The advance of digital media has created risks that affect the bio-psycho-social well-being of adolescents. Some of these risks are cyberbullying, cyber dating abuse, sexting, online grooming and problematic Internet use. These risks have been studied individually or through associations of some of them but they have not been explored conjointly. The main objective is to determine the comorbidity between the described Internet risks and to identify the profiles of victimized adolescents. An analytical and cross-sectional study with 3212 participants (46.3% males) from 22 Spanish schools was carried out. Mean age was 13.92 ± 1.44 years (range 11–21). Assessment tools with adequate standards of reliability and validity were used. The main results indicate that the most prevalent single risk is cyberbullying victimization (30.27%). The most prevalent two-risk associations are cyberbullying-online grooming (12.61%) and cyberbullying-sexting (5.79%). The three-risk combination of cyberbullying-sexting-grooming (7.12%) is highlighted, while 5.49% of the adolescents present all the risks. In addition, four profiles are distinguished, with the profile Sexualized risk behaviour standing out, with high scores in grooming and sexting and low scores in the rest of the risks. Determining the comorbidity of risks is useful for clinical and educational interventions, as it can provide information about additional risks.

El objetivo del estudio es analizar comparativamente la percepción del alumnado sobre la influencia diferencial que cinco métodos de enseñanza aprendizaje activos (aprendizaje basado en problemas; estudio de casos; estudio compartido; estudio dirigido y método de expertos) tienen en el desarrollo de competencias instrumentales; sistémicas y personales. Participaron 280 estudiantes de Educación de la Universidad de León; quienes recibieron sus temarios siguiendo las metodologías activas analizadas. Tras la aplicación de cada metodología se administró el Cuestionario de evaluación de competencias generales que evalúa el grado en que el alumnado cree haber desarrollado las competencias. Los resultados señalan que el aprendizaje basado en problemas favorece un mayor desarrollo de competencias que el resto de metodologías. El estudio compartido es el método con menor capacidad para estimular el desarrollo de competencias metodológicas; lingüísticas; de trabajo en equipo; compromiso ético y liderazgo. Se analizan y discuten los resultados; sus implicaciones y limitaciones.

The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout different stages of life, among which we find digital competence. This systematic review aims to analyse, through a series of focal points and indicators, the internationally published interventions in the last ten years aimed at improving digital literacy and the acquisition of this competence by students in early childhood education, primary education, and higher education, as well as professionals from various fields. The procedure followed for the selection of the interventions has been documented and graphically represented according to the PRISMA statement, with searches conducted across various databases and journals. In total, 26 studies were selected, covering the period before, during, and after the COVID-19 health lockdown, and the influence of the lockdown on the development of digital competence was examined. The obtained results show the evolution of the selected interventions in terms of general aspects, instructional and evaluative procedures, fidelity, and encountered limitations. The results demonstrate a growing concern for the development of digital competence, amplified by the needs arising during the COVID-19 lockdown and evidenced by an increase in interventions aimed at this goal. It also showcases the relationship between adequate acquisition and the nurturing of other psychoeducational variables like motivation or satisfaction.

Background/Objectives: Neurodevelopmental disorders (NDDs) require contextual approaches emphasizing family roles. Parents of children with NDDs face a complex socio-emotional reality. They may experience high levels of stress, fatigue, depression, and feelings of guilt and uncertainty, and they are often left feeling isolated and unsupported. All of these factors increase their socio-emotional vulnerability and affect their children’s wellbeing. A significant part of the available evidence has focused on parents of typically developing children or on a single construct. For these reasons, and considering the impact of the COVID-19 pandemic, the aim of this study was to review interventions targeting the improvement of the socio-emotional wellbeing of parents of children with NDDs, in order to characterise recent research, the specific constructs addressed, and the effectiveness of interventions. Methods: No prior protocol/registration. ERIC and Web of Science databases (selected for their broad multidisciplinary coverage in psychology and social sciences) were searched from 2020–2025 (last search: 7 September 2025), limited to English/Spanish publications. Inclusion criteria encompassed parents/primary family caregivers of children with NDDs receiving socio-emotional programs. Two independent reviewers screened the titles/abstracts and full texts, resolving disagreements through discussion. Following PRISMA 2020 guidelines, this systematic review employed narrative synthesis without risk-of-bias assessment and included 16 studies (approximately, 1100 participants). Results: The analysis indicated a scarce but growing scientific output, with a complex methodological landscape showing promising preliminary convergence in intervention outcomes. Interventions effects appeared mediated by cultural suitability, accessibility, and contextual alignment. Conclusions: Future work should pursue multisystemic approaches engaging diverse societal contexts and agents to optimize child and family wellbeing.

Today, information technology and communication (ICT) and web 2.0 tools have become nearly ubiquitous at universities in Higher Education. In this study, we analyze level of digital competence of 286 college students after the implementation of a program of occupational skills through an online ad hoc questionnaire. We design and apply this instrument through SurveyMonkey. To do this, we made two analysis: one factorial that defines the factors and other multivariate that examines the existence of statistically significant differences in relation to several variables. On the one hand, the results of factorial analysis support the existence of two factors. Both are linked and complementary. On the other hand, the results of multivariate analysis suggest that students have correct beliefs about their level of digital competence. We discuss and assess the educational implications of the results.

The orchestration of processes in relation to the product, and the role of psychological variables in written composition. [La orquestación de procesos en relación con el producto, y papel de las variables psicológicas en la composición escrita]