This study concentrates on the analysis of the factors which encourage the development of students and their teachers, as well as making their happiness and wellbeing more attainable. 300 teachers from the province of Granada (Spain) took part. 113 of them were preschool teachers while 187 worked in primary education, their ages ranging from 25 to 64. A descriptive, transversal comparative was used. Results confirmed that: 1) teachers obtained higher marks in the positive aspects analyzed than the negative ones, especially if have taken part in courses or activities to improve their personal wellbeing; 2) there is a significant relationship between age and happiness, total self-esteem and its positive side.

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices.

En el presente estudio se propone un modelo teórico orientado a comprender la permanencia educativa en la Educación de Personas Jóvenes y Adultas (EPJA). La propuesta parte de una revisión interpretativa de fuentes latinoamericanas y documentos internacionales recientes, con el propósito de reconocer cómo se entrelazan las condiciones pedagógicas, institucionales y sociales que sostienen la continuidad de los aprendizajes. A partir de este recorrido se configuraron ocho dimensiones analíticas que actúan de manera interdependiente: principios andragógicos, educación popular, estrategias institucionales, apoyos socioeconómicos, pertinencia curricular, inclusión educativa, participación comunitaria y factores motivacionales. El método utilizado es un enfoque cualitativo de análisis conceptual, que enfatiza la conexión entre la teoría y la práctica en el ámbito educativo. El modelo que se obtiene de este proceso tiene la finalidad de ser un marco de referencia para investigaciones futuras y para la creación de políticas educativas que sean pertinentes al contexto. En conjunto, los resultados apuntan a que la permanencia en la EPJA no solo se basa en el esfuerzo personal, sino también en una red de conexiones, oportunidades y condiciones que posibilitan que cada individuo mantenga su proyecto educativo a lo largo de su vida.

Este paper analiza la percepción de la población gitana sobre el nivel de competencia digital utilizando el marco europeo de competencias digitales para la ciudadanía. Se ha utilizado un diseño descriptivo-correlacional no experimental transversal con análisis comparativo, a través de una encuesta dirigida a personas gitanas. Los resultados muestran que, aunque la mayoría de las personas gitanas tienen acceso a recursos digitales, existe una brecha significativa en el dominio de competencias esenciales para la búsqueda de empleo como hacer un currículum, elaborar una carta de presentación, renovar el paro digitalmente o buscar formaciones on line, entre otras. Asimismo, se han encontrado diferencias según el género, la edad y el nivel de estudios en algunas de las dimensiones. En conclusión, es necesario el desarrollo de programas de formación en alfabetización digital dirigidos a las personas gitanas, como población vulnerable, para fomentar su inclusión laboral en la sociedad contemporánea. Fomentar la dotación de estas habilidades, no solo mejora su empleabilidad y nuevas oportunidades laborales, sino que también fortalece su capacidad para participar activamente en la vida social y cultural.

This study analyses the presence of the Sustainable Development Goals (SDGs) in the educational legislation and curricular materials of Spain and the United Kingdom, comparing their regulatory frameworks and evaluating the frequency of SDGs in textbook activities. A total of 555 activities from two secondary education geography textbooks were analysed using a non-experimental, descriptive-correlational, and cross-sectional design. The results show statistically significant differences between the countries regarding the incorporation of SDGs, with a higher prevalence in the Spanish textbook (66.0%) compared to the British one (41.9%), χ²(1) = 30.34, p < 0.001, φ = 0.234. An analysis of the co-occurrence structure among goals—conducted using the Jaccard coefficient and tested against a null model with fixed marginals and 1000 permutations—identifies three significant associations, corresponding to a social equity cluster, an environmental cluster, and a production-related cluster. The main finding reveals an inverse relationship: Reduced Inequalities (SDG 10) and Climate Action (SDG 13) coincide in only 4 activities, whereas 24.90 would be expected by chance (p = 0.002), and this pattern is replicated independently in both textbooks. The study concludes that the SDGs are incorporated in a fragmented manner, with a systematic dissociation between the social and environmental axes that transcends the two curricular contexts analysed.