Cyberbullying and Collaborative Learning: A Sociological Perspective in Virtual Education

Evolution of the Concept of the Teaching Profession in Secondary School Teacher Training

This paper analyzes the school experience of adult people that quit school without getting a Lower Secondary Education (ESO) degree. This paper analyzes what they say about their school days when minors and what they are experiencing as adult pupils in the so called Center for the Education of Adult People (CEPA). Work field is based on participant observation in classrooms in ten adult schools in the city of Madrid during the 2011-12 and 2012-13 academic years. On top of that, more than one hundred in-depth interviews with students of these schools were made. The analysis of the interviews allows for guessing the many difficulties these students confronted during their childhood and adolescence. Most of the interviewees talk about harsh situations as those related to family matters (divorces, deaths of parents and low levels of education and income), schooling in overcrowded classrooms or the fact of being an immigrant. Spanish economy has been able to thrive till the beginning of the economic crisis in spite of high levels of early school leaving rates. Nowadays, secondary education degree is the minimum educational degree to enter the labor market.

The creative possibilities of Generative Artificial Intelligence (GenAI) are transforming writing processes across all educational levels. Since the emergence of OpenAI in 2022, multiple experiences and perspectives have emerged regarding the integration of GenAI in language and literature classrooms. These tools are reshaping traditional writing practices, opening new pathways to foster students’ creativity, enhance critical thinking, and collaborative learning. This study analyzes the integration of GenAI over three academic years (2022–2023, 2023–2024, and 2024–2025) in the training of future Spanish Language and Literature teachers in Secondary Education. Specifically, it focuses on the course Research, Innovation, and Use of ICTs in the Teaching of Language and Literature, part of the Master’s Degree in Secondary Education at the University of Alicante. Students’ work is organized through a classroom blog ( https://didacticalenguayliteraturaua2025.blogspot.com/, https://didacticalenguayliteraturaua2024.blogspot.com/, and https://didacticalenguayliteraturaua2023.blogspot.com/) and a dedicated social media hashtag for each academic year (#INVTICUA23, #INVTICUA24, and #INVTICUA25), allowing them to share work openly and interactively. The research employs a mixed-methods approach. First, a quantitative study was conducted using questionnaires at the beginning and end of the course to analyze students’ learning about GenAI. A total of 118 participants (from #INVTICUA24 and #INVTICUA25) took part. Second, the process of introducing and integrating GenAI into established teaching activities is described, followed by a qualitative content analysis of students’ work. Key activities include: (A) blog post writing with GenAI, examining how the tool assists in drafting weekly entries and types of errors generated; (B) I Couldn’t Do This Without AI, a collaborative activity where students design a teaching proposal using an AI tool for Secondary Education classrooms; and (C) Education 2050 Stories, a creative writing exercise imagining the future of education using ChatGPT. Across all activities, students initially demonstrated limited knowledge of GenAI but progressively developed specific skills related to its educational use. Results confirm students’ growing interest in these tools and reveal a consolidated learning process over the academic years. While these practices represent a novel approach and an opportunity for educational innovation, the ultimate goal is to normalize GenAI integration as a regular component of teacher training programs.

If the appearance of digital images does not coincide with what they look like when they are presented as authentic photos or videos, we must reflect on concepts such as mimesis, truth, Artificial Intelligence and impersonation, something that is currently gaining prominence in the education of teachers and university professors. The current study presents the results of a research focused on the scope and knowledge of the so-called ‘deepfake images’ by the university student body of the Visual and Plastic Education subject, in the Graduate Certificate in Primary Education, and the student body of the Activity Design subject, in the master’s degree in Secondary Education—Specialty in Drawing, in the subject of Activity Design, University of Zaragoza. To do so, a quasi-experimental design with qualitative methodology was used, in which of 100 students participated. As a data collection strategy, reports were used, based on semi-structured questions, for the analysis of the development of critical thinking. The achieved results allow us to verify that deepfakes put forward an innovation in the study by university classrooms. The use of these deepfake representations is a novel issue that generates some moral and ethical controversy due to the different uses it can have, where the age of the interpreter is a differentiating factor for the knowledge and the possibilities that these imaginaries present. Therefore, it is a work area belonging to the field of artistic education on which little exploration and research has been conducted. Based on the obtained results, we conclude that there is currently a better awareness on the part of artistic education, and of education itself, in general terms, regarding the knowledge by the students, the relevance of its use, and the possibilities of these technological tools, both in their creative aspect and their misinformative ones.

El quehacer profesional del profesorado es respaldado por una formación inicial que brinda la Escuela Normal en México y con la obtención del título de una Licenciatura en Educación, equivalente a los estudios de grado de Magisterio en Educación Superior. Este proceso formativo se presenta articulado con la propia historia personal, experiencias previas, motivaciones externas e internas más allá del cumplimiento de un currículo institucionalizado. La investigación de la Escuela Normal Superior Oficial de Guanajuato en México plantea develar el desarrollo de la identidad profesional del estudiante considerando su trayectoria personal como un proceso de socialización profesional con creencias pedagógicas que emergen de diversas vivencias para orientar la identidad docente. Bajo la metodología de la Teoría Fundamentada se analiza el discurso de alumnos de la Licenciatura en Educación Secundaria, Especialidad en Telesecundaria y Matemáticas en una narrativa autobiográfica. En la elaboración de teoría sobre el objeto de estudio se parte del análisis inductivo de los datos cualitativos. Su selección se define por muestreo teórico y saturación, con un ordenamiento conceptual, codificación y comparación constante hasta identificar las categorías con propiedades comunes. Se concluye que las voces de los estudiantes de primer grado, se sitúan en tres ámbitos socioculturales: influencia recibida, idea vocacional y necesidad laboral, los cuales contienen significados de la estructura mental interna previa a su llegada a la Escuela Normal e ideas preconcebidas acerca del mundo pedagógico, del ser del profesor, y son el escenario en que forman nuevas concepciones y abandonan otras, en un bucle ascendente de conocimientos, experiencias y retos durante el proceso de la formación inicial del profesorado en Guanajuato, México.

BackgroundUnderstanding social media use and digital literacy among young Canadian children is an increasing area of concern, given the importance of digital inclusion for full and informed participation in evolving educational, civic, corporate, social, and economic spaces.ObjectiveThe aim of this study was to explore internet and social media knowledge as well as social media use among Canadian children aged between 6 and 10 years.MethodsWe conducted interview surveys with 42 children aged between 6 and 10 years who participated in an after-school health promotion program in an urban community in Southwestern Ontario to understand their digital literacy skills and social media use. The data were analyzed using both quantitative and qualitative methods.ResultsOf the 42 children who participated in this study, 24 (57%) reported that they used social media, specifically YouTube (19/24, 79% reported use), Snapchat (16/24, 67% reported use), and Facebook (8/24, 33% reported use). While using social media, children reported sharing personal information, including videos or pictures of themselves (12/24, 50%), videos or pictures of others (8/24, 33%), and their birthday (12/24, 50%), whereas only one-third (9/24, 38%) of the children believed that only close family and friends had access to the content they shared. When reporting on the quality of life in the context of using social media, most (17/24, 71%) children never felt sad, half (12/24, 50%) never had difficulty making new friends, and nearly one-third (7/24, 30%) indicated that they never had difficulty wanting to play outside.ConclusionsOwing to the rapidly evolving uptake and use of social media among young Canadians, the implementation of childhood digital health literacy education is vital to best support digital inclusion and well-being in Canada. The findings of our study highlight the need for future research to understand where children receive their digital literacy knowledge from and whether this knowledge is gained through self-directed social media use or observation from other actors, such as parents, siblings, or friends.

Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND

Computer supported collaborative learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. The present paper intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. The reason behind this situation lies in the fact that such an educational perspective had not yet been constitutionalized as an indispensable and methodologically clarified component of the political agendas which set the prerequisites regarding the practical implementation of Computer Supported Collaborative Learning in the Greek educational system.

Teenagers in transition between primary and compulsory secondary education show a quick integration in the new relational network but also the hard adaptation to a new institutional environment, more academic and selective, in which expositional classes and study at home become hegemonic. Based on a survey and interviews to students and teachers in the first degree of secondary education (7th degree at all), from five schools located in Madrid City Center, current trends on this transition are sketched, in order to discuss the meaning of this intermediary stage, in the different ways it is being appropriated. This analysis enables to confirm that educational field, including in its elementary and universal stages, is still challenged by massive school failure, located on the more disadvantaged segments of society, mostly nowadays immigrants from poor countries. This research has also shown that transition to secondary school is a socially complex moment, in which the individualization process becomes more intense, emerging coherent identity projects lying on higher levels of autonomy, at the same time that institutional pressures for the exclusion of part of the students are reinforced.

This study, which is part of a broader research project, aims to investigate the impact of the initial training received by students in the Master’s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE) on their future teaching development in the current educational and social framework. The main goal is to understand their concerns, attitudes, and level of acquired competencies and knowledge for their professional development as inclusive teachers. Additionally, the study aims to explore the relationship between their assessments and experiences with the perceived level of Emotional Intelligence (EI), given its importance as a facilitating element, which is teachable from formal education, in socio-educational inclusion processes and quality attention to diversity in classrooms. A total of 218 MDSE students (Mage = 31.5; SD = 6; males = 33%; females = 67%) participated in the study, coming from various Spanish universities, and having either completed their studies or being in the final stages after having completed the generic module and practices in secondary education centers. The information was collected through the “Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (TTSE-IN) questionnaire, which included five validated and relevant instruments, of which three were used for the study’s purpose (Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention, Scale of Feelings, Attitudes, and Concerns about Inclusive Education, Revised SACIE-R and Wong and Law Emotional Intelligence Scale WLEIS-S). The main results indicate that future teachers show a positive attitude towards diversity but have significant training gaps. Additionally, the EI variable, along with regular contact with people in situations of special vulnerability and experience in teaching people in situations of special vulnerability in non-formal contexts, has a positive effect on both teacher well-being and the facilitation of inclusive education processes and diversity attention.

IntroductionThe advancement of inclusive education over the past few decades emphasizes the pivotal role of teachers in transforming the educational landscape. As schools transition toward a more inclusive approach, it is imperative to evaluate the efficacy of initial teacher training programs in preparing educators for this inclusive transition. This study aims to describe the preparedness and perceptions of students in the Master’s Degree in Secondary Education, Vocational Training, and Language Teaching (MDSE) regarding inclusive education, guided by the profile developed by the European Agency for the Development of Special Needs and Inclusive Education (AEDNEEI).MethodsFurthermore, the research analyzes how external factors, such as perceived self-efficacy, influence these perceptions and readiness for inclusive teaching. A total of 218 students enrolled in the MDSE, with an average age of 31.5 years and a standard deviation of 6, were examined. Of the participants, 33% were male and 67% were female. These students came from different Spanish universities and were either in the final stages of their studies or had already completed them. Prior to participating, they had finished the generic module and completed their practice sessions in secondary education centers. The “Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (TTSE-IN) questionnaire was employed, which includes five validated and pertinent instruments, with four of them being employed for the study’s objectives: The “Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention,” the “Questionnaire for the Evaluation of Teacher Training for Inclusion CEFI-R,” the “Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education” (SACIE-R), and the “Brief Scale of Teacher Self-Efficacy.”Results and DiscussionThe results show the presence of positive attitudes in future educators along with a poor overall assessment of the training received, which raises concerns about the development of teaching functions more related to daily work in the classroom and the implementation of inclusive methodologies. At the same time, both regular and close contact with people in situations of special vulnerability, experience in training in nonformal contexts, and the level of teacher self-efficacy, in its different components, are postulated as some of the facilitators of the development of the postulates and values of inclusive education and predictors of greater capacity toward attention to diversity.

The advancement of technology that continues to develop today can help accelerate and simplify human work. Technological progress facilitates communication without limitations of space and time. Easy internet access makes it easier to obtain various types of information. However, the vast amount of information available online can also lead to the spread of hoaxes and misinformation. This makes digital literacy crucial for the public to distinguish between valid and invalid information. Social media, as an easily accessible form of information technology, can serve as an educational medium for promoting digital literacy. Social media as a model for digital literacy can also be applied in science education by providing students with worksheets and asking them to review information found on social media related to specific science topics. This approach not only strengthens students’ digital literacy skills but also deepens their understanding of scientific concepts by connecting them with real-world issues and current information trends. The method used is descriptive qualitative, with data derived from previous research conducted over the past ten years. The results show that digital literacy is essential for communities in utilizing technology effectively. A high level of digital literacy enables individuals to differentiate between accurate and inaccurate information. The opportunities for using social media in digital literacy education include enhanced collaborative communication, engagement and accessibility, empowerment, lifelong learning, and the promotion of innovative educational practices. The challenges, however, include limited access and resource constraints, barriers to digital literacy, privacy and security concerns, and ethical and professional considerations. These findings support the strategic integration of social media into public education systems as a tool to enhance both scientific and digital literacy, especially among youth

The influence of student support services on academic success cannot be overstated, as they play a pivotal role in shaping student performance and overall well-being. In response, educational institutions have established dedicated student affairs offices to cater to the diverse needs of students, ensuring their welfare and holistic development. In particular, during the unprecedented challenges posed by the pandemic, these support services have emerged as even more vital, prompting adaptation and innovation within student affairs offices to uphold student well-being and academic progress. This study delved into the experiences of students from the College of Education at Rizal Technological University, specializing in various fields, such as a bachelor’s degree in secondary education and a bachelor’s degree in technical vocational teacher education. These students, who hailed from campuses in Mandaluyong City and Pasig City were selected based on their exposure to student support services before, during, and after the pandemic. Having completed the requisite coursework, they provided valuable insights into their competencies and experiences with support services. Utilizing a descriptive quantitative approach, this study explored students' perspectives on support services before the pandemic, shedding light on the challenges encountered and issues faced during their utilization. Furthermore, it assessed students' satisfaction levels regarding the efficacy of support services in addressing their welfare and development needs. Finally, the study examined post-pandemic changes and enhancements in student support services, offering valuable insights for ongoing improvement and adaptation in the face of evolving circumstances.

The use of gamified digital tools has become a key and dynamic component in the work of educators, playing a crucial role in shaping various educational tasks. These tools offer a more playful, effective, and interactive learning experience aimed at increasing student motivation and providing immediate feedback. Based on these principles, this study proposes to analyze the improvement in student learning and motivation following the application of a didactic experience using gamified digital resources (Nearpod, Genially, Educaplay, Breakout, and Quizizz) in an online university classroom. The implementation was carried out over a five-month period with pre-service teachers (n=147) from the Bachelor’s Degree in Early Childhood and Primary Education and the Master’s Degree in Secondary Education and Teacher Training at a private Spanish university. A pre-experimental design with pre- and post-intervention measurements was employed. The research results demonstrate that the use of these gamified digital resources enhances students’ perceptions of music learning in an online university environment. The findings reveal a positive impact across all evaluated areas following the didactic intervention, with significant improvements ranging from perceptible to moderate in university students’ perceptions of learning and motivation. Therefore, the study’s findings have practical educational implications, highlighting the appropriateness of using these digital resources not only in music courses but also in other subjects within the curriculum, promoting active learning in the classroom.

Resilience is a personal characteristic or trait that is revealed in situations in which the individual shows high adaptation mechanisms. It is not a state of stress immunity but the ability to adapt to different circumstances. This characteristic is highly important for future teachers and their teaching activities. To analyze resilience levels of future teachers of nursery, primary and secondary education. First, this study is ainstrumental research carried out to revalidate the CD-RISC (Connor-Davidson Resilience Scale) for teachers in training, and second, based on the foregoing results, it is a non-experimental empirical study. The participants were 373 students of degrees in Early Childhood Education, Primary Education, and a Master’s Degree in Secondary Education from two Spanish Universities and a Chilean university. Exploratory and a confirmatory factorial analysis were sequentially used to identify the number and composition of factors, and central tendency and dispersion tests, analysis of variance, and effect size were calculated. The programs and statistical tests used were SPSS.22, FACTOR.10.8.01, M-Plus.7.3, and G*Power 3.1.9.2. The instrumental research revealed a bifactorial distribution, resistant personality, resources and control. Females, older individuals, and those who attend primary education showed higher resilience levels than males, younger people, and children in early childhood education.