In recent decades, European education systems and policies have prioritized the need for lifelong learning for all citizens, both within and outside the education system. This research is an observational study using a cross-sectional quantitative design involving 446 participants from Spain, Mexico and Chile. The objective of this study is as follows: To understand how active methodologies impact the development and mastery of Personal, Social and Learning to Learn competence (PSLL) throughout the life of university students. The INNOVAPRENDE questionnaire, previously validated by 17 university experts and comprised of 43 items, was implemented. It is considered essential for students to develop a series of competences, in addition to acquiring knowledge, since lifelong learning is a necessity. It has been shown that less experienced teachers (vs. more experienced teachers), men (vs. women), and teachers with PSLL training during their university studies (vs. teachers with training during their work experience or without experience) have a more negative perception of their students’ overall development of PSLL. In conclusion, it should be emphasized that lifelong learning as PSLL is an educational paradigm open to any educational stage of teachers’ and learners’ lives.

This study highlights the importance of psychomotricity in the writing learning process. For this purpose, a psychomotor intervention program was developed, which was applied to a sample of children in the Municipality of Évora, Portugal. The program aimed to promote the development of the body scheme, eye-hand coordination, specific motor coordination, balance, spatial orientation and laterality. The program was applied in 11 sessions, where 16 specific activities were developed, considering the objectives of the program. The results of the program application showed a remarkable evolution of the children in terms of their psychomotor education, namely in terms of the body scheme.

This study aims to assess the convergences and divergences of Special Education and Social Education in a school context, seeking to investigate the relationship between these two domains in a school context and understand how Higher Social Education Technicians (TSES) and teachers of Special Education perceive these relationships in the work they develop with students. A sample composed of seven Special Education teachers and seven Higher Social Education Technicians (TSES) from different geographical areas of Portugal was studied. As a data collection instrument, we used the questionnaire and semi-structured interview. The results obtained made it possible to sustain the relationship and complementarity between Special Education and Social Education, looking at the student as a whole, considering the educational, social, personal, cultural and psychological dimensions.

Background: Interactive learning resources developed with the H5P platform have been progressively adopted to support autonomous learning and conceptual consolidation. However, empirical evidence regarding their impact on academic performance in theoretically demanding university courses remains limited. The primary aim of this study was to examine the effect of the structured integration of an interactive digital pedagogical resource developed with multiple-choice H5P on the academic performance of higher education students enrolled in a Motor Control course. Methods: A quasi-experimental study was conducted to compare two independent groups: a control group (CG; n = 90) and an intervention group (IG; n = 115), which had access throughout the semester to a multiple-choice interactive resource developed using the H5P platform. Academic performance was operationalized as the score obtained on a written summative assessment. Baseline equivalence between groups was assessed using an initial diagnostic test. Between-group comparisons were performed using robust non-parametric statistical procedures and further examined using a linear regression model adjusted for relevant covariates. Results: No statistically significant differences were found between groups in the baseline diagnostic test (p > 0.05), indicating comparable starting levels. At the end of the intervention period (≈2 months), the intervention group obtained significantly higher scores in the summative assessment (p < 0.001), with a large effect size (d = 0.87). Conclusions: The findings suggest that the structured integration of multiple-choice H5P resources may positively contribute to academic performance when used as a complementary tool alongside traditional teaching. These results reinforce the pedagogical potential of multiple-choice H5P to support autonomous learning and conceptual consolidation, while also highlighting the need for future research employing more rigorous experimental designs and process-based measures to better understand the underlying learning mechanisms.

Com este trabalho buscamos contribuir para o entendimento do modo como se processa a inclusão de crianças com multideficiência em contexto escolar português. Promovemos uma abordagem da escola inclusiva, da problemática da Multideficiência e das unidades Especializadas em Multideficiência tendo em conta a legislação em vigor em Portugal. A literatura consultada e as reflexões realizadas conduzem-nos a admitir que tanto os professores como os técnicos consideram a inclusão de alunos com multideficiência como um desafio enriquecedor, no entanto salientam a necessidade de melhorar as acessibilidades e as condições físicas existentes e ainda aumentar e rentabilizar os recursos humanos e materiais.