La presente revisión aborda como temática principal la importancia de la Inteligencia Emocional como requisito fundamental de las y los docentes en su práctica pedagógica, al mismo tiempo que se destaca la Educación Emocional en las y los estudiantes como herramienta fundamental para la mejora de los procesos de enseñanza-aprendizaje y para el desarrollo integral de las personas. Para cumplir este objetivo se comienza con un análisis acabado de las emociones, su procesamiento a nivel cerebral y su incidencia en el proceso de aprendizaje. Posteriormente se realiza una descripción detallada de la relación entre Educación Emocional e Inteligencia Emocional y la formación inicial del profesorado en esta área, finalizando con la revisión de tres programas de formación en Educación Emocional para estudiantes de pedagogía, evidenciando la necesidad de incluir contenidos al respecto tanto en la formación docente como de forma transversal en la educación a nivel escolar y universitaria.

Biking and walking are active commuting, which is considered an opportunity to create healthy habits. Objective: The purpose of this study was to determine the main environmental and psychosocial barriers perceived by students, leading to less Active Commuting (AC) to university and to not reaching the Physical Activity (PA) recommendations. Material and Methods: In this cross-sectional study, 1349 university students (637 men and 712 women) were selected. A self-reported questionnaire was applied to assess the mode of commuting, PA level and barriers to the use of the AC. Results: Women presented higher barriers associated with passive commuting than men. The main barriers for women were “involves too much planning” (OR: 5.25; 95% CI: 3.14–8.78), “It takes too much time” (OR: 4.62; 95% CI: 3.05–6.99) and “It takes too much physical effort “ (OR: 3.18; 95% CI: 2.05–4.94). In men, the main barriers were “It takes too much time” (OR: 4.22; 95% CI: 2.97–5.99), “involves too much planning” (OR: 2.49; 95% CI: 1.67–3.70) and “too much traffic along the route” (OR: 2.07; 95% CI: 1.47–2.93). Psychosocial barriers were found in both sexes. Conclusions: Psychosocial and personal barriers were more positively associated with passive commuting than environmental barriers. Interventions at the university are necessary to improve the perception of AC and encourage personal organization to travel more actively.

Active commuting to school (ACS) provides children and adolescents an opportunity to increase their physical activity levels. Perceived parental barriers are important factors that can influence in ACS in school population. The aim of this study was to identify the parental barriers to active commuting to school among Chilean youth and their association with gender and the usual commuting mode. Parents of children (n = 117) and adolescents (n = 78) completed a self-reported questionnaire. Sociodemographic characteristics, as well as the commuting mode used to go to school and work and parental barriers to active commuting were reported. Parents of children who passively commute to school reported distance to school (p=.000) as the main barrier compared with those who commute actively. Parents of adolescents who passively commute to school reported traffic speed (p=.016) as the main barrier compared with those who commute actively. Parents of adolescent males reported dangerous intersections (p=.024), the absence of adults to walk with (p=.023) and weather (p=.007) at significantly higher frequency compared with the parents of females. Perceived barriers of parents of children were associated with their children´s mode of commuting and barriers of parents of adolescents were associated with their adolescent´s mode of commuting and gender. Parents of children and adolescents reported distance and traffic as the mains barriers to ACS. Education in safe routes to schools and public policies to distribute the students into closer school are needed as a strategy to promote and improve ACS.

Background and Objectives: Active commuting to and from university (ACU) could be a strategy to increase physical activity levels (PA) and promote health in young university students. We aimed to a) examine the patterns of commuting to university in Chilean students; b) the association between the mode of commuting to and from university and socio-demographic factors and PA-levels. Materials and Methods: A total of 496 university students (21.6 ± 2.4 years old) from two universities from Valparaíso (central coast of Chile) participated in this study. Personal data, home address, socio-economic status, PA, and the usual mode of commuting to and from the university were self-reported by a questionnaire. The commute distances were objectively measured using Google-Maps-software. Associations were examined using binary logistic regressions. Results: The main mode of commuting was by bus (to university: 55.2% vs. from university: 59.3%; p < 0.001). The least used mode was cycling (1.4% to and from university). Students living >5-km from university were less active commuters than those living in closer distances: (2–5 km, odds ratio (OR): 4.424, 95% and 95% confidence intervals (CI): 2.443–8.011, p < 0.001; 2 km, OR: 143.052, 95% CI: 55.154–371.030, p < 0.001). Students with low PA-levels were less active commuters than those with medium (OR: 1.446; 95% CI: 0.864–2.421; p = 0.160) or higher levels (OR: 1.880; 95% CI: 1.880–1.094; p = 0.022). Students who lived between 2 and 5 km, presented a significant association to be active commuters when they showed medium PA-levels (OR: 5.244, 95% CI: 1.358–20.246; p = 0.016). Conclusions: Chilean university students from Valparaíso are mainly passive commuters using public transport as the main mode of commuting to and from university; longer distances from home to the university are associated with low PA levels. ACU in distances between 2–5 km (mainly walking) could contribute to having medium PA-levels in Chilean university students. Thus, promoting the ACU walking to and from the university in such distances could be an effective strategy to increase the overall PA levels in Chilean university students.

Objective: To compare the differences in the modes and distance of the displacements in high school and university stage in the same sample. Methods: A total of 1288 volunteer university students (614 males and 674 females) participated, with an average age of 22.7 ± 5.8 years, belonging to four private and public universities in Chile where a validated self-report questionnaire was applied to the study, which included the modes, travel time, and distance at school and university. Results: The active commuting decreases from school to university when leaving home (males: 39.6% to 34.0%; p = 0.033 and females: 32.9% to 18.5%, p < 0.001), as well as when returning (males: 44.1% to 33.7%; p < 0.001 and females: 38.6% to 17.6%, p < 0.001). Conversely, non-active modes of transport increase, especially in females (go: 67.1% to 81.4%, return: 61.5% to 82.6%), affected by the increase in the use of public transportation in university. It was also defined that at both school and at university, the active commuting decreases the greater the distance travelled. Conclusion: The active modes of commuting decreased between high school and university and the non-active mode of commuting was the most frequent form of mobility to high school and university, observing that the active trips decreased when the distance from the home to high school or university increased. Public and private intervention policies and strategies are required to maintain or increase the modes of active commuting in the university stage for an active life in adulthood.