Social Education Degree Research Articles

Global Citizenship Education and Its Role in Sustainability at the University Level

The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.

RETRACTION NOTICE: Social Education Degree Student Facing Interdisciplinary Work

Retraction note: Bilbao Urquidi, S., Eiguren Munitis, A., & Artetxe Sanchez, K. (2023). Social Education Degree Student Facing Interdisciplinary Work. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 15(1), 2–14. https://doi.org/10.37467/revtechno.v11.3808 The Editorial Office of Eurasia Academic Publishing Group has retracted this article. An investigation carried out by our Research Integrity Department has found a group of articles, among which this one is found, that are not within the thematic scope of the journal. We believe that the editorial process was manipulated and, furthermore, acceptance decisions were made under possibly inappropriate peer review.

Attitudes towards Research Methods in Education: Development of the ATRMQ Scale

The noticeable lack of knowledge among Spanish university students regarding the disciplinary content of research methodology is notable, despite the considerable potential benefits for curriculum design. This study represents the initial phase of a project aimed at analysing and ameliorating this deficiency. It sought to develop a scale to measure the attitudes of education students towards the content of research methods. The psychometric properties were analysed using an incidental sample of 447 students, of whom 87.9% were women and 12.1% were men, aged between 18 and 52 years. Of the total number of participants, 43.2% belonged to the Pedagogy Degree, 36.7% to the Early Childhood Education Degree, and 20.1% to the Social Education Degree of the Faculty of Educational Sciences of the University of Malaga. The instrument was developed based on the ATSQ scale by Ordoñez et al. Both exploratory and confirmatory factor analyses were conducted to assess its validity. The results demonstrate adequate psychometric properties and confirm a three-dimensional model. This model encompasses measures pertaining to three factors: two emotional (emotion− and emotion+) and one cognitive (estimated utility), facilitating the study of the students’ attitude towards the subjects of research methods. Furthermore, it provides arguments to consider a second-order unidimensional model. This study concludes with a discussion on the concept of attitudes towards research methods. Additionally, it identifies future challenges in measuring this construct without linking it to teacher evaluation.

Digital game-based learning for transgender identity awareness: a qualitative study in Spanish social education degree

Digital game-based learning for transgender identity awareness: a qualitative study in Spanish social education degree

Realidad virtual y videojuegos en educación social. Percepciones y análisis en la formación de educadores

This study focuses on the implementation of virtual reality and video games as innovative tools in the training of social educators. The objective is to analyze the integration of these technologies in educational environments and to evaluate the perceptions of future educa- tors. An innovation experience was carried out that incorporated virtual reality and video games in the classes of the Degree in Social Education. The results reveal a high acceptance around the integration of this technology in the study plans and the future daily practice of the social educator.

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Game Based Learning (GBL) has demonstrated its efficacy in education by addressing issues such as student boredom, motivation, and active learning. This article specifically focuses on the implementation of a cooperative training workshop to assess university students’ satisfaction, motivation, and attitudes towards transgender and gender diverse (TGD) individuals. The project involved the participation of 36 students who engaged in a cooperative video game that promotes LGBTQI+ inclusivity. This immersive experience not only facilitated their learning but also fostered teamwork and familiarity with information and communication technology (ICT) programs and resources crucial to their future professional pursuits. The primary objective of the workshop was to enhance the training of students pursuing social education degrees and better prepare them for their future careers. The findings underscore the advantages of this cooperative workshop, which serves as a platform for students to develop practical skills, deepen their understanding of social issues, and cultivate positive attitudes towards TGD individuals. The study highlights GBL’s potential in reducing boredom, enhancing motivation, and promoting active learning. In conclusion, GBL offers promising prospects for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is required to comprehensively comprehend and effectively incorporate GBL (digital game learning) into teaching practices. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.

Difficulties Encountered by Social Studies Graduate Students in the Thesis Preparation Process

It is essential to identify the challenges encountered by graduate students who play a significant role in the continuity of higher education during the thesis preparation phase. If students do not cope with the difficulties encountered at this stage, their education may have to end. This study aimed to determine the problems and obstacles encountered by graduate students in the field of social studies education during their thesis work. Data were collected through semi-structured interviews with 17 students pursuing a graduate degree in social studies education. The data of the study, which is a qualitative research, were analyzed with descriptive analysis and the identified difficulties were thematized. Additionally, the participants were asked to assess the level of difficulty associated with these challenges. Based on the findings, students expressed that they encountered challenges, such as determining the topic of study, selecting appropriate methods and techniques, establishing effective collaboration with their supervisors, encountering conventional obstacles, accessing necessary resources for their theses, gathering information, following university-related procedures, and getting stuck in formal processes in the field study. Given these obstacles, it is imperative for academic institutions and relevant organizations to take preventive measures. It is also crucial to conduct research to offer solutions to these difficulties. Just as highlighting the issues encountered by graduate students sheds light on their difficulties, a similar investigation of the experiences of doctoral students during the thesis preparation process can provide a comprehensive understanding of the challenges within graduate education.

The Creation of Situated Boundary Objects in Socio-Educational Contexts for Boundary Crossing in Higher Education

There is a growing awareness of the need to develop professional skills among university students, which is related to connecting learning to real life. In order to foster this connection, teachers may carry out activities that involve crossing boundaries, using theory in the practice of the professional context. This study presents a teaching experience consisting of a collaborative inquiry-based learning activity mediated by a WebQuest. Students analysed real digital literacy or digital inclusion projects implemented by local organisations to propose improvements by means of creating a digital educational product (a boundary object). This involved a change in context from the university environment to the socio-educational and professional setting. The aim of this study is to examine the students’ perception of this experience. For this purpose, a case study was conducted with a group of 39 first-year students of the bachelor’s degree in Social Education of the University of Barcelona. A questionnaire was administered and the responses were analysed from the perspective of Hermans’ Dialogical Self Theory and Star’s boundary objects. The results show that the students perceive the activity as a bridge between the two contexts, that they view this transition positively—albeit with certain limitations—and that they consider digital technology to have facilitated boundary crossing. In conclusion, we consider that the examined experience is useful in respect to closing the gap between academic and professional skills and contributes to the theoretical foundations for learning between contexts.

Unleashing Creativity and Cooperation: A Qualitative Case Study on Designing Digital Breakouts for Social Education Degrees

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop’s effectiveness in enhancing social education students’ training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development.

Autoethnography as a Tool for the Achievement of Deep Learning of University Students in Service-Learning Experiences

This exploratory study was carried out within the framework of a pilot learning and service experience in the subject of Qualitative Research Tools in Social Work, where the autoethnographic field journal was used as a tool for the development of deep learning competency in a group of third-year university students undertaking a degree in Social Work and fourth year students undertaking a double degree in Social Education and Social Work in the Social Work, at the University of Deusto. The authors hypothesized that this qualitative research tool could help students develop their ability to critically reflect on their experiences, identify their own strengths and weaknesses in relation to deep learning competency, and establish goals to improve their learning. The service-learning methodology experience proposed for the students involved to participate in a program aimed at the transition to adulthood of young people in situations of vulnerability, where they were required to record in a field journal the emotions, interpretations, and contradictions that the experience of meeting and living with unaccompanied migrant minors using the program could evoke. The results of the qualitative study showed that the autoethnographic field journal was an effective tool for developing deep learning competency in the students participating in the pilot service-learning methodology experience. The results concluded that the autoethnographic field journal could be a valuable tool for promoting reflection, self-awareness, and critical thinking.

Contribuições do projeto universitário intergeracional em tempos de pandemia. Uma inovação educacional

The COVID-19 situation naturalized the emergence of new teaching practices, and the use of educational technologies, in a context of transformation of the participation of seniors. The objective of the work consists in the evaluation of an intergenerational experience that occurred in the pandemic through the use of new technologies. An exploratory descriptive study was carried out using a questionnaire as an instrument, created ad hoc, with open and closed questions, with the aim of evaluating, through the opinion of 108 participants, a virtual intergenerational experience was evaluated between students of the social education degree and older people from social centers, to find out their needs, and offer a resource incorporated from the classroom. This is not just a theoretical difference. This situation is having repercussions on policies, but also on the way of attending to the educational and cultural needs of the elderly, which are clearly being diminished due to the coronavirus.

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the faculty of education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection, and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation.

Knowledge and Attitude towards Sexuality in Old Age. A Study in the Classroom of Experience and the Degree in Social Education at the University of Huelva

Knowledge and Attitude towards Sexuality in Old Age. A Study in the Classroom of Experience and the Degree in Social Education at the University of Huelva

Developing Transversal Competencies in the Sociodramatic Space: Narrative of a Curricular Experience in Higher Education

Higher Education plays a decisive role in the training of competent professionals and active, responsible and critical-thinking citizens. In addition to acquiring rigorous technical–scientific knowledge specific to their degree, students are also expected to develop a range of transversal skills essential for a successful academic and professional career. This article aims to narrate an experience of obtaining a Social Education degree. Since its origins, it has been assumed that students in this field should: (a) acquire specific technical–scientific knowledge; (b) get to know themselves as individuals; and (c) develop a set of transversal skills essential to relationships, some of the most salient being active listening, empathic capacity, acceptance and respect for others, trust, curiosity, creativity, confidentiality and a reflective attitude. It thus aggregates a set of Curricular Units whose main purpose is the personal, social and professional development of students, formed within active methodologies. Sociodrama is one such methodology of teaching and learning in the context of two Curricular Units of this degree, and this article focuses on my experience lived within the scope of these units.

África Joven: arte y diáspora. Una experiencia en la Universidad de Lleida

This article is the result of an inter-university, international and transdisciplinary experience carried out at the University of Lleida with the collaboration of the University of Zaragoza in the academic year 2021-2022, in which other groups and institutions also participated, on Young Africa: art and diaspora. Two seminars were held, a theoretical-practical one with students of the Degree in Social Education on the black-African artistic object as a reference of cultural pluralism and another international seminar with three papers on Art, resilience and rehumanisation, which dealt with music, dance and orality as a resilient therapy in African and Afrodiasporic traditions; an initiative on Top Manta, which is the brand of the commercial project of the Sindicato Mantero and, finally, a practical proposal to intervene from the artistic context in groups at risk, i.e. three proposals combined with an exhibition on Black African masks entitled "Learning to see the invisible".

El performance como recurso didáctico en la Educación Socia

In this paper we present an innovation proposal for the use of performance as a didactic resource in the initial training of the Social Education Degree. Social Education involves a multidimensional practice, and its purpose is to contribute to the integral development of people, so we reflect on the figure of the educator and its possibilities of professionalization in the line of Education through Art. The core activity of this work are some didactic guidelines on how to work the components and elements that constitute the creation of a performance for the use of a social intervention by future social educators, focusing on this artistic practice as an active methodology. The objective is to approach the creative process and its didactic orientations to carry out the phases of interdisciplinary learning, to know the components of performance and the use of the multilanguage characteristic of contemporary art. Among the conclusions we highlight that the practice of performance as an intervention tool for the field of Social Education can generate new narratives in contemporary society and urges an initial training in these artistic practices.

Editorial Announcement

Dr. Martín Llamas Nistal, who served as Editor-in-Chief (EiC) of the Latin American Learning Technologies Journal (IEEE RITA) for more than 20 years, is stepping down. This position has been taken over by Dr. Carina Soledad González-González. Dr. González-González is a Full Professor of computer architecture and technology at the Department of Computer Engineering and Systems at the University of La Laguna (Spain). She received the Ph.D. degree in computer science from the University of La Laguna in 2001 and the Ph.D. degree in social science and education from the University of Huelva, Spain, in 2020. For more than 20 years, her research has focused on the field of informatics applied to education and human–computer interaction. She has participated in different research projects and has published widely on these topics. She is also President of the Academic Association Virtual Campus formed by researchers and teachers of Spanish and Latin American universities. She is a member of the boards of Asociación Interacción Persona-Ordenador (AIPO) and Asociación para el Desarrollo de la Informática Educativa (ADIE). In addition, she is a member of various academic committees, publishers, and national and international academic conferences. She actively participates in the IEEE (IEEE Senior Member), mainly with the Education Chapter, and has been Associate Editor of the IEEE Transactions on Education and IEEE RITA in the past, among other international journals. González-González will continue to maintain and improve the quality and reputation of IEEE RITA and work closely with the other publications and events of the IEEE Education Society.

Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

Feindbilder sind Bumerangs

Astrid Seib-Marx holds a degree in social education and leads training sessions in argumentative strategies against lowbrow clichés according to Klaus-Peter Hufer on behalf of the Center for Political Education in Rhineland- Palatinate. The focus of these workshops is learning to reflect on our own prejudices and resentment in order to be able to take a courageous stance against derogatory, exclusionary clichés, while continuing our conversation with our interlocutors. In addition, Astrid Seib-Marx introduces TCI elements into her sessions with a view to enhancing participants’ fundamental humanist attitude.

El educador social y su relación con Internet. Uso o abuso de este medio

Social educators, due to their professions, encompass two spheres of action. These professionals are not common subjects in research studies, and even less if the research addresses their use or abuse of technology. The following article seeks to determine the relationship of these professionals with the Internet, from the perspective of their problematic use of it. For this, a quantitative method was utilized with an ex-post facto design, extracting the data from the Spanish version of the Internet Addiction Test (IAT) questionnaire, with a sample of students enrolled in the Social Education Degree (N=206). The results showed scarce significant differences as a function of the sociodemographic variables such as gender or academic year, as well as a problematic use more than an addiction. These results show that perhaps the technological addictions are deviating towards other resources or media that are different to the Internet, in this new era of virtualization