Multigrade classrooms represent a widely extended educational modality in rural contexts and territories with low demographic density. This organizational model, in which a single teacher serves students from different levels in the same space, poses particular challenges but also significant pedagogical opportunities. In this systemic literature review, a total of 40 international studies were analyzed according to the PRISMA guidelines, published between 2019 and 2024 in databases such as Scopus and ERIC. The objective of this analysis is to identify the main organizational and methodological approaches, as well as the strengths and weaknesses, associated with teaching in multigrade contexts. This systematic review has been prospectively registered in the Open Science Framework (OSF) under registration number: 64rsu. A qualitative thematic analysis was employed to organize the results into five categories: organizational models, pedagogical practices, teacher training, impact on learning, and school-community links. The findings underscore the efficacy of this model in promoting educational inclusion, cooperative learning, and curricular contextualization. Nevertheless, they also underscore the necessity for specific teacher training and support policies. This review offers a comparative and critical perspective that has the potential to inform the development of more effective pedagogical and training strategies in a range of educational settings.

This study applies a qualitative documentary analysis to examine 22 guidelines, laws, and reports published between 2022 and 2025 by international, European, and national bodies (UNESCO, EU, INTEF, OEI, universities, etc.) on the use of generative artificial intelligence (GenAI) in higher education and research. The overall objective is to conceptualize a corpus of good practices and guide education policy makers. The systematic search in institutional repositories was governed by criteria of authenticity, credibility, representativeness, and meaning. The selected documents were inductively coded following a reflexive thematic analysis, which generated ten key dimensions: regulation and governance, research, ethics, curriculum design, teaching methodology, teacher training, institutional management, assessment, administration, and social impact. The findings show regulatory convergence around the need for transparency, human oversight, data protection, and risk assessment. Good practices are identified such as public disclosure of GenAI use (name, version, prompts), prior ethical review, and ongoing training of teachers in technical and critical aspects. Likewise, uses of high risk, low risk, and prohibited uses are mapped in accordance with the European AI Regulation, and new teaching roles centered on critical facilitation and co-creation with AI are outlined. The study concludes by proposing actionable regulatory guidelines for governments and institutions: creation of participatory observatories, integration of AI ethics into curricula, and development of open repositories of projects using GenAI. Among the limitations, the rapid obsolescence of regulations and unequal access to non-public documents are acknowledged.

Background/Aim: Currently, there is growing social concern about new forms of socialization among children and adolescents. This includes the emerging risk of cyberbullying. In order to understand this phenomenon, analyze its prevalence, and evaluate the effectiveness of interventions, it is essential to have available valid and reliable assessment instruments. The possibility of using these tools with large groups makes their digital application particularly attractive, as it facilitates both administration and analysis. The aim of this study is to validate an online adaptation of the cyberbullying section of the Cyberbullying Test for children and adolescents. Method: A total of 664 children and adolescents (9-17 years) in Galicia (Spain) completed the online bullying and cyberbullying sections of the Cyberbullying Test. Results: Descriptive analyses indicate the presence of cyberbullying at these ages, although with a tendency toward low levels. Exploratory and confirmatory factor analyses suggest the scores on the various observable indicators (items) can be grouped into three mutually related factors, corresponding to the roles of victim, perpetrator, and bystander. The model showed a good fit to the data (GFI = .974; AGFI = .971; NFI = .966; RFI = .964; SRMR = .068). Factor invariance analyses suggest that this structure is equivalent for both Primary and Secondary Education students. Each factor’s scores showed high or very high reliability in terms of internal consistency. The correlations found between the scores in each cyberbullying factor and those in the bullying section of the test provide evidence supporting the criterion validity of the instrument. Discussion: The validated online version of the Cyberbullying Test provides robust psychometric support for its use in research and practice.

This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3^rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises reading comprehension, and a comparison group comprising the rest of the students in the class. The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS), Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA). The groups were equivalent in socioeconomic and cultural status and in successive processing. Reading and study variables were used as differentiators: simultaneous processing and reading awareness. A metacognitive training program based on the Planning Facilitation method was applied to the intervention group. The comparison group followed the usual curricular activities of the classroom and for the education level, according to the traditional teaching model. The program was implemented in 48 sessions over 12 weeks. After the intervention, the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores. The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension.

In recent decades, the work of teachers has been carried out in classrooms characterised by a high degree of diversity, necessitating the provision of pedagogical responses that promote the inclusion of students. This article is derived from the research, development and innovation (R+D+I) project 'Intergenerational Professional Development in Education Implications for the Professional Initiation of Teachers (DePrInED) and aims to analyse how teachers at compulsory education recognise, characterise and conceptualise the diversity and needs of students. A mixed methodological approach was employed, with information collected through focus groups and interviews with a total sample of 147 teachers from different educational levels (young, senior and retired). Thematic analysis, combined with a comparative analysis, was employed to analyse the data using ATLAS.ti software. The main categories analysed dealt with students' needs and their own diversity. The study's primary findings suggest that, in comparison to their retired counterparts, both young and veteran teachers make greater reference to the diversity and needs of students, and emphasise the scarcity of resources and support to effectively address the diversity of students in the classroom. Experienced teachers are found to make more frequent references to diversity and students' needs, while retired teachers make these references less often. This finding assumes particular significance in light of the paucity of studies that adopt a generational perspective to analyse how teachers perceive diversity.

Este estudio presenta la mejora producida por la aplicación de la instrucción metacognitiva en el procesamiento simultáneo en estudiantes de grado 3 de Educación primaria. La muestra estuvo constituida por 30 estudiantes de un aula de un centro de educación primaria. Se formaron dos grupos, el grupo de intervención se formó con los estudiantes del aula que presentaban dificultades en el procesamiento simultáneo, mostrando una debilidad cognitiva que compromete la comprensión lectora. El segundo grupo estaba formado por el resto de los estudiantes del grupo aula, constituyendo el grupo de comparación. Se utilizó un diseño pre-post-follow-up test. Los grupos están igualados en estatus socioeconómico y cultural y en procesamiento sucesivo. Se diferenciaban en procesamiento simultáneo. Al grupo de intervención se le aplicó el programa de instrucción metacognitiva operativizando mediante la estrategia de facilitación de la planificación, que permite a los estudiantes discutir entre sí los textos de comprensión y además verbalizarlo reflexivamente para comparar y contrastar sus respuestas. El grupo de comparación siguió las actividades curriculares según el modelo de enseñanza tradicional. El programa se desarrolló en 24 sesiones durante siete semanas. Tras la intervención el grupo mejoro significativamente en procesamiento simultáneo. Estas mejoras se interpretan en el sentido de que la instrucción metacognitiva que facilita la discusión entre los alumnos y la verbalización reflexiva para comparar y contrastar respuestas, es la responsable de la mejora de la función del procesamiento simultaneo para la comprensión lectora.