Cardinals

Conde-Jiménez, J., Martín-Gutiérrez, A. y Sevillano-Monje, V. (2024). Historias de vida de referentes para la transformación socioeducativa. En M. Puig Gutiérrez Alfonso, J., García González, O., Guijarro Cordobés y M. Carrillo Cabeza (Edits). Descubriendo nuevos horizontes en innovación educativa, (pp. 392-402). Dykinson.

Castaño-Muñoz, J., Moreno-Morilla, C., Reina-Parrado, M. (2024). I Am not as Rich as Alexander the Great, but I Can Have my own AI-RISTOTLE. En Díaz-Noguera, M. D., Hervás-Gómez, C., Sánchez-Vera, F. (Coords.), Artificial Intelligence and Education (pp. 145-160). Octaedro. https://doi.org/10.36006/09643-1-09 

Castaño-Muñoz, J., Romero-Rodríguez, S., Moreno-Morilla, C. y Wikert-García, L. (2024). Enablers of digital transformation in VET. En C. Herrero (Coord.). Digital Transformation of VET (pp. 5-9). Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/c810f8bc-39af-11ef-87a1-01aa75ed71a1/language-en

PRISMA: https://prisma.us.es/publicacion/255522

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

En nuestro país, la formación profesional inicial sigue siendo poco valorada por el alumnado de niveles educativos obligatorios y por sus familias, cuyas aspiraciones educativas se dirigen preferentemente hacia el bachillerato. La revalorización de la formación profesional requeriría el incremento de su calidad, siendo factor clave para ello una adecuada información y orientación. El diagnóstico de las necesidades del alumnado en este ámbito habría de ser el punto de partida para replantear la intervención orientadora.

This paper is part of a Research Project entitled "ORIENT@CUAL. Career and personal development plans in Vocational Education and Training groups". The project has been supported by the National R+D Plan. We report the first results obtained in the pilot evaluation of  the program generated in the project. This program is based on the narrative and systemic approach where these lfisthe key element. Results have been obtained through in-­‐depth interviews (16 students in VET courses). The results indicate that the program contributes to the acquisition of career competences.

There is surprisingly little analysis of the employment and earnings impact on students of taking and completing Internet-based programs and of how it compares with earnings outcomes for graduates of face-to-face universities. This paper analyzes a follow-up survey of students who began attending the virtual Internet-based Open University of Catalonia (UOC) in the early 2000s. We find that, on average, they made smaller percentage gains in earnings than workers of similar age and initial education in the Spanish labor market.

The use of the Internet in higher education teaching can facilitate the interactive learning process and thus improve educational outcomes. The aim of the study presented here is to explore which variables are linked to higher intensity of Internet-based interactive educational practices. The study is based on data obtained from an online survey of students from three different types of universities: a face-to-face university (University of Barcelona, UB), a technological face-to-face university (Universitat Politècnica de Catalunya.

While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience and economic return on taking and completing Massive Open Online Courses (MOOCs).