Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group ( ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.

With the arrival of Covid-19, education at all levels had a 180° turn so our research has as its main objective to describe the level of digital competence in teachers after having experienced two years with digital competencies which will be evaluated by students, this research is descriptive, cross-sectional and correlational with a quantitative approach, with a sample of 1045 students from state and private universities who participated in the online survey, an evaluation instrument was used with 21 questions divided into 6 parts, resulting in Cronbach's Alpha optimal for its application in the Peruvian context, analyzing with different statistical tests resulting in significant values such as Bartlett's sphericity with Chi-square approximation (35573, 691) with gl. 210 and value of Sig. .000, in the Kaiser-Meyer-Olkin test (0.975) and with the goodness of fit test with the Chi-square 5922,091 with gl 189 and value of Sig. .000. Concluding that they should continue with the training to be updated and be prepared for any future event.

La inclusión de personas con capacidades especiales no solo debe ser un derecho sino también un deber moral por parte del Estado, porque todos tienen derecho a ser educados de la misma forma que los demás; por tal motivo, nuestra investigación tiene como objetivo medir el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos del Perú en tiempos del Covid-19, la investigación es descriptiva, correlacional, predictiva y cuantitativa. Se encontró a un total de 520 docentes de los niveles preescolar, primario, secundario, universitario y de posgrado. La encuesta está compuesta por 25 preguntas divididas en cinco bloques sobre conocimientos de las TIC en discapacidades visuales, auditivas, cognitivas, motoras y de accesibilidad web;este instrumento fue elaborado con una escala tipo Likert de cinco puntos y con un nivel de conocimiento muy bajo, bajo, alto y muy alto. Los resultados muestran un Alfa de Cronbach .974, el factor exploratorio de rotación varimax con media 2.906 y varianza 1.333, la prueba de no aditividad de Tukey, la prueba de no aditividad. la prueba de T cuadrado de Hoteling, la prueba de KMO y de Bartlett, la prueba de esfericidad y bondad de ajuste de Bartlett son excelentes y significativas. En conclusión, el nivel de conocimiento docente sobre educación inclusiva en los niveles educativos en tiempos de Covid-19 está por debajo de lo esperado.

In elementary school, inclusive education should be adapted to the needs of students with special abilities in areas such as recreational activities, feedback and methodologies and planning. The objective of the research is to analyze and describe the perspectives of educational inclusion factors among elementary school teachers to improve students’ learning with special abilities. The methodology of the research is descriptive with a quantitative correlational approach in which 823 elementary school teachers participated through a voluntary and anonymous online survey with a measurement instrument that had two dimensions of eight and ten items which were optimal in the different statistical tests as in the analysis of the reliability factors of Cronbach’s alpha (0. 968). The result shows that teachers are willing to improve the curriculum plan, provide specialized attention after training. There is a high perspective to interact with students with special abilities to improve student learning. There are institutional constraints on primary education teachers to improve the learning factors of inclusive education as well as unknown applications or technologies that can help the learning of students with special abilities in primary education. There are non-governmental organizations that seek the welfare of students with special abilities but the results are not very encouraging due to a lack of financial capacity.

To practice environmental awareness is to leave a legacy for a better world and this will be achieved with the support of students and society, for this reason the main objective of this research is to describe and analyze the perspectives of environmental awareness in university students, for which the methodology of quantitative approach is used, correlational between its elements and predictive, in which 1324 university students who responded to a survey of 17 questions divided into four dimensions participated.