This paper deals within a context where technology plays a pivotal role in education. In this sense, it is essential to highlight the emergence of new competencies and skills in education due to technological advancements. Legislative frameworks have been developed to incorporate digital literacy, access to robotics, and computational thinking, between others. Hence, this review and meta-analysis aim at identifying the influence of robotics activities on computational thinking through a PRISMA-guided review. The findings reveal that interventions conducted in early childhood education significantly impact computational thinking. Results also showcase that, despite perceived barriers related to technology accessibility, the presence of legislation and contexts prioritizing these competencies is more relevant than the digital access gap.

Most research about dyslexia and comorbid learning difficulties has focused on neurobiological, cognitive, and academic effects. However, less is known about the dyslexia impact on other aspects of human development, as socioemotional or affective dimensions (i.e., self-esteem, anxiety, or socioemotional behavior). These dimensions were tested in students with dyslexia (n = 41), compared to students without learning difficulties (n = 25). Standardized measures of self-esteem, anxiety, and socioemotional behavior were used. Results of the analysis with Student’s t indicated higher scores in the control group than in students with dyslexia in both self-esteem and socioemotional behavior. Results regarding anxiety showed that students with dyslexia would present more anxiety, particularly in social anxiety and separation anxiety. This study highlights the need for intervention measures to be applied at school, working in parallel learning difficulties with affective and socioemotional dimensions in students with dyslexia. Más allá de las repercusiones neurobiológicas, cognitivas y académicas que acarrea la dislexia, se conocen poco las consecuencias en otras dimensiones del desarrollo humano, como las emocionales y de comportamiento socioemocional. Niños y adolescentes con dislexia (,n, = 41) fueron comparados con compañeros de sus misma clase sin dificultades (,n, = 25), mediante pruebas estandarizadas que evaluaban la autoestima, la ansiedad y los problemas de comportamiento socioemocional. Los resultados, derivados del análisis estadístico con ,t, de Student, mostraron que los alumnos con dislexia manifestaban un nivel menor de autoestima y mayor en problemas de comportamiento que sus iguales sin dificultades. Si bien presentaron más ansiedad en general, las diferencias resultaron significativas únicamente en ansiedad social y de separación. Por su repercusión a nivel escolar urge considerar las medidas para remediar las secuelas asociadas a las dificultades de aprendizaje, trabajando directamente las dimensiones emocionales afectadas y reduciendo las dificultades académicas de estos escolares, así como reflexionando sobre las metodologías didácticas en el grupo clase.

Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick access to them. Many professionals and families include these resources in the education and therapy of children with autism. For a group with such particular needs, a review of the apps is great importance, since, due to their characteristics, the apps must provide content, design and pedagogical aspects that fit those needs. Through a previously validated system of indicators, 155 free apps on Google Play were evaluated, using “autism” in English and in Spanish. We determined which work area each app developed, as well as which were the most multifaceted. Having evaluated the recorded data, we calculated frequencies, percentages and reliability, as well as parametric contrast and correlation statistics. We found that the focus of most apps was on executive functions, language and entertainment, with a minority devoted to the emotional sphere or time management. However, 98.06% of the apps worked on several areas, which makes them more functional but with the downside of not being specialized. Most apps were placed in the “recommendable” level but with margin for improvement in increasing their functionality.

(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.

Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. Methods: The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student’s t and one-factor ANOVA), and calculation of the effect size (Cohen’s d and eta squared) and intrafactorial correlations. Results: Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. Conclusions: It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.

The university education process has changed, involving new roles for the student body and the teaching staff. While teachers train for these new functions, it is not the case for students who are neither prepared for group work nor to construct their learning strategy. Coaching can be an essential success factor here. Having been applied in other educational areas, such as educational coaching, and in other non-educational ones, such as sports or business coaching, this original work proposes to evaluate the effectiveness of a university coaching programme in academic performance. Therefore, the aim is to measure the impact of an independent variable, a hybrid coaching programme, on a dependent variable, university academic performance. Trainee teachers in the Melilla Campus of the University of Granada in Spain participated in this coaching programme. The research followed a quasi-experimental design with experimental and control groups (n = 70 students, and n = 69 students, respectively) with repeated initial and final evaluation measurements (pre-treatment and post-treatment). The professor and the students conducted academic performance evaluations. The performance of the experimental group was increased compared to that of the control one, considering significant differences concerning the starting point both in the average marks provided by the professor for the practices and in those of the students. Other works about coaching have highlighted its advantages, although they are not exclusively focused on the academic area like this study. This study has limitations and needs further research. However, it concludes that the coaching applied to trainee teachers enhances their performance in practical group tasks.