Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this purpose, a bibliometric study of 1590 articles from the Scopus database has been applied. The results provided data on the scientific productivity of authors, journals, institutions, and countries that contribute to the development of this research area. The evidence reveals an exponential trend, with special interest in the last five years. The main categories are Social Sciences and Environmental Science. The most productive journal is Sustainability. The author with more articles is Mulder, from The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its studies. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development”, and “environmental management”. Global research has followed a growing trend, with optimal publication levels in recent years.

Sustainable Management of Digital Transformation in Higher Education: Global Research Trends

La obra de Sartory se encuadra en la mas impugnadora tradicion “apocaliptica”, muy sugestiva, con todas sus pertinencias, pero quizas no tan original incluso desde sus dos principales enfoques politicos: el referido a la opinion publica y a la democracia. Precisamente por compartir la posicion “apocaliptica” de Sartori, nos consideramos obligados a cuestionar el equivoco de sus argumentos, de los que nos limitaremos a criticar un falso presupuesto y las injustificables consecuencias a los que llega.

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Homo videns: la sociedad teledirigida

The challenge of transitioning from a linear to a circular economy model is still ongoing and requires the development and application of new knowledge, leading to innovative, technological, and sustainable processes, products, and services. The evolution of global research on this topic from 2004 to 2019 was studied in this work. For this purpose, a bibliometric analysis of 1366 articles was applied, producing results on the scientific productivity of the driving agents that most contribute to this theme. The findings show a growing interest, especially in the last four years, in the study of circular economy (CE) policies on the environment. The main subject area that articles address is environmental science. Five research lines have been identified, which mainly study the efficient management of energy resources and the economic factors that make the CE model possible: Environmental pollution and agricultural activity; waste management to avoid a negative environmental impact; improvement of the environmental impact through ecological products; the product life cycle, and the consequences of climate change. The implementation of CE policies will contribute to making economies less dependent and unprotected and more competitive. Global research has exhibited an upward trend during the period analyzed and has grown exponentially since 2015, coinciding with the publication of the Sustainable Development Goals (SDGs) of the 2030 Agenda.

Effects of Circular Economy Policies on the Environment and Sustainable Growth: Worldwide Research

Responsible higher education institutions have an impact on society and economic, environmental, and social development These effects define the axes of the socially responsible management of the universities The concept of university social responsibility (USR) manages these relationships to produce a positive impact on society through higher education, research, and the transfer of knowledge and technology, as well as education for sustainability For this study, worldwide research into this subject was studied for the period 1970–2019 A bibliometric analysis of 870 articles was made, obtaining results for the scientific productivity of the journals, authors, institutions, and countries contributing to this research The main category is business, management, and accounting The most productive journal is the Business and Society Review, while the California Management Review is the most cited The authors with the most articles are Stavnezer, Luo, and Lanero The most productive institution is Wuhan University The United States is the country with the most publications and citations, and the same country, together with the United Kingdom, make the most international contributions Evidence shows growing worldwide interest in the economic and environmental impacts of USR Future research should focus on analysing the links between the responsible and sustainable consumption of universities and their short-term financial, economic, and sustainable impacts

https://www.mdpi.com/1660-4601/17/13/4729/pdf

Examining the Research Evolution on the Socio-Economic and Environmental Dimensions on University Social Responsibility.

Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs).

https://www.mdpi.com/2071-1050/12/10/4091/pdf

Sustainability of Educational Technologies: An Approach to Augmented Reality Research

The university learning classroom, in addition to a space for activities and architectural object, has a direct impact on the academic motivation, well-being and social relationships of the students. Thus, the link between the university classroom and the management of the socio-educational well-being of the student, in accordance with the principles of well-being theory, is a challenge that the current university must manage. The progress of worldwide research on this topic has been studied during the period 2004–2018. For this aim, a bibliometric study of 1982 articles has been applied. The results provide data of the scientific productivity of the journals, authors, institutions and countries that contribute to this research. The evidence reveals growing interest, especially in the last six years. The main category is Social Sciences. The most productive journals are Computers and Education, American Journal of Pharmaceutical Education, and Theory into Practice. The author with most articles is Reddy, from Rutgers University. The most productive institution is the University of Virginia. The United States is the country with most academic publications, citations and with most international collaborations in its works. Worldwide research has followed an increasing trend, with optimum publication levels in latest years.

The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study.

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

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Teacher Training in Intercultural Education: Teacher Perceptions.

Una de las caracteristicas de la sociedad actual es la masiva presencia de informacion que se aporta desde distintos medios. Para la educacion supone admitir especialmente, que los aprendices deben adquirir adecuadas competencias que faciliten el tratamiento de la informacion de forma autorregulada y les favorezca acceder a la ciudadania en condiciones favorables.  Desde este planteamiento el aprendizaje presupone, no solo la adquisicion de habitos y destrezas sino tambien de competencias que favorezcan un uso estrategico del conocimiento a traves del razonamiento, esto es, que aprendan pensando.  En este sentido, el desarrollo curricular que se deriva de la nueva ley de educacion espanola, establece en el desarrollo de estas como una de sus claves. En trabajos anteriores  (Ortiz y Salmeron, 2003) veiamos como podia ser el desarrollo de Estrategias de Aprendizaje en Educacion Infantil. En este articulo presentamos un programa para la ensenanza de estrategias de aprendizaje en Educacion Infantil que ha sido disenado e implementado integramente desde el curriculo ordinario de un aula de ninos/as de tres anos partiendo de las  consideraciones de que estas edades son propicias para el desarrollo de formas eficaces de pensar y que el proceso se puede llevar a cabo sin necesidad de programas paralelos externos al curriculum.

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La enseñanza de estrategias de aprendizaje en Educación Infantil

El articulo contiene fundamentos y propuestas para la elaboracion de pruebas sencillas que los profe-sores de aula pueden utilizar o adaptar para identificar en sus alumnos/as estrategias que utilizan cuando han de resolver tareas, Tambien se presentan pruebas capaces de identificar en los profesores sus comportamientos estrategicos cuando actuan como docentes y como aprendices

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Identificación de estrategias de aprendizaje en educación infantil y primaria: propuesta de instrumentos

La presente investigacion se centra en la descripcion y el analisis de la formacion inicial que recibe el profesorado de Educacion Primaria en Andalucia, con relacion al trabajo en contextos de diversidad cultural Para ello optamos por un diseno metodologico cualitativo de corte descriptivo-interpretativo, empleando el analisis documental y de contenido como tecnica de investigacion Ello permite detectar y estudiar las referencias a la diversidad cultural, tanto explicitas como implicitas, presentes en las distintas dimensiones de analisis: Objetivos, Competencias, Contenidos, Resultados de Aprendizaje, Estrategias Formativas y Sistemas de Evaluacion Los resultados apuntan que, a pesar de que la totalidad de los disenos curriculares analizados incluyen referencias a la diversidad cultural, observamos que dichas referencias son escasas Asimismo, no se aprecia planificacion ni coordinacion en relacion con el proceso de adquisicion de competencias interculturales, ni se detecta un tratamiento transversal de las mismas a lo largo de los planes de estudio

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Luis Ortiz Jiménez

Papers

The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study.

Teacher Training in Intercultural Education: Teacher Perceptions.

La enseñanza de estrategias de aprendizaje en Educación Infantil

Identificación de estrategias de aprendizaje en educación infantil y primaria: propuesta de instrumentos

Formación inicial del profesorado para la inclusión de la diversidad cultural