Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.

The transdisciplinary Communities of Practice (COPs) bring together members with different views and theoretical backgrounds. These are contexts with great potential for creating knowledge building on different human perspectives about reality. However, this transdisciplinary character also poses a challenge for developing the community itself and, more specifically, for its participation and collaboration mechanisms. For this reason, the study of the intervening factors in these processes is crucial within this kind of communities. This research analyses the influence of trust in knowledge-sharing within a technological-educational COP emerged within a research group at a Spanish university. The study used a mixed model parallel convergent design. The results suggest that trust was built on the benevolence, integrity, and competence of the COP members, influencing the knowledge sharing in this transdisciplinary COP positively. The findings also show that personal relationships and satisfaction with past experiences are essential to keep trust between members, which is critical for upcoming exchanges of knowledge. The convergence of qualitative and quantitative data has proven to be an excellent approach to improve our understanding of complex and multidisciplinary phenomena and contexts.

This study aimed to investigate the relationship between social ties and knowledge sharing among academics in a research team. A qualitative case study approach was employed, using semi-structured interviews to uncover key factors that facilitate or hinder this relationship. The findings emphasize the crucial role of social ties in facilitating knowledge sharing among academics and highlight the central role of research team leaders in promoting and strengthening these ties. Informal contexts and routines as well as in-person attendance were identified as core elements in cultivating social ties. Conversely, limited face-to-face interactions, workplace location, barriers to participation in informal activities, and differences in worldviews were identified as potential deterrents to the formation of strong social ties. We conclude that institutional administrators and research team leaders should promote shared physical and digital spaces and informal social practices, which, in turn, facilitate personal relationships and stimulate collaboration and knowledge sharing.

The most used assessment tool to measure family-centered care and the perception of the care process is the Measure of Processes of Care questionnaire. This study aimed to evaluate the psychometric properties of the Spanish version of the MPOC-SP, specifically by assessing the reliability of its item scores, testing whether its factor structure aligns with the original version, and examining differences in scores across professional profiles. The Spanish-adapted MPOC-SP questionnaire was completed by 278 early childhood service professionals across Spain. Analyses assessed internal consistency, construct validity through confirmatory factor analysis, and differences in scores across professional profiles. The Spanish MPOC-SP demonstrated strong psychometric properties, with Cronbach's Alpha values above 0.70 for total and dimensional scores. Confirmatory factor analysis supported the alignment of the data with the specified model. No significant differences in scores were found across professional profiles, indicating consistency in its application. The Spanish version of the MPOC-SP is a reliable and valid instrument for assessing family-centered care. It provides valuable insights for evaluating and improving family-centered practices in early childhood services, thereby contributing to the enhancement of care quality.

Participation in everyday routines (e.g., mealtimes, bedtime, dressing) is a key context for early development and a central focus of early childhood intervention. This study examined the internal structure, reliability and construct validity of the Measure of Engagement, Independence and Social Relationships for children aged 3–5 years (MEISR 3–5) within home routines. The sample included 705 children aged 36 to 72 months (M = 51.01, SD = 10.07) receiving early childhood intervention services across Spain. A confirmatory factor analysis based on McWilliam's theoretical functional domains—engagement, independence and social relationships—showed acceptable global model fit and very high internal consistency. However, convergent validity was only partial, and discriminant validity was not supported, indicating substantial overlap amongst domains. To further examine the dimensionality of the instrument, parcel‐based analyses were conducted in a subsample ( n = 553) and compared correlated three‐factor, two‐factor, bifactor, second‐order and unidimensional models. All models showed equivalent and excellent fit. Bifactor indices ( ωh ≈ 0.98; ECV > 0.90) indicated that most reliable and common variance was attributable to a dominant general participation factor, with minimal unique variance remaining for the specific domains. These findings suggest that the MEISR 3–5 functions as an essentially unidimensional measure at the psychometric level. The total score appears to provide the most robust quantitative indicator of children's participation in home routines, whereas domain‐level scores are better interpreted as clinically descriptive dimensions that can inform goal setting, intervention planning, and progress monitoring in routine‐based practise.

Background/Objectives: Family perceptions of family-centered services are important for improving processes and outcomes of services for children with disabilities or developmental risk. The Measure of Processes of Care 20-item version (MPOC-20) assesses family-centered practice from parents’ perspectives. This study examined for the first time the psychometric properties of the first Spanish version of the MPOC-20 in children with disabilities aged 0–18 years. Methods: A total of 659 families from 51 care services across Spain completed the MPOC-20, with participants randomly divided into two samples: one for exploratory factor analysis (EFA) and the other for confirmatory factor analysis (CFA). Results: The results confirmed a two-factor model, with the best fit for the dimensions of providing comprehensive and supportive care and providing information. Internal consistency analysis indicated strong reliability of the factor scores. Conclusions: The Spanish version of the MPOC-20 demonstrated good psychometric properties and is recommended for assessing the quality of family-centered services.