Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

Introduction. The emphasis placed on creativity by the OECD (2019), including it in the 2022 PISA assessments and its recognition in the LOMLOE (Jefatura del Estado, 2020), underscores the growing interest in analyzing creativity in the educational landscape. Purpose. This research evaluates linguistic creativity, specifically its manifestation through metaphorical capacity, in 271 students from the first and final years of secondary education. Additionally, it examines the relationship between linguistic creativity, general creativity, and lexical availability while considering the effects of gender, grade level, and reading enjoyment. Method. The study uses a cross-sectional, mixed-methods approach, combining qualitative and quantitative data collected through validated instruments. Results. The findings indicate a moderate level of linguistic creativity and a notably low level of general creativity, aligning with the OECD’s 2024 results. Moreover, all independent variables significantly affect the dependent ones, with statistically significant differences in linguistic creativity and lexical availability by grade level (higher in the final year) and gender (higher in females). Discussion. These results are discussed pedagogically, proposing instructional reforms to boost linguistic creativity and foster metacognitive reflection on creativity to enhance students’ linguistic and cognitive development.

Este estudio analiza el conocimiento del léxico legal básico entre estudiantes universitarios de España y América Latina, examinando diferencias por sexo y tipo de estudios. Se aplicó un diseño cuantitativo, transversal y no experimental, recopilando datos de 850 estudiantes de universidades en España, Perú, Chile, Argentina y Colombia. El análisis incluyó pruebas t de Student y ANOVA para comparar el conocimiento del léxico legal en función de variables como género y área académica. Los resultados revelaron que los hombres obtuvieron puntuaciones significativamente más altas en términos técnicos como exonerar y habeas corpus, mientras que las mujeres destacaron en términos prácticos como arrendatario. Asimismo, los estudiantes de Derecho y Económicas demostraron el mayor dominio del léxico legal, en contraste con los puntajes más bajos registrados en disciplinas artísticas. Estas diferencias reflejan tanto la influencia del contexto educativo como posibles sesgos culturales y de exposición previa al léxico especializado. Ciencias sociales puntúa bajo y estudios artísticos no llega a la media. El estudio subraya la importancia de integrar el aprendizaje del léxico legal en los programas educativos para fomentar competencias ciudadanas más inclusivas y robustas. Se recomienda ampliar la investigación mediante enfoques longitudinales y muestras más representativas para abordar las limitaciones del diseño y contexto del presente trabajo.

Reseña del libro "Leer para un mundo mejor. Literatura infantil y Juvenil y Objetivos de Desarrollo Sostenible", de Maite Aperribay-Bermejo, M.Carmen Encinas Reguero y Miren Ibarluzea Santisteban (Eds.). Publicado por Tirant lo Blanch (2023).