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Instagram is an image-based social network that has become very popular amongst young people. This social network has become one of the channels for self-expression of its users. This behavior can also lead to the intensive use of this social network, which in turn is beginning to be linked to technological addiction. The objective of this paper was to analyze Instagram use habits in a sample of Czech and Spanish college students (n = 362) and its influence on personal variables (self-esteem, self-expression). Another objective was to find out whether the increased use of Instagram fosters addictive behavior. The study was approached from a quantitative perspective, using the questionnaire as a data collection tool. Amongst the findings were the confirmation of a positive correlation between Instagram use and self-expression, as well as between Instagram use and addiction. Finally, differences were found between Instagram use between Czech and Spanish college students and the connection of Instagram use with self-esteem, self-expression and addiction, together with the concept of relapse.

Traditionally, the Educational Inspection has been included by laws; such as a function exclusively referred to control and supervision, representing the Government and, thus, it is a part of a higher hierarchical status, own a Public Authority. So, the inspection tasks were focused to others and different purposes in relation to the present, as well as, its main role was an authority characterized by a highly relation centralized and vertical respect to the school and the educational community. In this paper it is collected a review to the educational laws more important (L.G.E., LOGSE, LOPEGCE, LOCE, etc.) that they have made up a valuable contribution for the conceptual change and the development of inspection understood, now, in a function based on the support and advice to schools in a new framework of organizational culture (horizontal) through the consensus and negotiation. ; Tradicionalmente la Inspección Educativa ha sido tratada legalmente, como una figura exclusivamente de control y supervisión, en representación de la Administración Educativa y por tanto, constituida en un estatus jerárquico superior, propia de una Autoridad Pública. De esta forma, las tareas de Inspección atendían a otros propósitos y cometidos diferentes a los actuales, así como su rol preferente era el de una Autoridad que estaba por encima, esto es, en una relación fuertemente centralizada y vertical con respecto al centro escolar, en concreto y a la comunidad educativa, en general. En este trabajo se realiza un recorrido por las leyes educativas más importantes (LGE, LOGSE, LOPEGCE, LOCE, etc.) que han constituido una valiosa aportación en el cambio conceptual y en el desarrollo de la inspección entendida más como una función de apoyo y asesoramiento en los centros dentro de una nueva cultura organizacional horizontal basada en el consenso y la negociación.

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed. ; This work was supported by the Ministry of Education, Culture and Sport of the Government of Spain under Grant FPU16/01762.

We must remember the need to create communicative relationships among groups from different cultures, as well as to reinforce the configuration and organisation of the Spanish school system. The objective of this article is to highlight the urgent need to recognise cultural, religious and linguistic diversity as values. Furthermore, Spain has rejected the French assimilationist model, both in legal and practical spheres, and the only way to integrate this model is by implementing intercultural models. Following the Convention on the Promotion of the Diversity of Cultural Expression of the European Union, providing respect and recognition of plurality from intercultural inclusive positions is primordial in the learning context. We cannot talk about building an intercultural society without considering democratic practice and citizen participation; to this regard, dialogue and collaboration between the school community and educational centres are imperative. It is necessary to adopt an inclusive intercultural policy, to open education centres outside of traditional school hours, to reach agreements with cultural institutions, etc. Only in this way will an intercultural society become a reality.

The social appropriation of knowledge is an emerging descriptor in political agendas, since it drives social development and innovation. The relevance of this strategy lies mainly in the fact that scientific knowledge is made available to the population for its use and application. The purposes of this study were to identify the context and purpose presented by the experiences of social appropriation of knowledge, and to analyze the linkage of the experiences with the sectors that make up the pentahelix. To this end, a systematic review methodology was proposed in the Web of Science (WOS) and SCOPUS. Following the application of the inclusion and exclusion criteria, a total of 14 articles were analyzed. The results showed the emergence of this term, the geographical location of all experiences in Latin America, and the diversity of application of knowledge to favor local development. At the same time, it is shown that the institutions belonging to the government have developed experiences of social appropriation of knowledge in all other sectors of the pentahelix. Finally, we discuss the findings and implications of this study that showed the diverse experiences of social appropriation of knowledge and investigated this concept in connection to open science.

Mobile learning is an emerging teaching methodology in the university system. Every year, the International Horizon Reports highlight the trend of implementing mobile devices in the classroom. Therefore, the Spanish university system presents the current challenge of adapting these resources to improve student learning, in line with the knowledge society in which we are immersed. This requires examples of good teaching practice. The purposes of this paper were to evaluate the mobile learning (m-learning) practices implemented by university teachers and to compile experiences on good teaching practices of m-learning developed in the classroom. A mixed method was used in which the responses of 1125 professors from 59 different universities located throughout Spain were analyzed. The APMU scale developed by the authors was applied for the detection of good teaching practices of m-learning and the structured interview for the collection of concrete experiences of good teaching practices. The results showed that the largest proportion of good teaching practices were concentrated at the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University and University of Seville. Furthermore, three experiences carried out by teachers who were agents of good practice were collected. Based on this, three models of good teaching practices were generated and exemplified through the concept mapping technique. Finally, the main findings and implications of the study are discussed. ; Ministry of Education, Culture and Sport of the Government of Spain FPU16/01762

El trabajo pretende analizar las percepciones de los estudiantes de los grados de Educación Infantil, Primaria y Pedagogía de distintas universidades españolas y latinoamericanas respecto al potencial y uso de la ludificación en el aula para la mejora de los rendimientos y valorar la inclusión del videojuego en los entornos personales de aprendizaje de dicho alumnado analizando las posibilidades pedagógicas del mismo, el potencial para la creación de comunidades de aprendizaje y las opciones para procesos de transformación social. En este sentido, se perseguía conocer el potencial educativo de la ludificación y la adecuación del uso de videojuegos en las etapas de Educación Infantil y Primaria gracias a las percepciones de los futuros docentes en formación. Para ello se desarrolló un estudio descriptivo mediante una encuesta transversal con una muestra de 197 participantes. Los resultados han sido muy positivos respecto a estas herramientas: los fututos docentes están totalmente convencidos de que la ludificación será una herramienta más que estimulante para el alumnado, considerando que los estudiantes trabajarían en el aula con mayor entusiasmo; además, el uso de videojuegos supondrá una influencia en los discentes que fomente la adquisición de las competencias clave establecidas por la legislación educativa. ; El treball pretén analitzar les percepcions dels estudiants dels graus d'Educació Infantil, Primària i Pedagogia de diferents universitats espanyoles i llatinoamericanes pel que fa al potencial i ús de la ludificació i els videojocs a l'aula per a la millora dels rendiments, i valorar la inclusió del videojoc en els entorns personals d'aprenentatge de l'alumnat analitzant les possibilitats pedagògiques d'aquest, el potencial per a la creació de comunitats d'aprenentatge i les opcions per a processos de transformació social. En aquest sentit, es persegueix conèixer el potencial educatiu de la ludificació i l'adequació de l'ús de videojocs a les etapes d'Educació Infantil i Primària a partir de les percepcions dels futurs docents. Per fer-ho, es va dur a terme un estudi descriptiu mitjançant la tècnica de l'enquesta transversal amb una mostra de 197 participants. Els resultats i les conclusions han estat molt positius pel que fa a aquestes eines; així, els futures docents estan totalment convençuts que la ludificació serà una eina més que estimulant per a l'alumnat, considerant que els alumnes treballarien a l'aula amb més entusiasme; a més, l'ús de videojocs suposarà una influència en els estudiants que fomentarà l'adquisició de les competències clau establertes per la legislació educativa. ; This paper analyzes the perceptions of students enrolled in bachelor's degree programs in early childhood education, primary education and pedagogy at various Spanish and Latin American universities regarding the potential use of gamification in classrooms to improve academic performance and evaluate the inclusion of video games in the personal learning environments of these students. The educational possibilities, the potential for the creation of learning communities and the main options for social transformation processes of these teaching tools are analyzed. The article seeks to determine the educational potential of gamification and the appropriate use of video games in pre-school and primary education through the perceptions of future teachers. To this end, a descriptive study using a crosssectional survey with a sample of 197 participants is carried out. The results are very positive regarding these tools: future teachers are fully convinced that gamification is a very stimulating tool for students as it motivates them to work in the classroom. Moreover, the use of video games promotes the acquisition of key competencies established under the educational legislation.

Public speaking anxiety (PSA) is a common phobia in the student population. Traditionally, exposure therapy has been used as a treatment. However, the use of virtual reality (VR) is increasingly common to treat PSA. The purpose of this paper was to analyze the published scientific literature on VR as a treatment for PSA in students. The articles indexed in two databases (Web of Science and Scopus) were analyzed, with a time period from the beginning of the first publications until 2019 included. The systematic literature review was based on fixed inclusion and exclusion criteria. A total of 13 studies were identified which included 481 students. The results collected indicate that the duration of treatments to have positive effects was at least one week, where the number of sessions was between one and twelve. Furthermore, most VR treatments reported positive effects. Finally, this study showed evidence that VR treatment for PSA is effective while being less invasive than in vivo exposure. ; Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762).

Punto de encuentro de las indagaciones de la Facultad de Filosofía y Letras de la Universidad Santo Tomás de Colombia, en este libro confluyen algunas de las búsquedas en filosofía, lenguaje y educación que persiguen los investigadores de esta escuela de humanidades. Por los caminos del filosofar, los lectores encontrarán acercamientos esclarecedores a la poesía en Platón, a la escritura en Benjamin, a la religión en Rosenzweig y Ricoeur. Por los caminos del pensamiento latinoamericano, entre otros, podrán rastrear las huellas metodológicas de la historia de las ideas y de las políticas de la dialéctica entre poder y democracia. Por los caminos del lenguaje, seguirán los derroteros de la mística colonial de la madre Josefa del Castillo, de la novela del exilio de Santiago Gamboa o de la pragmática discursiva del fútbol. Y por los caminos pedagógicos, atravesarán las rutas del aprendizaje autónomo en la educación superior.