Schröder, R., Nägele, C., Rosalska, M., Wawrzonek, A., Romero-Rodríguez, S. (2025). Career guidance in schools under European and international perspectives: Rethinking Career Guidance in Times of Uncertainty and Transformation (Trends in Career Guidance). Amazon Books. https://doi.org/10.5281/zenodo.15063842
Romero-Rodríguez, S., Moreno-Morilla, C., Mateos-Blanco, T., López Moreno, L. y Muñoz Muñoz, E. (2025), «Orienta-2O. Un proceso colaborativo de orientación para la construcción carreras sostenibles de jóvenes en situación de riesgo social en las Escuelas de Segunda Oportunidad». En M. Álvarez, y R. Bisquerra, Manual de Orientación y Tutoría (versión electrónica), Aranzadi LA LEY, Madrid. Disponible en www.legalteca.es
Digital rights have been little studied from a gender perspective until now. This research analyses, from a gender perspective, the characteristics of young entrepreneurs, the use of social media in their entrepreneurial projects, and their observance of digital rights. It uses a descriptive methodology based on the analysis of 144 successful cases of youth entrepreneurship. Percentage analysis and Chi-Square tests were carried out to determine gender differences. The results reveal that most of the entrepreneurial projects are led by men.
Today, individuals interact with digital technologies in a plethora of ways requiring a range of digital skills, knowledge and attitudes—a combination that forms digital competence. Traditional digital skills measurements are often lengthy and complex, hindering real-world applications. Therefore, this study addresses the need for efficient digital competence measurement tools by developing and validating two concise instruments aligned with the Digital Competence Framework for Citizens (DigComp).
Muñoz Muñoz, E. M., & Romero-Rodríguez, S. (2025). Un nuevo modelo de Orientación en la FP. Colaboración en I+D+I entre la Universidad y las E2O. Cuadernos de pedagogía, (560), 20.
Herrera-Pastor, D., Sevillano-Monje, V., Crecente-Dapena, M., Martín-Gutiérrez, Á. (2025). ‘The tyranny of projects’: Experiences and challenges faced by socio-educational action professionals in Spain. International Social Work, online first, 00(0), 1-15. https://doi.org/10.1177/00208728251319493
This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and quasi-experimental research designs are collected.
This study explores the perceptions, experiences and challenges of schools located in disadvantaged areas regarding the integration of digital technologies in their functioning. Through eight case studies, in which principals, teachers and students were involved, we identified the main challenges that these schools face every day, which were grouped into three areas: a) breaking the hidden digital divide, b) teacher training for culturally responsive teaching, and c) use of technology as a bridge between home and schools.