As we have seen as a consequence of the COVID-19 global pandemic, our scientific-technological society requires a transformation of knowledge in a global, digital and virtual manner. In light of this, and to improve the public health skills of professionals working to promote health education, one of the current priorities is to train pre-service teachers on how to search for health-related scientific knowledge relating to bio-health through digital literacy in health. The objectives of this study were to determine the level of eHealth literacy, scientific knowledge in health and confidence on the part of students, analyzing the degree of improvement following a teaching intervention with students of the Bachelor’s Degree of Education of the University of Extremadura. A quasi-experimental longitudinal study was carried out with pre-test and post-test groups and a mixed data analysis. It involved the application of an active cooperative methodology with tutoring using the jigsaw technique, with the use of four quality digital browsers to enhance scientific rigor. The results show that the initial level of eHealth literacy and confidence was problematic. Following the intervention with the cooperative methodology, both these levels and the level of scientific knowledge in health reached an excellent level. In conclusion, this suggests that university training programs need to be implemented to improve digital and scientific skills in health education as they are currently insufficient. It has been demonstrated that a cooperative active methodology improved these levels and accordingly its use in active and digital higher education should be promoted.

Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in Extremadura, Spain, from the teachers’ point of view. To do so, a reliable and valid questionnaire was administered to a total of 106 teachers from more than 20 schools in Extremadura, followed by the subsequent categorization of more than 300 comments obtained from semi-structured interviews with 16 teachers. The results show that teachers value an inclusive philosophy in schools, especially in terms of values and policies. Teachers working in special schools had a moderately more positive perception of the degree of inclusion in their school, although there were hardly any significant differences compared to teachers in other types of schools, nor were there any significant differences according to teachers’ prior training. Finally, the importance of evaluation in the creation of plans to guarantee an improvement in the attention to diversity is assessed.

Physical exercise and physical activity are inherent and essential agents in the evolution of active life and are associated with promoting health and well-being. This study aimed to examine the types of regulation of motivations and intentionality needed to be physically active in the future in university students from the Health Sciences branch of knowledge. Method: 351 university students with six university degrees in Health Sciences participated, 21.4% of whom were male and 78.6% women (M = 19.32; SD = 4.01). They answered the following questionnaires: “International Physical Activity Questionnaire (IPAQ)”, “Behavioural Regulation of Exercise Questionnaire (BREQ-3)”, and “Intention to be physically active (MIFAU)”. Results: intrinsic motivation and integrated regulation were positively associated (rho = 0.759; p < 0.01), as were integrated and identified codes (rho = 0.645; p < 0.01). When relating the types of motivation regulation and the intention to be physically active, men show a significant difference compared to women. It stands out that physically active people who walk are the most unmotivated (p < 0.01). Conclusions: more self-determined regulations and intentionality to be physically active are related to different physical activity levels and the number of METs.

Tradicionalmente, la diversidad de factores que influyen en la prás adolescentes ha sido ampliamente estudiada. Sin embargo, no hemos localizado investigaciones que aporten datos empíricos que permitan determinar el efecto de la motivación y el uso de las TIC en la práctica de actividad física en adolescentes. Por ello, el objetivo principal de este estudio fue realizar una revisión sistemática de los estudios que evalúan el efecto de la motivación y el uso de las TIC para la mejora de la práctica de actividad física en la adolescencia. En la revisión fueron incluidos 243 artículos científicos publicados en las bases de datos Web of Science (WOS) y Scopus, de enero de 2010 hasta abril de 2021, utilizando la metodología PRISMA para analizar la información. Los resultados arrojan evidencias científicas que justifican que la motivación y el uso de las TIC son factores que inciden positivamente en la realización de actividad física. Entre las principales razones destaca que el uso inapropiado de los recursos tecnológicos es uno de los principales causantes del sedentarismo, la inactividad física y la declinación de los hábitos de vida saludables de la población. Traditionally, the diversity of factors that influence the practice of physical activity of adolescents has been widely studied. However, we have not found research that provides empirical data that allow us to determine the effect of motivation and the use of ICT in the practice of physical activity in adolescents. Therefore, the main objective of this study was to carry out a systematic review of the studies that evaluate the effect of motivation and the use of ICT to improve the practice of physical activity in adolescence. The review included 243 scientific articles published in the Web of Science (WOS) and Scopus databases, from January 2010 to April 2021, using the PRISMA methodology to analyze the information. The results provide scientific evidence that justify that motivation and the use of ICT are factors that positively affect the performance of physical activity. Among the main reasons, it stands out that the inappropriate use of technological resources is one of the main causes of sedentary lifestyle, physical inactivity and the decline in healthy lifestyle habits of the population.

Atender y dar respuesta a la diversidad es uno de los ejes fundamentales de la educación inclusiva para garantizar el principio de equidad educativa; sin embargo, a pesar de su presencia en las aulas, en el momento actual quedan barreras por derribar impidiendo que el alumnado con necesidades específicas de apoyo educativo se beneficie de todo aquello que necesita para aprender. El presente estudio se sitúa en las etapas de Educación Infantil y Primaria, y centra su interés en conocer si se garantiza una inclusión educativa exitosa; para ello se pretende analizar la suficiencia y adecuación de los recursos, materiales y personales disponibles y explorar las demandas y necesidades de los docentes para atender, concretamente, al alumnado con necesidades educativas derivadas de su discapacidad. Metodológicamente se desarrolla un enfoque mixto, analizando respuestas abiertas de 32 entrevistas semiestructuradas realizadas a docentes de centros educativos extremeños. Los resultados manifiestan que la mayoría de los docentes afirman que al centro en el que desempeñan sus funciones acude alumnado con necesidades específicas de apoyo educativo y que las adaptaciones curriculares son el medio por el que se les ofrece respuesta educativa de manera habitual. Por otra parte, se observan dificultades en el desarrollo del proceso educativo tras la acción del COVID-19, así como una carencia de recursos personales frente a una amplia disponibilidad de recursos materiales. Hay que destacar que los docentes afirman escasas colaboraciones del centro educativo con agentes externos, pero que cuando se llevan a cabo resultan positivas para dar una respuesta educativa más eficiente. Palabras clave: Inclusión, necesidades específicas de apoyo educativo, recursos, formación del profesorado, Educación Primaria, Educación Infantil. Attending to and responding to diversity is one of the fundamental axes of inclusive education to guarantee the principle of educational equity. Despite the presence of students with special educational needs in classrooms, there currently exist barriers that need to be dismantled for these students to benefit from everything they need to learn. This study focuses on the Early Childhood and Primary Education stages, with a specific interest in determining the extent to which successful educational inclusion is guaranteed. To this end, it is intended to analyze the sufficiency and adequacy of the resources, materials and personnel available, while also exploring the demands and needs of teachers to attend, specifically, to students with special educational needs derived from their disabilities. Methodologically, a mixed approach is developed, involving the analysis of open responses from 32 semi-structured interviews conducted with teachers from schools in Extremadura. The results show that the majority of teachers affirm that the center in which they carry out their functions attends students with special educational needs and that curricular adaptations are the means by which these students receive regular educational support. In the same way, difficulties are observed in the development of the educational processes after the impact of COVID-19, as well as a shortage of personal resources in the face of a wide availability of material resources. It is noteworthy that teachers report limited collaborations between the educational center and external agents, but that when they are carried out, they are positive to contribute to a more efficient educational response. Keywords: Inclusion, specific educational support needs, resources, teacher training, Primary Education, Early Childhood Education.

RESUMEN El interés que nos ha llevado a realizar este trabajo se centra en la gran importancia que ha cobrado la inteligencia emocional en los últimos años y como, según indica Goleman (1996), la unión de la razón y la emoción es fundamental para comprender el desarrollo de la inteligencia humana. Además, diversos estudios muestran la importancia de desarrollar competencias emocionales en el contexto educativo, y más concretamente en los estudiantes universitarios. Mediante una metodología cuantitativa, y más concretamente a partir de un diseño transversal, en nuestro trabajo se pretende evaluar el nivel de inteligencia emocional (atención, claridad y reparación emocional) en una muestra constituida por 358 estudiantes del Grado de Maestro en Educación y Grados en Ciencias de la Universidad de Extremadura mediante el test de autoinforme TMMS-24 de Fernández-Berrocal, Extremera y Ramos (2004). Los resultados obtenidos permitieron afirmar que existen diferencias estadísticamente significativas en el nivel reparación emocional según el sexo, y en todas y cada una de las dimensiones que conforman la inteligencia emocional según el grado en el que se encuentran matriculados los estudiantes universitarios. Palabras clave: inteligencia emocional, emociones, estudiantes universitarios, maestros en formación inicial, enseñanza de las ciencias. ABSTRACT The interest of this work focuses on the great importance of emotional intelligence has gained in recent years and as, according to Goleman (1996), the union of reason and emotion is fundamental to understanding the development of human intelligence. In addition, several studies show the importance of developing emotional competence in the educational context, and particularly in university students. Through the use of a quantitative method, and more particularly of a cross-sectional design, the objective our study was to evaluate the level of emotional intelligence (attention, clarity and emotional repair) in a sample of 358 students of the Grade of Elementary Master and Science Grades of the University of Extremadura using the test of self-TMMS 24 Fernández-Berrocal, Extremera and Ramos (2004). The results confirm that there were significant differences in emotional reparation level by sex, and in every one of the dimensions that make up emotional intelligence by the extent to which they are enrolled college students. Keywords: emotional intelligence, emotions, university students, initial teacher education, teaching science.