Ciências da Educação | Artigos em revistas internacionais / Papers in international journals
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- Autopercepción y nivel de competencia digital de los futuros docentes en una formación onlinePublication . León Garrido, A.; Romero-Tena, R.; Barroso-Osuna, J. M.; Pinto, Maribel; Pinto, Maribel; Ortega Carrillo, José AntonioLos avances tecnológicos han transformado la educación superior, ofreciendo nuevas oportunidades y desafíos a través de las plataformas de formación online. Las universidades deben adaptarse para equipar a los estudiantes con las competencias digitales esenciales para poder desenvolverse en este mundo digitalizado. Este estudio se centró en conocer la autopercepción y el nivel de competencia digital de estudiantes en línea formándose para ser futuros docentes. Participaron 276 estudiantes en dicho programa de educación. El instrumento de medición fue el «DigCompEdu Check-in», administrado con una escala Likert de 1 a 5. Los resultados mostraron que los estudiantes percibieron su competencia digital como moderada-baja. Sin embargo, el análisis reveló un dominio más avanzado en ciertas áreas, con puntuaciones superiores. Las áreas con mayor puntuación incluyeron 'Pedagogía digital' y 'Empoderamiento de los estudiantes', y con menor puntuación áreas de mejora, como la evaluación digital y el uso seguro de recursos. Esta investigación destacó la discrepancia entre la autopercepción y el nivel real de competencia digital.
- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- Digital skills and gender equity: perceptions and practices of portuguese primary education teachersPublication . Mouraz, AnaThis study aims to characterize the digital skills and pedagogical practices using digital technology among primary teachers (first CEB), as well as to map their understanding and practices of promoting gender equality using digital technology. To this end, an online questionnaire survey was conducted among teachers, which yielded 3871 valid responses, representing 17.5% of the population. The sample structure is identical to that of the population, in terms of sociodemographic and territorial characteristics, as well as to the years of schooling covered. It was found that teachers perceive themselves as digitally competent to carry out the essential part of their teaching tasks. Most have already tried to carry out a diverse set of pedagogical practices and activities using digital technology. However, as the overwhelming majority did not find differences between the uses that boys and girls make of digital technology, they also do not act to promote digital skills differently among girls. Some contextual variables were also found that explain these differences in perception and practices regarding digital in education.
- Editorial. Reinventar uma escola inclusivaPublication . Dias, Isabel de Barros; Seabra, Filipa; Barros, Daniela Melaré Vieira
- Intergenerational learning among teachers’ professional development and lifelong learning: an integrative review of primary researchPublication . Batista, Paula; Mouraz, Ana; Viana, Isabel; Graça, AmândioThis integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development.
- Progresiones de aprendizaje sobre comportamientos proambientales para una ciudadanía resiliente usando InstagramPublication . Ramos, M. Nieto; Gutiérrez, M. Puig; Rodríguez Marín, F.; Pinto, Maribel; Romero Rodrigo, Mercedes; Sánchez Martínez , María Cristina; Bethencourt Aguilar, AnabelLa sociedad contemporánea enfrenta significativos desafíos sociales y ambientales que exigen un cambio urgente en los comportamientos proambientales, ya que muchos de estos desafíos han sido generados o agravados por la actividad humana y sus patrones de consumo insostenibles. Pero el mero conocimiento de las problemáticas no es suficiente para conseguir ese cambio. Además, el empleo de redes sociales es otra característica de nuestro tiempo. La recogida de datos se realizó a través de las cuentas de Instagram del alumnado y entrevistas con estudiantes de dos asignaturas del Grado de Educación Infantil y el Doble Grado de Educación Infantil y Primaria de la Universidad de Sevilla. Los datos se analizaron mediante un sistema de categorías elaborado ad hoc. y de ellos se concluye que el uso de Instagram resulta de utilidad para evaluar comportamientos proambientales, y favorece la implicación activa del alumnado, lo que facilita la asimilación de los contenidos trabajados en las dos asignaturas analizadas.
- PrólogoPublication . Pinto, Maribel; Gutiérrez-Castillo, Juan Jesús; Piñero-Virue, Rocío; León-Garrido, Antonio; Montenegro-Rueda, Marta
- Revisiting the use of mobile devices for online learning: enhancing accessibility in higher education in MozambiquePublication . Franco, David; Bidarra, José; Henriques, SusanaThe integration of mobile devices into online learning has emerged as a critical strategy for expanding pedagogical practices and enhancing access to higher education, particularly in remote and underserved contexts such as Mozambique. This study aims to examine how mobile devices contribute to widening access to higher education, focusing on the case of Universidade Aberta ISCED. The methodology adopted was a case study, with an exploratory-descriptive orientation and qualitative approach, supported by document analysis, semi-structured interviews and questionnaires to capture diverse stakeholder perspectives. The findings demonstrate that mobile devices enable flexible and inclusive learning trajectories, allowing students to balance academic, professional, and personal responsibilities. They also show that mobile learning aligns well with Mozambique’s socioeconomic context, offering cost-effective opportunities for participation in online higher education. However, significant barriers were identified, including gaps in technological infrastructure, limited digital literacy, and insufficient institutional strategies for large-scale implementation. The study concludes that mobile devices are a viable tool for improving equity in higher education but that their effective integration requires coordinated efforts in policy, training, and infrastructure development. These results provide practical insights for higher education institutions and policymakers in Mozambique and other developing countries, supporting the design of scalable and sustainable digital learning ecosystems.
- Schools’ self-evaluation procedures relevant for primary and secondary schools: variables geometriesPublication . Mouraz, Ana; Beresova, Jana; Figueiredo, Carla; Sampaio, Marta; Vankova, Hanna; Pinto, DanielaThe significance of schools' self-evaluation is intrinsically linked to their autonomy and responsibility in interpreting and executing educational tasks. However, this authority is influenced by both European and national policies. This paper aims to compare the policies and practices underlying the process of school self-evaluation in Slovakia and Portugal. Employing a qualitative approach rooted in comparative research, this study involves analyzing legal documents and field notes collected through informal conversations with school board directors in both countries. While both nations demonstrate some influence from European recommendations in their objectives and procedures, disparities exist in their approaches and emphases. Notably, variations are evident in the purposes of schools' self-evaluation and the teams responsible for conducting it. Nevertheless, both countries underscore the importance of students' achievements within the framework of school self-evaluation.
- Self-perceived reasons to dropout from higher education: a case study in a Portuguese Faculty of EngineeringPublication . Mouraz, Ana; Sousa, ArmandoDropout from Higher Education (HE), that is, the number of students that totally leave a given HE institution is concerningly high, especially in times of crisis. Institutions struggle to minimize dropout, but limited data is available likely because gathering data from learners who dropped out is sensitive, likely involving private information. This paper presents a case study research on student dropout from a very large Portuguese engineering faculty. The main objectives of this research include to gain a better understanding about the reasons for dropout, from the former student’s point of view, and to build a profile for the dropout-at-risk student. The collected data was retrieved from institutional records and from 134 telephonic interviews with former students. The resulting data is analysed in both quantitative and qualitative ways. Results of all gathered dropout data are clustered into three profiles of students who dropout: those that “pull out”, those who were “pushed out” and those who “fall out”. Findings include that students do not decide to dropout by a simple single reason but rather a set of reasons. This research article includes 5 concrete improvement suggestions that are likely to reduce dropout. The two main suggestions are to better prepare the transition to HE and to make policies more flexible in times of crisis, example more flexible schedule.