Resumen:La competencia digital continúa siendo un desafío para la práctica pedagógica y la innovación educativa, apelando a reflexionar sobre la integración de las TIC1 en la experiencia docente. Este artículo presenta los resultados de una investigación sobre las concepciones y prácticas docentes vinculadas a la competencia digital. Desde un enfoque cualitativo, se realizó un estudio de casos múltiple en dos escuelas, identificando los facilitadores y obstáculos en el proceso de adquisición docente de la competencia digital, y profundizando en las actitudes y usos de las TIC según la estructura, estrategia y cultura escolar. Los resultados indican el complejo proceso de adquisición de la competencia digital, vinculándose las principales dificultades docentes a la gestión de la información, el aprovechamiento didáctico de las TIC, la evaluación de actividades mediadas digitalmente y la colaboración en entornos virtuales. Los resultados también apuntan a una imagen aislada en el desarrollo profesional, dificultando el intercambio de significados y experiencias, y la percepción del beneficio y confianza en el uso de las TIC. El docente demanda una formación más coherente con sus necesidades didácticas, identificándose el trabajo institucionalizado por proyectos como una buena práctica. Se concluye sobre la necesidad de reducir la brecha entre la competencia digital deseada y la adquirida realmente, desarrollando experiencias formativas autónomas, prolongadas y colaborativas, que favorezcan a la práctica reflexiva y la innovación escolar. Digital competence continues to be a challenge for pedagogic practice and educational innovation, and the integration of ICTs1 in the teaching experience. This article presents the results of research on teaching practices related to digital competence. From a qualitative approach, a multiple case study was conducted in two schools, identifying facilitators and obstacles in the process of teaching acquisition of digital competence, and delving into the attitudes and use of ICTs according to a school’s structure, strategy and culture. The results indicate that the complex process of acquisition of digital competence is the main difficulty of teachers related to the management of information, the didactic use of ICTs, the evaluation of digitally mediated activities and collaboration in virtual environments. The results also point to an image of isolation in professional development, hampering the exchange of experiences and meanings, and the perception of benefit and confidence in the use of ICTs. Teachers demand a training more consistent with their teaching needs. In relation to this, in-school project-based learning work has been recognized as a good practice. It was concluded that there is a need to reduce the gap between the desired digital competence and the actually acquired one by developing autonomous, collaborative, and prolonged training experiences that promote reflective practice and school innovation.

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

A pesar de su éxito académico, las mujeres siguen poco representadas en los estudios CTIM, principalmente en las ingenierías y tecnologías. Desde un enfoque descriptivo-interpretativo, se realizó un estudio de caso múltiple para analizar la elección de estudios durante el bachillerato, ahondando en los este¬reotipos y la autoeficacia. El análisis se basó en 89 discursos recogidos en entrevistas en profundidad y grupos de discusión, correspondientes a alumnas y alumnos de bachillerato, su profesorado, sus madres y padres, y universitarias de CTIM, profundizando en la comprensión de los elementos individuales, académico-profesionales y contextuales que influyen en la elección de los estudios. Los datos señalan que la autoeficacia en CTIM declarada por las jóvenes fue siempre positiva, siendo muy similares los intereses y las motivacio¬nes del alumnado. Sin embargo, se observa una disparidad entre lo que ellas declaran y lo que finalmente deciden. Se propone una concepción dinámica de autoeficacia, con recomendaciones para diferentes actores y ámbitos de socialización orientados a construir nuevos modelos e identidades de las y los jóvenes.

This article takes a close look at a large, well‐established traditional European university, the University of Barcelona, as an example of an institution that has a long history of developing Information and Communication Technology (ICT) and e‐learning. The results of a systematic peer‐review analysis illustrate the issues, problems, and solutions currently encountered by many European universities in their institutional plans and implementation efforts for integrating e‐learning in face‐to‐face teaching.

This article proposes a comprehensive AI curriculum tailored for young learners aged 11 to 14, emphasizing a humanistic approach. We review other AI curricula proposals for children and young people and underline that they focus primarily on AI's technological benefits and on learning coding and logic. Our curriculum explores human cognition that is often overlooked in existing AI curriculum. Our proposal combines learning through construction, reflective discussions and project-based learning in order to approach AI from variety of angles. Implemented by CreaTIC Academy during 2023/24 school year as an out-of-school activity in a secondary (middle) school in Barcelona, Spain, this curriculum integrates technological, philosophical, cognitive, and cultural dimensions. It draws from diverse fields, including Philosophy of Mind, Cognitive Psychology and Philosophy of Children, and includes practical coding with tools like Scratch and AppInventor, as well as Machine Learning for Kids. Designed to be adaptable across various socio-economic contexts, our approach aims to promote a broader liberal education for children and help teachers implement AI activities in their classrooms.

The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.