The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.

Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence "pre" and "post" questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model ("Technology", "Language", "Ideology and Values" and "Production and Dissemination"). La formación en las competencias mediáticas constituye una necesidad urgente en nuestra época. La escuela debe posicionarse como un entorno fundamental donde abordar de manera colectiva la reflexión sobre los entornos digitales y mediáticos y la preparación de los ciudadanos en edad escolar para afrontar de forma constructiva el impacto de los medios. Para ello, se impone un cambio de paradigma en el abordaje de la cuestión: una conciencia crítica ante los nuevos escenarios que crean los medios y una reflexión amplia sobre sus características. Un nuevo marco en el que lo mediático se torne central, el entorno próximo sea un referente imprescindible y las propuestas formativas se apoyen en resultados y evidencias. El trabajo que se presenta es una parte de una Investigación Basada en Diseño, orientada a la creación, implementación y evaluación de un programa de Alfabetización Mediática Crítica para el alumnado de bachillerato de la Escuela Normal Superior del Putumayo (Colombia). Se presentan los resultados obtenidos mediante la aplicación “pre” y “post” del cuestionario de competencias mediáticas Alfamed al alumnado participante en el programa. Los resultados obtenidos muestran una mejora significativa tanto en el nivel global de competencia mediática del alumnado, como en cuatro de las seis dimensiones que configuran el modelo teórico de referencia en el que se apoya el estudio (“Tecnología”, “Lenguaje”, “Ideología y Valores” y “Producción y difusión”).

The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara & Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teaching.

This paper presents the results of the second phase of the international project “Improving Educational Innovation, Competitiveness, and Quality of Higher Education through Collaboration between University and Companies (EKT)”. The use of adaptive learning supported by learning analytics is proposed as a pedagogical strategy to work on the collaborative and personalized learning process that takes place during the school placement period of initial teacher education. Learning analytics is expected to facilitate the analysis of the different sources of information and data generated in the learning process. The collected data will be centralized in a learning record store (LRS), which will serve as a repository for xAPI compatible traces from the tools that make up EKT intelligent system. The system is expected to provide a strong support to decision-making so that participant agents can collaborate, advise, and contribute to the future teacher’s personalized training according to his or her progress and the context in which the practice takes place. The need analysis of tutors in the five pilot countries is presented, which has made it possible to define the process variables that make up the learning analysis architecture of the EKT system.

La competencia para el uso de las TIC es esencial en el desempeño profesional docente. Tras décadas de estudio se observa que es necesario mejorar el nivel formativo, atendiendo a los constantes cambios generados por las tecnologías y la innovación educativa. El objetivo es conocer las competencias, usos y actitudes hacia las TIC de estudiantes del grado en maestro de educación infantil y primaria, así como contrastar de qué manera la interacción entre variables explica el uso que el alumnado realiza de las tecnologías. La muestra es de 526 estudiantes de la Universidad de Santiago de Compostela. Se usan análisis descriptivos para describir la muestra y las variables analizadas, un análisis de componentes principales para comprobar cómo se agrupaban los ítems de las escalas y análisis no paramétricos para contrastes estadísticos. Los participantes informan de una competencia media para el uso de las TIC con más dominio técnico que para el aprendizaje. A mayor nivel de competencia técnica, mayor uso de las TIC para el aprendizaje y para informarse. A mayor nivel de competencia en el uso de las TIC para el aprendizaje, mayor uso de las tecnologías para el aprendizaje. Las actitudes hacia las TIC son positivas y esto se relaciona con su mayor uso para el aprendizaje; siendo los hombres los que consideran tener más competencia para el uso. Se pone de manifiesto que la competencia para el uso de las TIC y las actitudes tienen influencia en el uso que se realiza de las mismas para aprender.

Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.