FERNÁNDEZ SIMO, J.D., MIGUELENA TORRADO, J., CARRERA FERNÁNDEZ, M.V. y BLANCO PARDO, N., 2024. Dimensiones socioeducativas específicas del alumnado universitario con medida administrativa de protección. Revista de educación, no. 404, ISSN 0034-8082.
Youth living in protection system’s centers have specific social difficulties that affect negatively the process of school inclusion. The adolescentes protected by the protection system present worse academic indicators than their peers. The previous investigations indicate that few of this young people attend University courses. The present study aimed to analyze which socio-educational dimensions affect the University itinerary of students who, at the time of starting their degrees, come from residential protection centers. A qualitative investigation organized in two phases according to the grounded theory was designed. In phase one, 154 interviews during four longitudinal follow-ups of 36 months each one were carried out. In phase two, 18 interviews were conducted to prepare six life stories. 10 students participated in the research, seven female students and three male students. The participants studied at campus that belong to Santiago de Compostela, A Coruña and Vigo universities. The results indicate that the situation of vulnerability of youth in care increases at the time they start the University. The coverage of the protection system disappears when the youngs leave the residential protection centers. The absence of a social and institutional support hinder the process of integration of these youngs. Socio-educational deficits, related with the dimensions that favored overcoming school goals, increase during the University time. It is concluded that Universities and the protection system must implement support mechanisms that favor the academic itineraries of these youngs. University corporate responsibility has yet to address the needs of vulnerable students due to social factors.
GARCÍA MARTÍNEZ, S. y GARCÍA ZABALETA, E., 2024. El acoso escolar en España: revisión y análisis de los protocolos de actuación por comunidades autónomas. Contextos educativos: Revista de educación, no. 33, ISSN 1575-023X.
Bullying is a phenomenon present in Spanish classrooms, requiring, therefore, a normative and protocol body that leads and protects the actions undertaken when a possible case of bullying is suspected. Currently, the seventeen Spanish autonomous communities have their respective action protocols. This work intends to clarify the treatment of bullying, analysing the action protocols of the autonomous communities, attending to several aspects such as the presentation, the justification, and the theoretical-legislative construct on which they are based, as well as the complementary resources that contribute to their implementation. In addition, a brief review is made of the recommendations and guidelines prescribed for tackling cyberbullying and harassment against particularly vulnerable groups. From the review and analysis carried out, it highlights the legal emptiness regarding bullying, as well as the appeal by the youth justice system to tackle this problem from the educational scope, hence the importance of raising awareness and training the entire educational community. Regarding the intervention, all the autonomies present a similar pattern of action, with the trend towards a restorative approach and the great knowledge and awareness of cyberbullying.
SÁNCHEZ, A.M., CELA RANILLA, J.M. y ESTEVE MON, F.M., 2024. Millennials vs Centennials: ¿Diferentes formas de aprender? Pixel-Bit: Revista de medios y educación, no. 70, ISSN 1133-8482.
The present work constitutes a thorough comparative analysis focused on the learning patterns adopted by two distinct generations of students: Millennials and Centennials. The concept of "learning patterns" centers around the organization that individuals employ to access knowledge and address both academic and everyday tasks. The research involved the participation of 315 university students in the field of education, who underwent analysis using the non-parametric U Mann-Whitney test. The obtained results reveal significant differences between both generations. Specifically, Millennials show a greater inclination towards the search and possession of detailed information, contrasting with Centennials, who statistically present higher values when using patterns associated with autonomous work. This disparity suggests that over the past fifteen years, students have forged different learning approaches, likely influenced by various factors such as technological advances, changes in the educational model, and situations arising from the pandemic. This phenomenon raises the pressing need to reflect on the social reality experienced in recent years and how teaching practices must adapt to these changes. This study contributes to understanding these changes and provides a solid foundation for pedagogical decision-making in the current context.
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