Bullying is a growing and increasingly worrying phenomenon. In recent years, a number of different bullying prevention programs have been implemented to create a more positive school environment. This paper offers a description of these prevention programs, focussing on the three most commonly implemented in schools: TEI, KiVa and Mediation Teams. A qualitative, descriptive and comparative analysis was made using semi-structured interviews with tutors, coordinators and experts at nine schools, three schools for each of the programs. The results show that these bullying prevention programs help raise awareness of this problem within the entire school community, improving the school environment and reducing conflict and instances of bullying. Overall, participating schools reported being highly satisfied with the results of these programs and it is therefore important to consider the mandatory implementation of bullying prevention programs in all schools.

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.

Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, aiding students in acquiring social skills and emotional strategies for conflict resolution. The purpose of this research is to examine social skills and empathy among different actors involved in bullying (non-involved, victim, bully, and bully-victim) among secondary school students and to evaluate the impact of the TEI program on the development of relational competencies. A comparative, ex post facto study was conducted in three schools where the TEI program has been implemented (TEI schools) and three where it has not (non-TEI schools). A total of 738 secondary school students (ESO) participated in the study, using a standardized questionnaire to evaluate their perception of bullying. The results of this study demonstrate higher levels of assertiveness and empathy in the non-involved and victim groups. However, lower levels of conflict resolution skills were found in the bully-victim group. In TEI schools, a higher percentage of students not involved in bullying and a lower percentage of bully-victims were observed. Additionally, students in TEI schools scored higher in assertiveness, conflict resolution skills, social skills, and empathy. These findings highlight the importance of developing students’ relational competencies and implementing strategies for bullying prevention to create a safe, healthy, and positive learning environment in schools.

INTRODUCCIÓN. La competencia digital docente se plantea como un tema de creciente relevancia en la educación contemporánea, además de su influencia en la mejora del aprendizaje. En tal sentido, el papel transformador de las tecnologías de la información y la comunicación (TIC) en la enseñanza y el aprendizaje resalta la importancia de dicha competencia, tanto en la formación del profesorado como en el desarrollo integral de los estudiantes. En consecuencia, el uso de tecnologías en la educación ha sido ampliamente investigado, evidenciando mejoras en resultados académicos, motivación y atención a la diversidad. Sin embargo, también se reconocen limitaciones y áreas de mejora. MÉTODO. Se revisa la literatura existente sobre competencia digital docente y su aplicación en contextos educativos diversos, presentando una selección de diez artículos que analizan la relación entre la competencia digital docente y la mejora del aprendizaje con las TIC, así como los desafíos y oportunidades que presenta esta integración en el ámbito educativo. Para tal fin, además de las habilidades técnicas, se contempla el desarrollo de competencias esenciales para un tratamiento efectivo y ético en el mundo digital. RESULTADOS. Los artículos incluidos en el monográfico abordan diversas temáticas como la autopercepción de la competencia digital, la influencia de la modalidad de enseñanza, el uso de estrategias innovadoras con recursos digitales, la formación inicial del profesorado, el uso adecuado de la tecnología y sus riesgos y los beneficios de los medios tecnológicos para el alumnado con necesidades educativas especiales, entre otros. Se ofrece una perspectiva única sobre cómo las TIC pueden ser aprovechadas de manera innovadora para mejorar la práctica educativa y promover el desarrollo de competencias clave en los estudiantes. DISCUSIÓN. El potencial transformador de las TIC en la educación del siglo XXI enfatiza la necesidad de desarrollar la competencia digital docente para aprovechar plenamente estas tecnologías en el proceso de enseñanza-aprendizaje. Además, es necesario considerar las habilidades pedagógicas y la capacidad innovadora del docente para diseñar situaciones de aprendizaje efectivas y creativas. De esta forma, para lograr un mayor impacto del uso didáctico de las TIC como herramientas facilitadoras del proceso educativo, es crucial profundizar en la actualización del manejo de los recursos digitales en el perfil competencial del docente. Esto implica definir y desarrollar la competencia digital docente, así como mejorar la formación del profesorado e identificar sus necesidades formativas en el campo tecnológico.

In this research, we investigated the relationship between self-concept and academic performance, particularly focusing on students with learning difficulties and special educational needs. Conducted in an inclusive educational setting without the implementation of specific or external intervention programs, this this non-experimental longitudinal study involved 112 students from grades equivalent to third to fifth grade of primary school and first grade of Secondary Education. Academic performance was evaluated using a customized rubric, while self-concept was assessed with the AF-5 test. The results, analyzed through Student’s t -test, ANOVA, and Pearson correlation, revealed improvements in both academic performance and self-concept, especially among students with learning difficulties. Moreover, a significant correlation between different performance dimensions and academic self-concept was found. These findings highlight the potential of inclusive pedagogical environments and integrated classroom-based support in promoting academic achievement and socioemotional development, particularly in students with diverse educational needs.

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors. https://doi.org/10.34105/j.kmel.2020.12.008