The concept of intelligence has been extensively studied, undergoing an evolution from a unitary concept to a more elaborate and complex multidimensional one. In addition, several research studies have focused their efforts for decades on the study of intelligence as a predictor of academic performance of students at different educational stages, being a stable and highly relevant predictor along with other variables such as executive functions, social context, culture or parental guardianship. Thus, the present study, based on a systematic review and meta-analysis, includes 27 studies with a total sample of 42,061 individuals. The main objective was to analyse the relationship between intelligence and academic performance using different predictive models that include moderating variables such as country of origin, type of intelligence, gender and age. The findings of this research highlight the significant, positive and moderate relationship between intelligence and academic performance (r = 0.367; p < 0.001), highlighting the predictive capacity on school performance when the type of intelligence (general and implicit; 35%) or the country of origin (45%) is taken as a moderating variable, with the explanatory models on age or sex not being significant. Therefore, it can be concluded that intelligence, in addition to being a good predictor of academic performance, is influenced depending on the type of intelligence or theoretical model taken as a reference, and also depending on the country or culture of origin.

Addiction to new technologies (Internet, smartphone and video games) as well as cyber-aggression presents a growing incidence at a global level. Correlational research is proposed with a sample of n = 127 Costa Rican adolescents, with a mean age of 16.32 years, comprising 67 men and 60 women. The objective was to determine the prevalence of Internet, smartphone and video game addiction and its close relationship with cyberbullying (cyber-victim role, cyberbully role and mixed role) in the Costa Rican context. The results show a high rate of abusive use (connection time) of the Internet and “smartphones”, and the correlation study, multiple regressions, backward elimination method and network analysis show how the behavior of cyberbullies is moderately mediated by “Lack of control of Smartphone” and to a large extent by “Avoidance and social problem video games”, while that of victims is moderately mediated by “Avoidance and social problem video games”, and is slightly mediated for “Lack of control of Smartphone” and for “Lack of control of Internet”. In addition, there is a strong relationship between holding both the role of cyber-victim and cyberbully, developing feelings of revenge and lack of empathy. The practical implications, and the relevance of the socio-demographic and social explanatory variables of both phenomena are discussed. It is concluded that there is evidence of an explanatory and close relationship between the phenomena of cybervictimization, cyber-aggression and addiction to the Internet, smartphone and video games.

The demands of modern society regarding academic training have placed the focus of education on active methodologies. Their proven success also presents challenges for the innovation they entail. In this regard, methodological strategies such as gamification are currently focusing their analyses on design to ensure the effectiveness of their outcomes. With this in mind, we aim to analyse a gamification experience in higher education from the perspective of the various stakeholders involved. Using a qualitative methodology, data from an open-ended survey and the learning journals of 73 students were triangulated with the teaching journals of four lecturers. The category-based data analysis indicates that escape room-type games and digital boards are the most highly valued as innovative educational tools that promote active learning. Conflict resolution, cooperative work, and understanding of theoretical knowledge stood out as achieved objectives. The overall positive view, the classroom atmosphere of excitement and fun, and the impact on learning due to increased motivation were highlighted in participants’ opinions. From the lecturers’ perspective, the outcome is shown to be worthwhile in terms of effort and benefit.

Se presenta una investigación cualitativa que hace un análisis de múltiples fuentes de información de una experiencia didáctica de creación de un museo por parte de alumnado de educación primaria, sobre patrimonio inmaterial, a través del Aprendizaje Basado en Proyecto (ABP). Los objetivos de la investigación son identificar propuestas didácticas que favorezcan una valoración positiva del patrimonio inmaterial y analizar la importancia que el alumnado le otorga, así como su relación con los museos. Los resultados aportan información sobre su conocimiento y percepción en torno a su conceptualización de museo y la contextualización de los artistas a través de construcción de un producto tangible.

The increasing migration phenomenon in rural areas presents significant challenges to the educational system, particularly regarding the linguistic inclusion of newly arrived students. The lack of material and human resources prevents the provision of an adequate transitional period for these children to learn Spanish before being fully integrated into the classroom, which hinders their initial participation and academic performance. RACODI (Shared Roots in Linguistic Diversity and Inclusion) is a micro-research project based on methodological innovation for foreign language learning in a rural setting. It stems from the main project AGORA (Technological and Methodological Innovation for Language Teaching and the Generation of Synergies in Rural Areas). Its main objective is to include students from immigrant families through language learning in a primary school in Calanda, Teruel, using custom-designed linguistic activities for 5th- and 6th-grade students. Although the project includes multiple lines of action, this article focuses specifically on teachers' perceptions following an educational intervention, highlighting their role as essential agents in decision-making and in validating the proposal. Preliminary results show that teachers are cautious when evaluating the project globally, although they do perceive improvements in social inclusion, linguistic skills, and academic performance. This cautiousness is attributed to the short time frame of the project so far. Furthermore, they emphasize the need for family involvement, which entails cooperative work between the school and other local and regional institutions.