Diversity is a characteristic inherent to the human species (Ramírez-Goicoechea, 2011), manifesting itself in a multitude of dimensions, from culture and language to different forms of economic org...

Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included within transversal competences were acquired through a debate activity conducted as a part of the social work programme at the University of Alicante. A total of 74 students participated, with an average age of 22.34 years, the majority of which were women. The students were divided into two evaluation groups: a peer evaluation group and a teacher evaluation group. Using an ad hoc questionnaire, three categories of variables were studied: sociodemographic variables; organisational and activity evaluation variables; and variables relating to the acquisition of attitudes. The results indicated that debating favoured communication, innovation and entrepreneurship, social commitment, critical thinking, information management, autonomy and self-regulation, as well as teamwork. Variations were also found according to the university admission modality and the evaluation agent. These results highlight not only how useful debating can be as a pedagogical tool, but also the need to consider different contextual factors when implementing debate activities in the context of university studies.

The incorporation of social robots into formal education has attracted growing research interest in recent years. This study presents a scoping review of the use of the Pepper social robot in formal educational contexts. The aim is to map documented forms of implementation, analyse the methodological designs employed and identify patterns in the reported findings. A search was conducted in Scopus, Web of Science, ERIC-Proquest and Dialnet, covering peer-reviewed publications between 2014 and 2026 (1 March). After applying the inclusion and exclusion criteria and following the PRISMA-ScR guidelines, 13 empirical studies were selected. The analysis reveals a concentration of research in primary education and a predominance of qualitative approaches with small sample sizes. Pepper is primarily used to support tutoring activities, collaborative learning and mediation in inclusive educational settings, and its operation requires constant teacher supervision. The reported benefits include increased motivation, engagement and development of social skills. The main limitations are associated with technical constraints, insufficient curricular integration and a lack of longitudinal research. The evidence indicates that the observed effects depend largely on instructional design and teacher mediation. The literature suggests that the pedagogical dimension is a determining factor in the robot’s educational implementation.

Introducción: Este trabajo analiza las actitudes hacia la inmigración y las personas inmigrantes en el alumnado de Trabajo Social y cómo éstas pueden estar asociadas a distintas variables demográficas. Participaron 101 estudiantes del Grado en Trabajo Social de la Universidad de Alicante (España). Metodología: La investigación adoptó un método cuantitativo de carácter descriptivo y explicativo. Se empleó el cuestionario como instrumento para recoger los datos. Se realizaron análisis tanto univariados como bivariados. Resultados: Se identifican actitudes positivas por parte del alumnado de Trabajo Social, aunque también variaciones tanto en función de los diferentes aspectos de las actitudes evaluados como de las variables sociodemográficas del alumnado. Discusión: Se contextualizan las actitudes mostradas por el alumnado, resaltando cómo estas se alinean con el conocimiento existente en la literatura. Conclusiones: Se concluye que el alumnado de Trabajo Social considera la inmigración fundamentalmente una oportunidad. Se sugiere diseñar experiencias educativas que refuercen las actitudes positivas y contribuyan al desarrollo de competencias interculturales en el alumnado.

Introducción: Este trabajo analiza la aplicación de las técnicas grupales role-playing fishbowl en la enseñanza del Trabajo Social. Se analiza la percepción del alumnado sobre el contenido y metodología de la actividad, así como la adquisición de competencias éticas. Metodología: 111 estudiantes de las asignaturas de Prácticas Externas del Grado en Trabajo Social de la Universidad de Alicante (España) completaron el proceso de recogida de información. Se empleó el método cuantitativo de tipo descriptivo y explicativo. Resultados: Se observa una percepción positiva tanto acerca del contenido y la metodología de la actividad como de su impacto en la adquisición de competencias éticas. Discusión: Se analizan e interpretan los principales resultados, relacionándolos con el cuerpo de conocimiento existente sobre la ética en Trabajo Social. Conclusiones: Se concluye que la combinación de las técnicas role-playing y fishbowl es adecuada para el desarrollo de competencias éticas, según la percepción del alumnado participante.

Participation by older people in public policies is an essential component of active ageing and an indicator of democratic quality. This chapter presents a systematic review of the international scientific literature on civic participation by older people in the field of social policies in Europe (2005-2024). Unlike approaches focused on volunteering or community support, here we examine mechanisms for public consultation, policy co-production, and participation in citizen councils. The review, based on the PRISMA 2020 protocol, makes it possible to identify advances, theoretical gaps and institutional challenges to more inclusive governance. The chapter provides a basis for rethinking participation from a social justice and intergenerational perspective.