El interés por el estudio del compromiso académico del estudiante se encuentra actualmente en auge dentro del ámbito de la investigación educativa. Existe un consenso en la literatura científica que lo considera un constructo multifacético conformado por tres dimensiones: compromiso conductual, afectivo/emocional y cognitivo; aunque han surgido otras voces que defienden la inclusión de un cuarto elemento: el compromiso agéntico. A pesar de los avances conseguidos a nivel internacional, en España se carece de instrumentos válidos para su medición durante la Educación Primaria. Por tanto, el objetivo del presente estudio se centró en realizar una validación y adaptación transcultural al contexto español de dos importantes instrumentos de medida del compromiso académico para Educación Primaria. Tras seguir un proceso de adaptación, el instrumento se administró a una muestra de 527 estudiantes (54.3% chicos, 45.7% chicas) de 3º a 6º de Educación Primaria de seis centros educativos de la provincia de Albacete (España). Se realizaron análisis factoriales confirmatorios, en base a diferentes modelos plausibles para obtener la estructura factorial más adecuada, y análisis de fiabilidad. Los resultados revelaron que los modelos que agrupaban al compromiso agéntico de manera separada frente a las otras tres dimensiones alcanzaban mejores niveles de ajuste, siendo esta la opción más adecuada. Se constata que el instrumento resultante, Escala de Compromiso Académico para alumnado de Educación Primaria, es válido y fiable para la medición de este constructo en alumnado español escolarizado entre 3º y 6º de Educación Primaria.

Background: Socio‐emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices. Method: A cross‐sectional study was conducted with 874 students aged 10–16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ‐C) and adolescents (PAQ‐A), classifying students as active or non‐active. Results: PA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades. Implications for School Health Policy, Practice, and Equity: Findings support integrating PA as a strategic component of social–emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio‐emotional learning (SEL) and contribute to a positive school climate. Conclusions: PA is consistently associated with more favorable socio‐emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing.

Gamification in the educational context is currently a reality despite the absence of empirical studies that support its application. Therefore, the objective is to analyze the affective domain and the social interactions produced in Physical Education students after a gamified didactic unit of popular and traditional games. A descriptive and quantitative causal-experimental research was designed. The instrument used to assess the affective domain was the PANAS scale (Positive and Negative Affect Schedule) and the CLASS scale (Classroom Assessment Scoring System) to assess social interactions. From the analysis of the results, it has been shown that gamification promotes the development of positive affections as opposed to negative ones and produces an improvement in the quality of the level of social interactions. Therefore, it is concluded that gamification in Physical Education develops social interactions in a positive learning context.

Body image is understood as a social construction acquired over the years that is generated as people learn behaviors and relate to each other in the search of their own identity. The aim of this research is to identify the personal and contextual factors which may influence the positive social, negative social, and self-concept dimensions of the social construction of body image on boys and girls from fifth and sixth grades of Primary Education by developing a descriptive exploratory study. For the sample, 719 pupils of fifth grade and sixth grade from Primary Education were selected to develop this research; 373 of them were boys (51.9%) and 340 girls (47.3%), with 6 lost samples. The main results of this research suggested associations between the lack of physical activity, the increase in BMI, and the increase in the number of siblings who worried more about body perception. Likewise, football stands out after detecting links between the practice of this sport and influences on body perception and self-perception.

Introduction: low levels of physical activity (PA) in childhood and the gender gap in its practice represent an educational challenge. Physical Education (PE) is a key context for increasing motor engagement and motivation, with gamification emerging as a strategy with potential in this regard. Objective: the present study aimed to analyze the effect of organizational strategies designed to optimize motor engagement and a gamified program on the amount of PA and students’ motivation in 5th grade Primary Education. Methodology: a quasi-experimental design with pretest–posttest measures and four intervention groups (two experimental and two control groups) was employed. Eighty students participated (37.5% girls). PA was objectively measured using pedometers, and motivation was assessed through self-report questionnaires. Experimental Group 1 (EG1) combined organizational strategies and gamification; Experimental Group 2 (EG2) implemented organizational strategies only; control groups followed conventional methodologies. Results: EG1 achieved significantly higher levels of PA compared to the control groups, also reducing gender differences. EG2 showed partial improvements in PA. Regarding motivation, EG1 demonstrated a trend toward increased intrinsic motivation, whereas EG2 showed decreases in some subgroups and an increase in amotivation. Discussion: the combination of organizational strategies and gamification may enhance motor engagement and promote more equitable environments, although its motivational impact was moderate. Conclusions: gamification integrated into PE constitutes an effective strategy to increase PA and promote greater equity in the classroom.

The inclusion of topics related to the postulates of sustainable development has gained special relevance in educational field. The current educational law, LOMLOE, includes principles and values related to the promotion of education for sustainable development pursuing the formation of citizens committed to the construction of a more sustainable world, being essential to involve students from an early age and develop educational actions aimed at addressing from the classroom the current problems and challenges of climate emergency. This chapter focuses on the treatment of environmental sustainability and aims to highlight the importance of addressing the sustainable development goals in the implementation of the educational curriculum in the 4th year of Primary Education, with the main objective of promoting awareness and sensitivity towards the marine world through the development and design of an innovative educational proposal focused on working the claims of sustainable development goal no. 14 (Life below water).