Estilos de Aprendizaje (ISSN: 1988-8996) / Journal of Learning Styles (ISSN: 2332-8533) is a scientific journal which publishes articles, book reviews and research works every six months. It is aimed at consolidating a space for discussion, reflection and disseminating good practices and educational experiences. The journal promotes projects and initiatives related to learning styles and the influence of active methodologies, along with the teaching and learning spaces.
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Instrumental Music Education in Secondary Schools: Identifying Differences in Musical Habits and Practices
School ensemble-based methodologies are internationally well established, although their implementation in Spain remains limited and scarcely explored in academic research. The aim of this study is to identify the differences associated with the use of these methodologies in terms of musical consumption habits and musical practice among secondary school students in the Community of Madrid. The sample consisted of 691 students from eight secondary schools. Data were collected using a seven-item questionnaire.The results show differences between students participating in school musical ensembles and those not involved in these types of methodologies, particularly in variables related to interest in music and cultural participation. The study discusses the possibility that this type of music teaching format may be associated with meaningful learning experiences and a greater predisposition toward musical consumption and practice, as well as the existing barriers to its implementation within the Spanish educational system. Finally, the study highlights the need for further research into the role that certain meaningful musical experiences in general education may play and how these could influence the development of cultural habits and youth participation in this sector.
ARTÍCULOS DE INVESTIGACIÓN TEMÁTICA. Volumen 19, Número 37 (Abril, 2026). Educando en la diversidad mediante propuestas musicales y artísticas
Eduardo Sánchez-Escribano García de la Rosa
Copyright (c) 2026 Journal of Learning Styles
Intervención rítmica con adolescentes: implicaciones para la eficacia y habilidades musicales
Rhythm perception and reproduction are key skills in the musical, cognitive and motor development of adolescents. However, the impact of rhythmic learning in non-formal music teaching contexts has been little explored. This study analyzes how an intervention focused on rhythmic teaching can influence the rhythmic skills of Secondary Education students. A quasi-experimental pretest-posttest design was applied with a sample of 105 adolescents between 13 and 16 years old. Their rhythmic skills were evaluated before and after the intervention, using Student's t-test for related samples and a two-factor analysis of variance (ANOVA) to detect significant differences. The results showed a significant improvement (p < .001) in rhythmic skills post-intervention, with a large effect size (η2p = .46). No significant differences were found as a function of age (p = .96) or gender (p = .12), although efficacy varied between rhythmic fragments, reaching up to 56% percentage improvement. In conclusion, the intervention was effective in improving rhythmic skills, suggesting that this approach can complement the teaching-learning processes of music in Secondary Education educational contexts.
The role of social context in musical identity formation
Although the development of identity during adolescence and the importance of peer groups in this process have been extensively studied, the formation of private musical tastes, as opposed to shared musical preferences, has not been analyzed during this developmental period. A total of 185 Spanish secondary school students participated in the study. Although pop is the most listened-to style by both genders, especially by girls, this varies throughout adolescence. Likewise, this style of music is the most listened-to genre in private, while reggaeton is the main shared preference, with gender differences observed. Furthermore, statistically significant differences were found when comparing past and present influences on the formation of musical taste, with girls being more influenced by their peers than boys. It is suggested that, although the peer group plays an important role in the socialization of musical preferences, the individual tendency toward an identity-based musical taste prevails during adolescence.
Educating in diversity through musical and artistic proposals
Contemporary education faces the challenge of responding to societies that are increasingly diverse, complex and interconnected. The arts, particularly music, are establishing themselves as educational tools capable of fostering inclusion, intercultural dialogue and the holistic development of pupils. Various studies have shown that arts education not only contributes to the development of creative and expressive skills, but also promotes fundamental values such as empathy, cooperation and respect for cultural diversity (Hallam, 2010; UNESCO, 2022). In this vein, this special issue of the journal Estilos de Aprendizaje, entitled ‘Educating in diversity through musical and artistic initiatives’, brings together a range of research papers that analyse the potential of artistic practices to address contemporary educational challenges from diverse pedagogical and sociocultural perspectives.
Digital competence of school principals in compulsory education
Digital transformation has intensified the demands placed on school leadership, requiring school principals to coordinate pedagogical, organisational, and ethical dimensions of digital change. While several digital competence frameworks have been developed in recent years, most focus on teachers, organisations, or citizens, offering limited guidance for the specific professional role of school principals in compulsory education. This study addresses this limitation by developing a meta-framework of digital competences tailored to school leadership. A systematic literature review, conducted following adapted PRISMA guidelines, including identification, screening, eligibility, and inclusion stages, was combined with reflexive thematic analysis to identify, cluster, and consolidate digital competences across existing international frameworks. The analysis resulted in a meta-framework comprising eight competence areas and forty consolidated competences, reflecting the multifaceted nature of digital leadership, including strategic governance, teaching and learning practices, infrastructure management, assessment, communication, professional development, and digital citizenship. An Aggregation Number Indicator was applied as a heuristic device to support the interpretation of thematic convergence across frameworks. Rather than replacing existing models, the proposed meta-framework offers a leadership-specific and integrative reference that complements established frameworks and contributes to conceptual consolidation in the field.
She Self-perceived soft skills in Spanish healthcare university students: Implications for curricular development
Background: Soft skills are essential for effective practice in healthcare professions but are often underrepresented in university curricula. Limited evidence exists regarding Spanish health science students’ perceptions and educational needs in this domain. Objective: To assess self-perceived soft skills and identify associated educational gaps among Spanish healthcare undergraduates. Material and methods: A descriptive cross-sectional study was conducted using a custom Likert-scale questionnaire among 134 students from various health science degrees. Descriptive statistics and nonparametric group comparisons (Kruskal–Wallis test) were performed. Results: Most participants expressed strong agreement with their choice of profession and recognized the relevance of clinical roles. However, moderate self-assessment was reported for leadership (median = 4) and public speaking skills (median = 3). Increased stress was attributed to university demands and placements, with 41.8% rating stress as moderate and significant differences evident by academic year (p = 0.026 for professional qualification; p = 0.048 for stress during placements). Conclusions: Spanish healthcare undergraduates value soft skills yet report moderate proficiency in leadership, communication, and stress management. Further research is required to be able to make claims and recommendations on this content.
The Phylogeny and Ontogeny of Music: An Approach to Improve the Curriculum of Early Childhood and Primary Education
In accordance with the current regulatory framework, music in Early Childhood and Primary Education must be taught by means of a competence-based, inclusive and interdisciplinary approach, taking into account the degree of development of key competences. The basic skills to be achieved are organized by areas of learning which, in the case of Early Childhood Education, focus on dimensions of human development, while in Primary Education the focus is on essential musical skills. This paper is based on the premise that the sequencing of content (ontogeny) should be in line with the evolution of the musical-historical elements that are the basis of the discipline (phylogeny). It analyzes the friction between phylogeny and ontogeny in the teaching-learning of music through the qualitative analysis of the curriculum of Early Childhood and Primary Education in relation to the main historical musical milestones. The results show discrepancies between phylogeny and ontogeny, as well as the absence of several historical musical milestones not included in the curriculum. The conclusion is that music education should be better aligned with phylogenetic patterns, which would involve a reformulation of curricula.
Project-based learning at a music conservatoire: students’ voices as an indicator of educational change
Active methodologies place students at the center of learning, promoting autonomy, critical thinking, and collaborative work. Various studies show that they increase motivation, creativity, social skills, and participation. This study analyzes their application and explores students' social representations of their educational experience at a music conservatory, with the aim of understanding how they construct meaning from musical learning, instrumental practice, and school experience through artistic projects. The research was conducted using a qualitative approach with students from the Calahorra Conservatory of Music, who participated in focus groups guided by spontaneous oral accounts. The students' voices were analyzed using IRaMuTeQ software, applying lexical similarity analysis and descending hierarchical classification (Reinert method). The results reveal three major thematic axes in the students' experience: personal learning trajectories, emotional transformation through participation in performance projects, and affective and social bonds generated within the educational community. These findings highlight the potential of active methodologies to foster identity construction, emotional expression, and a sense of belonging in the conservatory context, from the students' own perspective.
Education and the Arts for Sustainable Development: The Case of Music Education in Early Childhood Education
El proyecto Educación y Lenguajes Artísticos para el Desarrollo Sostenible (ELADS) surge para integrar los Objetivos de Desarrollo Sostenible (ODS) en la enseñanza superior, reconociendo el potencial de los lenguajes artísticos para generar conciencia y promover acciones en torno a ellos. Su objetivo principal es mejorar la docencia en asignaturas diversas mediante una metodología común que las interrelacione, potenciando competencias clave europeas y de desarrollo sostenible. En este trabajo se analizan resultados en una asignatura específica involucrada en el proyecto: Didáctica de la Música en Educación Infantil. En ella se propuso al alumnado preparar dos acciones artísticas eligiendo libremente alguno de los ODS como hilo conductor: representar un cuento musical en vivo en pequeños grupos de trabajo y crear una animación audiovisual individual o en parejas. La puesta en común de experiencias durante todo el proceso creativo mediante sesiones-taller con orientación de la profesora culminó con la exposición del producto final ante los compañeros y su análisis. Los resultados de esta intervención permiten evaluar la mejora en la adquisición de competencias lenguajes artísticos; educación para la sostenibilidad; innovación educativa; educación musical; formación universitaria.relacionadas con la educación sostenible y detectar qué ODS motivaron más al alumnado.
Universal Design for Learning in Action: Inclusive Teaching Practices from Early Childhood through to Higher Education
This article aims to contribute to the practical application of UDL by analysing how 100 teachers committed to inclusive education, working across early childhood, primary, secondary and higher education in the province of Seville, implement UDL in their classroom practices. The study seeks to identify similarities and differences between the different educational stages in relation to the three UDL principles, their guidelines and respective considerations, following version 3.0 proposed by CAST. A multiple case study was conducted, and the data emerged through an individual semi-structured interview protocol addressing teachers’ beliefs, knowledge, instructional design and teaching actions. Data analysis was qualitative and based on thematic coding. The results show a clear tendency towards the incorporation of UDL principles across all educational stages; however, systematic and full implementation has not yet been achieved. The conclusions recommend that universities assume an active role in UDL training and in the creation of support networks, accompanying teachers and ensuring its application across all educational stages.
Science Didactics Based on Theatre Techniques in Primary Education School Students: A Comparative Study of Its Impact on Academic Performance and Affective Experience Versus Traditional Methodology
This study explored the impact of a drama-based educational methodology compared to traditional teaching in primary education, analyzing students’ academic performance and affective experiences. Two groups were assessed over ten sessions: a control group, which followed a traditional approach, and an experimental group that incorporated drama-based activities. Academic performance was evaluated through exams conducted in 2022 and again a year later, in 2023, while affective dimensions (activation, well-being, and hedonic tone) were measured through questionnaires.The results revealed no significant differences in grades between the groups, indicating that the drama-based methodology is as effective as the traditional approach in academic terms. However, students in the experimental group exhibited higher levels of emotional activation and a strong relationship between activation and well-being, showing how drama-based activities can transform the learning experience by emotionally engaging students with the content.These findings suggest that drama techniques are not only a viable alternative to conventional methodologies but also a valuable tool for enriching learning, promoting both cognitive and socio-emotional development. This approach, by combining academic effectiveness with personal growth, encourages a re-evaluation of pedagogical practices toward a more holistic and humanistic educational model that supports students in exploring their potential across multiple dimensions of learning.
Evaluation through Rubrics in Audiovisual PBL: Criteria for Assessing Book Trailers in "Aesthetics and Artistic-Literary Contexts of World Literature"
Rubrics are critical instruments in evaluation processes, as they provide objective criteria for educators and set clear expectations for students. This study presents a rubric designed for the evaluation of book trailers in the subject "Aesthetics and Artistic-Literary Contexts" of the Bachelor's Degree in Spanish Language and Hispanic Literatures at ULPGC. The rubric addresses four key dimensions: literary comprehension, creativity, communicative impact, and technical quality. Its implementation represents a significant advancement compared to previous evaluation systems for similar projects in the subject, as it enables objective and equitable evaluation, in addition to offering detailed and constructive feedback. In the context of Project-Based Learning (PBL), especially in audiovisual initiatives like the one presented here, rubrics are vital for evaluating both the creative process and the final product: they facilitate self-assessment, promote responsibility, and improve students' critical skills.
Facial anonymization with Artificial Intelligence in Music Therapy: a pilot study with AKOOL Face Swap and Syntonym
In music therapy, sharing clinical materials requires balancing privacy protection with the preservation of emotional information, as traditional methods such as blurring can hide facial expressions and reduce the clinical value of the material. This pilot study involved 20 music therapists who evaluated three video excerpts presented in four versions: original, blurred, and face substitution using two artificial intelligence applications (AKOOL Face Swap and Syntonym). Ratings were collected using Likert-type scales and analyzed with statistical procedures, together with estimates of reliability and inter-rater agreement. The results showed significant differences (χ²(2)=13.30; p=0.0013), with meaningful improvements in clinical utility and expressivity for the AI-based versions compared to blurring (≈0.8–0.9 points; p<0.01), and no differences between AKOOL and Syntonym. Reliability ranged from acceptable to excellent (α=0.61–0.88; ω=0.79–0.91), and inter-rater agreement was high when averaged across raters (ICC=0.86). AI-based face substitution better preserves expressive signals and provides a more favorable balance between privacy and utility than blurring, making it suitable for research and public dissemination under appropriate ethical and regulatory safeguards. However, original materials remain more appropriate for teaching and closed supervision settings with the required consent.
Innovation in Operatic Interpretation: The Legacy of María Callas through the Vocal, Dramatic, and Comparative Analysis of Arias and Characters
Maria Callas (1923-1977) revolutionized twentieth-century operatic performance thanks to her innovative vocal technique, dramatic expressiveness, and deep psychological understanding of the characters. This study seeks to offer a new perspective on operatic performance and analyzes its impact on the evolution of lyric singing and on the reception of the operatic roles it embodied, combining a theoretical and practical approach. Firstly, her figure is contextualised within the history of opera, examining her contributions to vocal and scenic performance from an extensive bibliographic corpus. Aspects such as phrasing, vocal color and dramatic articulation are addressed. Secondly, a comparative analysis is developed using key character files, where the vocal and psychological requirements of the roles are studied and their interpretation is contrasted with that of other contemporary sopranos. Elements such as the variability of the timbre, the use of the fiato and the expressiveness of the legato highlight her ability to transform each character into a meaningful manifestation. The results show that Callas redefined operatic performance, consolidating herself as a key figure in the evolution of the genre, with a legacy that continues to influence singers and opera scholars.
Leadership in musical conducting: curriculum analysis and teaching proposal
Leadership is a key competency for musical conducting, encompassing group management, conflict resolution, and maintaining team cohesion, in addition to technical skills. Leaders in this field must foster an environment of trust and motivate musicians to actively participate in the interpretative process. The objective of this study is to examine the inclusion of leadership subjects in the curricula of higher music conservatories in Spain. To this end, current legislation and study plans have been reviewed. Although Royal Decree 631/2010 recognizes the importance of leadership as a transversal competency in artistic education, the results indicate that there are no specific subjects on this topic in conservatory programs. This lack of training limits the ability of future conductors to manage teams and face the challenges of direction. For this reason, the inclusion of a leadership subject is proposed to provide future conductors with the necessary tools to perform their work effectively.
Learning Landscapes in Vocational Education: A Classroom Action Research Study
The proposal, developed with Vocational Training students, aims to strengthen their professional skills in designing didactic programs based on the Learning Landscapes methodology. In collaboration with students from the dual degrees in Sociology and Social Work and in Sociology and Political Science at Pablo de Olavide University, conceptual review, process analysis, and systematization of previous experiences have been addressed. Their implementation in the classroom and continuous evaluation have also been promoted, allowing assessment of their impact on the teaching-learning process. The development of these programs has resulted in original and diverse proposals, characterized by their ability to foster dynamic, participatory, and engaged learning spaces. The combination of active strategies has facilitated adaptation to different learning styles and paces, promoting educational inclusion. After its implementation in the university setting and monitoring, it is concluded that, although uncommon in higher education, the action-research methodology proves positive and enriching. Furthermore, it has helped reduce absenteeism and increase student motivation. The satisfaction of faculty and students, along with a favorable attitude toward this innovative pedagogical practice, confirms its effectiveness and potential for application in various educational contexts.
Inclusive practices in higher education based on universal design for learning. The voice of the student body
The growing interest in Universal Design for Learning (UDL) in higher education identifies it as a key strategy to respond to students' needs and preferences from an inclusive perspective. In order to design inclusive university policies, curricula and curriculum planning, it is necessary to have the voice of the student from the outset. This study explores 33 teaching strategies aligned with Universal Design for Learning and the preferences expressed by university students regarding their implementation. The study involved 1109 university students from the Faculty of Education Sciences of an Ecuadorian university institution. A quantitative approach has been followed, adopting a descriptive design, using a survey for data collection. The results show the students' high preference for these strategies to advance in their academic achievements, regardless of age, gender, degree, disability and/or personal situation, which reflects the universality of these strategies. The conclusions highlight this type of studies to design curricula taking into account the diversity of the student body, as well as their usefulness for making better decisions when designing institutional policies and/or acquiring equipment and resources that serve the interests of the student body.
THEMATIC RESEARCH ARTICLES. Volume 18, Number 36 (October, 2025)_Universal Design for Learning as a measure of attention to diversity.
Copyright (c) 2025 Journal of Learning Styles
trategies of Universal Design for Learning in primary education: a systematic review
This article presents a systematic review of strategies based on Universal Design for Learning (UDL) in primary education. The main objective was to identify, analyze, and synthesize the existing scientific evidence, focusing on its impact on student inclusion and learning. This synthesis is especially relevant in the current context, where educational systems must provide effective, equitable, and sustainable responses to student diversity through a preventive rather than compensatory approach. The methodology followed the PRISMA 2020 guidelines and involved searches in databases such as Web of Science, Scopus, PsycINFO, and Dialnet. After applying specific inclusion and exclusion criteria, six articles were selected for analysis. The results reveal a notable increase in scientific production on UDL strategies in primary education in recent years, with most publications appearing in 2024. The selected studies are primarily qualitative or mixed-methods, with a strong focus on teacher training and practical implementation. The most prominent strategies include the use of Information and Communication Technologies (ICT), Problem-Based Learning (PBL), and cooperative learning. These approaches have shown positive effects on student inclusion, motivation, and academic performance. In conclusion, this review contributes to guiding teaching practices, supporting teacher professional development, and promoting inclusive educational policies grounded in scientific evidence.
Universal Design for Learning as a Pedagogical Framework for Addressing Learner Diversity
Today's education system faces a decisive challenge: to offer an inclusive and equitable response to the growing diversity of its student body. In this scenario, Universal Design for Learning (UDL) has established itself as an essential pedagogical framework, capable of bridging the gap between theoretical precepts on inclusion and everyday classroom practices. Far from being understood as a simple methodological strategy, UDL constitutes a transformative paradigm (Meyer et al., 2013; Rose & Strangman, 2007; Sánchez Fuentes; 2022) whose origins lie in accessible architectural design and its subsequent application to the field of education, highlighting the need to anticipate the needs of everyone (CAST, 2024). It cannot be ignored that the debate on inclusion and UDL is set against a recent historical backdrop: the global health crisis. As a previous editorial in this journal recalls, the pandemic forced us to rethink methodologies, accelerate digitisation and address the technological divide as a new form of exclusion. This monograph has been promoted within the framework of the DUAMAT.1 Research Project, funded by the 10th Call for Research Proposals of the Vice-Rectorate for Research, Science and Doctoral Studies at Camilo José Cela University (UCJC), Spain. It is also linked to the PAMAT Accessible Pedagogies Research Group (EDU.2024.07), attached to the Faculty of Education of Camilo José Cela University.
Screens that educate: music series to grow up with rhythm and art
This study focuses on animated series with an artistic-musical approach as educational resources that combine entertainment and learning while stimulating students’ sensory, cognitive, and emotional development. Through the analysis of three representative series (Little Einsteins, Do, Re, Mi, and De aquí para allá) their potential to foster musical appreciation, active listening, sense of rhythm, and aesthetic sensitivity from early educational stages is examined. These productions not only enrich children’s cultural experience but also strengthen essential competencies in Arts Education, promoting creativity, collaboration, and enjoyment of art. Additionally, this study aims to provide teachers with a practical guide to the musical content presented in each episode, facilitating its selection and classroom implementation. In this way, it seeks to contribute to a more integrated, meaningful, and motivating approach to music education in the early years of schooling.
Percepción sobre el canto tradicional gallego en el alumnado de ESO
Traditional singing is part of traditional music in Galicia, a region's intangible heritage that, following the disappearance of oral transmission as a source of preservation, finds a new model for dissemination in the education system. This article analyzes the perception of secondary school students about traditional singing in Galicia through a case study based on a questionnaire in three schools and a qualitative analysis based on thematic categories. Through the analysis of the responses, we find a situation of basic theoretical knowledge that bears little relation to practical knowledge related to listening and/or performing, the existence of references marked by mainstream media and the confusion between music in Galician and traditional music, and an ambiguous assessment regarding its current status and personal consumption.
Perceptions of pre-service primary education teachers on the challenges of inclusive education and the pedagogical potential of music
The attitudes and expectations of trainee teachers are crucial for consolidating inclusive education systems that move beyond normative ideals and translate into effective practices. This study examines the perceptions of future primary school teachers (n=213) regarding the challenges of inclusive education and the potential role of music. An exploratory mixed-methods design was employed. Data were gathered through open-ended questions and coded using thematic content analysis with ATLAS.ti, complemented by descriptive statistics and logistic regression models in SPSS. Results indicate that institutional limitations (e.g., lack of resources, excessive student–teacher ratios, insufficient support staff) and training deficits were the most frequently cited barriers. Participants in 3rd–4th year, with supervised school placements, or specialising in Special Needs Education were significantly more likely to report institutional limitations. In turn, the positive impact of music—including emotional regulation, concentration, and creative expression—was emphasised by female participants, those in advanced courses, and those with school placement experience. Regression analyses confirmed that academic year robustly predicted perceptions of institutional limitations, while both academic year and school placement predicted recognition of music’s inclusive benefits. These findings highlight preliminary trends suggesting that practical experience, specialised preparation, and the intentional use of music may enhance the capacity of trainee teachers to address classroom diversity.
Impact of Game-Based Learning with Musical Activities on Motivation among Undergraduate Primary Education Students: An Action Research Approach
This study investigates how game-based learning with musical activities influences the motivation of first-year students in the Undergraduate Degree in Primary Education. The main objective is to evaluate the impact of using musical games in the classroom on the learning process. An action research approach was employed, involving four phases: preparation, implementation, evaluation, and action. The study involved 83 participants, who responded to two Likert-type questionnaires and were subjected to direct observation throughout the process, participating in group discussions after each phase. The results revealed that despite 60.2% of the participants being unfamiliar with the game-based learning (GBL) methodology, 90.3% reported feeling motivated after the action phase of the project. The findings suggest that strategically incorporating games into the educational environment can be an effective tactic to foster student engagement and facilitate meaningful learning. The motivation generated by participating in musical game activities encourages students to delve deeper into their learning. The results highlight the need to review developed methodologies to better support the development of skills in future educators
Emotional intelligence and psychological capital among students on the Bachelor’s degree in Primary Education
Emotional intelligence is the ability to understand one's own and others' emotions, to use emotions appropriately and to regulate them. Psychological capital is the psychological state of positive development that is characterized by efficacy, optimism, hope and resilience. Scientific evidence indicates that both resources are positive related in the organizational field, but there are few studies that evaluate students or teachers. Therefore, this research aims to understand the relationship between emotional intelligence and psychological capital in students who are training to be teachers. The sample comprised 221 undergraduate students in Primary Education. The data was collected in person using a sociodemographic questionnaire, together with the WLEIS-S and the CPC-12 scales. The results show that there is a positive and significant relationship between both resources. Specifically, the use of emotions as well as the evaluation of one's own emotions and emotional regulation predict part of the variance of psychological capital. These results demonstrate the importance of incorporating emotional education into the training of university students who will be primary school teachers to foster the development of their emotional intelligence and psychological capital.
Authentic Reflections: Artistic intervention for body self-perception in inclusive contexts
Body self-perception, understood as the way in which people perceive, feel, and relate to their own bodies, is a fundamental aspect of human physical and emotional well-being. This article presents the design and implementation of “Authentic Reflections,” an artistic intervention program aimed at strengthening body self-perception in inclusive contexts. The experience was applied to 100 university students studying education degrees. The program was carried out through thematic modules that integrate body image, emotional awareness, and social influence. Its approach is aimed at both neurotypical populations and minority groups, such as those with functional diversity, promoting a system of education based on equality. Initial results showed a low level of body awareness and poor integration of emotional self-regulation strategies. After the intervention, there was an increase in body awareness, greater fluidity in emotional expression, and improved group cohesion. Overall, aesthetic practices acted as vehicles for self-awareness, empowerment, and development, laying a solid foundation for their application in social, educational, and therapeutic settings.
Effective Strategies for Teacher Education in English as an L2: A Focus on AI and Gamification
This systematic review examines how artificial intelligence (AI) and its combination with gamification impact the training of future teachers of English as an additional language (EAL) at university level. Twelve scientific articles published between 2019 and 2024 in Wos, Scopus and Eric were analysed, including the use of mobile apps and platforms with AI-based chatbots. The results highlight that AI, through various tools, improves the personalisation of learning and fosters student motivation. Gamification is identified as an effective resource for increasing student participation and engagement. However, ethical concerns and the need to improve the accuracy of AI tools, as well as the preparation of teachers for their effective use, are noted. The article concludes that while the integration of AI and gamification in teacher education has great potential, its success depends on thoughtful implementation and adequate training of teachers in the use of these technologies. Recommendations are offered for future research and educational practices that seek to optimise the use of AI and gamification in language teaching.
Attention to needs and self-regulation through Cooperative Learning in Primary Education.
The aim of this research is to propose an inclusive educational model to address the diversity of students in Primary Education, using a specific methodology to promote self-regulation and improve the Teaching-Learning process. It focuses on how Cooperative Learning can address students' needs and promote self-regulation, with a focus on students' perception of their own abilities to think, feel and act. The research was carried out with 148 students in the 1st and 2nd years of Primary Education, in two groups, one experimental and one control. An educational intervention was carried out between the Pretest and Posttest, using group tasks and reflection periods. During these tasks, students self-regulated their self-perception. The results show significant differences between Pretest and Posttest for the Experimental Group in terms of perception of interaction and relationship with peers. These changes are attributed to more cognitive attention in the Teaching-Learning process. Significant differences were also observed in cognitive dimensions such as Locus of Control and Reflexivity and Impulsivity. The research suggests that this educational model allows students to develop integral and conscious learning, taking advantage of their differences as potentialities.
Impact of the Learning Community project on values and emotional education in Primary Education students
Learning Communities project aims to socially and educationally transform an educational center and respond to the challenges and demands created by the information society, placing equal emphasis on the cognitive abilities and the social and emotional development of the students, all based on in the latest neuroscience research. Through a critical communicative approach, we will seek to interpret and describe the educational reality of the “San Juan de la Cruz” public center in the town of Baeza (Jaén), with dialogic learning being the basis of the research, using communicative-oriented participant observation. , communicative discussion groups, communicative accounts of daily life and in-depth communicative-oriented interviews as qualitative research techniques. It was shown that the participation of the educational community and dialogic learning create fundamental values ​​of solidarity, cooperation and respect for difference. Likewise, interactions that promote Successful Educational Actions benefit school performance, the ability to listen and empathy with the emotions of others. Therefore, these findings provide relevant data, since the implementation of this project promotes emotional well-being and educational quality.
Impact of an Emotional Intelligence Program in Early Childhood Education: Quasi-experimental Analysis of the Influence of Gender on Emotional Recognition
The objective of this research is to analyze how participation in an annual emotional intelligence program influences the ability to recognize one's own and others' emotions, considering the gender variable to improve social interactions in the classroom. A quasi-experimental pretest-posttest design was used with a non-equivalent control group. The sample included 180 5-year-old students from Murcia (Spain), distributed in an experimental group (n=90, 29 boys and 61 girls) and a control group (n=90, 36 boys and 54 girls). The experimental group participated in the Annual Emotional Intelligence Program "EMOTI" (Hurtado y Salas, 2019). The assessment instrument used was the Scale for the observation and evaluation of recognition, perception and awareness of emotions (Salas, 2022). For data analysis, SPSS software (version 25) and Chi-square and Fisher's statistical tests were used to identify significant differences between the groups. The results indicate that, After the intervention, girls have a greater ability to identify, perceive and become emotionally aware in relation to the emotions of Fear, Sadness, Anger and Joy compared to boys, highlighting significant differences in the gender variable.
PREART Project: An Art Education Training Methodology in Pre-Service Teacher Education to Strengthen the Presence of Art in Schooling
Introduction: PREART was designed to optimise arts training for teacher training students given the limited teaching load. Objective: to evaluate a self-directed learning methodology (video tutorials + guided practice) in fine arts subjects. Method: A longitudinal quasi-experimental study with three measurements (Q1-start, Q2-midpoint, Q3-end) using anonymous questionnaires, linked across time points by a non-identifiable code. Experimental group (n=84) and control group (n=16). Five self-reported competencies (scale 1–5) and four items assessing the value/usefulness of art were measured, constructing two indices (competencies and value). The effect was estimated using repeated measures models (GEE; group×time interaction), with complementary non-parametric analyses and Holm’s correction. Results: both groups improved, but the experimental group showed a significantly superior trajectory; after starting from comparable levels in Q1, it presented higher scores in Q2 and Q3 and greater gains relative to baseline, in both competencies and art appreciation. Conclusion: PREART is associated with differential and sustained improvements; triangulation with objective measures and greater equivalence between groups is recommended.