This study examines the impact of academic stress, exacerbated by the COVID-19 pandemic, on the mental health of university students. Using a mixed methodology, quantitative data obtained through a validated questionnaire and qualitative data collected in focus groups were combined, providing a comprehensive picture of stress’s physical, psychological, and behavioral manifestations in 256 students at the Faculty of Education of the University of La Laguna. Quantitative results show that the main stressors are homework overload, assessment pressure, and difficulty reconciling academic and personal life. The qualitative analysis delves into how students perceive and manage these factors, revealing strategies such as planning and emotional support to mitigate stress. The combined findings suggest institutional interventions to reduce academic stress and promote an environment conducive to students’ holistic well-being.

This systematic review, conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, evaluates the efficacy of emerging digital technologies—namely virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT)—in enhancing vocabulary acquisition within English as a second language (ESL) education. By addressing a notable gap in the literature, this review explores how these technologies mitigate common learning challenges and improve educational outcomes. Through a critical analysis of recent empirical studies across diverse educational stages, it synthesizes findings to assess their impact on vocabulary retention and overall academic performance. The results indicate that these technologies enhance vocabulary acquisition and increase student motivation and engagement, significantly impacting educational practices and policymaking. This review highlights the transformative potential of VR, AR, and ALT in ESL education by providing immersive and personalized learning experiences that address traditional barriers in language acquisition.

The integration of generative AI in higher education has reignited debates around authorship and academic integrity, prompting approaches that emphasize transparency. This study identifies and synthesizes the transparency mechanisms described for assessment involving generative AI, recognizes implementation patterns, and analyzes the available evidence regarding compliance monitoring, rigor, workload, and acceptability. A scoping review (PRISMA 2020) was conducted using searches in Scopus, Web of Science, ERIC, and IEEE Xplore (2022–2026). Out of 92 records, 11 studies were included, and four dimensions were coded: compliance assessment approach, specified requirements, implementation patterns, and reported evidence. The results indicate limited operationalization: the absence of explicit assessment (27.3%) and unverified self-disclosure (18.2%) are predominant, along with implicit instructor judgment (18.2%). Requirements are often poorly specified (45.5%), and evidence concerning workload and acceptability is rarely reported (63.6%). Overall, the literature suggests that transparency is more feasible when it is proportionate, grounded in clear expectations, and aligned with the assessment design, while avoiding punitive or overly surveillant dynamics. The review protocol was prospectively registered in PROSPERO (CRD420261287226).

ResumenEl nuevo Espacio Europeo de Educación Superior (eees) ha supuesto una adaptación en los métodos de enseñanza-aprendizaje, pasando de un modelo educativo basado en la enseñanza a un modelo basado en el aprendizaje. Así, el profesorado pasa a un segundo plano y el rol principal recae en el alumnado. El presente artículo se centra en una experiencia integradora, y a la vez novedosa, en nuestra facultad; se trata de vincular en clase tres disciplinas afines: la animación sociocultural, el desarrollo comunitario y la educación para el desarrollo. Esta vinculación se realiza por medio de una metodología participativa que desarrolla la competencia de trabajo en equipo y otorga un papel protagonista al estudiante. La experiencia se desarrolla en la asignatura “Estrategias educativas para la animación sociocultural y el desarrollo comunitario”, en el segundo del grado de Educación social, curso académico 2011/2012, en la Universidad Pablo de Olavide, en Sevilla, España.AbstractThe new European Space of Higher Education (eshe) has implied an adaptation in the methods of the teaching and learning process, passing from an educational model based on teaching to a model based on learning. Thus, faculty moves to the background and the main role falls on the student body. This article is centered on a conciliatory experience (also novel in our faculty) of linking three related disciplines in the classroom: sociocultural animation, community development and education for development. All of this is framed in a participative methodology, developing the competency of teamwork and thus giving students a featuring role. This experience is developed in the course “Educational strategies for sociocultural animation adn community development” in the second term of the degree in the Social Education in the 2011/2012 academic course in the Universidad Pablo de Olavide, Sevilla, España

Estereotips sobre la jubilació: projecte d’innovació docent

El presente estudio surge del proyecto “Innovación docente 2.0 en el Espacio Europeo de Educación Superior”, situada en el marco de la Acción 2 de Proyectos de Innovación y Desarrollo Docente subvencionados por el Vicerrectorado de Docencia y Convergencia Europea de la Universidad Pablo de Olavide. El artículo presenta una experiencia de innovación universitaria con mapas conceptuales interactivos (MCI) referente a los ámbitos de intervención del educador y trabajador social desarrollado por dos titulaciones diferentes de la Facultad de Ciencias Sociales de la Universidad Pablo de Olavide. La metodología de la investigación es de corte cualitativo y descriptivo. Para la codificación y categorización de la información se empleó un CAQDAS (computer assisted qualitative data analysis systems), en concreto el software NVivo 10. Por último, desde la óptica del alumnado manifiestan que los tres principales espacios de intervención son drogodependencias, personas adultas y mayores, discapacidad y salud mental.