The presence of technologies in all areas and stages of life increases the risk of addiction to devices, networks, and the use of various programmes. Excessive use of devices and technologies during childhood and adolescence has negative effects on neurodevelopment and causes emotional disorders related to anxiety, stress, and depression. These disorders can be associated with the development of other addictions (alcohol, psychoactive substances) or other situations of risk of social exclusion such as bullying, among others. In our study of the risk of social exclusion in adolescents (ÁVALOS, 2022) we have applied a complete diagnostic battery to 25 subjects of both sexes between 12 and 17 years of age focusing on six dimensions of risk: anxiety and depression, alcohol and other substance abuse, bullying, addiction to technologies, gender violence and risk behaviour in love and sexual relationships, and difficult family situation. The aim of this paper is to present and analyse the correlations found between each of the first three dimensions, and the technology addiction dimension as a predictor of other risk factors for social exclusion. The data show that addiction to video games, in particular, is related to high levels of depression, while addiction to any of the technologies studied (mobile, internet and video games) is significantly related to being a victim of bullying.

This study examines the factors that promote well-being among content and language integrated learning (CLIL) secondary teachers in Andalusia, Spain. Using a qualitative approach, in-depth interviews were conducted with ten educators to explore the personal, professional, and social determinants of teacher well-being. The findings highlight that self-acceptance, resilience, institutional support, and financial stability are key contributors to overall well-being. Social relationships, both within and outside the school environment, emerged as crucial elements in shaping teachers' perceptions of well-being. The study further identifies stress-management strategies, including physical exercise, humor, and psychological support, as essential in mitigating professional burnout. Additionally, while teaching through a foreign language poses cognitive and emotional challenges, participants reported that it positively influenced their professional identity and personal growth. The role of foreign language teaching is particularly significant, serving not only as a pedagogical tool but also as a means of fostering identity, resilience, and professional satisfaction. However, structural challenges such as excessive workload, bureaucratic constraints, and lack of institutional autonomy remain obstacles to sustained well-being. The research underscores the importance of recognizing and addressing teacher well-being within educational policies and teacher training programs.

World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct this study in two phases: first, we applied an inventory on the perception of university teaching to a sample of 2312 professors in the region; after that, we conducted a focus group for each of the ten dimensions in which we noticed indicators of change. With the quantitative data, we performed an ANOVA to identify three clusters of professionalization with dimensions open to change and related to each other: (1) Planning, Teaching Development, and Communicative Capacity; (2) Communication, Evaluation, and Self-evaluation; (3) Professional Self-evaluation, Teaching Innovation and Improvement and Individual Learning Support. With the focus groups we have identified the need to incorporate pedagogical models of inclusive education and teaching based on technological advances as the main drivers of change. We concluded with the proposal of four possible scenarios of future professionalism: (1) entrenched professionalism; (2) semi-professionalism; (3) fragmented professionalism; or (4) balanced professionalism.

Se presenta un estudio realizado en la Universidad de Granada, aplicando un cuestionario de percepciones sobre las ventajas de la neurodidáctica en la enseñanza del inglés como LE a una muestra de 64 estudiantes de distintos programas de formación de profesorado de la Facultad de Ciencias de la Educación. Los resultados obtenidos se discuten con hallazgos previos de aplicación del instrumento a profesorado en ejercicio. Las conclusiones demuestran que no hay diferencias relevantes entre las percepciones del profesorado en formación inicial y el profesorado en ejercicio.

Computational Thinking (CT) is a pivotal 21st-century competency, increasingly integrated into educational curricula through programming and robotics. However, many teachers lack the interdisciplinary training necessary to incorporate CT across various subjects, highlighting a critical need for professional development programs. This article details the design and evaluation of an online course for educators focused on CT and programming via ScratchJr, utilizing the ADDIE instructional model. Structured into five two-hour autonomous modules, the course offers a flexible learning framework. A qualitative case study was conducted during the implementation and evaluation phases, using questionnaires with undergraduate Pedagogy students. Results indicated a significant enhancement in participants’ programming and CT skills, alongside a more favorable outlook toward applying these tools in their future practice. Notably, 96.4% and 100% of students positively assessed the integration of these competencies, demonstrating the course’s potential to bridge the digital divide in initial teacher training. This initiative was selected for the Scratch Education Collaborative (2022-2024 cohort) and integrated into a MOOC for a Portuguese R&D project, underscoring its relevance in digital literacy.