Today, the skills-based approach is increasingly in demand by companies due, in large part, to the fact that it favors the management of human resources by focusing on individual capabilities; which, finally, improves the job profile of a company. As a result, choosing the right candidates has become increasingly selective. Universities, therefore, need to teach skills to improve the incorporation of graduates into the workplace making it as successful as possible. For this reason, it is of special relevance to know if college students consider that the acquisition of skills is key for their incorporation into the workplace. The main objective of this study was to analyze and compare the importance assigned to the acquisition of basic skills in the university education of 694 students studying four different bachelor degrees: pedagogy, early childhood education, primary education, and psychology. For this purpose, a Likert-type questionnaire on basic skills was distributed with four possible options and the following five dimensions that grouped basic skills: organizational and planning capacity; access to information sources; analysis and synthesis of texts, situations, and people; teamwork; and problem solving. The results show that as a whole all students across different bachelor degrees gave a high score to the acquisition of basic skills, with early childhood education students giving it greater importance compared to the students from other disciplines and, more specifically, differences were observed in some dimensions depending on the bachelor degree that they have started.

Con la implantación del Espacio Europeo de Educación Superior (EEES), una de las cuestiones más relevantes que se incluyen en la formación universitaria es el manejo de las nuevas Tecnologías de la Información y la Comunicación (TIC) por parte del alumnado. En esta investigación se ha evaluado el uso de las TIC en 79 estudiantes (Medad=20,43, DT=3,83) de primer curso de Pedagogía de la Universidad de Málaga, y se han analizado las diferencias de género en el ámbito tecnológico. Para la recogida de datos se usó un cuestionario tipo Likert que recababa información sobre las características sociodemográficas y sobre el conocimiento y uso de las TIC. Los resultados muestran una clara diferencia de género en el conocimiento y manejo de las herramientas tecnológicas más complejas, siendo las mujeres las que tienen un conocimiento más escaso. Por otra parte, los resultados muestran que los estudiantes que usan las aulas informáticas universitarias presentan mejores habilidades en el funcionamiento de los foros universitarios que los estudiantes que no usan dichas aulas, independientemente de que sean hombres o mujeres.

When the European Space for Higher Education (EHEA) began to be discussed, new horizons were opened for graduates of the Universities. There was a turn of perspective where the Competency-Based Training Model prevailed, as it was considered, a new more effective educational paradigm for job placement. Two decades later, it is clear that the educational mismatch in relation to job placement is still patent. This research arises to analyze the valuations and perceptions of Higher Education students in reference to the skills acquired for their employment. For such purposes a Likert questionnaire was elaborated and applied to 220 students belonging to the Pedagogy Degree at the Faculty of Education Sciences of the University of Malaga. From the data analysis it was obtained that, except for the 4th grade students who do not think the same, the student body in general showed great concern for their laboral future although they think they have the necessary skills to access jobs related to their profession for their job insertion. Likewise, job stability is the factor most valued by the sample, although aspects such as the reconciliation of personal and work life and that the work is interesting and rewarding stand out. In conclusion, it should be noted that students continue to perceive that their time at the University does not enable them to achieve one of their basic objectives, which is to find a job according to their training.

The transition from Primary to Secondary school supposes a very important change in the educational period, where great challenges and threats appear, that must be identified so that an efficient adaptability of the students occur. For this reason, we have designed a research whose objective is to analyse the perception of teachers in initial learning in secondary school teachers on the transition from Primary to Secondary School, and if there are differences according to their specialty in the subjects. The information collection instrument used was a Likert-type scale with 5 possible answers and structured in 4 dimensions: Academic Challenge, Social Challenge, Academic Threat and Social Threat. The participants were 152 students of the Master of secondary school teachers of the University of Malaga. A quantitative methodology was used for the analysis, descriptive and contrasting. The results showed a medium-high perception of the challenges and threats involved transition from Primary school to Secondary Education at school, in addition to this, differences were observed in the perception of teachers in initial learning about the transition, especially differences were found with the group of Educational Guidance with the group of Social Sciences -Geography and History and Philosophy- and with the group of Labour Guidance and the group of Health Processes. La transición de Educación Primaria (EP) a Educación Secundaria (ES) supone un cambio muy importante en el periodo educativo, donde aparecen grandes desafíos y amenazas que se deben identificar para que se produzca una eficiente adaptabilidad de los estudiantes. Por ello, hemos diseñado una investigación cuyo objetivo es analizar la percepción del profesorado en formación inicial en Educación Secundaria sobre el tránsito de EP a ES, y si existen diferencias según su especialidad en las asignaturas. El instrumento de recogida de información utilizado fue una escala tipo Likert de 5 respuestas posibles y estructurada en 4 dimensiones: Desafío Académico, Desafío Social, Amenaza Académica y Amenaza Social. Los participantes fueron 152 estudiantes del Máster del Profesorado de la Universidad de Málaga. Para el análisis se utilizó una metodología de corte cuantitativo tipo descriptivo y de contrastes. Los resultados mostraron una percepción medio-alta en los desafíos y amenazas que supone transitar de EP a ES, además se observaron diferencias en la visión del tránsito en la especialidad de Orientación Educativa con la especialidad de ciencias sociales: Geografía e Historia y Filosofía y con Formación y Orientación Laboral y Procesos Sanitarios.

The noticeable lack of knowledge among Spanish university students regarding the disciplinary content of research methodology is notable, despite the considerable potential benefits for curriculum design. This study represents the initial phase of a project aimed at analysing and ameliorating this deficiency. It sought to develop a scale to measure the attitudes of education students towards the content of research methods. The psychometric properties were analysed using an incidental sample of 447 students, of whom 87.9% were women and 12.1% were men, aged between 18 and 52 years. Of the total number of participants, 43.2% belonged to the Pedagogy Degree, 36.7% to the Early Childhood Education Degree, and 20.1% to the Social Education Degree of the Faculty of Educational Sciences of the University of Malaga. The instrument was developed based on the ATSQ scale by Ordoñez et al. Both exploratory and confirmatory factor analyses were conducted to assess its validity. The results demonstrate adequate psychometric properties and confirm a three-dimensional model. This model encompasses measures pertaining to three factors: two emotional (emotion− and emotion+) and one cognitive (estimated utility), facilitating the study of the students’ attitude towards the subjects of research methods. Furthermore, it provides arguments to consider a second-order unidimensional model. This study concludes with a discussion on the concept of attitudes towards research methods. Additionally, it identifies future challenges in measuring this construct without linking it to teacher evaluation.