(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes.

El artículo presenta los resultados de un estudio sobre la percepción de los docentes de las áreas de ciencias sociales, educación y humanidades y ciencias económicas y administrativas, sobre la función de la universidad en la promoción de valores profesionales y su papel en la enseñanza de los mismos. Bajo la perspectiva de que, la formación en valores en la universidad es componente fundamental para el ejercicio responsable de la ciudadanía. Se realizó un estudio cualitativo de corte fenomenológico-descriptivo, durante el segundo ciclo escolar del 2015. Los resultados confirman la importancia de la formación en valores como parte de los retos no superados en la educación superior, así como la tarea compleja de instrumentar estrategias didácticas para propiciar la reflexión, creatividad y responsabilidad social en el aula.

This paper documents the process and results of an exploratory quantitative approach research exercise on the metric behavior of a questionnaire for the evaluation of university tutors applied in the context of a teacher training school.The work was supported by a questionnaire that evaluates the performance of university tutors under the student accompaniment model, composed of thirty items derived from three dimensions and five competencies. This instrument has been validated and tested in different Mexican higher education context. The results are oriented to a good behavior of the items for the evaluation of the tutors of teacher training school since the test presented a level of adjustment to the model, by items and by response categories. Part of the conclusions point to the importance of continuing to explore the evaluation of tutoring for the improvement of student accompaniment processes and the training of academic tutors, also perform more metric studies of the behavior of the items to improve the evaluation process.

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

L'educació busca promoure la ciutadania democràtica i crítica, alineada amb els drets humans, amb implicacions directes en el desenvolupament econòmic, cultural i social. La qualitat d'aquesta promoció i dinamització social està estretament vinculada a la competència professional en la intervenció socioeducativa. Contribuir a millorar la qualitat, eficàcia i eficiència de la intervenció socioeducativa és essencial per a abordar els desafiaments actuals, incloent-hi aquells relacionats amb l'Agenda 2030. Aquesta comunicació, des d'un enfocament descriptiu, es presenta el disseny del projecte Ci-Eduso (2024/2026), orientat a la promoció de la competència investigadora amb suport de la intel·ligència artificial des d'un enfocament de up-skilling. L'objectiu és obtenir evidència científica per a enfortir la presència i desenvolupament de la competència investigadora amb intel·ligència artificial que millori la intervenció socioeducativa. La rellevància d'aquest treball radica en la seva vinculació amb la imperativa necessitat d'avançar en el desenvolupament conjunt del marc de ResearchComp, on la intel·ligència artificial exerceix un paper transformador en l'àmbit de la competència digital, emergint com una eina fonamental en la intervenció socioeducativa. Aquest treball aborda un tema crucial per a una intervenció socioeducativa, que ha d'avançar cap a una pràctica professional cada vegada més informada per l'evidència amb suport de la intel·ligència artificial.