This article explores the importance of integrating socio-emotional competencies into the formal education of adolescents to promote sustainable development. It argues that social and emotional learning (SEL) not only enhances personal and academic well-being, but also facilitates the building of more resilient and sustainable communities. A scoping review was conducted using a qualitative methodology based on document analysis through matrix-based reviews. The 49 selected studies were analyzed in relation to the personality facets of the Big Five (OCEAN) model. The results of the interventions show improvements in self-efficacy, empathy, motivation, school climate, bullying reduction, and the prevention of mental health issues. It is concluded that a more holistic approach is needed, combining SEL with character education to achieve lasting impacts. Furthermore, interventions must be sensitive to cultural contexts and the specific realities of each school community.

This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.

La tercera misión de la universidad implica devolver a la sociedad parte de lo que de ella recibe. Este modo de entender la relación entre sociedad y universidad supone la implementación de nuevas metodologías de enseñanza-aprendizaje, en las cuales el profesorado deja de ser un mero transmisor de conocimiento, y los estudiantes adquieren un papel activo y crítico en respuesta a las necesidades sociales. El aprendizaje-servicio es una estrategia metodológica que combina la formación teórica en un ámbito de conocimiento con su aplicación a través de la prestación de un servicio a la comunidad. Esta metodología es apropiada para hacer posible la tercera misión de la institución universitaria. El objetivo de este trabajo es comprender la disposición de las facultades y escuelas universitarias de España para promover y crear oportunidades que den lugar a la implementación de proyectos de ApS en sus centros. Entre las conclusiones del estudio cabe destacar la percepción institucional, ya que el uso de esta metodología convierte a la universidad en una institución más abierta, que interactúa con la comunidad y el entorno, ampliando su campo de formación más allá del conocimiento técnico y científico, para brindar un servicio de transformación social.

MORALIDAD DEL VÍNCULO SOCIAL Y EDUCACIÓN MORAL EN DURKHEIM

The observation of social reality shows that there is a large gap between the technical progress and human development. The technical means, not matter how high the levels of development can reach, should exercise the role that is properly theirs: as a tool for human and social development. It is thus necessary to redirect the terms of the related technical and human development progress since their functions are specific to each of them. Presupposes the availability, thus ethical qualities that enable those who manage, the wisdom in their decisions: commitment, responsibility, competence, initiative and dedication. This way, social development is achieved by educating the ethical qualities that a teacher should possess. It seeks to human development that in turn encourages the sustainability of society.

El artículo propone una nueva formulación de la identidad musical a la luz de la educación completa del ser humano y de las experiencias habidas desde la psicología de la música. A partir de la inducción de emociones ante la experiencia de lo bello, la persona participa de un consumo musical que constituye su respuesta a dicha experiencia. Así, se inicia una conversación estética que por su impronta en la identidad musical y al fi n en la identidad personal es fundamental para la educación completa de la persona. Como consecuencia surgen unas conclusiones que afectan a los educadores en su sentido más amplio y también en la práctica de la educación musical.