Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.

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.

Different social phenomena related to child and youth seem to question the school's capacity to create common meanings and ensure the preparation of people who will be capable to accomplish the different requirements needed in order to live in democracy. The aim of this article is to demonstrate that cultural transmission, which takes place within the school institution, is the basis of the humanization processes that take place in the school as they encourage students to build a solid personal identity capable of finding meaning in their own lives and of committing themselves to the social, cultural, political and economic reality of which they are part of. In order to accomplish this goal, we first present three pressures to which the school is subjected today so that, for the sake of progress, it renounces to its own mission and succumbs to the temptation to educate in a cultural vacuum and showing the pernicious effects that it entails. Secondly, the value of the school is defended as a generator, through culture, of a meaningful reality, which allows one to find meaning in one's own life and enables one to meet and commit oneself to others through the creation of common meanings. Finally, it is shown how the school contributes to the formation of three dimensions (narration, intelligibility, and responsibility) necessary for living in democracy. In conclusion, the importance of teleological reflection as a guide for educational action is claimed to resist an agenda that puts at risk the authentic education in freedom: the freedom that transcends mere appetence to engage with the others.

La profunda imbricación de las pantallas y de las redes sociales en la familia afecta a la labor educativa que se realiza en su seno. Este artículo explora los riesgos antropológicos que puede conllevar para la relación materno-paterno-filial la realización acrítica de distintas modas online. Para ello, se realiza un estudio de casos sobre once retos de la red social TikTok, que involucran a padres e hijos a través de una investigación de corte cualitativo retrospectivo, que combina la etnografía virtual con el análisis de contenido temático. Los distintos desafíos fueron codificados en cinco categorías. Los hallazgos se analizan desde un enfoque estadístico y, a continuación, se realiza un análisis interpretativo. Los resultados ponen de manifiesto la facilidad con la que los dispositivos digitales pueden fomentar la pérdida de la diferencia simbólica entre generaciones afectando profundamente a elementos educativos propios de la institución familiar como la autoridad moral, los límites o la acogida incondicional; elementos que en conclusión resultan imprescindibles para que los hijos hallen en el seno familiar un lugar seguro desde el que comenzar a construir su identidad personal.

Introducción: La educación ciudadana es uno de los aspectos que se encuentran impulsando los organismos internacionales ante los fenómenos de polarización política, violencia y discriminación entre las nuevas generaciones. Este estudio analiza los documentos realizados por el grupo de trabajo “Igualdad y Valores en educación” de la Comisión Europea con objeto de conocer la aproximación pedagógica que subyace a estos documentos. Metodología: Se realiza un estudio cualitativo basado en el análisis documental a partir de la teoría fundamentada. Resultados: Los resultados muestran como principales problemáticas tratadas por este grupo: la inclusión educativa, la prevención de la discriminación y los discursos de odio, así como la disminución de la brecha de género. Además, no se concretan los contenidos que podrían integrar esta educación ciudadana y se obvian problemáticas de gran envergadura relacionadas con el género como la trata. Discusión: Los resultados se discuten a la luz de ocho fenómenos educativos: la instrumentalización de la educación; la carencia de un lenguaje educativo; la primacía de los medios; la aproximación posmoderna de neutralidad y disenso; el auge de las competencias; la revalorización de la educación no formal; las dificultades en la validación de ciertos aprendizajes; y la primacía de las políticas de la identidad en el ámbito educativo. Conclusiones: Se concluye la urgencia de ampliar estos documentos desde los fenómenos reseñados.

El padre Manjón (1846-1923) fue un sacerdote católico, humilde y prudente. La cátedra de Derecho Canónico en la Universidad de Granada y su fundación de las Escuelas del Ave María le permitieron conocer los dos espacios educativos, el escolar y el universitario. El objetivo que nos proponemos en este artículo es analizar su obra: “El maestro mirando hacia dentro”, donde el padre Manjón nos muestra al maestro virtuoso y ejemplar, fundamento de su proyecto educativo hacia el encuentro personal docente-discente.