Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

The number of mobiles surpassed the population of the planet in 2018. Without a doubt, they have become the tool of reference in our social life, as well as in our work and leisure, but in educational centers, they continue to be used inefficiently or are declared off limits to some classrooms. This study aims to establish the relationship that the use of mobile phones in secondary education schools may have in regard to the student’s academic performance. For this purpose, we will carry out a secondary exploitation of the Ministry of Education database for 2017 with the data of 1,887,027 students from 7381 compulsory secondary education schools in Spain. As a method of analysis, a multilevel correlation study is carried out. The results show a strong correlation between centers and territories that allow the usage of mobile devices in education and academic performance. Although the methodology that accompanies the use of the smartphone as an educational tool is very important, the data obtained leads us to think that using mobile phones in schools is a proposal that somehow influences the achievement of better academic results, with almost any methodology used.

The COVID-19 pandemic is a major threat to the health and well-being of people around the world that has impacted freedom of movement, social interaction and the economy. The aim of the present work was twofold: first, to study the presence of mental distress, positive and negative experiences and affect balance in women and men in Spain in two different phases of the COVID-19 pandemic, the initial “first state of alarm” phase, characterized by maximum restrictions, and in the “new normal” phase with minimal restrictions, and second, to study the protective role of age, educational level, self-esteem, marital status and social support against mental distress, and as factors that increase the affect balance of women and men in the above mentioned phases of the first wave of the COVID- 19 pandemic in Spain. The study sample consisted of 652 women and 652 men from the general population, aged between 18 and 88 years, who were evaluated through self-reports. Results show greater mental distress in women than men but, strikingly, the magnitude of such differences were greater in the “new normal” phase than in the maximum restriction phase. In addition, in this last phase, women also experienced more negative feelings and less affect balance than men. High self-esteem and social support were also found to be protective factors for mental health, both in women and men, during the two phases of the pandemic studied. In conclusion, our study shows that the COVID-19 pandemic has especially impacted the well-being of women.

A relentless stream of social, technological, and economic changes have impacted the workplace, affecting young people in particular. Such changes can be a major source of stress and can cause a threat to health and well-being. The aim of this paper is to understand the importance of work-related events and changes in the psychological distress and life satisfaction of young workers in Spain. A transversal study was carried out on a sample comprising 509 men and 396 women aged between 26 and 35 years old. The results showed that there were no differences between the men and women in the number of work-related events and changes experienced in the last 12 months, nor in terms of job satisfaction. The results from the multiple regression analysis showed that a greater number of work-related events and changes experienced during the last 12 months were associated with increased psychological distress and reduced life satisfaction amongst men, but this was not the case for women. Although job satisfaction was independent from the men and women’s psychological distress when self-esteem and social support was included in the regression equation, greater job satisfaction was associated with greater life satisfaction for both men and women. It concludes that work-related events and job satisfaction are important for the health and well-being of young people, even though a larger number of work-related events and changes is associated with increased psychological distress and reduced life satisfaction for men only.

Introduction: Stress is a major problem among students, threatening their health and well-being. The aim of the research is to analyze the sources of stress in students and to investigate whether there are gender differences and differences between university and non-university students in stress, coping styles, mental symptoms and well-being. A second aim is to know the relevance of age, education, stress, coping styles, self-esteem and social support on mental symptoms, psychological well-being and life satisfaction of boys and girls.Methods: The study was cross-sectional. The sample consisted of 1,426 students between the ages of 16 and 26.Results and discussion: The results of the ANOVAs showed that although there were some gender differences, being a university student or not explained more variance than gender. University students had more chronic stress than non-university students. However, they were more satisfied with their studies, had healthier coping styles, fewer mental symptoms, and greater well-being. For both genders, the main predictor of more mental symptoms was a higher emotional coping style. This was followed by lower self-esteem, a higher number of stressful life events, and higher chronic stress. Higher study dissatisfaction was associated with lower psychological well-being and lower life satisfaction. Higher chronic stress was associated with lower life satisfaction. It is concluded that stress and coping styles are relevant to students’ mental health. The results of this study are relevant to the design of policies, strategies, and programs to improve students’ mental health and well-being.

Although time use is one of people’s most important resources, there are social forces and inequalities that shape how time is used. The aim of this research is to examine gender differences in time use from adolescence to old age and to analyze the association of such use with sociodemographic characteristics and with women’s and men’s health and well-being. A cross-sectional study was conducted with a sample of 5700 women (54.2%) and men (45.8%) from the Spanish general population, aged 14 to 85 years. Participants were assessed using five self-reported measures of time use, health, mental symptoms, psychological well-being, life satisfaction, social support, and masculine/instrumental and feminine/expressive traits. The results showed that although there were important differences in life cycle stage and occupation, women spent more time than men on housework, childcare, and caring for sick relatives, while men spent more time than women on enjoying activities and exercise. More time spent on housework was associated with worse health and well-being for women and more exercise with better health and well-being for both genders. It is concluded that gender is relevant to time use and the impact of different uses of time on health and well-being.