The Revista Complutense de Educación (ISSN 1130-2496, ISSN-e 1988-2793) was set up in 1990 when the Education Faculty opened. It is published quarterly, covering current teaching topics from a multidisciplinary point of view and includes studies that deal with technological research and development and with creation and innovation. It provides descriptions and analyses of the state of the art from an educational perspective that help to enrich knowledge in education. Articles can be: empirical studies (quantitative or qualitative), theoretical studies (historical, philosophical, etc.) or reviews, and systematised innovative teaching experiences. Any of them can be treated from a multidisciplinary point of view. It also publishes bibliographical reviews.
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Didactic possibilities of storyboarding: a study with trainee teachers
INTRODUCTION. This research article analyses the impact of a storyboarding project with students of the Primary Education Degree in order to study the development of artistic and organisational knowledge skills of the participants. METHOD. This is a cross-sectional, exploratory study based on a mixed methodology combining questionnaires, observations and qualitative and quantitative analysis. A total of 131 students from the Degree in Primary Education participated in the study. The data were analysed using SPSS to identify impacts on technical, cognitive and expressive skills. RESULTS. The findings indicate that storyboarding favours students' artistic, cognitive and expressive skills, which are essential for the creation of visual narratives and for identifying relationships between different concepts and ideas. Differences were observed between males and females. In this sense, a higher appreciation of learning was observed among women, who stood out for their ability to organise visual concepts, while men perceived the project as a greater challenge. In addition, a general increase in artistic appreciation and self-awareness of the possibilities for improvement was detected, along with difficulties in spatial and character representation. DISCUSSION. The findings suggest that storyboarding is perceived by the participants as an effective tool for developing artistic and transversal cognitive competences, offering a pedagogical resource adaptable to different areas, and therefore its inclusion in educational curricula is recommended.
Copyright (c) 2025 Revista Complutense de Educación
Problematic social media use and phubbing: the mediating role of FoMO and urgency
Phubbing, a behavior that involves ignoring people and one’s surroundings due to smartphone use, has generated growing interest because of its social and psychological implications. This study analyzes the relationship between problematic social media use and phubbing, exploring the mediating role of Fear of Missing Out (FoMO) and emotional urgency. The sample consisted of 591 university students selected through convenience sampling. Validated questionnaires, including the Short Social Network Addiction Scale and the Phubbing Scale, were administered via an online survey. Data were analyzed using parallel mediation models with the PROCESS macro for SPSS. The results show that problematic social media use significantly predicts both FoMO and urgency, which act as partial mediators in the relationship with phubbing. Furthermore, FoMO was found to have a greater mediating effect than urgency. These associations highlight the complexity of interactions between the variables. It is concluded that phubbing is not only linked to compulsive social media use but is also mediated by psychological factors. These findings underscore the importance of designing interventions aimed at reducing FoMO and impulsivity to mitigate the negative consequences of phubbing.
Copyright (c) 2026 Revista Complutense de Educación
University dropouts and mental health: A comparative analysis of LGB and heterosexual students
Introduction. University dropout is a multifaceted phenomenon, exhibiting varied patterns that are contingent on the socio-demographic characteristics of the student community. This research focuses on sexual orientation, a factor that has received limited attention in the field of dropout. Utilising the Sexual Minority Stress Theory as a theoretical framework, this study explores the influence of mental health on university dropout rates. The objective is to analyse whether the intention to drop out is higher among LGB (Lesbian, Gay, and Bisexual) students than among their heterosexual peers and whether this is due to the poorer mental health experienced by this group. Method. To this end, a sample of 510 university students (79.8% heterosexual and 20.2% LGB) aged between 17 and 27 years were interviewed, with the intention of dropping out (through a dichotomous item) and their perception of mental health (through the DASS-21 questionnaire). Data were analysed using descriptive and regression statistics with the SPSS v.25 statistical package. Results. LGB students exhibited a higher intention to drop out in comparison to their heterosexual peers, with 41.7% and 29.5%, respectively, and demonstrated higher levels of stress, anxiety and depression. Depression accounted for 18.9% of the intention to drop out among LGB students and 15.6% among heterosexual students. Discussion. The findings suggest that LGB students may constitute a vulnerable group within the educational system, with mental health being a salient factor that may influence the decision-making process that culminates in university dropout.
The Importance of Transversal Competencies in University Education: Self-efficacy for Entrepreneurial Leadership in Health Sciences
INTRODUCTION: The mastery of transversal competencies in university education has become increasingly relevant within the framework of the European Higher Education Area (EHEA). In the field of Health Sciences, attention has been predominantly directed towards the development of specific competencies, while transversal competencies have been underestimated, despite their critical importance in the comprehensive training of professionals. This study aims to analyze self-efficacy in entrepreneurial leadership among students of different degrees in Health Sciences, specifically in the degrees of Nursing, Physiotherapy and Physical Activity and Sport Sciences (CAFYD). METHOD: A quantitative study was conducted with a sample of 101 students enrolled in different Spanish universities during the academic year 2022-2023, whose ages ranged from 19 to 31 years (22.57 ± 1.80). For the measurement of self-efficacy, the Spanish adaptation of the CESE scale (Moriano et al., 2012) was used. RESULTS: The results indicate that students of the Bachelor's Degree in Physical Activity and Sport Sciences report a significantly higher perception of self-efficacy in entrepreneurial leadership compared to their peers in Physiotherapy and Nursing. DISCUSSION: These findings highlight the urgent need to incorporate leadership training into the curricula of Physical Activity and Sport Science undergraduate programs.
Service-Learning for the acquisition of musical skills in future teachers
Service Learning (SL) is a learning strategy characterised by the fact that participants provide a service to the community and simultaneously learn curricular content. Based on this, the aim of this work was to evaluate the effectiveness of SL in future teachers during the experience, and the enhancement of musical competences. A quantitative design, quasi-experimental, pretest-posttest without a control group was carried out, in addition to a qualitative approach. The total sample consisted of 52 students from the Double Degree in Early Childhood Education and Pedagogy, selected by non-probabilistic sampling, by accessibility. The information was collected by a questionnaire which measured competences related with Music Education of future Early Childhood Education teachers, and a self-assessment of the SL experience. Furthermore, the reflective records consisting of questions related to different moments of the experience. Significant differences were found in all items of the competency questionnaire, between pre and post, in favour of post, with medium and large effect sizes, and both self-assessment and reflective records reaffirmed the effectiveness of the service. This research shows the multidimensional impact of SL in the university context regarding improved musical learning, but also enhanced teaching competence, professional identity and personal development of the students.
Inclusive educational practices in Latin America: conceptualization, types, and characteristics. A systematic review
Introduction: Educational practices are key to promoting the inclusion of all students in the school system, based on principles of equity and universal access. Their interpretation and execution depend on contextual and intersubjective factors, which adds complexity to their implementation. Although there is an extensive literature on inclusive practices, a gap persists regarding their conceptualization and the characteristics of the practices applied. Method: This systematic review has two objectives: to analyze the conceptual frameworks of inclusive educational practices and to identify the types of practices implemented and their characteristics as reported in recent academic works. Following PRISMA guidelines, articles indexed in SCOPUS, WoS and SciELO databases were reviewed, focusing on publications from 2021 to 2023. The selection process included rigorous inclusion and exclusion criteria, resulting in the analysis of 29 articles. The methodology included a content analysis to extract and synthesize information relevant to the study objectives. Results: The findings reveal a diversity of definitions, types, and characteristics of inclusive educational practices ranging from diversified teaching strategies and collaborative learning among students to culturally responsive teaching and collaborative work among professionals. These findings highlight the diverse approaches educators employ to create inclusive environments, reflecting the complex interplay of educational policies, cultural contexts, and educators' individual philosophies. Discussion: The importance of understanding the complex and nuanced nature of inclusive practices, as well as their application in diverse educational contexts, is highlighted. This highlights the need to adapt such practices to the changing needs of students in an increasingly globalized world. Although definitions may vary, developments in this area have contributed significantly to promoting inclusion within educational communities.
Technology in teacher planning from a Universal Design for Learning: a case study of inclusive practices
Educational purposes are evident from the planning itself, so it must be the object of study, especially given its relevance in the generation of inclusive contexts. This paper aims to identify the use of technology in didactic planning developed under the Universal Design for Learning approach. A case study was carried out based on the analysis of nine didactic designs developed by active teachers and student teachers, who had received specific training in UDL. The content analysis revealed that technology is used to connect with the interests of the students, as well as to promote understanding through interaction with digital content, predominantly visual. However, its use is limited in facilitating action and expression of learning. The conclusions highlight the need to expand the use of technology through incorporating assistance tools and configuration options that adapt to the diversity of the student body; promoting multisensory support and decoding of information; to promote communication and the personal and collaborative construction of knowledge. Along with this, the development of learning strategies must be supported and the means to strengthen the emotional dimension and commitment must be diversified.
Teachers’ socioemotional skills and competences: An umbrella review
An indicator of the importance of teachers' socio-emotional skills and competencies (SECs) is reflected in the volume of both primary and secondary research published on the subject. This article summarizes the current state of knowledge and evidence available to date, with the aim of informing future research and educational practice. To achieve this, 13 review articles were synthesized, identified across the databases EBSCO, Dialnet, Scopus, Web of Science, and Google Scholar. The quantitative synthesis encompasses 350 primary studies involving nearly 84,000 teachers, either in training or in practice, across all educational levels, spanning five continents over the last three decades. The qualitative synthesis reveals that research on this topic is conceptually heterogeneous, highlighting that SECs impact teachers' well-being and effectiveness. Consequently, a clear implication for improvement involves incorporating social-emotional learning (SEL) into initial teacher training programs. Additionally, a list of the main instruments used to measure SECs in the synthesized research is provided, along with methodological recommendations to enhance research and educational practice on this topic.
Citizenship and heritage education in childhood
INTRODUCTION: The development of a citizen childhood requires educational proposals that encourage children's participation and that are linked to the city's heritage. The aim of this research is to analyze and assess the impact of the MECOI map on the development of learning related to heritage and citizenship in the students of Early Childhood Education (3-6 years). METHOD: This work is part of an evaluative research of an intrinsic case study, supported by the analysis and interpretation of the information collected through drawings and narratives - drawings-interviews - of Early Childhood Education students, in the context of the experience "Walks through Córdoba to learn about Heritage with Children's Eyes". A total of 236 drawings with their respective interpretations were analyzed using content and discourse analysis techniques. RESULTS: The results reveal that: a) the knowledge and learning of elements and aspects of the historical-cultural and architectural heritage by students aged 3 to 6 years; b) although the children's representations show less interest in the natural dimension of the heritage environment, awareness of its care and conservation is achieved to a certain extent; c) the proposals and experiences focused on the activity and interaction of children with heritage enhance the development of their citizenship competence, from an active, critical and transformative participation. DISCUSSION: This research concludes the usefuless of heritage education for the development of citizenship competence at the infant stage.
Analysis of the factors affecting the grade of Final Degree Projects in students of the Degrees in Early Childhood Education Teacher, and Primary Education Teacher and Degree in Sports Science
Introduction: The Final Degree Project (TFG) is a mandatory requirement in the study plans of university degrees in Spain. The objective of this work has been to analyze the association between the grade awarded by the supervisor and that of the evaluation committee in TFGs and to identify which variables can explain the students' final grades in this subject. Methods: For the statistical analysis of the data, the Wilcoxon test, effect size, and linear regression analysis were used. Results: The results show a statistically significant difference between the grade proposed by the supervisor and the grade awarded by the committee: 8.77 points and 7.62 points, respectively (p<0.01). Furthermore, variables such as the gender of the supervisor, the session in which the TFG is presented, the supervisor's professional category, and the number of TFGs supervised explain the final grade students receive in the TFG. Discussion: The evidence found can contribute to improving university policies regarding the evaluation of the TFG, aligning them with best practices and ensuring objectivity in student grading.
Maria de los Ángeles Fernández Villarino
The teaching identity of the university professors. An approach from the pedagogy of alterity
The teaching identity of the university professor has been a topic widely studied and treated from different theoretical positions and approaches, accentuating, in each case, one or other of the dimensions that influence its construction and definition. The novel element of this article is its approach from the philosophy of education and with a markedly Levinasian orientation. It is, therefore, a theoretical study that is based on a review of the most relevant and current literature on the subject matter. The authors start from a relational and situational approach to teaching identity and defend a responsive and unique ethics against classical professional ethics (deontology). The work delves into some formulations of Levinas' thought related to teaching, such as his own conception of teaching and the notions of subjectivity, transcendence, heteronomy, and singularity. Next, we reflect on the influence that some of the main values derived from levinasian ethics can exert on teaching identity, such as responsibility, acceptance, recognition, donation, and testimony. It concludes with the pedagogy of alterity as an alternative proposal that accentuates the ethical-affective dimension as an inherent and consubstantial element in the construction of teacher identity. From this model, some of the most appreciated attributes for teaching are: humanism, love and the passionate commitment of the teacher.
Mentoring as strategy for teaching improvement in universities, a systematic review
This paper presents the results of the systematic review on the role of peer mentoring in improving university teaching. The review was conducted following the PRISMA 2020 guidelines, in its updated version of 2020, have been followed. Following these guidelines, the research questions are organized into three main categories: bibliographic characteristics of the documents, methodological strategies employed, and a detailed description of mentoring procedures. Subsequently, the eligibility criteria, information sources, search terms, and the filtering and selection procedures are outlined. The methodological section concludes with a description of the process used to code and synthesize the information. The analysis and results of the review follow the structure and logic of the research questions, being presented in the three previously mentioned sections and answering each question individually. The main findings highlight the limited number of publications and the tendency for these experiences to align with traditional mentoring models. These models are typically focused on training novice faculty, guided by senior mentors, within the framework of professional development processes with formally established procedures. These findings are discussed in relation to more contemporary models, which establish networked support relationships (both formal and informal) among faculty members with varying levels of experience and areas of expertise.
Environmental quality in infant and toddler settings: a descriptive study in spanish contexts
Introduction: Enrollment in early childhood education and care (ECEC) has been steadily increasing among younger children. The aim of this study is to analyze the quality of the environment in infant and toddler settings within the Spanish context. Method: Systematic observation was conducted using the Infant and Toddler Environment Rating Scale – Third Edition (ITERS-3) in an incidental sample of 62 educational centers providing care and education for children aged 0 to 3 years across five Spanish autonomous communities. Results: Among the main findings, the quality of classroom interactions and program structure stand out positively in the observed early childhood settings. Conversely, the “Activities” dimension received the lowest scores, failing to reach the minimum quality level in many of its items. Discussion: It is necessary to continue deepening the analysis of quality in infant and toddler education centers to inform educational policies and implement measures that address the shortcomings identified.
What are maps for? A didactic proposal for teaching Geography in lower secondary education
Maps have traditionally occupied a prominent place in the teaching of geography. However, recent research indicates that students are often not competent in using maps and that teachers are not adequately prepared to teach map skills effectively. This study focuses on a teaching proposal developed within the framework of a broader project on geographic literacy, involving 3rd-year lower secondary students from the Balearic Islands. To improve students’ ability to read and interpret maps, a learning situation entitled What Are Maps For? was designed. This motivating question aimed to mobilize the specific competencies, assessment criteria, and core knowledge outlined in the official curriculum for Geography. The spatial reasoning activities included in the proposal enabled students to recognize how diverse phenomena are interconnected through space, with maps serving as a privileged tool to reveal such relationships. The results confirmed that students from the experimental groups who completed the spatial reasoning activities showed a significant improvement in their ability to read and interpret maps compared to those in the control groups who did not participate in the intervention.
Support in home and engagement in vocational training education students in the field of health
The objective of this research was to relate support at home and the level of Engagement in students who were attending middle and higher training cycles in the field of health. 282 students participated in the research (63.2% women and 36.8% men) whose age range ranges from 19 to 47 years, whose average age is 22 years. 82.4% have Spanish nationality while 17.6% come from other nationalities. The students were studying in Vocational Training training cycles (78.9% intermediate level, 21.1% higher level). The data analyzed comes from the Support at Home questionnaire, made up of three dimensions (Study Support, Affective Support and Chaos at Home) and the Engagement Questionnaire, made up of three dimensions (affective, emotional, cognitive and behavioral). In conclusion, students in higher education cycles report more support for studying, while students in middle education cycles perceived greater emotional support. Regarding Engagement, a higher level of commitment was perceived among students in higher training cycles than students in intermediate training cycles. Furthermore, with respect to the gender variable, there was a significant difference between women and men in the scores obtained by the participants in the dimensions of engagement. While men obtained a higher score in affective/emotional engagement, women obtained a higher score in behavioral engagement.
Motivation toward Biology and Geology in Secondary School: impact of learning strategies, goals, and academic expectations
INTRODUCTION. The aim of this study was to analyze how learning strategies, goals and academic expectations influence motivation towards Biology and Geology in 3rd ESO students, as well as to adapt and validate the SMQ-II to measure such motivation. METHOD. The sample consisted of 177 students from seven high schools in Spain. The study used questionnaires to assess motivation, learning strategies, academic goals, and academic expectations. Confirmatory factor analysis (CFA), descriptive, mean difference, and binary logistic regression analyses were performed. RESULTS. The SMQ-II is a valid and reliable instrument for measuring motivation towards Biology and Geology, exhibiting high reliability at the subscale level. The results demonstrated that highly motivated students employed more effective learning strategies and held more positive academic expectations, whereas less motivated students exhibited more negative expectations and utilized less effective strategies. Regression analysis indicated that learning strategies, particularly organization, and positive academic expectations significantly predicted subject motivation. Additionally, academic goals and emotional frustration management also influenced motivation. DISCUSSION. It can be concluded that, to enhance students' motivation towards Biology and Geology, it is essential to exert a positive influence on their motivation.
Afro-pessimism in the western imaginary: social representations of secondary school students
This paper analyses the social representations held by secondary school students in the Canary Islands participating in the project Teaching Africa: A Positive Outlook, focusing on their preconceived ideas about Africa. Particularly, it examines the Afro-pessimistic component by identifying their prejudices and negative stereotypes and explores how these perceptions can influence their construction of identity in ways that could foster racist attitudes. The methodology is qualitative and uses Atlas.ti to analyse the content of an open question. The sample consists of 1,008 secondary school students. The results reveal three distinct views, with most students falling into an Afro-pessimistic discourse in which negative stereotypes prevail. It is concluded that understanding the social representations of students is essential for understanding and reflecting on how they think about the African continent, the consequences this has for the formation of personal and social identity, and for addressing teaching and learning that promotes a critical attitude towards racism and hate speech associated with African people.
Exploring sociodemographic and academic characteristics associated with different types of cyberaggressions carried out at the university
INTRODUCTION. Currently, cyberaggressions represent a problem that causes negative consequences in peer relationships and even toward teachers, and therefore can occur at any educational stage, including university, where this phenomenon has been less addressed compared to other levels. METHOD. Based on this premise, the aim of the study is to determine whether university students commit cyberaggressions against their peers and teachers. The research is quantitative, using a questionnaire that gathers information about cyberaggressions carried out by university students both toward teachers and classmates. It follows a cross-sectional, ex post facto design. Data were collected from 512 undergraduate students at the University of Huelva (Spain). RESULTS. The results showed evidence of the presence of cyberaggressions in the university context, with a predominance of visual, verbal, content-manipulation, and social exclusion types. Additionally, gender differences were identified in visual and extortion cyberaggressions, with males being the predominant group. Furthermore, verbal and social cyberaggressions were associated with students who intend to abandon their university studies and who use their mobile phones in class without an educational purpose. DISCUSSION. The conclusions illustrate that cyberaggressions are a phenomenon present at the university level, affecting both teachers and students, and therefore require immediate attention through the design, implementation, and evaluation of detection, prevention, and intervention measures. These measures include action protocols, psychological support services, training on responsible technology use, and the promotion of research projects addressing this topic.
Emotional Intelligence and Inclusive Education: Exploring Their Connection
Introduction. The research line studying the contributions of emotional intelligence to the field of inclusive education has grown exponentially in recent years. In the age of artificial intelligence, the focus of pedagogy cannot be exclusively on the power of technology (machines). It must also emphasize people, their well-being, their identity, respect for diversity, and the cultivation of both emotional and social intelligence. Method. From an educational perspective, this work presents a theoretical review that analyzes the existing connections between emotional intelligence and inclusive education. Results. The article highlights the importance of building an education for the common good that eradicates exclusion processes and discrimination faced by a significant part of children and youth in Spain. Discussion. The conclusions go beyond traditional demands, often centered on improving initial and ongoing training in emotional intelligence and diversity awareness for professionals in education. Additionally, the discussion addresses other issues, such as: A shift in educational policy to grant greater importance to emotional competence in the curriculum and ensure the right to inclusion as a non-negotiable and urgent matter; Transforming school cultures to make inclusive emotional education possible; A new direction in practice, fostering a sense of belonging and emotional and relational well-being while safeguarding the presence, participation, and achievement of all students without exception.
The construction of the concept of educational innovation through semantic adherences
The challenge of defining the term innovation can be approached from different perspectives. One of them is that of semantics, which focuses on the linguistic act of transmitting an idea through the units of language. In this paper, the approach to the concept of innovation is carried out from this perspective, studying the terms that are most frequently used to search for innovation in the main scientific engines related to education. To this end, four of the main search engines in education in Spanish have been chosen and words have been searched for following semantic adherence criteria, according to their use as an analogue to innovation. The articles published without time bias were selected, taking into account the appearance of the terms used in the title of the articles. The resulting computation is a set of articles showing the use of four main terms: change, improvement, novelty and transformation. Finally, these terms have been analysed in order to understand the impact of their presence and how they contribute meaning to a concept that is not defined from a universal perspective. To this end, it has been investigated how these terms are present in different programmes, institutions and educational agents, which set out their vision of innovation and, in turn, process other visions. It also highlights how this permeable construction allows us to glimpse the future of innovation, and also what are the main obstacles to building critical perspectives in this regard. The aim of this paper is to delve into the need to conceptualise innovation, and how the concretisation of the linguistic in the field of education translates into practices, policies and relations between the agents involved in it.
Teacher Training in Digital Competence for Inclusive Education: A Systematic Review
The digital transformation of education has created new challenges for achieving inclusive and equitable learning environments, particularly in relation to students with disabilities. In this context, teachers’ inclusive digital competence has emerged as a key factor for removing learning barriers and ensuring effective participation. This study presents a systematic review of the literature on teacher training in digital competence for inclusive education between 2015 and 2025. Following PRISMA guidelines, 112 records were initially identified, and 27 studies were selected after applying inclusion and exclusion criteria. The analysis reveals a growing body of research, particularly since 2021, with a predominance of qualitative approaches and generalist frameworks. Key strategies include training in assistive technologies, curriculum redesign, and collaborative professional development. Findings highlight the need for coherent, context-sensitive training policies that integrate digital competence and inclusion based on principles of equity and accessibility. The study contributes by identifying key approaches and gaps for advancing inclusive digital education.
La participación activa en el circuito literario: El rol de los clubes de lectura en la construcción de la identidad lectora
Dibujar, pintar, ilustrar: Un manual completo para aprender y disfrutar con el dibujo, la pintura y la ilustración creativa
If the reader is looking for a direct path to meet their creative self, this book is what they need. Through very clear exercises and examples, the author will take you on a one-way path towards artistic creation. Not only is it an extremely useful book, but it is a proven method, since, as the author says, this book is “part of your quest to enjoy drawing, painting and illustrating again.” The author organizes ideas that range from theoretical aspects, such as pictorial graphic language, to more practical issues, such as materials, which will quickly make this book a reference manual for anyone who wants to get started or enhance their artistic ability. In these pages the reader will find a space to reflect on their own limits in the creative process, to reach the conclusion that these do not exist and that everything is possible.
Formación Profesional Dual en Educación Infantil. Retos, experiencias y políticas en perspectiva comparada
Esta obra colectiva, publicada en la colección Horizontes Universidad de la Editorial Octaedro, conforma parte de los resultados del proyecto de investigación I+D+i “Conectando el aprendizaje y el trabajo significativo en Andalucía: investigación comparada de la formación profesional dual en el ciclo formativo de la Educación Infantil” (P21_00162), financiado por la Consejería de Universidad, Investigación e Innovación -Junta de Andalucía-. El libro constituye una aportación fundamental al estudio de la implementación de la política de Formación Profesional Dual (FPD) en el Ciclo Formativo de Grado Superior (CFGS) de Educación Infantil (EI) y su fortaleza radica en la participación de académicos/as de distintos grupos de investigación con trayectorias consolidadas en el estudio de esta política, así como investigadores/as de la Fundación CaixaBank Dualiza. La finalidad del estudio es conocer el aprendizaje que tiene lugar en la relación entre la educación y el mundo del trabajo desde tres niveles: a) a nivel individual en la formación del estudiante-aprendiz, b) a nivel de los procesos organizativos que se desarrollan en las instituciones de educación y en las organizaciones de trabajo, c) a nivel del funcionamiento y desarrollo en el propio sistema educativo, atendiendo a la política de FPD impulsada en España. La investigación se ha visto fortalecido por su dimensión comparativa, no sólo autonómica, donde se analiza el caso de Andalucía y Valencia, sino también europea, con los casos de Alemania, Grecia, Suecia y Noruega. Consta de diez capítulos y su preceptiva introducción, “Entre la innovación educativa y el compromiso social: la FP Dual en Educación Infantil”, que ofrece una contextualización del estudio de la organización de las experiencias de aprendizaje que se desarrollan en la modalidad dual del CFGS de EI, la vinculación entre las organizaciones educativas y las empresas -Centros de Educación Infantil- que coparticipan en la formación de aprendices -estudiantado- y las transiciones educativas que les llevan a cursar la FPD. La idea clave es conocer cómo se desarrollan estos procesos desde la transferencia de políticas educativas y cómo se adaptan para su implementación en la formación dual de Técnicos/as Superiores de EI, estudios demandados en la familia profesional de Servicios Socioculturales y a la Comunidad, que están feminizados y con un desarrollo profesional precarizado. El libro inicia con el capítulo “La presencia masculina en la Educación y Atención a la Primera Infancia: perspectivas desde Alemania y Noruega”, elaborado por Rohrmann, Emilsen y Ljunggren. Aportan una perspectiva comparada acerca de la participación de los hombres en la educación y atención de la primera infancia en Alemania y Noruega. Sofou, en el segundo capítulo, “La formación del profesorado en educación y cuidado de la primera infancia en Grecia: transformaciones, discontinuidades y perspectivas en un ambiente fragmentado”, analiza la formación y preparación profesional de los profesionales de la EI en Grecia, con énfasis en la edad de 4-6 años, con una visión paralela al rango de 0-4 años. Por su parte, Moreno Herrera y Cephas Charsmar, continúan con un capítulo sobre “La formación de personal cualificado para la educación y el cuidado de la primera infancia en Suecia. Enseñanza dual con dirección de escuela”. Describen la estructura y las características del sistema sueco de EI, enfatizando el perfil profesional de sus trabajadores y la función clave de la FP. El siguiente capítulo, “Análisis de los profesionales de la FP en la Educación Infantil: una doble mirada formativa y laboral”, Moso Díez y Moncada Soto presentan un análisis del CFGS en el sistema de FP española, centrado en su evolución histórica, estructura curricular y perfil profesional del Técnico Superior de EI. Barrientos Sánchez, con su aportación “Ensayando antes de la universidad: transición al empleo de las estudiantes del CFGS en Educación Infantil en la modalidad dual”, estudia la transición escuela-trabajo del estudiantado del ciclo con la finalidad de caracterizar sus perfiles de transición, motivaciones, expectativas y satisfacción. Profundizando en el tema, Salvà-Mut, Tugores Ques y Quintana Murci, con el escrito “FP Dual en la Formación Profesional en España”, analizan la situación de la FPD en España desde una perspectiva crítica centrada en su desarrollo normativo, institucional y territorial, desde el RD del 2012 hasta la aprobación de la actual normativa, evidenciando los factores explicativos de una evolución desigual entre comunidades autónomas. La contribución de Giménez Urraco, Horcas López, Navas Saurin y Abiétar López, denominado “La FP Dual en Valencia: mujeres enseñando a mujeres a cuidar”, tiene como objetivo analizar y describir, desde una aproximación cualitativa, cómo el aprendizaje en la FPD en el CFGS de EI se relaciona con la feminización del sector de los cuidados. En el capítulo siguiente, titulado “La generación de conocimiento científico en la FP en las tesis doctorales (TESEO, 1976-2024)”, Álvarez Jiménez, Molina Poveda y Sanchidrián Blanco ofrecen un análisis a través de una revisión sistemática de las investigaciones académicas sobre las tesis doctorales realizadas en España sobre FP durante el periodo indicado. Lorente García y Guerrero Puerta aportan el penúltimo capítulo, “Percepciones de las empresas sobre la FPD en el Técnico Superior en Educación Infantil. El caso de Andalucía”. Se centra en un estudio cualitativo que describe las percepciones del profesorado de las escuelas infantiles que acogen a estudiantes del ciclo para la formación dual. Por último, García-Fuentes y García Jiménez cierran la obra con su aportación sobre “La perspectiva del profesorado en la implementación del FPD en el ciclo de Educación Infantil en Andalucía”. Desde un enfoque cualitativo, investigan la perspectiva del profesorado en la implementación de la dual, buscando comprender su importancia para el empleo, las experiencias docentes y la contribución a la inclusión sociolaboral. En conclusión, esta obra proporciona una sólida base investigativa centrada en las experiencias contextualizadas de la formación de profesionales del CFGS en EI en modalidad dual. Se describen las problemáticas de su formación, entre otras, la feminización y reproducción de los roles de género, la fragmentación entre lo asistencial y lo educativo y su incidencia en la formación. Si bien la FPD puede contribuir a reconfigurar la formación en colaboración con los centros de EI, es prioritario reorientar la política atendiendo a los desafíos evidenciados en la investigación del proyecto.
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Parejas adolescentes. Propuestas de intervención para prevenir la violencia
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