The Educational Journal of Works Aimed at the XXI century (XXI CHALLENGES)

Editorial

Ricardo Ducatti Colpas — 2025-01-28

Editorial

Capturados na Rede

Walk Loureiro — 2025-03-29

Este artigo discute o documentário tcheco Caught in the Net (2020), dirigido por Barbora Chalupová e Vít Klusák, que expõe o âmbito do abuso sexual online a que adolescentes e pré-adolescentes que utilizam mídias sociais sem supervisão dos pais ou responsáveis podem ser submetidos. No documentário, três atrizes criam perfis em diversas redes sociais, fingindo ser menores de idade, e posteriormente tornam-se vítimas de predadores sexuais. O filme alerta assim para a exposição excessiva e os riscos enfrentados pelas crianças em idade escolar quando passam longos períodos online sem supervisão ou orientação de um adulto. Por fim, o texto tem como objetivo refletir sobre como essa obra audiovisual pode chamar a atenção para o contexto brasileiro

Terms of the profesional language of Inclusive Education

Alina Dushkevych — 2025-01-30

ABSTRACT

Inclusive education is a special system of educational services that aims to ensure equal access to education for every child, regardless of their special abilities, psychophysical development and individual needs. The purpose of this study is to clarify the main terms of the professional language of inclusive education. The research was conducted on the basis of the use of general scientific and special methods that are used in modern science, as well as the method of descriptive analysis with a review of scientific literature. It is argued that inclusive education emphasizes the value of each child's personality, thereby guaranteeing equal treatment of all children in educational institutions, but creates special conditions for children with special needs. The author singled out the fundamental terms of inclusive education, which should include: integration, inclusion, mainstreaming, and carried out a conceptual analysis of their content.

Attitudes of Primary School teachers towards inclusive education

Leany Yeray Jiménez Triana — 2025-01-30

This study evaluated the attitudes of Primary Education teachers towards educational inclusion in the municipality of Camajuaní (Cuba). A mixed approach was used, with a questionnaire applied to 36 teachers and an interview with 28 directors and education officials. It was found that in general, teachers have a positive attitude towards educational inclusion. However, teachers over 50 years of age tend to be more likely to prefer special education for students with special educational needs, while younger teachers have a more positive attitude towards educational inclusion in the regular classroom. Additionally, teachers in urban schools appear to be less likely to support educational inclusion than teachers in suburban and rural schools. The results suggest the need for a comprehensive approach that addresses teachers' limitations and concerns and promotes the effective implementation of educational inclusion in Primary Education in Camajuaní.

UNCONSCIOUS COGNITIVE MECHANISMS IN THE LEARNING OF UNIVERSITY MATHEMATICS: A VIEW FROM NEUROSCIENCE

Tamara Díaz Chang — 2025-01-30

This proposal aims to identify experimental neuroscience techniques useful for examining unconscious cognitive processes related to some of the most common difficulties that arise in teaching and learning mathematical concepts in higher education, which constitutes a topic of great interest within the research community in mathematics education. A methodology supported by qualitative and argumentative bibliographic research is used to achieve this objective, based on a random sample of 100 original documents from the WoS, Scopus, and SciELO databases published between 2000 and 2022. The results obtained show that the experimental techniques of neuroscience identified, allow for the study of relevant unconscious cognitive mechanisms in higher mathematics, enabling us at the same time to enrich and contrast, from a neuroscientific base, the methods developed by cognitive psychology, as well as their applications to educational mathematics for the study of cognitive processes, thus generating the development of new interdisciplinary research methodologies, with a more comprehensive vision of the complex cognitive mechanisms that characterize the learning processes of mathematics in higher education.

Conflicts, a constant in humanbehavior: Analysis of conlicts in the school in La Rioja (Spain)

Gabriel Abad San Martín — 2025-01-28

Violent environments at school have increased in recent years and it is predicted that these scenarios will continue to progress; therefore, the situation causes alarm in the entire educational community. The horizon of conflict is reflected at the level of the different school spaces: Classrooms, corridors, toilets, cloakrooms, playgrounds, refectory, etc. Violent situations originate from students in relation to classmates and teachers. The aggressive environments that teachers suffer are well known, either from students or from their families. The purpose of this article is to analyse the heterogeneous dynamics of violence in La Rioja (Spain), doing so within the development of learning in 10 Infant and Primary Centres. To do so, two adapted questionnaires were administered: The European Bullying Project Questionnaire (EBIPQ) scale and the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. Based on the findings, it is concluded that people who have been bullied have a higher risk of suffering emotional and behavioural problems later on and that the consequences of being bullied in childhood are significantly amplified in the long term and can lead to suicide. The practical implications of the study conclude that the most frequent moments in which conflict situations occur are during students' breaks, during recess, although they also occur in the classroom, when it is verified that the rules of coexistence are violated.

Professional identity of higher education teachers and the threat of burnout syndrome. Systematic Review.

Marina García Valdecasas Prieto — 2025-01-30

Recent educational scenarios have shaped the professional identity of all university teachers. These changes have had an impact on everything that surrounds Higher Education, both in the internal and external management of university institutions, students and university lecturers themselves. In the face of so many changes in educational scenarios, university lecturers have increased their levels of stress and anxiety in their educational and research practice. This means that this teaching staff may suffer Burnout syndrome due to prolonged overexertion together with high levels of stress, anxiety and physical or emotional discomfort. This research aims to provide an international overview of the configuration of professional identity in university teachers and its relationship with Burnout. The methodological design responds to a systematic review, following PRISMA guidelines, in prestigious international databases such as Web of Science and Scopus on the field of professional identity, university teaching staff and Burnout. The works were studied by means of a qualitative content analysis for their better study and exploration. Starting from a population of 899 scientific articles, the final sample was 26. Among the findings found, the configuration of the professional identities of teachers in Higher Education has undergone major changes accompanied by the great changes that have taken place in recent years in the world of Education. This means that university lecturers are more likely to suffer from burnout syndrome. This makes them unable to develop their professional identity in university institutions.

INCLUSION OF STUDENTS WITH ACHONDROPLASIA IN THE EARLY CHILDHOOD EDUCATION SYSTEM: A SYSTEMATIC REVIEW

José M. Gamonales — 2025-01-30

The inclusion of people with achondroplasia has become a widespread educational policy worldwide, but the inclusion of these students is often underestimated and overlooked. Therefore, this study aimed to comprehensively summarise the available literature related to the procedure used to include students with achondroplasia in the Early Childhood Education system. The evidence search was conducted using the following keywords: "child education" and "Achondroplasia". For inclusion, articles had to be published until December 2022 and available in Web of Science, Scopus and Pubmed as the most commonly used databases. They were included or excluded based on specific established criteria to select suitable manuscripts. After an in-depth analysis, the systematic review finally included seven manuscripts. The results agreed on the fundamental role of inclusion processes of children with achondroplasia in Early Childhood Education classrooms. For this, different adaptations must respond to the diversity of potentialities and needs of each student, increasing participation in learning processes and the educational community. Some adaptations in the school environment included classroom chairs (e.g., size, steps), benches to reach tables, canteens, bathrooms, and washbasins. Also, early intervention professionals in the classroom could better comprehend development limitations awareness, independence skills development, and self-esteem improvements.

Emotional development and academic performance: a correlational study in pre-university adolescents

Yaima Pérez — 2025-01-28

In recent years, the importance of the emotional sphere in all human contexts has become evident. The main objective of this article is to determine the relationship between emotional development and academic performance in pre-university adolescents. Eighty-five 11th grade pre-university students were selected using a non-probabilistic purposive sample. The psychometric techniques IPAT Inventory of Self-Analysis of Catell and the Machover Drawing of the Human Figure were used to assess indicators of emotional development. The academic index was obtained through a database in Excel format, assessing the academic performance of the sample. Kendall’s Rank Correlation Coefficient was used, obtaining a weak positive correlation. Therefore, as emotional development increases, the academic index also increases, although the relationship is weak and not established in all cases.

Análisis de los nuevos cambios legislativos en educación y su impacto en el rendimiento del alumnado

Celia Gallardo Herrerias — 2025-03-25

Este artículo científico se adentra en el intrincado panorama de los recientes cambios legislativos en educación y examina rigurosamente sus consecuencias de largo alcance en el rendimiento de los estudiantes. Mientras los gobiernos de todo el mundo buscan reformar las políticas educativas, este estudio tiene como objetivo proporcionar un análisis matizado de las implicaciones de estos cambios legislativos, considerando factores multifacéticos que contribuyen a la dinámica compleja del sistema educativo. Comprender las ramificaciones de los cambios legislativos en educación es primordial para los educadores, los formuladores de políticas y las partes interesadas. Al realizar un análisis integral, pretendemos proporcionar información sobre cómo estos cambios influyen en los resultados de los estudiantes, las metodologías de enseñanza y la eficacia general de los sistemas educativos. Se utilizó un análisis cuantitativo centrado en la medición de las puntuaciones de rendimiento académico obtenidas a partir de la prueba NCC para dos grupos con modelos curriculares diferenciados. Muestran un mayor rendimiento en el grupo del currículo basado en competencias en comparación con el currículo basado en contenidos. El nuevo cambio normativo basado en la adquisición de habilidades favorece el desarrollo de aprendizajes significativos en comparación con la memorización de los modelos tradicionales