The rapid integration of artificial intelligence (AI) technologies in higher education has created new opportunities and challenges for student learning. This study examines how university students engage with AI in their learning processes by identifying distinct learner profiles based on their AI literacy, experiences, actions, and perceptions of faculty modeling. Using cluster analysis on a sample of 353 undergraduate students from a private university in Mexico, we identified three distinct profiles through principal component analysis and K-means clustering: “Critically Engaged Navigators” (32%), “Pragmatic Technicians” (37%), and “Emerging Users” (32%). The analysis reveals significant differences in learning exposure, social learning patterns, autonomous learning strategies, responsible AI use, and perceptions of faculty modeling across clusters. These findings have important implications for differentiated pedagogical design, faculty development programs, and the development of adaptive educational technologies that can support diverse learner needs in AI-enhanced educational environments. The study contributes to the growing literature on AI literacy while providing practical insights for educators seeking to optimize AI integration in higher education contexts.

Resumen:El presente artículo pretende aportar algunos elementos de reflexión y análisis que contribuyan a clarificar los conceptos de «alfabetización mediática» y «ciudadanía digital» como demandas formativas surgida ante los nuevos lenguajes de comunicación en la red de la sociedad actual. En primer lugar, abordaremos el desafío que supone a nivel social y educativo la «revolución informacional» en la que nos encontramos y cómo Internet continúa generando cambios en los modos de comunicación social, y cuál ha de ser, a nuestro modo de ver, el papel de la educación para formar de modo crítico en el uso de los mismos. En segundo lugar, analizaremos la coexistencia lenguajes que posibilitan una mayor comunicación y, a su vez, ponen en riesgo de exclusión y desigualdad social a muchos colectivos. En el marco de la convergencia de medios y lenguajes nuevos, propondremos, en tercer lugar, un nuevo modelo de «alfabetización múltiple» que posibilite la comprensión de nuevos lenguajes y formas de comunicación multimedia. Aprender a ser competente en el contexto digital e informacional lo presentaremos, en cuarto lugar, como una demanda de la sociedad y mundo globalizado en el que vivimos. Por último y en quinto lugar, plantearemos la transformación de las democracias occidentales actuales a través de la participación de una «ciudadanía digital» transformadora. This article sets out to provide some elements of reflection and analysis that contribute to the clarification of the concepts of “media literacy” and the “digital citizen”, as educational demands arising from the new languages of communication in the network of today’s society. Firstly, we will address the challenge presented by the “information revolution” that we find ourselves in - both at a social and educational level - and how the internet continues to generate change in the methods of social communication, and which must be, to our minds, the role of education to create a critical awareness in the use of such. Secondly, we will analyse the co-existence of languages, which facilitate improved communication yet, at the same time, put many groups at risk of social exclusion and inequality. In the realm of the convergence of new means and languages, we will propose, in third place, a new model of “multiple literacy” that makes comprehension of new languages and forms of multimedia communication possible. In fourth place, we will present learning to be competent in the digital and information context as a demand of the globalised society and world in which we live. Finally, and in fifth place, we contemplate the transformation of the western democracies through the participation of a “digital citizen” transformation.

Esta investigación tiene como objetivo principal evaluar los resultados de un proyecto de Aprendizaje-Servicio, desarrollado por estudiantes del grado de Educación Primaria de la Universidad de Valladolid, durante los cursos académicos 2016/17, 2017/18, 2018/19 y 2019/20, dirigido a la dinamización, a través de actividades musicales, durante el recreo de niños y niñas de 6 a 12 años de siete centros escolares de Segovia (España). Los resultados de derivados del análisis cualitativo muestran que el proyecto ha promovido el desarrollo musical de los alumnos a partir del canto, la vivencia del ritmo, la expresión corporal, usando un repertorio seleccionado del folclore popular infantil. Asimismo, ha servido para generar en los estudiantes universitarios, a nivel personal, valores de compromiso con los alumnos de Primaria a través de la promoción de la coeducación y la diversidad sociocultural, valores que han favorecido en ellos el desarrollo de las competencias social y cívica, además de un crecimiento profesional al lograr con este proyecto competencias propias del perfil de maestro de Educación Musical.

The world is going through a climate crisis that is severely impacting the environment and the well-being of the population. The increased consumption of plastics, especially in developing countries, is generating an exponential rise in plastic waste. This article introduces a qualitative investigation in the form of a case study, with data derived from an educational project focused on plastics as a vehicle for environmental education. This project was implemented with a group of 50 children from a Ghanaian school. Our results reveal that the students acquired a high level of knowledge of plastic and its properties, made possible by an active, globalizing, experimental methodology. This knowledge was later reinforced through the fabrication of materials for learning and play made of recycled plastic waste. Through this project, the participating students practiced critical and democratic global citizenship aimed at creating a sustainable world through an ecological perspective.

The forms of students' political participation in the administration of higher education in Spain have evolved throughout history. Spain has developed from a period characterised by the corporatist model of Sindicato Espanõl Universitario – as a single syndicate of students controlled by the Franco Regime – towards the emergence of a student movement which channelled rejection and political opposition by means of clandestine associations and assemblies. The arrival of democracy and the constitutional recognition of the right of the autonomous university brought with it the institutionalization of student representation in the administrative bodies. The article discusses the development of student representation and participation in universities and in state–student relationship. It categorizes and qualifies representative associations at different levels of HE governance. Finally, it proposes that the pluralist model of state–student interactions that has proliferated in the democratic Spain may be evolving towards a more neocorporatist model.