This study analyzes the perception and usage of ChatGPT based on the technology acceptance model (TAM). Conducting reticular analysis of coincidences (RAC) on a convenience survey among university students in the social sciences, this research delves into the perception and utilization of this artificial intelligence tool. The analysis considers variables such as gender, academic year, prior experience with ChatGPT, and the training provided by university faculty. The networks created with the statistical tool “CARING” highlight the role of perceived utility, credibility, and prior experience in shaping attitudes and behaviors toward this emerging technology. Previous experience, familiarity with video games, and programming knowledge were related to more favorable attitudes towards ChatGPT. Students who received specific training showed lower confidence in the tool. These findings underscore the importance of implementing training strategies that raise awareness among students about both the potential strengths and weaknesses of artificial intelligence in educational contexts.

Healthcare-associated infections (HAI) are one of the major concerns worldwide, posing significant challenges to healthcare professionals’ education and training. This study intended to measure nursing students’ perceptions regarding their learning experiences on HAI prevention and control. In the first phase of the study, a cross-sectional and descriptive study with a convenience sample composed of undergraduate nursing students from Portugal, Spain, Poland, and Finland was conducted to develop the InovSafeCare questionnaire. In the second phase, we applied the InovSafeCare scale in a sample of nursing students from two Portuguese higher education institutions to explore which factors impact nursing students’ adherence to HAI prevention and control measures in clinical settings. In phase one, the InovSafeCare questionnaire was applied to 1326 students internationally, with the instrument presenting adequate psychometric qualities with reliability results in 14 dimensions. During phase two, the findings supported that Portuguese nursing students’ adherence to HAI prevention and control measures is influenced not only by the curricular offerings and resources available in academic settings, but also by the standards conveyed by nursing tutors during clinical placements. Our findings support the need for a dedicated curricular focus on HAI prevention and control learning, not only through specific classroom modules, innovative resources, and pedagogical approaches, but also through a complementary and coordinated liaison between teachers and tutors in academic and clinical settings.

El concepto de «aporofobia» nos ayuda a reconocer, identificar y visualizar la discriminación hacia los menos visibles de nuestra sociedad (Cortina, 2000). El rechazo al pobre surge de la construcción de ideas estereotipadas y de los prejuicios hacia las personas excluidas. Aunque el concepto de aporofobia cada vez es más utilizado y su significado es reconocido por profesionales y sociedad, es necesario determinar el conocimiento real que tienen los profesionales sobre el rechazo al pobre. Este estudio pretende configurar la percepción de los trabajadores del ámbito social sobre las victimizaciones sufridas por personas en exclusión social. Tras concluir que éstos identifican diferentes discriminaciones sufridas por sus usuarios, no existen procedimientos para una detección de las discriminaciones y agresiones relacionadas con la aporofobia.

Currently, aporophobia is acquiring greater visibility due to the influence of changes in Spanish legislation, such as Organic Law 8/2021, of 4 June, on the comprehensive protection of children and adolescents against violence. The role of social workers in the face of rejection and aggression towards the poor is crucial, since attention to these people is a priority in the social sphere, and the challenge is to provide comprehensive intervention to eliminate aporophobia. Given the lack of specific theoretical models on aporophobia, this article examines different comprehensive theories that will facilitate the explanation of this phenomenon, such as the elements involved in the discriminatory process towards these people, the explanatory factors of the aggressors' group behaviour towards the victims of aporophobia and the intersectional model that explains, in an interactional way, the inequalities and discrimination towards them. The aim is to develop effective strategies and action plans that facilitate the intervention of social workers, especially in the detection of these victimisations.

La aporofobia o aversión al pobre es un fenómeno discriminatorio que causa un gran daño social, de manera directa, a sus víctimas, dadas las consecuencias de la victimización sufrida, y a toda la comunidad en forma de deshumanización social que asume y normaliza dichas conductas. Este trabajo analiza la percepción social en relación con el conocimiento de la aporofobia y el impacto emocional que provocan los sucesos aporofóbicos en comparación con otros sucesos victimizantes. Se ha diseñado un cuestionario ad hoc en el que se diferencia, en una primera fase, la evaluación de conocimiento de la aporofobia, mientras que en una segunda se analiza el impacto emocional que provocan diferentes noticias, distinguiendo entre 1) situaciones con victimización aporofóbica real; 2) situaciones neutras donde a pesar de no haber victimización por aporofobia se publicitan apelando a denominaciones asociadas con estas conductas y grupo de personas, como puede ser «sin techo», indigente y/o vagabundo; y, por último, 3) situaciones que ni aluden ni se asocian con la aporofobia. En la investigación han participado voluntariamente 1.735 personas mayores de 18 años de las cuales el 56 % son mujeres. La edad de los participantes de distribuye en tres franjas: un 34,5 % entre 18 y 30 años; un 34,8 % entre 31 y 65 años, y un 30,7 % de personas mayores de 65 años. Los resultados demuestran un desconocimiento generalizado del concepto aporofobia y un mayor impacto emocional en los sucesos aporofóbicos a diferencia de otros sucesos, siendo significativamente mayor en el caso de las mujeres. Esta investigación evidencia la necesidad de diseñar acciones dirigidas a 1) informar de forma exhaustiva y real sobre el fenómeno; 2) concienciar sobre sus implicaciones y consecuencias, y 3) capacitar en la adquisición y desarrollo de competencias como la empatía, con el fin de crear una cultura de rechazo social hacia la aporofobia.

In 2015, the United Nations and various countries committed to achieving the Sustainable Development Goals. The 17 goals revolve around 3 main axes: eradicating poverty, protecting the planet, and ensuring peace and prosperity for all people by 2030. These goals are integrated so that interventions in one area inevitably affect the others. Undoubtedly, this application involves developing competencies related to Prejudice, conflict resolution, and empowerment. Our research aims to analyse the knowledge and competency of university students undergoing specific training to facilitate the application of UNESCO’s objectives in their work performance, while incorporating human rights as a basis for all future actions. A total of 241 students from the University of Salamanca participated. The average age of the sample was 21.13 years; 76.8% were female, and 23.2% were male (22.41 ± 7.17 years old). The data collection protocol included questions related to knowledge of the Sustainable Development Goals and involving SDGs in their personal life and future profession, which were assessed using the empowerment Scale, the Conflictalk Scale, and the Subtle and Overt Bias Scale. Significant differences were found between SDGs knowledge and involvement with academic courses. There was a direct relationship between this knowledge and involvement with the control, esteem, and activism dimensions of the Empowerment Scale, cooperative from the Conflictalk Scale, and positive emotions had inverse relationships with threat–rejection, and traditional values from the prejudice scale. Our study found that students who are more engaged with the SDGs resolve conflicts cooperatively, foster community activism, and experience positive emotions, whereas students with aggressive conflict resolution are more Prejudiced.