The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people’s actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.

Educational research published over the past five years reveals a sustained shift from content-delivery models toward learning ecologies that explicitly interweave place, subjectivity, and institutional responsibility

This study aims, first and foremost, to validate the psychometric properties of the scale Acceptance and Self-Efficacy for the Integration of Artificial Intelligence (AAIIA) in the Teaching of History and Literature for its application in the Spanish context. This scale, specifically designed based on technological acceptance models and standardized psychometric guidelines, represents the first instrument to address the integrated use of AI in the curricular domains of History and Literature. Secondly, the study examines potential differences in knowledge, attitudes, readiness for AI use, and perceptions of its pedagogical impact according to three sociodemographic variables of secondary education teachers: gender, educational level, and geographical origin. The results confirm the bifactorial structure of the instrument, demonstrating adequate fit indices (RMSEA = 0.043, SRMR = 0.023, CFI = 0.982, TLI = 0.980) and high internal consistency (α = .928, ω = .866), providing evidence of its reliability and validity for application among Social Sciences and Literature educators in Spain. Furthermore, the findings reveal no statistically significant differences in the sociodemographic variables analyzed, except for gender. Men teachers exhibit significantly higher scores in knowledge, attitudes, readiness, confidence in their abilities, and motivation to integrate AI into their teaching practice. However, women teachers report the highest scores in their perception of AI’s pedagogical potential, particularly in its capacity to personalize learning, support the teaching process, facilitate assessment, and foster the development of critical thinking skills.

This study aims to analyze the perceptions of Spanish secondary school teachers in the fields of social and experimental sciences (n = 215) regarding the formative relevance of argumentative competence in the context of citizenship education. It also seeks to provide a psychometric instrument supported by robust empirical evidence of reliability and validity to achieve this goal. Based on a non-experimental, cross-sectional design, the AASES (Assessment of Argumentation in Social and Experimental Sciences) instrument,—developed ad hoc,—is administered to identify the potential relationship of sociodemographic factors with the theoretical subconstructs it comprises, the statistical association between age, origin, and gender, and the mediating role of gender in the relationship between age/place of origin and the defined latent factors, and the existence of significant differences among sociodemographic groups. The results indicate that, although a statistical association between age and gender was observed, the mediating role of gender in the relationship between age, origin, and the latent factors cannot be confirmed. SEM analyses showed that none of the sociodemographic predictors (age, origin, and gender) exert statistically significant direct or mediating effects on the latent factors. Furthermore, the comparative analyses complement the model by indicating that perceptions vary moderately by gender and age, even though these variables do not explain the latent factors in the SEM. Indeed, the analysis of variance revealed significant differences in the Critical and Ethical Skills dimension based on these two factors, with higher scores among male teachers and in the oldest age group, as well as increasing trends, with age, in the perceived importance of argumentation for the development and acquisition of critical thinking skills, informed decision-making, and ethical discussion. The findings highlight the need to incorporate specific spaces within the curriculum and teacher education programs to foster argumentative competencies and informed engagement with controversial socio-scientific issues, taking into account sociodemographic variables as influential factors in the educational process.

In this paper we study and publish (in Latin with Spanish transla-tion) two unknown letters exchanged between writers Luisa Sigea (1522-Burgos, 1560) and Cornelia Zambeccari (c. 1529-Bologna, 1601) towards the middle of the sixteenth century. These letters offer information on female strategies of socia-bility, self-promotion, and integration in courtly and Humanistic networks in six-teenth-century Europe through letter writing and friendship. Both correspondents also share their views on a personal conflict that must have affected other early modern educated women: their difficulty in finding a balance between the house- hold and family obligations that were assigned to women and their strong desire to study and to write. In short, these letters show how, even though there were women in Europe who studied the Humanities almost on par with their male counterparts, such apparent equality was not free from conflicts due to their nature as women.