Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.

Gamification refers to the use of game mechanics in non-recreational environments, such as the school environment, in order to enhance motivation, concentration, effort, commitment and other positive values common to all games. Gamification allows us to establish clear objectives that are presented to be overcome. It also offers constant feedback, shows the progression of students, recognizes their effort and it guides them over the course of the teaching and learning process. The aim is to measure the knowledge of future teachers about gamification as a didactic resource. The sample is composed of 164 students of the Degree in Primary Education in Galicia (Spain). The scale obtains a reliability of 0.94 α. The index of Kaiser-Meyer-Olkin (KMO) provides a value of 0.932 and Bartlett’s test of sphericity (χ² = 2739,793; gl = 351, p < .000), ensuring that the factor analysis is right, and the model achieves a good fit. The students of the Degree in Primary Education have not heard of the term gamification, but still consider feasible its implementation in the school environment. The students feel that they don’t know enough about this teaching resource, and they are afraid of not achieving the curricular objectives using it as they have no control over the content to be taught.

Health literacy (HL) is an aspect that has been widely studied. However, in the military population there are hardly any studies on the influence of educational variables. Knowing the level of health literacy of military professionals is important as it has an impact on adequate health decision making, avoids the abuse of health services and makes it possible to ask for help when needed, especially in aspects related to mental health. The aim of this study was to measure the level of literacy, as well as its association with other training variables in a sample of military personnel. The study was carried out in 695 military personnel of the Spanish Army. A cross-sectional observational design was used, using a survey with the HLS-EU-Q47 scale. Among the results, it stands out that the level of health literacy of the military is high compared to the rest of the population. The results showed that the level of HL does not seem to be influenced by the level of languages, nor by the degree they hold, nor by experiences abroad. On the other hand, it was observed that the performance of professional internships and work in multidisciplinary teams, extracurricular training, does influence the level of HL, especially in the dimension related to health promotion. This fact seems to mean that the military have learned during these experiences to keep abreast of health-related issues, to understand, to value and to form a considered opinion on health-related information.

Introduction. The World Health Organization established in 2016 that there are more than 43 million overweight and obese children in the world, being one of the most serious public health problems, which affects the physical health of children and brings psychosocial consequences such as social stigma in the school and its social environment. Objective. Conduct a systematic review of social stigma in overweight and obese children in primary education to design appropriate interventions and prevention programs. Materials and methods. Systematic review in the PubMed/Medline, ERIC and Google Scholar databases. Results. Of 1709 scientific articles, 407 were reviewed in full text and 39 were included when meeting the inclusion/exclusion criteria. There are significant differences between boys and girls; social stigmatization affects girls more, due to the internalization of beauty and body image canons based on thinness. An association was found between academic performance and bullying, self-stigma, and social stigma. Conclusion. Overweight/obese children are more likely to be stigmatized, to be bullied physically rather than relationally, and to be bullied and victimized by their normal weight peers. The acquired stigma derives from a socioculturally penalized image that has consequences on the psychological development of children who are forming their personality and values. It is necessary to propose specific preventive interventions in the school environment to face the consequences of social stigma and improve the development of body image.

Educational change is a necessity required by today’s society that faces constant technological and social advances. Schools are regularly under pressure to change and improve teaching-learning processes which must be also innovative. However, many centers’ practices remain resistant to dealing with any kind of innovation. Teachers are the essential figure to start changes in schools. The beginning of a new process of change and improvement in the centers makes necessary a predisposition to confront and overcome difficulties which appear during this process. The aim of this study is to determine the obstacles that teachers have during the processes of change. A quantitative methodology has been used, using the scale of resistance to change (ERC) which defines what the convictions of teachers on the factors influencing this resistance are. Results of this project indicate plural variables that impede the processes of change: comfort in learning processes, several legislative changes, lack of material and continuous training courses, excessive bureaucracy, teaching self-assessment, or teamwork. The teachers did not show high resistance to change. However, men are more resistant. Furthermore, in the dimensions of leadership capability and formative, women show more resistance.