https://hdl.handle.net/10259/4846 Mon, 20 Apr 2026 07:02:27 GMT 2026-04-20T07:02:27Z https://hdl.handle.net/10259/11360 Empowering sexuality education: active learning through university–school–health–community partnerships Alonso Martínez, Laura; Armas Junco, Laura; Barriuso Ortega, Sonia; Heras Sevilla, Davinia; García Hernando, Ángela; Madrid Dávila, Patricia; Nogales Ausín, Ismael; Sierra Medina, María José This quasi-experimental study aimed to determine whether a sexuality education intervention, developed through a university–school–health–community collaboration, effectively improved students’ knowledge, attitudes and behaviours regarding sexual health. Utilising project-based and service-based learning, the programme engaged 454 students aged between 13 and 48 years (M = 19.33, SD = 6.03). The quasi-experimental group comprised students from secondary school, a nursing degree and a master’s in teaching, while the control group included students from secondary school and bachelors’ and masters’ degree students in health and education. The intervention was evaluated through pre- and post-surveys incorporating seven standardised measures to assess key areas, including social media use, body image, sexual behaviour, gender attitudes and pornography consumption. Before the intervention, the secondary school students and the students from the bachelors’ and master’s programme in teaching exhibited fewer positive attitudes and behaviours towards sexuality compared to the nursing students. However, following the intervention, the study showed that the university–school–health–community partnership enhanced sexuality education. It fostered trans-inclusive behaviours, promoted positive attitudes towards sexual diversity and reduced sexist beliefs and rape-supportive attitudes. These results highlight the intervention’s effectiveness among the participants. Mon, 01 Sep 2025 00:00:00 GMT https://hdl.handle.net/10259/11360 2025-09-01T00:00:00Z https://hdl.handle.net/10259/11355 El aprendizaje basado en proyectos: una revisión sistemática de la literatura (2015-2022) Ruiz Hidalgo, David; Ortega Sánchez, Delfín El Aprendizaje Basado en Proyectos (ABP), genera contextos integrados de enseñanza primando los procesos de aprendizaje competencial. El ABP favorece el desarrollo de habilidades cognitivas, lingüísticas y sociales del alumnado, fomentando la participación activa, la motivación y la creatividad. Sin embargo, la investigación sobre ABP adquiere matices diferenciales en su implementación en los diferentes niveles educativos. Este estudio descriptivo e inferencial analiza la investigación didáctica publicada, desde 2015 a 2022, siguiendo las directrices PRISMA. Los resultados obtenidos informan de una destacada presencia española en las áreas de las Ciencias Naturales. Los resultados sugieren una mayor extensión curricular de esta metodología activa y su atención en la formación inicial del profesorado.; Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training. Wed, 01 Jun 2022 00:00:00 GMT https://hdl.handle.net/10259/11355 2022-06-01T00:00:00Z https://hdl.handle.net/10259/11354 CLIL (Content and Language Integrated Learning) Methodological Approach in the Bilingual Classroom: A Systematic Review Ruiz Hidalgo, David; Ortega Sánchez, Delfín The CLIL (Content and Language Integrated Learning) approach has spread widely in many European countries, with the aim of promoting multilingualism through the teaching of non-linguistic subjects in foreign languages, an objective of the European Commission. This methodology implemented in bilingual programmes, especially in science teaching, provides students not only with communicative and linguistic benefits, but also with the acquisition of knowledge of the subject with a high degree of motivation and interest, enhancing their cognitive skills. However, research on CLIL does not seem to reach unanimous conclusions on the learning effects in the classroom. Therefore, the purpose of this research is to identify the results of the CLIL approach in relation to English language acquisition and learning, as well as to the other curricular disciplines in Pre-school, Primary and Secondary Education in the available scientific literature. The results of the present systematic review indicate that, in the last decade, much research has focused on linguistic benefits rather than on content learning. The types of research design developed by the selected studies do not show statistically significant differences according to year of publication or country of origin. Similarly, no significant associations were found between educational level and language of instruction. The studies reviewed reveal improvements in curricular subject knowledge and point to its progress, especially in the context of bilingual programmes in Spain. In the light of these results, it can be stated that studies on progress towards quality bilingual education are still scarce, and that there is an emerging need for longitudinal studies that address the different educational stages from a multidisciplinary perspective. Sat, 01 Jul 2023 00:00:00 GMT https://hdl.handle.net/10259/11354 2023-07-01T00:00:00Z https://hdl.handle.net/10259/11278 Psychological Well-Being and Home Conditions during COVID-19 Confinement. Internet Addiction and Nostalgia as Mediators Líbano Miralles, Mario del; Corbí Santamaría, Miguel; Gutiérrez García, Aida; Alonso Centeno, Almudena The COVID-19 pandemic posed a challenge for all confined populations, dealing with their home resources and suffering changes in their psychological well-being. The aim of this paper is to analyze the relationship between home conditions (i.e., having children, square meters of the house and square meters of the terrace or similar) and psychological well-being, and to test whether this relationship is mediated by Internet addiction and nostalgia. The sample was composed of 1509 people, aged between 18 to 78 years (67.6% women). Structural Equations Models and 2 × 2 ANOVAs were analyzed. It was found that better home conditions mean greater psychological well-being, and that this relationship is partially mediated, in a negative sense, by Internet addiction and nostalgia, especially after day 45 of confinement and with greater intensity in women. These results provide evidence about how psychological well-being can be preserved during a confinement situation, which may be useful for planning healthy strategies in similar circumstances in the future. Thu, 01 Jul 2021 00:00:00 GMT https://hdl.handle.net/10259/11278 2021-07-01T00:00:00Z