Discapacidad Intelectual y Conducta (DISCONDU)

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

2026-06-03T11:29:13Z

Digital Teaching Competence among Teachers of Different Educational Stages in Spain García Delgado, Miguel Ángel; Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Di Giusto Valle, Cristina The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others

Evaluación del funcionamiento familiar con el faces IV en adolescentes con problemática familiar

2026-06-03T00:05:29Z

Evaluación del funcionamiento familiar con el faces IV en adolescentes con problemática familiar Vegas Miguel, María Isabel; Fuente Anuncibay, Raquel de la Introducción: Las familias multiproblemáticas han recibido creciente atención por los poderes públicos, aunque hay una carencia de instrumentos específicos para evaluar su funcionamiento. En este estudio se propone el modelo Circunflejo de Olson (paquete FACES) como una herramienta de evaluación eficaz para este colectivo. Método: se seleccionaron 49 adolescentes entre 14 y 18 años, con problemática familiar y se compararon sus resultados en funcionamiento familiar (FACES-IV), en comunicación y satisfacción familiar (mediante FCS y FSS), tiempo que comparten padres e hijos, número de veces que se come en familia, factores familiares estresantes y maltrato físico recibido, con un grupo general, compuesto por 857 adolescentes, seleccionados de 22 centros educativos de Burgos (España), mediante muestreo en dos etapas. En total: 46,5% varones y 53,5% mujeres. Resultados: los adolescentes pertenecientes a familias problemáticas presentan menos cohesión familiar, menos flexibilidad, más desapego, más caos, menos comunicación y menos satisfacción familiar que la población general. Se caracterizan también por la falta de disponibilidad del padre, por comer menos veces en familia, haber sufrido más maltrato físico y ser las dificultades económicas y la conflictividad familiar, los principales estresores familiares. Conclusión: el paquete FACES IV es un instrumento eficaz para la detección y evaluación de familias problemáticas y puede ser aplicado a adolescentes españoles de amplio espectro social y familiar.; Introduction: Multiproblematic families have received increasing attention by public authorities, although there is a lack of specific instruments to assess its functioning. This paper proposes Olson’s Circumflex model (FACES package) as an effective evaluation instrument for this group. Method: The sample consisted of 49 Spanish teenagers from problematic families, aged between 14 and 18, whose results in family functioning (FACES-IV), family communication (FCS), family satisfaction (FSS), time shared with parents, times a week they eat with family, family stressors and physical abuse suffered, were compared with a sample of 857 adolescents from 22 educative centres in Burgos (Spain), selected by a two-stage sampling. Altogether 46.5% men and 53.5% women. Results: teenagers from problematic families show less family cohesion, less flexibility, less communication, less family satisfaction and their families are more disengaged and more chaotic than adolescents from general population. They are also characterized by the lack of availability of the father, by eating fewer times in family, by having suffered more physical abuse and by the economic difficulties and family conflicts being their main family stressors. Conclusion: the FACES IV package is an effective instrument for detection and evaluation of problematic families and can be applied to Spanish adolescents from a broad social and family spectrum.

Cultural Participation as a Pathway to Social Inclusion: A Systematic Review and Youth Perspectives on Disability and Engagement

2026-06-03T00:05:27Z

Cultural Participation as a Pathway to Social Inclusion: A Systematic Review and Youth Perspectives on Disability and Engagement Sáez Velasco, Sara; Merino Orozco, Abel; Di Giusto Valle, Cristina; Mercado Val, Elvira; Pérez de Albéniz Garrote, Gloria; Delgado Benito, Vanesa; Medina Gómez, Mª Begoña Social inclusion, particularly in the cultural domain, is a fundamental pillar for ensuring the full participation of all individuals in community life, fostering equity, well-being, and the recognition of diversity. This article has two objectives. Firstly, it aims to conduct a systematic review to diagnose the factors that exclude vulnerable groups from cultural access. Secondly, the aim is to understand how a group of young people with disabilities perceive the role of culture as a tool for social and labour inclusion. In October 2023, a systematic review was conducted in the Web of Science and Scopus electronic databases. A total of 37 articles were included in the review and classified into the following five areas of interest. The categories were as follows: (1) the relationship between cultural participation and physical and emotional well-being; (2) universal accessibility as a right to guarantee equitable access to culture; (3) the ability of people with disabilities to participate in culture; (4) the role of cultural policies as facilitators or barriers to inclusion; and (5) participation in contexts of cultural diversity as a means of social integration. These categories guided discussions with two focus groups comprising 15 young people. The positive impact of cultural participation, especially in its social dimension, was highlighted. The data point to the value of technology as a facilitator of access to culture, particularly for young people. Policies should focus on diverse cultural expressions and promote cognitive accessibility

Mindfulness and Empathy: Mediating Factors and Gender Differences in a Spanish Sample

2026-06-02T00:05:42Z

Mindfulness and Empathy: Mediating Factors and Gender Differences in a Spanish Sample Fuente Anuncibay, Raquel de la; González Barbadillo, Ángela; Ortega Sánchez, Delfín; Pizarro Ruiz, Juan Pablo Numerous research studies link mindfulness training to improved empathy. However, few studies focus on the mediating factors of empathy. This work has three objectives: (a) to analyze the possible mediation of mindfulness as a feature in this relation, (b) to analyze the mindfulness factors that mediate in the increase of empathy and (c) to analyze the moderating role of gender. The sample was composed of 246 Spanish-speaking university students (M = 24.08 years, SD = 8.43). The instruments used were the Five Facet Mindfulness Questionnaire (FFMQ) and the Toronto Empathy Questionnaire (TEQ). For data analysis, the indirect effect was calculated using 10000 bootstrap samples for the bias-corrected bootstrap confidence intervals (BCI). The improvement of empathy is mediated by the changes in mindfulness trait (B = 0.233, p < 0.001), disappearing in the presence of this mediator, the direct effect of mindfulness practice on empathy (B = 0.161, p = 0.394). We did not find a differential functioning of this mediation according to gender. Observing and describing are the FFMQ factors that mediate significantly between mindfulness practice and empathy.