Dual Vocational Education and Training (Dual VET) has become established as a key educational model by combining theoretical training with practical experience in companies, thereby facilitating labour market integration and improving academic performance. However, its implementation presents challenges related to quality assurance and coordination between educational and corporate stakeholders. This study develops and validates an Assessment Guide and a Digital Tool based on the standards of the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the International Organization for Standardization (ISO) 21001, aiming to guarantee quality in Dual VET. Through a comparative analysis of accreditation systems in Spain, Italy, and Germany, seven critical phases in dual training were identified. The results indicate that the tool facilitates quality control at each stage of the process, providing objective criteria for both educational centres and companies. It is concluded that its implementation enhances transparency and the continuous improvement of the model.

The free and spontaneous play of children is a highly valued and profound experience that enables them to resolve emotionally challenging situations. Through autonomous exploration and play, they develop skills for problem-solving and decision-making, thereby becoming active participants in their own learning. Recognising childhood as a stage with intrinsic meaning requires respecting the needs and interests of children, acknowledging them as subjects of rights. Fulfilling and respecting these needs is contingent upon the quality of teachers, who must engage in continuous reflection. Under this approach, this research documents the Action-Research process experienced by a Pre-primary Education teacher during her initial training, and who also participates in a Lesson Study experience, a cooperative methodology for research and improvement of educational practice. Lesson Study aims to question the entire educational paradigm based on the simple yet complex premise of observing what and how children learn.

In recent decades, the European Union has positioned Dual Vocational Education and Training (VET) as a benchmark for modernisation across Member States. This study systematically analyses the dissemination actions undertaken by this international organisation and their impact on VET governance actors in Spain, specifically at the central level, in Andalusia, and in the Basque Country. To achieve this, the research examines a total of 35 EU-generated VET references including recommendations, conclusions, and declarations; and draws on 13 semi-structured interviews with representatives from the business, trade union, government, and educational sectors involved in VET governance. The findings reveal that various EU institutions have focused their efforts on four main areas: non-binding policy documents, peer learning, funding, and the European Alliance for Apprenticeships. Among these, the most impactful mechanisms for Spanish actors have been the issuance of recommendations and the use of conditional funding.

This research analyses family participation in educational centres located in socioeconomically disadvantaged contexts in Madrid. Using a case study approach across four centres (three public and one charter school), data were collected through document analysis, non-participant observation, semi-structured interviews, and discussion groups. Participants included management teams, teachers, families, and non-teaching staff. The results show difficulties regarding family participation in formal regulatory bodies, such as Parent and Family Associations known as AMPAs and AFAs in Spain, and within the established channels of school culture. Furthermore, reasons that alienate families from the school are identified, such as the lack of resources adapted to their specific needs. This highlights the urgent need to transform school participation channels to be responsive to the inequalities and difficulties faced by families in vulnerable contexts.

The promotion of reading habits is essential for fostering critical readers and achieving school success. In this regard, non-fiction illustrated books represent an effective resource for encouraging reading due to their combined ludic and informative characteristics. Within this context, school libraries play a crucial role by facilitating access to these materials. This study analysed the non-fiction illustrated books held within a school library in the province of Cádiz, with the aim of identifying bibliographical aspects, and determine their thematic focus. An analysis sheet was used to record key data such as authors, publication year, publisher, Universal Decimal Classification (UDC), and alignment with the Sustainable Development Goals (SDGs). The results indicated that out of a total collection of 5,295 books, only 156 were non-fiction illustrated books. The main themes covered by these titles were Exact and Natural Sciences and Geography. In conclusion, despite their utility in promoting reading and acquiring knowledge, non-fiction illustrated books constitute a low percentage of the library's total collection holdings.

This paper presents an experience of peer tutoring in older adults aimed at fostering knowledge of metamemory and reinforcing cognitive training. Its main objective was to analyse the pedagogical impact of peer tutoring in older adults; and three specific objectives were established: to know the participants' assessment, to identify the contributions and benefits of all the participating agents and to know if the experience had presented methodological and learning barriers during its implementation. Four different data collection techniques were used and 29 older adults participated. The results establish that the experience was positively valued by the tutors and mentees and both highlighted contributions and benefits of it. No methodological or learning barriers were identified. In short, peer tutoring is a good educational method for older adults.

This article describes the motivations and expectations of students who have completed a mid- or higher-level vocational training cycle in the dual modality, with the aim of characterizing their education-to-work transition profiles. The research employs a sequential mixed-methods design, which involved an initial phase of exploratory semi-structured interviews with apprentices, followed by a second phase employing a questionnaire administered to 466 apprentices. The research findings confirm that students pursuing this modality are driven by motivations heavily oriented toward the labour market, having expectations related to achieving rapid employment integration under favourable labour conditions. This correlates with profiles of successful transition or stable employment. However, a relevant percentage of individuals either fail to achieve a clear transition to the labour market or are compelled to make a downward adjustment of expectations due to precarious labour conditions.

With the progressive recognition of comprehensive education in affective-sexual matters, the opportunity and challenge to delve deeper into its praxis arise. Recent literature in the educational and social domains acknowledges the unexplored role of the family in providing affective-sexual education to their offspring, particularly emphasizing its relevance during crucial developmental stages characterized by increased risk and experimentation, such as adolescence. The objective of this article was to analyse the characteristics and contributions of 27 studies that examined the educational practices of families of adolescents concerning affective-sexual matters. To this end, an exploratory systematic review of the literature was conducted on 123 articles published between January 2016 and January 2022. To maintain the highest methodological rigor throughout, the criteria established by PRISMA, Arksey & O’Malley, and SALSA were followed for inclusion, exclusion, peer evaluation, analysis, and description of results. The findings highlight a scarcity of research on this topic in scientific databases. The study concludes that, despite its importance, the family-provided affective-sexual education (ASE) received by adolescents is insufficient. Understanding and comprehending these practices, as well as designing interventions and programmes aimed at fostering parental competencies in this domain from a transformative, inclusive, and holistic perspective, consequently present a significant challenge.

This research sought to implement a didactic experience targeted at adult compulsory secondary education. The proposal was situated within Social Sphere subject and specifically addressed the Sustainable Development Goal (SDG) 16: Peace, Justice, and Strong Institutions. An active methodology was employed, in which students carried out individual tasks. These individual contributions were subsequently integrated into a shared digital wall (Padlet), thereby generating a collective construction of knowledge based on collaborative learning through different activities designed to explore the concept of peace. The results demonstrated that this dynamic significantly enhanced the comprehension of content related to SDG 16 and fostered the development of crucial socio-emotional competencies, such as empathy, dialogue, and respect for diverse viewpoints. In conclusion, the didactic experience had a positive impact on the integral development of the students. effectively contributing to the construction of a culture of peace within adult education and actively promoting the tenets of sustainable global citizenship.