Cardinals

López-Noguero, F., Gallardo-López, J. A., García-Lázaro, I., & Sevillano-Monje, V. (2024). Self-Perception of Young University Students About Their Leisure Time Before, During and After COVID-19. An Approach to the Spanish Context. Italian Sociological Review, 14(1), 1–27. https://doi.org/10.13136/isr.v14i1.713

Teachers are the evaluators of academic merit. Identifying if their assessments are fair or biased by student-ascribed status is critical for equal opportunity but empirically challenging, with mixed previous findings. We test status characteristics beliefs, statistical discrimination, and cultural capital theories with a pre-registered factorial experiment on a large sample of Spanish pre-service teachers (n = 1, 717).

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.