The socio-educational actions implemented by different professionals are mainly developed in the non-formal education field, being their adaptation to the knowledge society a common challenge. The adaptation to the implementation of ICT requires training. This paper analyzes the training received and demanded in ICT by social educators, as well as the relationship between the training received and the use of technologies. A mixed sequential explanatory methodological approach is applied. In the first (quantitative) phase, the EdSocEval_V2 questionnaire was applied to a sample of 504 professionals from the 17 regions of Spain. In the second (qualitative) phase, four online discussion groups were carried out. The results show a scarce training in ICT, as well as a demand for practical training adapted to the groups with which they work. The results show a lack of coordination elements in the training offer. Adequate training is considered necessary for the different starting levels of digital competence, in a coordinated and continuous manner. ICTs are an essential work tool and professionals are a dynamic element against the digital divide and exclusion. Those who work with people who are at risk of exclusion should be adequately trained to avoid the broadening of such divide.

The objective of this study is to identify the usage of ICT tools among social educators within their professional activity. Technology among social educators is currently a very up-to-date topic. This is a professional group with its own characteristics that are different from those of teachers or other professionals in formal education. A mixed sequential two-phase method was proposed for the study: both quantitative and qualitative. In the first phase, the EdSocEval_V2 questionnaire was applied to a sample of 504 social educators from 17 autonomous communities. In the second phase, four focus groups were formed. The results presented reduced and basic usage of ICT: in management and administrative tasks and for communication with conventional tools. The COVID-19 pandemic has likewise increased the need for the use of ICT in socio-educational interventions, although their use for intervention among these groups is still very scarce. Training in and raising awareness of ICT among professionals for social interventions are priorities, as is the construction of a referential framework for professional training.

Objective: This study describes a nurse‐led intervention aimed at improving mental health literacy (MHL), reducing stigma, and encouraging help‐seeking behaviour. Design: A quasi‐experimental design involved 578 responses ranging in age from 13 to 52 years ( M = 20.28, SD = 6.29), including secondary school pupils, nursing undergraduates, and trainee secondary school teachers. Measurements: Pre‐ and post‐intervention assessments examined a wide range of health indicators. These included six scales assessing mental health knowledge (MHLI), mental health support intentions (MHSSA), body dissatisfaction (EBIC), eating disorder risk (SCOFF), problematic pornography use (PPCS‐6), and health‐protective sexual communication (HPSC). The intervention focused on reducing stigma, encouraging help‐seeking behaviour, and developing practical skills to support peers facing mental health challenges. Results: Post‐intervention results indicated significant improvements in MHL, attitudes, and behavioural intentions across all groups. Adolescents initially exhibited lower baseline scores than university participants. However, both groups demonstrated substantial gains. The most pronounced improvements were observed among women, individuals with prior experience of mental health issues, and university students. Conclusion: This study underscores the vital role of nurses as facilitators in school‐based mental health promotion and in the interdisciplinary education of future health professionals. The nurse‐led mental health education into secondary and higher education curricula foster population‐wide mental well‐being.

Introduction. Education and mental health are closely related. Mental health literacy (MHL) education programs provide knowledge about mental health problems, their prevention, and seeking help. They also promote stigma reduction. The objective of this paper is to identify MHL programs described in scientific publications. Methods: Through the documentary review in the WOS and Scopus databases for the period 2000-2018 with use of Spanish and English terms, 355 articles are initially obtained. After screening them according to the inclusion and eligibility criteria, 44 articles are selected that describe 38 MHL educational programs. Results. According to the target group (students, teachers and other groups), the main characteristics (name, age of recipients, language, duration, methodology, country) of 38 MHL educational programs have been described. Discussion. The programs are very diverse in terms of typology, duration and methodological strategies. Direct contact with people with mental illness is a key strategy to combat stigma, despite its reduced use. The interventions are directed mainly to the adolescent population. Mental health can be promoted through a variety of strategies in educational centers.

La formación de las personas con enfermedad mental favorece la inclusión social y laboral. La evaluación de estos programas es fundamental para determinar su alcance. El objetivo es identificar los métodos e instrumentos de evaluación empleados en los programas de formación de pares para personas con enfermedad mental. Se realiza una revisión documental. Según los criterios de inclusión y elegibilidad, se seleccionaron 56 programas para su análisis. Los métodos de evaluación utilizados son muy heterogéneos y la información proporcionada es limitada. Encontramos que la mayoría de los programas evalúa conocimientos, pero no las competencias adquiridas con la formación. Para una adecuada evaluación de competencias, es necesario que se recoja información en diferentes momentos y con estrategias que se complementen; de no actuar de esta forma sería complicado afirmar que la persona cuenta con las competencias necesarias para su desempeño.