Cada vez es más común interactuar con productos que parecen “inteligentes”, aunque quizás la etiqueta “inteligencia artificial” haya sido sustituida por otros eufemismos. Desde noviembre de 2022, con la aparición de la herramienta ChatGPT, ha habido un aumento exponencial en el uso de la inteligencia artificial en todos los ámbitos. Aunque ChatGPT es solo una de las muchas tecnologías generativas de inteligencia artificial, su impacto en los procesos de enseñanza y aprendizaje ha sido notable. Este artículo reflexiona sobre las ventajas, inconvenientes, potencialidades, límites y retos de las tecnologías generativas de inteligencia artificial en educación, con el objetivo de evitar los sesgos propios de las posiciones extremistas. Para ello, se ha llevado a cabo una revisión sistemática tanto de las herramientas como de la producción científica que ha surgido en los seis primeros meses desde la aparición de ChatGPT. La inteligencia artificial generativa es extremadamente potente y mejora a un ritmo acelerado, pero se basa en lenguajes de modelo de gran tamaño con una base probabilística, lo que significa que no tienen capacidad de razonamiento ni de comprensión y, por tanto, son susceptibles de contener fallos que necesitan ser contrastados. Por otro lado, muchos de los problemas asociados con estas tecnologías en contextos educativos ya existían antes de su aparición, pero ahora, debido a su potencia, no podemos ignorarlos solo queda asumir cuál será nuestra velocidad de respuesta para analizar e incorporar estas herramientas a nuestra práctica docente.

Background: Early school leaving (ESL) is a significant and complex problem for most educational systems. Research has analysed this problem from a number of different perspectives but has been mainly focused on a specific set of variables that may influence ESL. Purpose: This study sought to identify the variables that influence ESL in compulsory education, provide a global perspective and develop a comprehensive model to enable the visualisation of different ways in which a student can be at risk of ESL. Design and method: A content analysis of 32 reviews published between 2006 and 2016 was carried out, and data were coded qualitatively. Findings: In total, 122 variables connected with ESL were grouped into two differentiated clusters: a non-academic cluster with three factors (Individual, Family and Friendship) and an academic cluster with four factors (Student, School, Teacher and Classmates). Based on the variables analysed, a model was created that presents, in a synthetic and visual form, all variables related to ESL, grouped in two clusters and seven factors. The largest groups of variables related to ESL are those linked to the person, as an individual and a student, and those linked to the family. This classification provides an idea of the complexity of ESL as well as the high number of variables that should be considered in designing efficient strategies to provide solutions to it. Conclusions: This study points to the need to approach the problem by taking into account all possible perspectives, as suggested by the proposed model, thereby taking into consideration all the variables that can contribute to ESL.

This paper synthesizes the characteristics of university rankings that cause pressure or ‘harassment’ on universities and analyses possible strategies for action that can be carried out in the real context of the three main university rankings (QS, THE, ARWU), suggesting the consequences for the so-called world-class universities and others (which represent 95% of the total). Although there is controversy over the criteria of the university ranking systems, many universities are establishing strategies aimed at adapting to these criteria and indicators and improving their positions. This study concludes that international university rankings should not be a relevant source of information to consider the quality of universities because this can have a negative impact on the development of medium- and long-term policies in higher education and the universities themselves. Universities should concentrate on their mission and must provide valid and reliable information to all stakeholders about the level of achievement of their goals.

The national strategy for higher education of the Albanian government (2008–2013) stated the urgent need for universities to increase their role in the social and economic development of the local and regional environment. In order to achieve this goal, the main action proposed by the strategy was the setting up of regional development centres by public higher education institutions. With this purpose, the Tempus project Developing Third Mission activities in Albanian Universities (U3M-AL) has promoted third mission activities in most of the public universities by training university staff, establishing the regional development centres and creating an Albanian network for promoting third mission. These initiatives are contributing to the external visibility of universities as valuable partners for cooperation. In this paper, we describe the activities developed by this project, the outcomes and the expected impact on Albanian society.

INTRODUCCIÓN. Las transiciones entre etapas, concretamente, el paso de la educación primaria a la educación secundaria, son uno de los cambios más complejos que el estudiante experimenta a lo largo de su vida académica. Proporcionar pautas para mejorar este proceso de transición es una tarea compleja que debe ser llevada a cabo teniendo en cuenta todas las variables (académicas y no académicas) que rodean al sujeto. El objetivo del presente estudio es conocer cuáles son las variables que influyen en el estudiante que se encuentra realizando la transición a la educación secundaria desde una perspectiva global, atendiendo tanto a la parte académica como a la no académica y crear un modelo comprensivo que nos ayude a diagnosticar a aquellos estudiantes más vulnerables al proceso de transición. MÉTODO. Se ha realizado una revisión sistemática con una selección de artículos que abarcan desde el año 1985 hasta febrero de 2018. La búsqueda se realizó utilizando cuatro bases de datos: Scopus, Web of Science, Eric y Dialnet. RESULTADOS. 80 estudios han formado la muestra final de esta revisión. Los resultados muestran 70 variables descritas que influyen en este proceso de transición. Estas variables han sido clasificadas en seis factores académicos y no académicos (individuales, familiares, estudiante, compañeros de clase, profesorado y centro). DISCUSIÓN. De todas las variables revisadas, las relacionadas con el individuo (individuales y del estudiante) y la familia son aquellas que han sido más estudiadas en la literatura. Se concluye que la identificación de variables de riesgo que pueden influir en el estudiante que realiza el proceso de transición es compleja. Por tanto, es necesario disponer de un modelo comprensivo que facilite el diseño de acciones para la mejora de su rendimiento.

The transition from early childhood to primary education is a process of changes that students undergo. Recent studies indicate that it is necessary to involve all actors in research: teachers, families, and students. Nevertheless, some researchers point to an “adult-centred” view, justified by the lack of linguistic communication among 5–7-year-olds. This study aims to describe the methods used in research on the transition from Early Childhood Education to Primary Education and to evaluate which methods support the participation of all actors involved. We conducted a systematic review of empirical studies between 2016 and 2021. The data show, on the one hand, that students of such a young age are not usually included in these studies. However, there has been an increase in studies that rely on students’ opinions and perceptions. On the other hand, studies that include all actors involved in the transition are a minority. Students of such a young age are not usually included in these studies. When they are included, adapted information collection tools are used. Only by having the students and triangulating the information among all participants is it possible to provide complete information on the process. In addition, there is a lack of action research designs to offer comprehensive and practical improvement actions.