This article presents evidence on the process of elaboration and validation of a semi-structured interview script, which aims to identify the personal, socio-cultural and formative components in the meanings of the teaching identity of future secondary school teachers that emerge from the experiences of professional practice. For the validation process, the instrument was submitted for evaluation by expert judgment, considering the criteria of clarity, coherence and relevance to evaluate all the questions, and the criterion of sufficiency for each category, i.e., set of questions. Seven researchers participated in this instance. The review of each of the validations included a quantitative analysis of the judges' ratings, through content validity analysis, and a qualitative analysis of the experts' comments, through content analysis. The result was an instrument composed of 15 questions, divided into two categories and six subcategories. It is concluded that the resulting interview can be used in a similar context, that is, with practicing teachers, future teachers of basic education or kindergarten and special education who wish to inquire into the construction of teacher identity, and that the process of validation by expert judgment gives greater credibility to the data obtained in accordance with the nature of the object of study and adjusted to the context, while at the same time, it encourages critical reflection processes in the researchers.

This study analyzes the presence and characteristics of nomophobiain high school and university students at the Universityof Guadalajara. The research is framed within a quantitativeapproach, through the application of the NMP-Q questionnaireto a sample of 776 students during the 2024 B calendar. Theresults indicate a general prevalence of nomophobia in moderatedegree, with a mean of 77 points on the test scale, being slightlyhigher among females and young people of both genres aged 17and 18 years. Minimal differences were identified according toeducational level, region or employment status, although certainfactors, such as the type and edition of device (mainly iPhone) andisolated cases of poor academic performance, showed a greaterassociation with high levels of nomophobia. The main functionsof the cell phone were the use of social networks, calls and consumptionof multimedia content. It is concluded that nomophobiais a widespread phenomenon among young people, with relevanteducational and social implications, which requires institutionalattention and psychological support, due to the addictive behaviorsthat can occur when trying to stay connected to mobiledevices. Future research on psychosocial factors associated withproblematic cell phone use, the social context of those with highlevels of nomophobia, and the creation of effective preventionpolicies and norms should be further investigated.

The growing diversity of students in university classrooms is a reality that intensifies year after year. This scenario makes the teaching staff a fundamental agent in promoting truly inclusive education that favours meaningful and quality learning. This study aims to identify the educational practices of teachers at a public university in Ecuador and determine whether they are aligned with the Universal Design for Learning (UDL) framework. A quantitative, descriptive-exploratory study was conducted, using a survey to collect data from a sample of 123 teachers from 23 university degree programmes. The results show that the most established practices are related to curriculum planning, the use of participatory strategies, and the use of virtual environments. However, weaknesses were identified in the diversification of content formats, formative assessment, and the creation of affective spaces and openness to dialogue, suggesting opportunities for improvement in the construction of inclusive environments and in teacher training. Teachers' perceptions of institutional preparedness to address diversity are critical, pointing to the need to strengthen inclusive policies and institutional support. It is concluded that the DUA is an effective framework for guiding educational transformation and that teachers and students should be considered key actors in building more inclusive universities.

Educational support is understood as a comprehensive processthat involves the active participation of families in their children’slearning outside of school, incorporating the organization oflearning environments, guidance with homework, educationalmediation, and the socio-emotional dimension. This processis closely related to children’s emotional development and thesocio-emotional skills of mothers and fathers, which directlyinfluence the quality of educational support provided at home.It is emphasized that teachers are also part of this process, as it isnecessary to align families’ needs with adequate parental training.The purpose of the study is to examine the relationship betweenthe level of pedagogical accompaniment provided by parents andthe need for parental tools, along with other relevant variables.Using a descriptive approach with quantitative analysis, interviewswere conducted with 332 parents, and the data were processedthrough absolute and relative frequencies for qualitative variables,employing Spearman’s correlation coefficient. The results includeinformation on parents’ emotions, their responsibilities, the educationalenvironment, and their perception of those responsibilities,among other links between variables. The main findinghighlights the importance of considering the emotions presentduring homework and of providing support resources to families.

This study conducted a systematic review of the national literaturepublished between 2019 and 2024, with the aim of mapping andanalyzing the education of Science teachers (Biology, Chemistry,and Physics) at the interface with Special Education, focusingon students with High Abilities/Giftedness. The analysis of 18selected studies revealed four main thematic categories: initialteacher education curricula; teachers’ conceptions regarding thisspecificity; pedagogical strategies and resources aimed at thispopulation; and professional development actions in Sciencefrom an inclusive perspective. The results point to persistent gapsin teacher education, particularly in Physics, as well as misconceptionsabout giftedness, an uneven distribution of scientificproduction across the country, and a concentration of researchwithin Graduate Programs. Despite these limitations, innovativeinitiatives stand out, such as inquiry-based experimentation, theSTEAM approach, remote mentoring, gamification, and the useof active methodologies, which contribute to the recognitionand development of these students’ potential. It is concluded thatinitial and continuing education of Science teachers, articulatedwith Special Education, is essential for consolidating inclusiveand equitable pedagogical practices; however, it is necessary toestablish parameters for monitoring and evaluating the impact ofthese educational initiatives in Brazilian public Basic Educationclassrooms

Universal Design for Learning (UDL) is an approach rooted ininclusive education that aims to increase student participation andengagement without relying on curricular adaptations. AlthoughUDL is embedded in Spanish legislation (LOMLOE, 2020), littleis known about teachers’ perceptions of it or about its actual usein schools. This study explored teachers’ attitudes towards UDLand how far they implement it in practice. A descriptive designwas used with a convenience sample of 286 in-service teachersworking at pre-university levels in Asturias, Spain. Participantscompleted the validated Attitudes towards UDL and PracticalImplementation in the Classroom questionnaire (ADIPA), whichshowed high internal reliability (α = .891; ω = .896). Data wereanalysed using descriptive statistics, non-parametric tests, andSpearman correlations. Teachers generally held positive viewsof UDL and acknowledged its inclusive potential, but classroomimplementation was inconsistent. Significant differences werefound by gender, previous training, perceived training quality,school type, and teaching specialisation. Likewise, associationbetween attitudes and implementation was positive but weak.This highlights the need to strengthen the practical componentsof teacher training and to ensure organisational conditions thatallow UDL to be implemented effectively, thereby contributingto national and international scholarly debates on inclusiveeducation.

Ensuring inclusive, quality education poses a challenge for the education system. In recent years, educational progress has been made to ensure that the right to education of certain groups, such as students with special educational needs, is not violated. However, schooling models that segregate students based on their abilities persist. To understand this reality, it is essential to listen to the voices of the true protagonists. The objective of this study was to analyze the perceptions of students in special education centers in the Region of Murcia (Spain) regarding the quality of their interpersonal relationships with their peers, both in special education centers and in mainstream schools. To this end, a qualitative phenomenological design was used through semi-structured interviews with 36 students enrolled in special education centers. The results revealed different perceptions, demonstrating the impact of the quality of the relationships they establish on their sense of belonging to the group. Based on the findings of this study, it has been possible to identify some of the aspects that hinder the creation of strong interpersonal bonds and reflect on the socio-educational implications necessary to foster quality relationships and, consequently, improve the educational and social inclusion of all students.

This paper explores the factors that affect the satisfaction ofdoctoral students, making a special emphasis and focus on subjectivevariables such as motivation, critical thinking and academicengagement, aspects that have been scarcely addressed inprevious literature. In the context of the growing significance ofdoctoral studies for academic and institutional development, thisstudy aims to identify the motivations underlying the pursuit andchoice of a doctoral program and the different types of criticalthinking that students possess. Additionally, it seeks to explorehow these factors interact with each other and how they impactthe academic experience of doctoral students in a differentiatedway. The research was conducted at a public Spanish universityusing a mixed-method approach that included semi-structuredinterviews and surveys administered to doctoral students. Thefindings reveal that learning motivation and academic engagementare crucial determinants of students’ satisfaction with theirdoctoral studies. Furthermore, and while most critical thinkingdimensions do not have a direct impact on the doctoral student’ssatisfaction, perceived utility does exert a notable effect on satisfaction.Results provide valuable practical implications for doctoralprogram managers, who may implement strategies to enhancestudents’ experience, thereby contributing to the improvement ofdoctoral training.

Artificial Intelligence (AI) has a transformative potential in education, generating benefits and challenges. Considering the numerous debates due to the rapid advance of AI, this study is part of a master's research with the objective: to identify the state of the art of research on Artificial Intelligence in Education (IAED), organizing and categorizing information to support researchers, teachers and managers in decision-making through knowledge management. A scoping review was carried out with studies published between 2021 and 2025, following up on previous reviews. The articles selected from the Web of Science database are indexed in the Social Sciences Citation Index, which guarantees the quality of the works analyzed. After the selection process, 230 articles were included in the study from a total of more than 700 works in the area of ​​education. The methodology adopted is qualitative and exploratory, using content analysis and descriptive statistics of some data from the articles. The results show significant progress in AIED research, including its implementation with its ethical use and impacts on higher education. There is a need for awareness and proper guidance of students, as well as regulation of the use of AI, ensuring data security and mitigation of algorithmic biases in the educational context.

The article addresses the systematic exclusion present in ruralMapuche school classrooms. It is socially relevant due to theurgent need to create inclusive environments where all childrenare welcomed. We understand inclusion as an ideology that isconditioned by a structured and rigid educational system. Theobjective is to analyze accounts of discrimination by various educationalactors in rural school classrooms with Lafkenche populationslocated in the territory known as Costa Araucanía, in Chile.The method was qualitative and the paradigm hermeneutic. Thedesign is an instrumental case study. Semi-structured interviewswere conducted, and the transcripts were subjected to analyticalprocedures of open and selective coding. The findings showedthe presence of hidden discrimination, social rejection, rejectionamong the children themselves through disruptive behavior,feelings of shame for being Mapuche, self-discrimination withregard to the teaching of the Mapunzugun language, and feelingsof shame for being Mapuche. The main conclusions relate tostructural changes in different dimensions of inclusion, the failureof intercultural and inclusive policies, and the need for educationthat promotes a sense of cultural identity and belonging in territorieswith a high Mapuche population density.