GARCÍA LUQUE, A., DE LA CRUZ REDONDO, A. Y NAVARRO GAITÁN, G. (2026). (Trans)formación coeducativa para hacer frente a los mitos sobre la violencia de género de la adolescencia: combatiendo la manosfera desde las aulas. Revista UNES. Universidad, Escuela Y Sociedad, (21), 1-29. ISSN: 2530-1012. https://doi.org/10.30827/unes.i21.34780
Introduction: This article addresses the worrying increase in gender-based violence among adolescents, highlighting its denial. Despite progress in social awareness, current data reflect a regression, especially among those under 18, who often fail to recognize the violence they suffer or inflict.
Method: This paper reviews recent studies on the evolution of youth perceptions of gender-based violence and feminism. It focuses on addressing the myths and mental representations that influence the normalization of violence and the channels of socialization through which youth experience it, with particular attention to the manosphere, as well as the role of coeducation in combating it. Specifically, it describes the actions undertaken within the coeducational intervention project "X-ray of new hate speech on social media: the manosphere.
Results: There is a strong influence of anti-feminist discourse on social media, where influencers foster a manipulated perception of feminism as discriminatory toward men. This affects the construction of identities and affective-sexual relationships.
Conclusions: Compulsory, systematic, and long-term coeducational education is essential, dismantling patriarchal myths and promoting an egalitarian vision. Only by understanding how mental representations about gender are constructed in childhood and adolescence will it be possible to design effective educational interventions that curb the spread of antifeminism, inequalities, and gender- based violence.
ORMAZABAL-ARIZKORRETA, G., ARGUIÑANO MADRAZO, A. y KARRERA XUARROS, I., 2026. Sembrando el proyecto vital desde la infancia: Aprendizaje Sociocultural en Eskola Txikiak. Revista de Educación, no. 412, pp. 159-182. ISSN 0034-8082, 1988-592X. DOI 10.4438/1988-592X-RE-2025-412-738.
In the pluralistic, ever-changing, and complex world we inhabit, rural schools, through the development of foundational pedagogical approaches, have become a setting of great interest due to their capacity for innovation and improvement. In this context, the present study aims to contribute to the understanding of good practices within a particular context—rural education. Focusing on four schools within the Eskola Txikiak network (a concept similar to rural schools) in the Basque Country, this research seeks to analyse the core pedagogical activity of Eskola Txikiak, highlighting the benefits it brings to both students and tea-chers. Data collection was completed through 420 hours of observation sessions, 8 focus groups, and an analysis of internal documentation. After categorizing and coding the information, the results obtained reveal several of the key factors underlying sociocultural learning processes that arise in educational workshops. Specifically, the results obtained in this study indicate that active participation in the learning process, as well as the creative distribution of school space, experimentation, and the availability of a wide range of material and personal resources with which children can interact, promote child-centered, creative, personalized, and high-quality learning.
CARRIL, P.C.M., FERREIRO, M.L.P., BARGIELA, I.M. y PUENTE, Á. de J.P., 2026. Parental nomophobia and its relationship with permissiveness in smartphone use among children aged 3 to 12 years. Pixel-Bit. Revista de Medios y Educación, vol. 76, pp. Art. 3. ISSN 2171-7966. DOI 10.12795/pixelbit.118978.
The widespread use of smartphones in family life means that children are increasingly exposed to screens. In this context of hyper connection, parental mediation and regulation are key to ensuring children’s digital well-being. The aim of this study was to estimate the prevalence of nomophobia among parents of 3- to 12-year-old smartphone users and to analyze the relationship between parental nomophobia and the level of permissiveness regarding children’s smartphone use. The sample consisted of 1,245 mothers and fathers from the city of Lugo (Spain), who completed the validated NMP-Q scale along with a set of items on rules and usage practices. Descriptive prevalence analyses, Pearson correlations, and binary logistic regression models were conducted. Results showed that 20.96% of respondents reported at-risk or problematic levels of nomophobia. Total nomophobia and its factors were associated with a higher likelihood of adopting a more permissive parenting style. These findings highlight the need to incorporate parental nomophobia into family interventions aimed at promoting healthy smartphone use.
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