Dpto. Pedagogía

Perception of Social and Educational Quality of Life of Minors Diagnosed with Rare Diseases: A Systematic Review and Meta-Analysis

2023-01-01T00:00:00Z

This study explores the perception of social and educational quality of life in minors with rare diseases (RDs). Two meta-analyses were performed, applying the random effects model. Results: Regarding the social Quality of Life, the meta-sample consisted of k = 40 samples, with a total population of 1943 children (mean age = 9.42 years), of whom 687 (35.3%) were girls, 615 (31.4%) were boys and 641 (33%) did not report their sex. The effect size was large (mean size = 7.68; p < 0.000; 99% Confidence Interval; lower limit = 7.22; upper limit = 8.14). The results of the meta-regression and model analysis showed the importance of the measurement instrument (Paediatric Quality-of-Life Inventory and Prototypes of the Quality of life) and the dissimilarity of perception among caregivers. The nationality and the type of RD were not relevant. With respect to the educational Quality of Life, the meta-sample consisted of k = 19 samples, with 699 minors (mean age = 10.3 years), of whom 266 (38%) were girls, 242 (34.6%) were boys and 191 (27.4%) did not report their sex. The effect size was large (mean size = 7.15; p < 0.000; 99% CI; lower limit = 6.35; upper limit = 7.94). The meta-regression and comparison of models showed that the type of RD was essential. The measurement instrument was a moderating variable, especially the Parent version Paediatric Quality-of-Life Inventory. This study reveals the need for further research on RDs and their social–educational effects.

Urban Transformations for Universal Accessibility: Socio-Educational Dialogue

2024-01-01T00:00:00Z

This paper offers a systematic review of the papers in the present century that have addressed the intersection between urbanism, universal accessibility, and the socio-educational sphere. The paper explores, describes, and interprets the published literature found in academic sources included in Scopus and Web of Science (WOS) from the year 2000 to the present about the intersection of these three topics. We start from the dialogue between the social and the educational spheres as a basic premise. Thus, the main objectives of this review are (1) to identify how many articles explicitly address the social dimension in relation to education and universal accessibility; (2) to determine if there is an upward or downward trend in socio-educational perspectives, inclusion, and new urbanism; and (3) to find out if the research provides frameworks for universal accessibility, urban planning, and socio-educational inclusion from this holistic perspective. After removing all exclusion criteria, the study was restricted to 29 papers. The small number of research found is noteworthy. We understand that this shortage is due to the inclusion of the social dimension as a required area. Although there seems to have been a slight increase in recent years, the sample found does not allow us to determine whether or not there is a greater interest in studying the social sphere in relation to inclusive education. We do conclude, however, that this gap highlights the need to make the socio-educational dimension more present.

Socio-historical understanding of the institutionalization of rare diseases—analysis of Spanish policies in the European context

2025-01-01T00:00:00Z

The analysis of scientific policies on rare diseases provides insights into the evolving dynamics in health systems. This study aims to understand the growing importance of societal influence in the development of policy standards, particularly those related to rare diseases. Adopting a socio-historical approach, the research will examine the various processes of institutionalization in rare disease research. The objective is to gain an in-depth understanding of the institutionalization of rare diseases as a socio-biomedical phenomenon. From this perspective, this study will analyze the main actors involved in this process, along with paradigmatic regulatory examples in Europe and Spain. The research will take an interdisciplinary approach, addressing the social, historical and biomedical aspects as a whole, with a focus on key stakeholders. Identifying these stakeholders is of paramount importance to understanding how the health system is currently being transformed by associationism and the influence of these organizations on political forces.

Pedagogical tact, sustainability, and edusemiotics

2025-01-01T00:00:00Z

These pages provide a theoretical approach to the notion of pedagogical tact and its relation to a sustainable and transformative school from an edusemiotic approach. Pedagogical tact can be translated as the ability to generate a certain atmosphere in educational interaction. This requires sensitivity and interpretative skills. We associate the notion of tact and care with current proposals for sustainability as attention to the development of the present without compromising the needs of future generations. We propose an itinerary for educational and learning theories based on the semiotics of Charles S. Peirce and his idea of human experience as a sign to be interpreted. All this implies a relational use of the sign based on the interaction between people and their environment from positions of sustainable development. In other words, the new agenda is based on relational, integrative, empathetic, anticipatory, and systematic reflection of schools according to UNESCO.

Transhumanism, Society and Education: An Edusemiotic Approach

2024-01-01T00:00:00Z

We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human. Keywords Transhumanism · Edusemiotics · Posthumanism

Rare diseases and socio-educational dimension: a systematic review

2025-01-01T00:00:00Z

The article presents a systematic review on the socio-educational dimension of rare diseases in childhood and adolescence, a field that has been scarcely addressed compared to the predominant focus of biomedical research. The aim is to shed light on the difficulties of inclusion and learning faced by these students and to provide the basis for a transdisciplinary framework of action. To this end, the PRISMA method was applied, identifying an initial 368 documents, and after applying strict inclusion and exclusion criteria, 18 articles were selected. The studies were classified into six emergent categories: docents, family, community participation and intra- and inter-institutional coordination, school organisation and structure, barriers and facilitators, and school organisation. The main findings highlight that teachers play a crucial role in curricular adaptation; families experience significant emotional and economic burdens; school organisation and the availability of material and human resources largely determine inclusion; and community and technological supports, especially online networks, can act as facilitators of integration. The study concludes that addressing the needs of this population requires a global and coordinated approach among education, healthcare, and the community. Ultimately, the review underlines that rare diseases represent a socio-educational challenge that demands comprehensive and inclusive.

Is Teaching a Women’s Thing? Gender Stereotypes in Students of Education Degrees

2026-01-01T00:00:00Z

Teaching is one of the scenarios in which gender segregation is most visible, finding a higher number of women in this profession. Thus, the choice of the future university degree seems to be closely related to gender stereotypes. Therefore, the aim of this study is to know whether students of Early Childhood and Primary Education have gender stereotypes related to their future profession. The total sample of the study is constituted by 433 students (323 women and 110 men). Gender-stereotype adjectives were presented to them, and they were asked to rate the importance they granted the adjectives in relation to their future career. Adjectives such as “compassionate”, “delicate”, and “artístic” were rated as much more important in females and in those who studied Early Childhood. Therefore, our results suggest that our sample perpetuates both the gender stereotypes and the representations that underlie teaching career.

Entorno y barreras socioeducativas del alumnado con enfermedades raras: una aproximación a la visión de las familias

2023-01-01T00:00:00Z

Este capítulo analiza el entorno y las principales barreras socioeducativas que afectan al alumnado con enfermedades raras desde la perspectiva de las familias, examinando las dificultades derivadas de la escasa visibilidad social, la falta de recursos educativos específicos y la limitada coordinación entre los ámbitos sanitario y educativo. El estudio pone de relieve el impacto de estas barreras en los procesos de inclusión escolar, así como el papel fundamental de las familias como agentes mediadores. Finalmente, se subraya la necesidad de avanzar hacia modelos educativos más inclusivos, sensibles a la diversidad y basados en una mayor colaboración institucional.

Artificial intelligence in primary education: systematic review (2000-2024)

2025-01-01T00:00:00Z

The integration of artificial intelligence (AI) into primary education has gained significant attention due to its potential to transform teaching and learning. However, its implementation lacks a solid empirical foundation to validate its pedagogical benefits at this stage of education. Existing research remains limited, raising critical questions about how AI can be effectively and pedagogically integrated into primary education. In this context, the objective of this article is to analyze the current state of research on AI in primary education, identifying trends, challenges, and significant gaps in scientific literature. A systematic review of the literature published between 2000 and April 2024 was conducted in accordance with the PRISMA protocol. The review included 15 studies sourced from WoS, Scopus, and Dialnet databases, selected based on rigorous quality and relevance criteria. Data were analyzed using tools such as VOSViewer to explore methodological, pedagogical, and bibliometric dimensions. The findings reveal a limited body of academic work focused on areas such as AI literacy, curriculum design, and technological applications. However, most studies are descriptive and exploratory, lacking experimental research to assess the actual impact of AI on learning outcomes. This review underscores the urgent need for empirical studies and the promotion of collaboration among educators, researchers, and policymakers to develop inclusive, ethical, and evidence-based curricula. Such efforts are critical to fully harnessing the educational potential of AI in primary education.

Mapping the Migratory Exodus: Art, Education and Narratives Between the Local and the Transnational

2026-01-01T00:00:00Z

At a theoretical level, migration is conceived as a relational, identity-based and multi-scalar process that goes beyond the traditional territorial or economic approach. It involves acculturation, symbolic negotiation and situated belonging. Art and social cartography, from decolonial and participatory frameworks, emerge as epistemic devices for representing and transforming these experiences. This study comparatively analyses the migratory experiences of two groups: people who migrate from rural to urban areas within Spain, and international migrants in an irregular administrative situation from Mali, Morocco, Senegal, Mauritania and Guinea. Through a qualitative approach combining semi-structured interviews, narrative analysis and social cartography, the motivations for displacement, expectations about the future, difficulties experienced and processes of identity reconstruction in the contexts of arrival are explored. The research reveals both similarities and substantial differences between the two groups. While internal migrants experience an "affective dislocation" in urban environments marked by precariousness and anonymity, international migrants in an irregular administrative situation face more structural barriers such as lack of documentation, racism and institutional exclusion. In both cases, art and cartography emerge as powerful languages for expressing, representing and re-signifying the migratory experience. These tools help to make memories, emotions and trajectories visible, while also facilitating processes of social and educational inclusion. Educational, social and methodological implications for promoting a more empathetic, participatory and humanely involved reception are highlighted. Overall, the study suggests that migration should be understood not only as a geographical or economic phenomenon, but as a transformative process that reshapes subjectivity, belonging and agency across unequal mobility regimes. By juxtaposing internal and international trajectories, the analysis highlights how arts-based and cartographic practices make these transformative dynamics visible without reproducing state-centred classificatory categories.

Decolonial Arts‑Based Social Work and Education with Migrants in Spain: A Rights‑Based Approach

2026-01-01T00:00:00Z

This article examines how arts-based, rights-oriented social work can foster voice, dignity, and inclusion with migrants in Spain. Drawing on decolonial theory and an a/r/tographic approach, we designed a collaborative program in reception settings with 57 adult migrants. Visual and performative artifacts—self-portraits, cultural “subway-map” cartographies, photonarratives, a red-threads performance, and a floor installation—were treated as primary data. A constructivist grounded theory strategy guided analysis using a formal–symbolic–contextual matrix (composition/color/materiality; metaphors and chronotopes; production/audience). Findings show measurable learning in visual literacy and creative–expressive and social competences, alongside increased agency in public spaces. Participants co-curated what to share, reframing dominant narratives of mobility through collective meaning-making and community pedagogy. The study details a practical rights-based toolkit for social work: layered, accessible consent; anonymity and takedown options for images/QR content; safety briefings for public actions; member checking across stages; and co-curation to prevent aesthetic paternalism. We argue that arts-based practice, read through a decolonial lens, moves beyond using art as a mere method and functions as education within the arts that advances human rights in research, practice, and social work education. Implications are offered for curriculum, frontline practice, and community advocacy.

Influence of Social Ties on Knowledge Sharing Among Academics: A Qualitative Case Study

2025-01-01T00:00:00Z

This study aimed to investigate the relationship between social ties and knowledge sharing among academics in a research team. A qualitative case study approach was employed, using semi-structured interviews to uncover key factors that facilitate or hinder this relationship. The findings emphasize the crucial role of social ties in facilitating knowledge sharing among academics and highlight the central role of research team leaders in promoting and strengthening these ties. Informal contexts and routines as well as in-person attendance were identified as core elements in cultivating social ties. Conversely, limited face-to-face interactions, workplace location, barriers to participation in informal activities, and differences in worldviews were identified as potential deterrents to the formation of strong social ties. We conclude that institutional administrators and research team leaders should promote shared physical and digital spaces and informal social practices, which, in turn, facilitate personal relationships and stimulate collaboration and knowledge sharing.

CUPCE (Cuestionario sobre el Uso de Pantallas en el Contexto Escolar)

2026-01-01T00:00:00Z

El CUPCE (Cuestionario sobre el Uso de Pantallas en el Contexto Escolar) es un instrumento diseñado para analizar la percepción del profesorado de Educación Infantil (aulas de 3 años) sobre el uso de dispositivos con pantalla y Tecnologías de la Información y la Comunicación (TIC) en el aula. El cuestionario se estructura en siete dimensiones: (1) datos sociodemográficos y contexto del aula; (2) alumnado con necesidades educativas especiales y estrategias de atención al lenguaje; (3) uso general de las TIC y regulación del tiempo de pantalla; (4) tipos de dispositivos disponibles y frecuencia de uso; (5) contenidos digitales utilizados; (6) momento y rol del alumnado durante el uso de pantallas; y (7) apoyo de las TIC al desarrollo docente, facilidad de acceso y disponibilidad de recursos. El instrumento combina preguntas de respuesta cerrada, escalas tipo Likert y preguntas abiertas, permitiendo obtener información cuantitativa y cualitativa sobre prácticas docentes, percepciones educativas, regulación del uso de pantallas y su relación con la inclusión, el desarrollo del lenguaje y la innovación educativa.

Evaluation of family satisfaction with three types of speech therapy intervention for children with language disorders

2025-01-01T00:00:00Z

This study aimed to evaluate and compare family satisfaction with three types of speech therapy interventions for children with Developmental Language Disorder (DLD): direct intervention, family counseling (indirect intervention), and a combined approach. It also explored the role of family involvement in perceived effectiveness and satisfaction. A cross-sectional quantitative design was used. Fifty-one families were randomly assigned to one of three groups according to the intervention received. Data were collected through a self-developed 29-item online questionnaire assessing satisfaction with the therapist, level of family involvement, information received, and perceived treatment effectiveness. Non-parametric tests were applied to compare outcomes between groups. Significant differences in satisfaction levels were found across intervention types. Families receiving family counseling reported the highest overall satisfaction, especially regarding communication with the therapist and recognition of their role. The professional-centered group reported lower satisfaction in terms of involvement and information received, but perceived greater improvement in speech outcomes. The combined intervention group showed balanced scores in both satisfaction and effectiveness. Family involvement plays a key role in perceived satis-faction. Interventions that include counseling elements tend to improve family experi-ence, while direct interventions may be more efficient in achieving speech improvements. Designing speech-language therapy programs that integrate both professional-led sessions and structured family guidance may enhance outcomes and engagement. Including families as active agents can contribute to more sustainable and satisfying intervention models.

Universidad y centro de prácticas: Análisis de la satisfacción del estudiantado en los Grados en Educación Infantil y Primaria

2025-01-01T00:00:00Z

El Prácticum en los Grados en Educación Infantil y Primaria constituye un componente esencial en la formación inicial, al ofrecer una inmersión directa en contextos reales y facilitar el desarrollo de competencias profesionales. Este estudio analiza la satisfacción del estudiantado universitario, considerando dos dimensiones clave: la experiencia en los centros escolares y la gestión realizada por la universidad. Desde un enfoque cuantitativo no experimental, tipo descriptivo-comparativo, se aplicó un cuestionario validado a una muestra de 388 estudiantes. Los resultados reflejan una valoración mayoritariamente positiva, especialmente en lo relativo a la acogida institucional, la integración en el centro y el acompañamiento tutorial. No obstante, se identificaron áreas de mejora como la coordinación interinstitucional, la comunicación con el tutor universitario y la articulación entre teoría y práctica. Se concluye que la satisfacción del estudiantado está estrechamente relacionada con la calidad del acompañamiento y con la coherencia entre la formación académica y las exigencias del entorno escolar Como implicaciones, se propone reforzar los mecanismos de coordinación, optimizar la preparación previa al Prácticum y fomentar procesos reflexivos. Estas conclusiones ofrecen contribuciones significativas para la mejora de los programas de prácticas, con el fin de potenciar su impacto en la formación docente y en la profesional.

Implementación del aprendizaje cooperativo en un aula de educación primaria: Un estudio de caso

2026-01-01T00:00:00Z

El Aprendizaje Cooperativo en un método activo que facilita el desarrollo competencial del alumnado. Sin embargo, su puesta en práctica, en ocasiones, es complicada. La finalidad de este estudio es analizar la implementación del Aprendizaje Cooperativo en un aula de educación básica que realiza una maestra novel. El enfoque metodológico seleccionado fue un Estudio de Caso. Las técnicas empleadas para la recogida de datos son la entrevista semi-estructurada, las observaciones no participantes y el análisis de documentos. Los resultados muestran el desarrollo de la puesta en práctica de esta metodología, confrontando los datos empíricos con las evidencias científicas