Revista Complutense de Educación
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description: 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.
publisher: Ediciones Complutense
language: en
publication name: Revista Complutense de Educación
issn: 1130-2496
copyright: In order to support the global exchange of knowledge, the journal Revista Complutense de Educación is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
items: Didactic possibilities of storyboarding: a study with trainee teachers
items: Problematic social media use and phubbing: the mediating role of FoMO and urgency
items: University dropouts and mental health: A comparative analysis of LGB and heterosexual students
items: The Importance of Transversal Competencies in University Education: Self-efficacy for Entrepreneurial Leadership in Health Sciences
items: Service-Learning for the acquisition of musical skills in future teachers
items: Inclusive educational practices in Latin America: conceptualization, types, and characteristics. A systematic review
items: Technology in teacher planning from a Universal Design for Learning: a case study of inclusive practices
items: Teachers’ socioemotional skills and competences: An umbrella review
items: Citizenship and heritage education in childhood
items: 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
items: The teaching identity of the university professors. An approach from the pedagogy of alterity
items: Mentoring as strategy for teaching improvement in universities, a systematic review
items: Environmental quality in infant and toddler settings: a descriptive study in spanish contexts
items: What are maps for? A didactic proposal for teaching Geography in lower secondary education
items: Support in home and engagement in vocational training education students in the field of health
items: Motivation toward Biology and Geology in Secondary School: impact of learning strategies, goals, and academic expectations
items: Afro-pessimism in the western imaginary: social representations of secondary school students
items: Exploring sociodemographic and academic characteristics associated with different types of cyberaggressions carried out at the university
items: Emotional Intelligence and Inclusive Education: Exploring Their Connection
items: The construction of the concept of educational innovation through semantic adherences
items: Teacher Training in Digital Competence for Inclusive Education: A Systematic Review
items: La participación activa en el circuito literario: El rol de los clubes de lectura en la construcción de la identidad lectora
items: Dibujar, pintar, ilustrar: Un manual completo para aprender y disfrutar con el dibujo, la pintura y la ilustración creativa
items: Formación Profesional Dual en Educación Infantil. Retos, experiencias y políticas en perspectiva comparada
items: La investigación en el aula: Maestros que aportan desde los colegios maristas
items: Parejas adolescentes. Propuestas de intervención para prevenir la violencia
items: La educación de las virtudes humanas. Claves para la práctica educativa
items: En busca del objeto de estudio. Cómo elaborar una investigación académica en ciencias sociales y humanidades
items: Encuentros inesperados entre arte y pedagogía. Transformando la formación de profesionales de la educación para la inclusión y la interculturalidad
items: Una mirada a la educación

Didactic possibilities of storyboarding: a study with trainee teachers
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description: 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.
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creator: Inés Ortega-Cubero
creator: Pablo Coca Jiménez
creator: Victoria Martínez-Vérez
creator: Irene García Chacón
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 187
ending page: 198
doi: 10.5209/rced.100001

Problematic social media use and phubbing: the mediating role of FoMO and urgency
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description: 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.
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creator: Fátima Llamas Salguero
creator: Sergio Hidalgo-Fuentes
creator: Isabel Martínez-Álvarez
creator: Alberto González-Fernández
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 199
ending page: 208
doi: 10.5209/rced.100041

University dropouts and mental health: A comparative analysis of LGB and heterosexual students
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description: 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.
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creator: Elena Blanco González
creator: Ana Belén Bernardo Gutiérrez
creator: Eva Campos Muñoz
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 209
ending page: 231
doi: 10.5209/rced.100218

The Importance of Transversal Competencies in University Education: Self-efficacy for Entrepreneurial Leadership in Health Sciences
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description: 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.
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creator: Paula San Martín González
creator: David Hortiguela Alcalá
creator: Mario Amatria Jiménez
creator: Rubén Arroyo del Bosque
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 233
ending page: 256
doi: 10.5209/rced.100258

Service-Learning for the acquisition of musical skills in future teachers
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description: 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.
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creator: Delia Arroyo Resino
creator: Carolina Bonastre Vallés
creator: Laura Cuervo Calvo
creator: Desiree García Gil
creator: Celia Camilli Trujillo
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 257
ending page: 279
doi: 10.5209/rced.100271

Inclusive educational practices in Latin America: conceptualization, types, and characteristics. A systematic review
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description: 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 comm…
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creator: María Leonor Conejeros-Solar
creator: Ana Rojas Farías
creator: Giselle Melo-Letelier
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 281
ending page: 308
doi: 10.5209/rced.100298

Technology in teacher planning from a Universal Design for Learning: a case study of inclusive practices
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description: 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.
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creator: María Dolores García Campos
creator: Cristina Canabal
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 309
ending page: 332
doi: 10.5209/rced.100344

Teachers’ socioemotional skills and competences: An umbrella review
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description: 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.
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creator: María Sánchez Munilla
creator: María Begoña García Domingo
creator: Daniel García Pérez
creator: - Isabel Inmaculada Asensio Muñoz
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 333
ending page: 359
doi: 10.5209/rced.100387

Citizenship and heritage education in childhood
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description: 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.
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creator: Laura Carmona-Ruiz
creator: María de los Ángeles Olivares-García
creator: María Elena González-Alfaya
creator: Rosario Mérida-Serrano
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 361
ending page: 373
doi: 10.5209/rced.100439

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
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description: 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.
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creator: Carlos Lago Peñas
creator: Ezequiel Rey Eiras
creator: Maria de los Ángeles Fernández Villarino
creator: Irene Crestar Fariña
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 375
ending page: 384
doi: 10.5209/rced.100480

The teaching identity of the university professors. An approach from the pedagogy of alterity
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description: 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.
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creator: Eduardo Romero Sánchez
creator: Alberto Gárate Rivera
creator: Doris Becerra Polío
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 1
ending page: 19
doi: 10.5209/rced.96446

Mentoring as strategy for teaching improvement in universities, a systematic review
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description: 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.
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creator: Mercedes López-Aguado
creator: Onofrio Scialdone
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 21
ending page: 33
doi: 10.5209/rced.96870

Environmental quality in infant and toddler settings: a descriptive study in spanish contexts
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description: 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.
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creator: Andrea Otero-Mayer
creator: Ana González-Benito
creator: Eva Expósito-Casas
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 35
ending page: 57
doi: 10.5209/rced.96960

What are maps for? A didactic proposal for teaching Geography in lower secondary education
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description: 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.
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creator: Antoni Pons Esteva
creator: Bartomeu Sastre Canals
creator: David
creator: Gabriel Mateu Janer
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 59
ending page: 69
doi: 10.5209/rced.99693

Support in home and engagement in vocational training education students in the field of health
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description: 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.
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creator: Clara Isabel Fernández-Rodicio
creator: Paula Fernández-Lopo
creator: Laura Abellán-Roselló
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 71
ending page: 78
doi: 10.5209/rced.99711

Motivation toward Biology and Geology in Secondary School: impact of learning strategies, goals, and academic expectations
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description: 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.
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creator: Luis Pedro García-San Segundo Jiménez
creator: Angela Zamora Menéndez
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 79
ending page: 101
doi: 10.5209/rced.99717

Afro-pessimism in the western imaginary: social representations of secondary school students
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description: 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.
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creator: Beatriz Andreu-Mediero
creator: Ezequiel Guerra de la Torre
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 155
ending page: 180
doi: 10.5209/rced.99841

Exploring sociodemographic and academic characteristics associated with different types of cyberaggressions carried out at the university
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description: 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.
subject: Articles
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creator: Sara Conde Vélez
creator: José Ramón Márquez Díaz
creator: Virginia Villegas-José
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 103
ending page: 114
doi: 10.5209/rced.99882

Emotional Intelligence and Inclusive Education: Exploring Their Connection
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description: 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.
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creator: Cecilia Azorín Abellán
creator: María Cristina Sánchez López
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 115
ending page: 133
doi: 10.5209/rced.99935

The construction of the concept of educational innovation through semantic adherences
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description: 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.
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creator: Paula Sánchez-Gil
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 135
ending page: 154
doi: 10.5209/rced.99944

Teacher Training in Digital Competence for Inclusive Education: A Systematic Review
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description: 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.
subject: Articles
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creator: Verónica Nistal-Anta
creator: Verónica Basilotta-Gómez-Pablos
creator: María Brígido-Mero
creator: José Luis Estévez-Méndez
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-07-01
publication date: 2026-07-01
starting page: 471
ending page: 481
doi: 10.5209/rced.103903

La participación activa en el circuito literario: El rol de los clubes de lectura en la construcción de la identidad lectora
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subject: Reviews
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creator: Kevin Baldrich
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 393
ending page: 394
doi: 10.5209/rced.107243

Dibujar, pintar, ilustrar: Un manual completo para aprender y disfrutar con el dibujo, la pintura y la ilustración creativa
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description: 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.
subject: Reviews
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creator: Juan Jaime Marqués Mayol
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 395
ending page: 395
doi: 10.5209/rced.107123

Formación Profesional Dual en Educación Infantil. Retos, experiencias y políticas en perspectiva comparada
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description: 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 -estu…
subject: Reviews
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creator: Francisco José del Pozo Serrano
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 387
ending page: 388
doi: 10.5209/rced.107075

La investigación en el aula: Maestros que aportan desde los colegios maristas
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subject: Reviews
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creator: Natalia Herrero Hernández
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 391
ending page: 392
doi: 10.5209/rced.107028

Parejas adolescentes. Propuestas de intervención para prevenir la violencia
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subject: Reviews
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creator: Auxiliadora Sales Ciges
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 385
ending page: 385
doi: 10.5209/rced.106988

La educación de las virtudes humanas. Claves para la práctica educativa
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subject: Reviews
  topic: section
creator: Josemaria Camean Ariza
rights: Copyright (c) 2026 Revista Complutense de Educación
date: 2026-04-09
publication date: 2026-04-09
starting page: 389
ending page: 390
doi: 10.5209/rced.106881

En busca del objeto de estudio. Cómo elaborar una investigación académica en ciencias sociales y humanidades
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subject: Reviews
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creator: Jaime Elipe
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 185
ending page: 186
doi: 10.5209/rced.106570

Encuentros inesperados entre arte y pedagogía. Transformando la formación de profesionales de la educación para la inclusión y la interculturalidad
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subject: Reviews
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creator: Teresa Aguado Odina
creator: Elena Marcén Guillén
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 183
ending page: 184
doi: 10.5209/rced.106569

Una mirada a la educación
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subject: Reviews
  topic: section
creator: Miguel Pérez Ferra
rights: Copyright (c) 2025 Revista Complutense de Educación
date: 2026-02-09
publication date: 2026-02-09
starting page: 181
ending page: 182
doi: 10.5209/rced.106565