In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

The COVID-19 pandemic posed a challenge for all confined populations, dealing with their home resources and suffering changes in their psychological well-being. The aim of this paper is to analyze the relationship between home conditions (i.e., having children, square meters of the house and square meters of the terrace or similar) and psychological well-being, and to test whether this relationship is mediated by Internet addiction and nostalgia. The sample was composed of 1509 people, aged between 18 to 78 years (67.6% women). Structural Equations Models and 2 × 2 ANOVAs were analyzed. It was found that better home conditions mean greater psychological well-being, and that this relationship is partially mediated, in a negative sense, by Internet addiction and nostalgia, especially after day 45 of confinement and with greater intensity in women. These results provide evidence about how psychological well-being can be preserved during a confinement situation, which may be useful for planning healthy strategies in similar circumstances in the future.

Mientras la historiografía avanza en el desmantelamiento del enfoque franquista sobre la República y la Guerra, cabría preguntarse si la bibliografía escolar abandona al mismo ritmo los presupuestos del canon franquista e incluye el enfoque crítico de los especialistas. La presente investigación tiene por objetivo averiguar el alcance de estos dos fenómenos, a través del análisis crítico del discurso de una treintena de textos escolares de educación secundaria. El currículo de la asignatura de historia, la formación de los autores o la extensión del tema de investigación en los textos son algunos de los factores que consideramos podrían explicar los resultados obtenidos. Dichos resultados confirman la pervivencia de ideas como la inevitabilidad de la guerra, el fracaso del proyecto político republicano o el ambiente de preguerra en la primavera del 36 en el material didáctico, así como la escasa influencia en el ámbito escolar de la interpretación crítica.

The confinement caused by the COVID-19 pandemic led to changes in people’s lifestyles, which in part provided an opportunity to develop habits at home. The aims were: (1) to verify if the psychological well-being (PWB) of people related to healthy habits, and if physical activity (PA) and diet mediated this relationship; (2) to test if there were differences in this model of relationships between women and men; (3) to analyze if there were differences in healthy habits, PA, diet, and PWB depending on gender; (4) to test if there were differences in healthy habits, PA, diet, and PWB depending on living area; (5) and to assess if there were interaction effects of gender and living area in healthy habits, PA, diet, and PWB. Using a cross-sectional design, we obtained a sample of 1509 participants (18–78 years, 1020 women). Diet and PA fully mediated the relationship between PWB and healthy habits, and women developed more healthy habits than men, whereas men had higher levels of PA and PWB. We also found that people who lived in rural areas during confinement practiced more PA and had lower PWB levels than those who lived in urban areas. These results can help in the planning of strategies to promote healthy habits.

The reality in which we live and the problems we are currently facing require a holistic, non-compartmentalised view of educational competency. In order to implement integrated educational approaches effectively, however, teachers first need to understand them. The aim of this study is to examine the impact of a co-teaching experience between two disciplines and three areas (Experimental Science Didactics, Social Sciences, and Language and Literature) where students are asked to design a project with a STEAM and CLIL focus. The research consisted of a mixed-methods study conducted over academic years 2021-2022 and 2022-2023. This article presents the qualitative results for the second year, which show a significant improvement in students’ understanding following the short co-teaching action. These findings challenge the supposed impossibility of training teachers in integrated approaches and opens up a promising line of research for the advancement of integrated education.

Este trabajo está basado en la implementación del proyecto de Aprendizaje-Servicio "Educación Integral en el Líbano", desarrollado en colaboración con la ONG 26 Letters, en el cuarto curso del Grado en Maestro de Educación Primaria de la Universidad de Burgos (UBU), desde las asignaturas Animación a la Lectura en Inglés en Educación Primaria e Investigación e Innovación en el Aprendizaje de Conocimiento del Medio (social y natural), a partir del enfoque AICLE, que tiene como punto de partida un álbum ilustrado en lengua inglesa. El estudio se centró en evaluar la adquisición de competencias en cooperación internacional entre los y las estudiantes. Para ello, se utilizó una metodología mixta: cuantitativa, a través del cuestionario S-LOMS aplicado antes y después de la implementación, y cualitativa, mediante el análisis de los portafolios del alumnado. Los resultados del proyecto evidencian una mejora significativa en competencias relacionadas con el compromiso con la comunidad, el pensamiento crítico y la aplicación del conocimiento. Estas mejoras reflejan la efectividad de los proyectos de Aprendizaje-Servicio y subrayan la importancia de promover una educación integral que no solo aborda el aprendizaje académico, sino también el desarrollo de habilidades esenciales para la participación activa y responsable en una comunidad global. La combinación de metodologías permitió obtener una visión amplia y detallada de los beneficios del proyecto, destacando la capacidad de estos enfoques para enriquecer la formación del futuro profesorado de inglés para enfrentar los retos de la educación en un mundo cada vez más interconectado, plurilingüe y pluricultural.