Spanish Education Research Articles

Teacher's view of the educational relationship between teenagers and smartphones in Spain

ABSTRACT Beyond being classified as an educational tool, mobile phones are an inescapable part of teenagers’ lives, the interface for their “expanded self”. In Spain, the educational policy regarding the use of mobile phones in schools is vague, so it is interesting to know what teachers think about the educational relationship between mobile phones and adolescents. A qualitative approach was used to analyse the content of 10 focus groups in 10 Spanish secondary schools, in which 72 teachers participated. Six thematic cores were identified that characterise the educational image of mobile phones: regulations, their use in the school environment, students’ digital literacy, teachers’ digital competence, teachers’ demands for good use, and insights for the future. In conclusion, for teachers, mobile enhanced learning may remain a pipe dream unless young people are educated in digital literacy and the current educational policies regarding the use of these devices (for, against or indifferent to it) are clarified. As things stand, they represent an obstacle to be overcome in the Spanish education system.

Redesigning of Flexible Learning Itinerary Configurator (FLIC) for the Design of Learning Situations in Compulsory Education (FLIC-IPAFLEX)

This paper presents the redesign process of FLIC, a web application developed for creating personal learning itineraries in higher education, now adapted for primary and secondary education as FLIC-IPAFLEX. This redesign meets the need for personalised learning through flexible pathways. It supports teachers in creating learning situations (LSs) as per the criteria set forth by the new Spanish Education Law (LOMLOE). The SCRUM model, integrated into Design-Based Research (DBR), was employed, implementing several iterative cycles involving teachers to validate the tool’s utility. The platform facilitates the creation, publication, and reuse of LS by enabling the filtering of competencies, evaluation criteria, and basic knowledge, as well as integrating with Google Classroom, an application widely used by teachers. The results show a positive user evaluation, highlighting its ease of use and capacity to foster collaboration among teachers, thereby promoting the co-design of flexible and adaptive LSs. FLIC-IPAFLEX aims to contribute to the field of learning design technologies, aligning with the demands of compulsory education and supporting collaborative processes within the educational environment.

Educating in and for Degrowth: Training Future Generations to Prevent Environmental Collapse

This research has been developed through a literature review on the importance of and current approach in the education system to the present environmental and ecosystemic crisis and the training of future generations in degrowth in the Spanish education system. To this end, a systematic literature review (SLR) has been carried out following the standards of the PRISMA declaration. In total, 40 articles published between January 2005 and March 2024 were selected from the following databases: Scopus, Dialnet, Web of Science and Scielo. The findings show it is a relevant topic in school education as a concern, but it is not reflected in educational practice; that it has been incorporated into the curriculum, but sporadically, decontextualised and more focused on ‘sustainable development’; also, it lacks critical questioning of the unlimited growth and consumption model that capitalism entails. The study concludes that it is crucial to incorporate degrowth in a transversal way in education at all schooling levels, and to reform the curricula of the faculties of education in all universities so that the pedagogy of degrowth is a priority in the training of future teachers.

Two Decades of Medical Spanish Education: A Narrative Review

Purpose : Education on medical Spanish, defined as the use of Spanish by clinicians for communication with patients, has proliferated rapidly since the first guidelines were published in 2008. This study aims to characterize the scope of the field, identify gaps, and propose emerging questions for future study. Method : The authors conducted a narrative review of the medical Spanish education literature published from 2000 to 2023. First, a comprehensive search algorithm was developed across three databases (Medline, Scopus, and Web of Science Core Collection) and conducted on August 2, 2023. Two reviewers then independently assessed articles for inclusion/exclusion and subsequent categorization of included articles. Results : The search identified 1,303 articles, and authors added ten articles from other sources. A total of 138 individual articles were included in the final categorization and sub-analysis. There has been an upward trend in the number of articles published yearly since 2000. Most publications were educational interventions (67/138, 49%), followed by commentaries/perspectives (27/138, 20%), proficiency testing (17/138, 13%), needs assessments (16/138, 12%), reviews (6/138, 4%), and vocabulary analyses (5/138, 4%). Slightly over half of publications (72/138, 52%) were centered on physicians or physicians-in-training, with 23 (17%) articles applicable across health professions, and a few focused on pharmacists, nurses, physical therapists, psychologists, physician assistants, and genetic counselors. The vast majority (119/138, 86%) were published in medical/scientific journals and 19 (14%) in language/humanities journals. All but two first authors were affiliated with United States institutions, representing 30 states and Puerto Rico. Conclusions : Over the past two decades, many medical Spanish educational interventions have been published, and several assessment tools have been developed and validated. Gaps remain in evaluation data to demonstrate course effectiveness, the use of pedagogical frameworks to guide curricula, faculty development opportunities, and the role of heritage Spanish learners. Future work should address medical Spanish gaps in health professions and medical specialties, explore patient-engaged approaches to research, and evaluate longitudinal outcomes.

A study of social media use for scientific communication and dissemination among Spanish education researchers

This work focuses on understanding how researchers in Spain perceive the importance of social media in scientific communication and dissemination and deepening their understanding of the influential underlying factors. From the initial identification of 5,314 researchers affiliated with higher education institutions in Spain, who published in journals indexed in Scopus and Web of Sciences from 2016 to 2020, 487 were surveyed, and 20 were interviewed. The results show how despite the potential of non-academic social media for the social dissemination of scientific knowledge, use remains low among the researchers surveyed in this study. Also, data allow us to recognize how the time of use of social media and the perception of the training needed influence the perception of the usefulness of social media by Spanish researchers on education. Use that does not seem to be oriented toward dialogue and citizen participation. Higher education institutions should improve the communication and scientific dissemination led by researchers through training and the design of dissemination policies that guarantee an active and general use of them (not only academics but also generalists like Facebook or Youtube) to transfer scientific knowledge to society better.

Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain

PurposeThis article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.Design/methodology/approachThe study involves interviews with various professionals in the education and employment sectors and two discussion groups.FindingsResults reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.Originality/valueThe study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.

The Influence of Pre-Trip Medical Spanish Education on a US-Based, Medical Student Service Trip: A Cohort Study

Background: International service trips are increasingly common in medical school curricula. Medical Spanish is an essential tool in healthcare interactions with Spanish-speaking patients globally. Medical Spanish classes are offered at many medical schools, but it is not known whether they increase confidence for medical students on Spanish-speaking service trips. Methods: A prospective cohort study of medical students attending one of two sister campuses who completed pre- and post-international medical service trip questionnaires. Data collected includes demographics, confidence, and perceived experiences. Data analyses involved a multivariable regression assuming an ordered multinomial response, FREQ procedure, and the GLIMMIX procedure on SAS STAT v.9.4. Results: Demographics significantly associated with confidence categories are female sex, length of Spanish education, previously having lived in a Spanish country, and experience speaking Spanish with patients. Confidence communicating in Spanish shows the highest gain in significant categories post-trip while confidence working with interpreters and feeling adequately trained to treat Hispanics showed the lowest. Participants having taken Medical Spanish before did not improve their confidence. However, participants with prior Medical Spanish experience reported significantly higher benefit from this education in that it gave them an advantage and helped them connect better with patients. Conclusion: Our findings reinforce the importance of language-concordance and confidence in patient interactions while demonstrating that prior Medical Spanish experience may not significantly improve confidence on a Spanish-speaking international trip, especially among non-fluent students. Spanish experience and proficiency should not be a deterring factor for students looking to go on a medical trip.

Intercultural mediation in school. The Spanish education system and growing cultural diversity

ABSTRACT In Spain intercultural mediation developed within the framework of interculturality fostered by the European Union and stimulated by the arrival of foreign-origin populations. This has meant rethinking the policies and actions implemented to incorporate this new population. The schools, which reflect the social reality, have gradually responded to the needs that have been detected. Thus, within inclusiveness, interculturality and intercultural education, it was believed that the intercultural mediator was a figure (whether professional or natural) whose work could improve intercultural relations. From a survey of representatives of management teams (from 1,730 Spanish primary schools), the extent to which intercultural mediation are used and the functions attributed. The results indicate that intercultural mediation has not been consolidated, but competes with other professional profiles for its own field of intervention. Furthermore, although the mediators are positively valued, their action is mainly focused on conflict resolution.

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.

Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors

One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.

Psychometric properties and factor structure of a motivation scale for higher education students to graduate and stimulate their entrepreneurship

The purpose of this research work is to provide a measurement instrument, through the validation of a proposed scale, to determine the relevant factors that affect the motivation of university students, and that can be used as anticipatory indicators of personal entrepreneurship to achieve educational and work success. To carry it out, exploratory and confirmatory factor analyses have been carried out, based on the principal components’ method, which have been validated through the usual model fit measures in the literature, considering an analysis of reliability and reliability of the measurement instrument. To obtain this purpose, a sample of the university population was selected, through a simple random sampling, considering heterogeneity of courses, subjects, areas, and teaching modalities, of 596 individuals, with a higher percentage of women compared to men, as can be seen from the total number of enrolled in university degrees in the Spanish education system. The scale proved to have good psychometric properties, obtaining good internal consistency and validity. Among the main findings, we can highlight several dimensions for motivation, for instance, emotional self-management and adversity management; and learning strategies, such as: active self-management of study material, study management and self-management of effort, among others. In conclusion, a scale has been validated to determine which dimensions should be considered to promote student motivation as a method of personal entrepreneurship, and which can be used by educational authorities to propose extracurricular training that affects the improvement of students' competence, both in academic and emotional management. The dataset was analyzed using exploratory and confirmatory factor analysis.

Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey.

Spanish is the language in the United States with the greatest language-concordant physician deficit. Allopathic medical Spanish programs have proliferated, but the national prevalence of medical Spanish education at osteopathic medical schools has never been evaluated. The objectives of this study are to describe the medical Spanish educational landscape at US osteopathic schools and evaluate program adherence to previously established basic standards. Between March and October 2022, surveys were sent to all 44 member schools of the American Association of Colleges of Osteopathic Medicine (AACOM). For nonrespondents, data were obtained from publicly available websites. Primary surveys were sent to deans or diversity, equity, and inclusion officers at each osteopathic school to determine whether medical Spanish was offered and to identify a medical Spanish leader. Medical Spanish leaders received the secondary survey. The main measures of this study were the prevalence of medical Spanish programs at osteopathic schools and the extent to which existing programs met each of the four basic standards: having a faculty educator, providing a curricular structure, assessing learner skills, and awarding institutional course credit. We gathered medical Spanish information from 90.9 % (40/44) of osteopathic schools. Overall, 88.6 % (39/44) offered medical Spanish, of which 66.7 % (26/39) had formal curricula, 43.6 % (17/39) had faculty educators, 17.9 % (7/39) assessed learner skills, and 28.2 % (11/39) provided course credit. Only 12.8 % (5/39) of osteopathic schools with medical Spanish programs metall basic standards. Urban/suburban schools were likelier to offer medical Spanish than rural schools (p=0.020). Osteopathic schools in states with the highest Spanish-speaking populations were more likely to offer student-run initiatives (p=0.027). Most osteopathic schools provide medical Spanish education, but work is needed to improve consistency, quality, and sustainability. Future research should focus on osteopathic student language proficiency assessment, improve medical Spanish accessibility for students at rural programs, and explore the unique content areas of osteopathic medical Spanish education.

Facilitators for inclusive education: rethinking schools from the experience of young people with intellectual disabilities in Spain

Although compulsory education is a reality for students between the ages of 6 and 16 in Spain, the search for a single quality system for all and success for all continues to be a concern for the Spanish education system and an ongoing issue after successive educational reforms. The aim of this article is to present the facilitators for educational inclusion identified by 30 young people with intellectual disabilities between the ages of 19 and 30 in Spain. Using a biographical-narrative methodology, these young people review and reflect on their educational trajectories, from primary school to university. The participants identified factors related to the teaching staff, pupils, and the curriculum which helped them in their learning and contributed to their feeling of being part of the educational institution, especially in the very last years of their educational training. The facilitators outlined above could be key to rethinking some decision-making in schools. Points of interest Many students with intellectual disabilities in Spain are in segregated schools during the compulsory education level. This article analyses the facilitators that 30 young people with intellectual disabilities identify in their educative experiences, from primary school to university education, using a biographical-narrative methodology. All the participants began their educational experience in the mainstream system, but most of them were sent to special schools during the secondary education. The participants identify facilitators that have helped them to learn and participate in their educational pathway which is related to teachers, curriculum, and peers.

Why didn’t we know this before? Challenging the Culture of the Transition through the concentration camp at Castuera

ABSTRACT In post-conflict democracies with a recent past of intrastate violence and social fracture, depictions of the nation’s history play a role in efforts toward reconciliation. Public institutions act as agents in constructing the narrative of the country’s traumatic past, thus controlling public display of trauma and determining what is deemed essential to remember and what is not. In the case of contemporary Spain, the politics of oblivion normalized during the Transition produced an absence of democratic memory in Spanish education. This contribution examines the pedagogical possibilities of Spanish concentration camps, namely the concentration camp at Castuera (Badajoz), where the Asociación Memorial Campo de Concentración de Castuera (AMECADEC) has been working on the implementation of educational visits and the development of didactic guides. As with many other Spanish concentration camps, Castuera displays a lack of architectural remains, which poses a challenge to the concept of “ruins”. The activities developed by AMECADEC propose an alternative articulation of pedagogy and trauma, based on the educational possibilities of ruins and their political and material absences. As such, these activities offer an example of how to engage the processes of symbolization and memory intervention needed to create new historical narratives about Spain’s current democracy, challenging the Culture of the Transition.

Medical Spanish Graphic Activity: A MeGA Deliberate Practice Approach to Reducing Jargon Use With Spanish-Speaking Acute Care Patients.

Medical Spanish courses in US medical schools aim to teach patient-centered communication, yet many existing resources focus on technical vocabulary and may inadvertently increase jargon use with patients. Graphic medicine presents an opportunity for interactive learning that centers the patient experience, yet it has never been explored in medical Spanish education. We developed a Medical Spanish Graphic Activity (MeGA) for medical student deliberate practice of patient-centered verbal communication focused on three aspects: diagnosis, treatment, and follow-up care. Each 30-minute activity included a comics handout depicting a patient with a common problem. Students used voice-to-text technology to record their explanations in response to prompts. Transcripts were analyzed for jargon use, including total jargon, unexplained jargon, and problem words (non-Spanish words plus unexplained jargon), utilizing a previously published, reliable protocol for Spanish medical jargon classification. Participants voluntarily provided postactivity feedback. Twenty-nine fourth-year students with intermediate or greater Spanish skills participated in a series of 10 MeGA activities between January and April 2022. Unexplained jargon use and problem words progressively decreased for all transcripts (diagnosis, treatment, and follow-up; all ps < .001). Total jargon use also decreased, but this was not significant in follow-up transcripts (p = .38). All students agreed that MeGA helped them enhance communication skills applicable to patient care and self-identify strengths and limitations. MeGA is realistic to implement, engages students' active participation in the speaking domain, and reduces unexplained jargon use. Future studies should explore the broader application of this model and engage patient perspectives.

A Curriculum for Authentic Dialogue: Beyond Intercultural/Performance Schizophrenia in Italian and Spanish Education

A Curriculum for Authentic Dialogue: Beyond Intercultural/Performance Schizophrenia in Italian and Spanish Education

A Study of Social Media Use for Scientific Communication and Dissemination Among Spanish Education Researchers

A Study of Social Media Use for Scientific Communication and Dissemination Among Spanish Education Researchers

Plenty of Fish in the Sea: The Satires of Juvenal in a Late Fifteenth-Century Analysis of Spanish Court Education

In 1492, Peter Martyr d'Anghiera, the future author of “De Orbe Novo,” sent a letter to Cardinal Pedro González de Mendoza, the primate of Spain, describing the state of Spanish education as Martyr took up a post as court tutor. This study argues that Martyr's letter was a satire that relied upon a close intertextual relationship with Juvenal's “Satires.” This framework allowed Martyr to offer layered analyses of Spanish Latinity, the dynamics between Spanish and Italian humanists, patronage, and the role of arms and letters in noble life. Martyr's letter revealed a complex, and sometimes contradictory, assessment of court education, as well as an active reception of Juvenal.

Enhancing Medical Spanish Education and Proficiency to Bridge Healthcare Disparities: A Comprehensive Assessment and Call to Action

Enhancing Medical Spanish Education and Proficiency to Bridge Healthcare Disparities: A Comprehensive Assessment and Call to Action

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.