Education In Spain Research Articles

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

Profile and training needs of teachers of adult education in Spain

The principal aim of this work is to identify the profile and training needs of teachers of adult education in the Community of Madrid (Spain) (CM). For this, an ad hoc questionnaire was developed with items grouped into five dimensions: 1. evaluation of teacher training; 2. topics on which teacher training should focus; 3. characteristics that teachers should possess; 4. specificity of Adult Education Centres (AECs), and 5. teacher motivation and expectations in relation to their professional future. The final sample consisted of 153 teachers from 31 selected AECs. Reliability and a validity analyses were conducted on the results of the questionnaire. The responses of teachers were notably homogeneous regardless of age, years of experience, etc. and teachers expressed a high degree of commitment and dedication to their profession.

Navigating the Evolving Landscape of Higher Education: A Critical Examination of Governance and Policy

The contemporary university has evolved into a multifaceted institution, serving not only as a hub for research, professional training, and knowledge dissemination, but also as a pivotal component of economic machinery and societal advancement, especially within the context of globalization and intense competition. These institutions are now expected to significantly contribute to the socio-economic development of their surroundings, striving for excellence and competing within an increasingly interconnected global framework. To meet these heightened expectations, universities have undergone profound transformations over recent decades. This period of change is particularly notable within the Spanish context, mirroring the broader societal shifts since the onset of the democratic transition in 1975 through to the present day in 2024. This era has necessitated substantial reforms in university governance, equipping these institutions with the requisite tools to navigate and address emerging challenges effectively. A pivotal moment in this transformative journey was the enactment of the University Reform Law of 1983. Grounded in constitutional principles, this law marked a significant milestone in updating and revitalizing university education in Spain. After this, the Organic Law on Universities of 2001 further aligned the Spanish university framework with the broader European educational landscape, reinforcing the integration and competitiveness of Spanish institutions on a continental scale. However, to comprehensively grasp the magnitude and implications of these changes, it is essential to extend our analysis beyond the immediate past and explore the historical trajectory of Spanish universities over previous centuries. By examining this extensive historical context, we can better understand the foundational elements that have shaped the current state of higher education. This article aims to meticulously analyze the evolution of the Spanish university system, delineating the chronological progress, identifying persistent challenges, and engaging in a critical discourse on potential solutions. Through this examination, the article seeks to provide a nuanced understanding of the interplay between historical legacies and contemporary reforms, offering insights that are essential for shaping the future trajectory of higher education in Spain.

AI and Digital Technology: Gender Gaps in Higher Education

Abstract This article examines gender gaps in higher education in Spain in the context of technological advancements, particularly digitalization and artificial intelligence (AI). First, analyzing descriptive Spanish data we identify significant disparities, with women overrepresented in health-related fields and underrepresented in STEM (Science, Technology, Engineering and Mathematics) disciplines. This imbalance is concerning as STEM fields offer better employment prospects and higher salaries. Then, we analyze university degrees’ exposure to technological change through routine task intensity (RTI) and AI exposure indices, as well as a novel index of exposure to emerging digital technologies from 2015 to 2024. Our findings show that women are more enrolled in degrees with higher RTI, prone to automation, and less in degrees with higher AI exposure, likely to benefit from technological advancements. This suggests technological change could widen existing labor market gender gaps. To address this, we recommend policies to boost female participation in STEM fields and adapt educational curricula to reduce routine tasks and enhance AI complementarities, ensuring equitable labor market outcomes amid technological change. (JEL codes: I23, I26, J16, J24).

Institutions, State development and Education in Spain during the 19th and early 20th Centuries

Institutions, State development and Education in Spain during the 19th and early 20th Centuries

Promoting equity and social justice: analysing the global impact of educational laws on sex education in Spain and the United Kingdom

PurposeGovernment’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels.Design/methodology/approachThe method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom.FindingsIn most countries the compulsory contents in the curriculum are oriented to sexually transmitted infections and contraception. Nonetheless, this approach is deemed inadequate and restrictive, failing to cope with the challenges posed by globalization, including the increased spread of sexual infection. Legislative constraints hinder the comprehensive implementation of public health education strategies and social justice concerning sexuality.Research limitations/implicationsScope may miss legislative nuances and regional differences.Practical implicationsFindings emphasize comprehensive sex education to tackle modern challenges and to urge policy makers to incorporate these insights.Social implicationsEnhanced sex education laws foster health equity that will contribute to reducing violence and improving positive attitudes and behaviours.Originality/valueInsufficient analysis exists on the effects of ministry measures in sex education, connecting health, well-being and sustainability. This underscores the urgency of researching the legislative, educational and societal consequences, enabling interventions to address negative sexual attitudes and behaviours, including gender violence, biases against sexual diversity, emotional challenges, sexual freedom and health problems, based on respect for Human Sexual Rights.

The Situation of English Pronunciation in Primary Education Classrooms in Spain

This study arises from the need to approach the current reality of English pronunciation in primary education classrooms in Spain. Nowadays, English pronunciation is still not given importance for the development of students’ communicative competence. Thus, pronunciation is not sufficiently valued, and therefore, we can detect certain deficiencies in the oral expressions of our students. The main objective of this study was to investigate the situation of pronunciation in primary education in Spain. The hypothesis we planned was whether pronunciation was given appropriate importance and had sufficient presence in the classroom. We conducted a quantitative method being framed within what is known in educational research as a non-experimental or ex-post-facto design, defined as that which is carried out without the researcher deliberately manipulating the independent variables. The instrument used was a personal questionnaire delivered to 55 English teachers, of whom 32 responded, in primary education from Granada in Spain. From the data obtained from the teachers participating in the study, we can conclude that although teachers consider oral expression as one of the main skills to be worked on in the classroom, they do not consider pronunciation to have a direct and significant relationship with improving it.

Media education in Spain: Awareness, implementation, and challenges. The case of Catalonia

Media education in Spain: Awareness, implementation, and challenges. The case of Catalonia

Pedagogical renewal and intercultural education in Spain: The history of a mismatch?

In this article, we examine the relationship established between what the history of education in Spain has identified as "pedagogical renewal" and the proposals, experiences, reflections, meetings and training spaces framed in what at the time was identified as "intercultural education". This analysis stems from the apparent disappearance of everything generated around "intercultural education" throughout the 1990s from the historical account of pedagogical renewal. Faced with this apparent mismatch, the authors of the article argue that the main characteristics of the intercultural proposal (in terms of organisational forms, the global nature of its proposals and critical spirit questioning some of the basic pillars of the dominant educational system and model) would allow it to be identified with the movements, proposals and practices of pedagogical renewal. Additionally, the authors highlight the commitment and involvement of individuals, groups and journals aligned with the pedagogical renewal in the promotion and defence of intercultural education. Consequently, the authors finally propose some key insights that may help us understand why this presence and participation tends to be overlooked in the historiographical account of the renewal.

Do different sources of sexuality education contribute differently to sexual health and well-being outcomes? Examining sexuality education in Spain and Portugal

Sexuality education (SE) can be acquired through different sources. In a cross-sectional online study with Spanish and Portuguese participants ( N = 595), we examined differences between formal traditional sources (i.e., mandatory SE received in schools), formal modern sources (e.g., SE received in courses), informal traditional sources (e.g., talks with friends and family), and informal modern sources (e.g., pornography and online content) and their contribution to sexual health and well-being outcomes. Results showed that sexual and reproductive health were among the most addressed topics across all sources. Nearly all participants received SE from informal sources, whereas more than two-thirds received SE from formal traditional sources. Results of a linear regression model showed that participants who perceived more influence from formal traditional sources reported using condoms more often, were more focused on disease prevention, and enacted more sexual health communication, but were also less sex-positive. Participants who perceived more influence from both types of informal sources attributed more importance to SE topics but reported having condomless sex more frequently and were more focused on pleasure promotion. Still, participants who perceived more influence from informal traditional sources also endorsed more internal/external consent, were more sexually satisfied, were more sex-positive, and enacted more sexual health practices. Lastly, participants who perceived more influence from informal modern sources were also more likely to have been diagnosed with a sexually transmitted infection. Only a small proportion of participants received SE from formal modern sources and had to be excluded from this analysis. Some differences between Spain and Portugal are discussed. Taken together, our findings highlight the need to consider different sources for a more comprehensive and inclusive SE, in articulation with sociocultural and political contexts.

Unlocking the cosmos: evaluating the efficacy of augmented reality in secondary education astronomy instruction

Augmented Reality (AR) is now being used in education across various subjects. The number of AR applications has increased with the popularity of smartphones. In this study, we explore the use of AR-based apps for teaching astronomy in the last four years of secondary education in Spain. The study includes an experimental group and a control group to show the benefits of using AR in the classroom. We conducted a pretest-posttest design, with a knowledge questionnaire given before and after the teaching period. 130 students aged 12 to 16, from a secondary school in Spain were divided into four groups, each having a control and an experimental group. The experimental group showed significant improvement in academic performance through the use of AR. This research aligns with previous studies, confirming that the use of AR makes Science, Technology, Engineering, and Mathematics (STEM) learning more engaging compared to traditional teaching methods.

Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review

Abstract The teaching-learning process, both in general and in the specialty of Music Education, has evolved and its explanatory models have become increasingly complex. In view of current challenges, it is relevant to analyse the elements that are considered necessary to train music teachers to become competent professionals. This study identifies characteristics found in specialised Spanish and international scientific literature on teaching-learning processes in music teacher education, referring to their current state as well as to desirable developments and future prospects. Although a certain overlap among emergent categories in Spain and those in other countries can be observed, we also found differences of degree, as well as interesting divergences.

General secondary education in Spain: administrative law aspects

The article analyses the system of general secondary education in Spain from the perspective of administrative law. The author aims to study the main goals and objectives of general secondary education in Spain, its principles, structure, educational relations and the State’s obligations in the field of education. The research is based on the analysis of the fundamental legal act in the field of education in Spain, the Organic Law of Education.
 The author notes that in the system of compulsory secondary education in Spain, particular attention is paid to the educational and professional orientation of students, taking into account the gender-sensitive approach and special educational needs of students with disabilities. In addition, school education is aimed at teaching students the basic elements of culture, instilling tolerance, healthy lifestyle skills, and respect for the environment.
 For the purpose of comparative analysis of the practical achievements of the Spanish secondary education system, the author draws attention to the results of the OESD’s Programme for International Student Assessment PISA, other data from the OECD, UNDP and independent rankings.
 It is noted that public administration in the field of general secondary education is in close communication and interaction of public authorities, is characterised by decentralisation of powers, transparency, accountability, autonomy of educational institutions and flexibility in the organisation of the educational process. The author looks into the distribution of powers in the field of education between the bodies of the General State Administration, such as the Government of Spain and the Ministry of Education, Vocational Training and Sports of Spain, and the administrations of the Autonomous Communities. Education authorities at different levels coordinate their actions, each within its own competence, in order to use resources efficiently and achieve the goals set by law.
 On the basis of the research, the author concludes that public administration in the field of education in Spain is aimed at meeting to the fullest extent the needs of the population in providing general secondary education, and the Spanish education system itself is focused on the formation of educated, tolerant and culturally enriched individuals. The state is most interested in taking into account the needs of students to unveil their potential to the full extent.

Gender Differences in the Co-Use of Tranquilizers, Sedatives, Sleeping Pills and Alcohol among Spanish Adolescents: A Nationwide Population-Based Study.

Adolescence is a critical developmental stage for the initiation of substance use worldwide, which is one of the main risk-taking behaviors that may impact adolescents' physical and mental well-being. The aims of this study were to (1) assess the prevalence of the co-use of tranquilizers, sedatives, and sleeping pills with alcohol (TSSp&AC) by gender in the Spanish adolescent population in 2018 and (2) identify the variables associated with TSSp&AC. An observational cross-sectional study following STROBE guidelines was conducted. We analyzed data from 38,010 adolescents aged 14 to 18 years old (18,579 males and 19,431 females) who participated in ESTUDES (Survey on Drug Use in Secondary Education in Spain) 2018. Female adolescents reported a higher prevalence of TSSp&AC than males (p < 0.001). The factors associated with female co-use were being 16-18 years of age (OR 1.65); the consumption of tobacco (OR 1.73), cocaine (OR 1.84), other illicit psychoactive drugs (OR 1.89); and novel illicit psychoactive drugs (OR 1.74); no perceived health risk from the consumption of TSSps (OR 2.45); and the perceived availability of TSSps (OR 2.23) and alcohol (OR 2.09). There are several factors associated with TSSp&AC in Spanish female adolescents with potential implications for healthcare providers.

Music Education in Early Childhood Education: Influence of the General Education Law on current regulations

This study aims to analyze the evolution of the Musical Curriculum for the second cycle of Early Childhood Education in Spain from a historical perspective. Methodologically, a review and analysis of the legislative documents on Early Childhood Education from the end of the 19th century to the present has been carried out. To this end, a comprehensive review of the main legislative contributions in this context is carried out. The results reveal that since the 1980s to the present, there has been a trend toward a greater number of curricular elements in relation to the area of Music and, in addition, with respect to the different musical fields, it is seen that they too have undergone a progressive increase over time. The inclusion of the musical language within the area of Artistic Education is a premise that has remained present in all documents. The level of concretion of the normative text is discussed, which has been decreasing over time, contributing to greater freedom for the teacher when considering teaching practice in the classroom. The study of past references is considered necessary to adequately shape the new regulations, especially in a context such as Spain, characterized by constant change in the educational field.

Literary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire

AbstractThis study involves translating, cross‐culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story‐driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist‐authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader‐centered approach suggested by the current Spanish curriculum.

Perspectives, aspirations and perceived support students with low economic and cultural capital in the university in Spain and Dominican Republic

This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.

Integration of short-cycles on university campuses. The case of pre-primary education in Spain

Integration of short-cycles on university campuses. The case of pre-primary education in Spain

From English for General Purposes to English for Specific Purposes: The Role of Motivation in Higher Education in Spain

From English for General Purposes to English for Specific Purposes: The Role of Motivation in Higher Education in Spain

University women’s experiences and conceptions about physical education in Spain

University women’s experiences and conceptions about physical education in Spain