The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring instrument used is the Connor-Davidson Resilience Scale, divided into four factors and applied to a sample of 253 graduate and postgraduate students. Different methods of descriptive statistics and statistical hypothesis testing were used to calculate the results with the statistical program SPSS–22. The results showed generally high levels of resilience among the university students analysed, irrespective of socio-demographic variables. Factor analysis shows resilience to be highest among male students and those over 25. Self-perceived resilience was also higher among students who lived alone or with people other than their parents. Finally, students of the health sciences were more likely to adapt to change, deal with today’s challenges, and think of themselves as people capable of bouncing back after hardship.

This article describes relative poverty in Spain in relation to the other States in the European Union, following the European indicator AROPE. The official data provided by the National Statistical Institute of Spain and by Eurostat, refer to the year 2014 (the last one for which definitive data are available is 2015). Given the relative poverty of Spanish population, the failure of conventional economic theories, which conceive social development as GDP growth, is clear, and it is argued in favour of the human capabilities approach as a more adequate option for development, from a theoretical-practical point of view, for the reduction and/or eradication of poverty, as well as the appropriateness of a new conception of Higher Education, structured around central topics of the capabilities approach, to empower citizenship with such objective. The pedagogical proposals discussed here are as follows: (1) the conception of Higher Education Institutions from the approach of capability development, and aimed at social responsibility; (2) the formation of a university community as agents of their lives and communities; (3) the learning by the university community of the values in the capabilities approach; (4) the option of the university community for participation in public affairs in the pursuit of the common good; (5) the primacy of the formation of the university community as agents of sustainability agents

This research analyzes the results of an entrepreneurship education program focused on knowledge and attitudes in 1036 students of secondary education, high school, and vocational training, differentiated into two groups, control and experimental. It analyzes the outcomes after incorporating entrepreneurship content into the school curriculum and participating in a program of entrepreneurial potential, which develops creativity, leadership, personal control, achievement motivation, and problem-solving. Non-parametric statistics were used to assess the influence of the acquisition of entrepreneurial knowledge on the gender, age, school ownership, and socio-educational level of the parents. This study shows that students with a positive attitude towards entrepreneurship improve their entrepreneurial knowledge and that the impact is more significant if they participate in the specific program. The results are not significant for the variables gender, school type, and parents’ level of education, but they are significant for age and school level. The effectiveness of including content on entrepreneurship in the curriculum and the specific program is ratified. It is proposed to reinforce education in entrepreneurial knowledge that strengthens the students’ identity and future entrepreneurial intention.

El objetivo del artículo es comprobar si el “mal uso” de los resultados PISA tiene consecuencias perversas para el sistema educativo y sus docentes. Para ello se empleó la metodología hermenéutica mediante la reflexión de indicadores extraídos del análisis de datos. Entre los resultados obtenidos se observó una mejora constante del estudiantado español en Matemáticas, Ciencias y Comprensión lectora en las diferentes evaluaciones 2006-2016, pero también se detectó cómo el sistema educativo se ha transformado y adaptado a las necesidades y solicitudes de PISA, independientemente de las necesidades de los alumnos. Como conclusiones se evidencia que PISA orienta las políticas educativas; que los medios y los políticos distorsionan la realidad de los resultados y sitúan en la diana al docente; que la creatividad, innovación, diversidad, educación en valores y desarrollo de capacidades quedan relegadas; que el currículum y el horario priorizan ciertas asignaturas y que la equidad se resquebraja, generando fractura social.

This article identifies the socio-emotional competencies of school counsellors working with children and adolescents. The aim is to address problems related to mental health and conflict and to implement training programmes. The study sample was composed of 149 counsellors working in schools. The instruments used were the CCPES-II (questionnaire on teacher competences) and a series of open-ended questions on conflict resolution. A mixed methodology was used, with a concurrent triangulation design with two phases: a quantitative one (QUAN) and a qualitative one (QUAL). Univariate, bivariate, and correlation quantitative analyses were performed. Parametric and non-parametric tests were applied depending on the number of dependent and independent variables. The qualitative analysis was performed with the NVivo 12 computer programme, which determines word frequencies using a classic content analysis. The results confirm the relationship between socio-emotional training and rapid response to school conflict; the generalised view that conflicts are difficult to anticipate and, thus, to prevent; and the demand for specific training in socio-emotional competences, intervention strategies, more specialised school staff, more time for intervention with and support for families, and more socio-professional recognition.