Este artículo describe el sistema Didascalia Virtual-Classroom, un entorno de realidad virtual inmersiva (ERVI) que permite a los docentes experimentar y reflexionar sobre cuestiones decisivas de la gestión eficaz de conflictos en el aula de secundaria. En el contexto del máster de formación del profesorado, en una universidad española, 162 docentes en formación (67.3% mujeres, Medad= 27.3) participaron en una experiencia de Investigación e Innovación Responsable, para evaluar la utilidad del ERVI para fomentar el aprendizaje de la competencia de gestión de clima del aula, al tiempo que reflexionaban sobre su autoeficacia percibida en esta competencia docente. Los datos se recopilaron mediante cuestionarios, entrevistas y grupos de discusión, y posteriormente se analizaron mediante pruebas estadísticas y análisis de contenido. Nuestros resultados confirman que los docentes en formación perciben limitaciones en su autoeficacia para la gestión del aula. Por otro lado, el análisis temático de los grupos de discusión permitió identificar oportunidades y ventajas que ofrece este escenario para fomentar el aprendizaje de la competencia para la gestión del clima del aula. En general, los participantes percibieron que el entorno Didascalia-VC podría ser muy útil en la formación inicial, destacaron la importancia de la inmersión del sistema y su realismo. Además, los participantes reconocieron que las experiencias proporcionadas por este ERVI pueden fomentar el aprendizaje reflexivo y crítico sobre la gestión eficaz del aula. Se sugieren algunas ideas para continuar la investigación, mejorar el desarrollo y extender el uso de esta herramienta en el máster de profesorado de secundaria, vigente en las universidades españolas.

This study developed a training proposal to prepare teachers at Amílcar Cabral School for inclusive education of students with hearing disabilities. Sixty-six participants (35 women, 31 men) were involved using a mixed-methods approach and participatory action research methodology. Data collection included administering a 14-item evaluation questionnaire to 15 teachers and a perception questionnaire to 50 students, along with an in-depth interview with the school’s pedagogical director and a comprehensive documentary review. Quantitative data were analyzed using SPSS, which facilitated factorial analysis of the construct. The reliability of the teachers' questionnaire was assessed with a Cronbach’s Alpha of 0.700. For the students' questionnaire, the Alpha was 0.761 for the "Emotional Well-being" factor and 0.561 for "Social and Academic Inclusion." Preliminary results highlight an urgent need for specialized training in inclusive education strategies to effectively support students with hearing disabilities.

This study applies a qualitative documentary analysis to examine 22 guidelines, laws, and reports published between 2022 and 2025 by international, European, and national bodies (UNESCO, EU, INTEF, OEI, universities, etc.) on the use of generative artificial intelligence (GenAI) in higher education and research. The overall objective is to conceptualize a corpus of good practices and guide education policy makers. The systematic search in institutional repositories was governed by criteria of authenticity, credibility, representativeness, and meaning. The selected documents were inductively coded following a reflexive thematic analysis, which generated ten key dimensions: regulation and governance, research, ethics, curriculum design, teaching methodology, teacher training, institutional management, assessment, administration, and social impact. The findings show regulatory convergence around the need for transparency, human oversight, data protection, and risk assessment. Good practices are identified such as public disclosure of GenAI use (name, version, prompts), prior ethical review, and ongoing training of teachers in technical and critical aspects. Likewise, uses of high risk, low risk, and prohibited uses are mapped in accordance with the European AI Regulation, and new teaching roles centered on critical facilitation and co-creation with AI are outlined. The study concludes by proposing actionable regulatory guidelines for governments and institutions: creation of participatory observatories, integration of AI ethics into curricula, and development of open repositories of projects using GenAI. Among the limitations, the rapid obsolescence of regulations and unequal access to non-public documents are acknowledged.

Despite the evidence supporting reciprocal peer observation (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the variables that moderate resistance to RPO. Based on data from 394 in‐service teachers who participated in an RPO intervention, three aims are addressed: (1) to examine pretest‐posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to analyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was validated and used as pretest‐posttest. Student's paired sample t ‐test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling properly trained, with additional variables moderating resistance towards being observed (i.e., gender, being part of the school management team, prior experience, school time arrangement). Thirdly, final resistance to both roles is moderated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may generate are contingent on reducing teacher resistance.

Este estudio subraya la importancia de utilizar escenarios realistas para evaluar la Competencia en Gestión de Aula (CGA), tradicionalmente medida mediante cuestionarios. Se evaluó la CGA de futuros docentes de secundaria con Didascalia Virtual Classroom, una plataforma de simulaciones en realidad virtual para fomentar esta competencia. El objetivo fue identificar y categorizar las estrategias de afrontamiento del profesorado en formación para gestionar incidentes en un entorno de Realidad Virtual Inmersiva. El estudio, realizado en el máster de formación del profesorado, incluyó a 39 estudiantes de ocho disciplinas de dos universidades españolas. Se diseñaron tres escenarios simulados que representaban comportamientos disruptivos: perturbaciones en la relación profesor-alumno, entre compañeros y durante el trabajo en grupo. Se utilizó un enfoque metodológico mixto con una aproximación exploratoria-descriptiva. Los datos se recogieron mediante vídeos de las actuaciones de los participantes y se realizó un análisis de contenido temático basado en los estilos de gestión de conflictos de Thomas y Kilmann (2008): cooperación, compromiso, complacencia, evitación y dominación. Los resultados mostraron que los participantes tendían a usar estrategias asertivas y reactivas, como dominación y compromiso. Se identificaron dos subgrupos con perfiles distintos: uno asertivo, pero no cooperativo y otro con baja asertividad y moderada cooperación. Se observaron diferencias en la implementación de estrategias según los escenarios. Esto sugiere que los futuros docentes deben desarrollar flexibilidad en la gestión del aula, adoptando un enfoque proactivo y adaptando estrategias a diferentes contextos y comportamientos disruptivos.

The digital transformation of higher education requires assessment approaches capable of capturing complex learning processes. In teacher education, immersive virtual reality (VR) simulations generate multimodal records, yet transforming them into pedagogically meaningful evidence for assessing classroom-management competence remains challenging. This methodological pilot study examines Mission Control–Didascalias VC, an analytics infrastructure for classroom-management simulations. Of 626 sessions, 595 were retained in the cleaned analytical corpus. Data sources comprised session metadata, verbal interactions, programmed challenging events, vocal and movement signals, dashboard exports and, for 17 focal cases, video recordings and transcripts. The analysis examined data quality, traceability and interpretability, developed and refined a multimodal coding framework, and included a worked example of sequence-based coding. Results show that simulation records do not constitute assessment evidence in themselves. Their formative value emerges through cleaning, temporal alignment, multimodal triangulation and contextual interpretation, which transform isolated technical traces into pedagogically meaningful interactional sequences. Critical verbal interactions, participant responses, emergent classroom situations, and vocal and movement patterns provided complementary evidence, including in sessions without programmed challenging events. The study concludes that VR analytics can support sustainable formative assessment when technical records are transformed into pedagogically interpretable interactional evidence for debriefing, feedback and evidence reuse over time.