Lupiáñez-García, F., Sevillano-Monje, V., Ballester Brage, L., Fernández del Valle, J. y Ramos Cuéllar, L. E. (Coords.) (2023). Análisis, evaluación y mejora de los procesos de intervención para la emancipación de jóvenes en dificultad y/o riesgo. Octaedro.
Fariña-Sánchez, M., & Gutiérrez-Santiuste, E. (2023). Iniciativas emprendedoras andaluzas: una perspectiva de género. En M. J. Gallego-Arrufat y Romero-López, M. A. (Coords.), Educación e innovación al servicio de la mejora del conocimiento (pp. 113-119). Narcea, S.A.
Recent research has shown that self-efficacy has a positive relationship with life satisfaction and with the perception of access to decent work. On the other hand, a perception of instability regarding the profession is negatively correlated with these dimensions. Few authors have studied these constructs within the same research.
International student mobility is an important dimension of internationalisation in higher education, involving a high percentage of students in certain subject areas. A literature review revealed the absence of studies deepening our knowledge of this group of students in specific contexts and stages. Thus, this survey study was undertaken to gather data on the profiles and academic and professional careers of a sample of students. Specific differences in their intrinsic and extrinsic motives for their choice of degree subject were found.
Despite the importance of entrepreneurship as a tool for generating employment, economic and social growth in a country, especially in post-pandemic times, and the education and support programmes developed to encourage it, the percentage of entrepreneurial projects that fail con-tinues to increase. The causes include financial, structural, and personal aspects.
Digital competence is crucial for living, working and participating in current societies. Despite its huge importance, objective measurement tools for it are scarce due to its developmental difficulty. Self-assessment of digital competence seems a promising proxy of objective tests, and it additionally offers the possibility for surveying otherwise unmeasurable constructs such as attitudes and beliefs.
This paper explores the relationship between students' digital competence acquisition, teaching practices, and teacher professional learning activities. We analysed insights provided by 59,452 teachers through SELFIE, an online self-reflection tool for schools' digital capacity. Using ordinary least squares regressions with school fixed effects, we focus on students' digital competence and find that the use of digital technologies in cross-curricular projects is the teaching practice most related to the acquisition of students' digital competence.
The conceptof‘Personal Learning Environment’ (PLE) has generated considerable levels of attention among researchers and practitioners concerned with technology-mediated education. By introducing students and educators to this concept, Higher Education Institutions (HEIs) may enable their communities to make better informed decisions on the resources they use in their day-to-day academic practice. Moreover, it may help them develop autonomy as self-regulated learners and enhance their agency in lifelong learning.