary first to take into account a series of aspects like the existing legislation in surrounding countries, the origin and evolution of cyberbullying, the current criminal legislation and also the legal processes that entail the criminal, civil and administrative treatment of school bullying. Secondly, I highlight the role of the victims of those crimes in the existing laws. And finally, the jurisprudential treatment of bullying-related crimes and their consequences will be analysed.
Implications and Impact of Cyberbullying
Cyberbullying as a social phenomenon has started to be analysed quite recently. Although it shares some characteristics with traditional bullying, it requires a more specific analysis. Throughout this article the effects and consequences of cyberbullying are analysed, with a focus on those cases that are especially serious because they affect transversally all the other socialisation spaces of the youngster, thus producing a continuous psychological harassment.