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.

With the aim of determining the type, frequency, and duration of violence in lesbian couples, we conducted a non-experimental cross-sectional study using a self-administered questionnaire with 42 mixed items, applying convenience and snowball sampling. Of the 128 women who participated, 83 reported being or having been victims of this violence, most of whom resided in the province of Barcelona (70%) and had higher education (69%). Psychological violence predominated (85.5% in behaviors involving humiliation or belittlement and 62.7% in behaviors involving isolation) than physical violence (31.3%), sexual violence (21.7%), or economic violence (27.7%). The situations lasted more than a year (56,8%) and, in some cases, different types of violence were combined. The results contribute to greater awareness of this phenomenon, as well as promoting the implementation of public policies. This study finds limitations and makes recommendations for future research.

This qualitative study explores the English as a Foreign Language (EFL) learning experiences of midlife and older adult learners enrolled in Basque Official Language Schools. It examines their motivations, learning objectives, perceived strengths and difficulties, age-related beliefs and affective experiences, together with the influence of the learning context, intergenerational classroom dynamics and educational background. The study followed a qualitative descriptive design. A total of 71 learners aged 35 to 69, enrolled in A2 and B2 (CEFR) courses, completed a questionnaire, and seven of them took part in semi-structured interviews. Questionnaire and interview responses were analysed through a two-stage thematic coding process organised around the three research questions of the study. Participants reported mainly intrinsic and practical motivations, such as cognitive stimulation, personal satisfaction, communication while travelling and access to information and entertainment, and their learning goals were generally realistic, centred on everyday communication and reading comprehension. Reading was perceived as the strongest skill, whereas listening and speaking were felt to be the most difficult. Age was viewed ambivalently, associated with memory and processing difficulties but also with maturity, experience, time and motivation. The learning context was valued as systematic and intellectually demanding, and intergenerational classrooms elicited mixed views depending on learners’ preferences. The findings suggest that EFL learning in midlife and later adulthood appears to be shaped by a combination of motivational, cognitive, affective and contextual factors, as perceived by the learners, with implications for adult language pedagogy concerning oral practice, affective support and flexible classroom organisation adapted to learners’ needs.

Physical activity and sport are widely practiced across ages and, when integrated into structured educational programs, they promote personal and social development (Bruner et al., 2023; Lavega-Bur...