The objective of this study was to examine the variables that affect the use of PowerPoint by university professors. Based on the revised unified theory of acceptance and use of technology (UTAUT-2), a theoretical model adapted to the study context was proposed. The impact of the attitude towards PowerPoint, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, and habit, in the intention to use and actual use of PowerPoint was evaluated. A survey was applied to 106 university professors from two Spanish universities, and the theoretical model was subsequently tested using a path analysis. The results suggest the existence of a direct non-critical path consisting of social pressure and habit, and an indirect critical path consisting of performance expectancy via the attitude towards PowerPoint. This research highlights the importance of critical reflection in the use of technological tools such as PowerPoint in classrooms. The practical implications of these findings to improve pedagogical practices are discussed.

This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning in rural schools. Using a convergent parallel mixed methods approach, we analyzed the responses from 45 rural teachers who participated in professional development on AI integration in rural education. Through both closed-ended and open-ended survey responses, we employed an adaptation of the TPACK framework (I-TPACK) and the AI literacy framework proposed by UNESCO to identify the primary challenges and opportunities in utilizing AI for pedagogical purposes in rural education. The results highlight resource accessibility and teacher professional development as critical challenges and opportunities to reduce the digital divide in rural communities. Teachers see the inclusion of AI as an opportunity to personalize learning, reduce workload, and facilitate teaching in multigrade classrooms without perceiving it as a job threat. At the same time, they emphasize the need for technological and didactic resources aligned with the specific characteristics of their contexts, such as offline resources and adaptable AI curricula to address the prevalent issue of limited or absent internet connectivity in many rural schools.

El diseño de unidades STEM integradas en contextos escolares tradicionales ha sido ampliamente investigado. Sin embargo, no se ha explorado cómo elaborar este tipo de propuestas en contextos multigrado. Este estudio tiene como objetivo determinar la valoración de un grupo de docentes sobre la pertinencia y viabilidad de un marco que orienta el diseño de unidades STEM integradas en contextos multigrado. Además, se exploraron sus percepciones sobre la educación STEM y su implementación en estos contextos. Utilizando un diseño de investigación evaluativa con modalidad participativa en el contexto de un curso de desarrollo profesional en STEM, se implementaron grupos focales a lo largo de las sesiones, y se elaboró y aplicó un cuestionario al final del desarrollo profesional. Los hallazgos sugieren que el marco analizado es relevante y factible, pero se podrían integrar mejor algunas etapas. El profesorado está abierto a aprender para implementar este tipo de educación, la cual ve como una oportunidad para contextualizar e integrar conocimientos. Aun así, informan que necesitan un apoyo más constante y duradero para aplicarlo en sus aulas.

The continuous international migration flow invites us to reinvent ourselves to create inclusive societies at intercultural level. Coexistence, as a model based on the mutual integration of locals and migrants, is still a challenge to face in Europe and Spain. This study aims to identify which mental health and resilience variables influence school integration used as a proxy for psychosocial well-being by comparing a sample of migrant and local adolescents. Through a quantitative methodology, school factors, disruptive behaviors, and resilience were measured in 132 students aged between 12 and 18 years old. The results reveal that although mental health scores are similar in both groups, mental health and contextual resilience are more critical for the migrant adolescent population than for the local one. Clearly identifying the relationships between school related factors and mental health offers the possibility of designing effective interventions within the educational context. El constante flujo migratorio a nivel internacional invita a reinventarnos para crear sociedades inclusivas a nivel intercultural. La convivencia, como modelo basado en la integración mutua entre locales y migrantes, es todavía un desafío a enfrentar en Europa y España. Este estudio busca identificar qué variables de salud mental y resiliencia afectan a la integración escolar entendida como ejemplo del bienestar psicosocial, comparando una muestra de adolescentes migrantes con adolescentes locales. A través de una metodología cuantitativa, se estudiaron factores escolares, conductas problemáticas y factores de resiliencia en 132 estudiantes de entre 12 y 18 años. Los resultados revelan que los niveles de salud mental son semejantes en ambos grupos, pero la salud mental y la resiliencia contextual son más determinantes en la población adolescente migrante. Identificar con claridad las relaciones entre factores escolares y salud mental ofrece la posibilidad de diseñar intervenciones eficaces en el ámbito educativo.