Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

This article covers the responses provided by professional practitioners in socio-educational intervention who are responsible for young people in social difficulties, in other words those facing personal and social issues that stop them from leading a normal life. It considers their suggestions for helping young people to better their lives by becoming autonomous, as well as to manage and use their time in their transition to adulthood. A qualitative study was conducted that used an open, ad-hoc questionnaire administered to thirty participants (Madrid, Spain), in which the data analysis involved MAXQDA Analytics Pro 2020 software. The results identify suggestions at macrosocial level targeting the system, legal status, therapy, safety nets, education and the range and provision of social services. On another level, suggestions for improvement were identified in an immediate setting in which the young people interact with agencies, practitioners and counsellors. An initial level featured mostly statements of support for autonomy from the system and social services. The second level contained mainly suggestions for agencies, centres and social services. The conclusion is that there are implications at different levels of social ecology according to Bronfenbrenner’s model (1994). The practical suggestions for young people’s self-sufficiency in the use and management of their time should therefore be flexible, linked and cater for their more therapeutic needs through to their leisure time.

For the past 15 years, a regular indoor football competition has been taking place in Madrid (Spain) with 15 teams from different mental health services in the city, in which teams face off weekly as part of a competition lasting nine months of the year. We are not aware of whether a similar competition experience is offered in other cities. The purpose of the present study was to evaluate whether participating in this league, called Ligasame, has an influence on participants’ self-stigma. To do so, the Internalized Stigma of Mental Illness scale (ISMI) was adapted into Spanish and applied to 108 mental health patients, 40% of which participated in Ligasame, and the remainder of which did not. The results obtained reflect significant differences between those participating in Ligasame and those that did not in terms of two specific dimensions related to self-stigma (stereotype endorsement and stigma resistance) and total score. On the other hand, no significant differences were found in terms of other variables, such as patients’ prior diagnosis, age or belonging to different resources/associations. In this article, we discuss the importance of these results in relation to reducing self-stigma through participation in a regular yearly mental health football league.

One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper's overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability. An ex post facto design has been used with a sample of 306 participants and a validated instrument for measuring the perception of individuals with an intellectual disability. Our findings reveal that women perceive less stigma than men, and when the analysis is broken down into the collectives involved, students with disability are clearly more conscious of public or self-stigma than their peers without any disability. The disparity between gender and roles underscores the need for socioeducational interventions to promote inclusion in higher education and address self-stigma, thereby fostering self-sufficiency and emotional wellbeing among young individuals with intellectual disabilities.

Esta investigación analiza la percepción del alumnado sobre su adquisición de competencias clave y la valoración global tras la implementación del programa “Alumnos Ayudantes TIC”. Participaron 188 alumnos ayudantes seleccionados de forma intencional, con edades entre los 14 y 18 años, de centros de educación secundaria de España. Se diseñó un instrumento ad hoc para la evaluación de las dimensiones de estudio. Los resultados indicaron una percepción positiva mayoritaria sobre las competencias adquiridas (lingüística, social y cívica y digital), así como de la metodología y visión global del programa, con diferencias significativas por titularidad, género y edad. Este programa contribuye a empoderar a los adolescentes en habilidades para el uso responsable de las tecnologías, competencias clave y la ciberconvivencia.