The COVID-19 pandemic has brought changes and disruptions in wide areas of human activity. Education has been one of the most affected due to the administrative imposition of the total closure of educational centres in most of the countries of the world. The modality of distance education, fundamentally in digital support, was able to offer emergency solutions to this crisis. In this paper, a reflection is carried out on the prior perceptions to COVID-19, related to this educational modality. Subsequently, ideas are provided on the way in which the educational response to confinement was mainly undertaken, through remote emergency education that considerably deviated from what was appropriate in designs and developments of quality distance education. Many mistakes were made and, therefore, there were too many negative perceptions from many students, families and teachers, quite a few of the latter, previously reluctant to these latest formats. Finally, the article addresses the most recent problem, related to post-confinement times, in which it is not foreseen that every student can go to physical classrooms in face-to-face centres in the same space and time. Suggestions are offered on how to address this problem, through hybridization solutions, mixed teaching and learning, combined or, better, integrated and flexible.

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COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento

The actual COVID-19 pandemic scenario has generated a context of uncertainty, helplessness, and inequality Yet, the perception of COVID-19 risk has influenced nutritional, psychological, and physical activity patterns depending on gender We conducted the present research with the aim of studying gender differences of university students in the perceived risk of the COVID-19 pandemic, and in psychological, nutritional, oral health, and physical activity habits To reach the study's aim, 300 volunteer university students completed an online questionnaire which analyzed variables of perceived risk of the COVID-19 pandemic, psychological profiles, and nutritional, oral health, and physical activity habits Results showed that females presented a higher perception of danger to the COVID-19 virus than males but showed no differences in how the pandemic has affected personal lives Females showed higher values of anxiety, conscientiousness, neuroticism, and openness to experience, while males presented higher values of extraversion Nutritionally, males presented greater consumption of soft drinks, meat, and pasta or rice, and lower buccal hygiene Yet, no differences were found regarding physical activity patterns Results from the present study could be used by various educational institutions to implement multidisciplinary interventions to reduce the stress and risk perception

Gender Differences in the COVID-19 Pandemic Risk Perception, Psychology, and Behaviors of Spanish University Students.

Between March and May, Spain was one of the hardest-hit European countries by the COVID-19 pandemic and registered one of the highest death rates in the world. Among other measures, the political r...

https://www.tandfonline.com/doi/pdf/10.1080/14616696.2020.1818113

Factors explaining social resilience against COVID-19: the case of Spain

Worldwide, previous studies have expressed concerns regarding the broad psychological effects of the COVID-19 pandemic among college students as they are considered an especially vulnerable group. However, few studies have examined the prevalence of, risk of, and protective factors associated with fear of COVID-19 among college students in Europe. We have sought to address gaps in the literature by conducting a cross-sectional survey among 517 college students (79.1% women and 20.9% men) from a public university in the southeast of Spain. Participants were asked to complete the Fear of COVID-19 scale (FCV-19S) questionnaire and answer questions related to resilience, social support, anxiety, and suicide risk levels using validated scales. The results of the analysis of the variables associated with fear of COVID-19 suggest that, in addition to gender, the factor of anxiety shows a robust positive association and effect with COVID-19 fear (p < 0.001). According to our results, university institutions must adopt support mechanisms to alleviate psychological impacts on students during this pandemic, treating it similarly to other disasters. Implications for social work to reduce COVID-19 fear are also discussed.

https://www.mdpi.com/1660-4601/18/15/8156/pdf

COVID-19 Fear, Resilience, Social Support, Anxiety, and Suicide among College Students in Spain.

One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

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The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

La excepcionalidad derivada de la situacion de confinamiento por la pandemia del COVID-19 ha afectado a todos los ambitos de nuestro funcionamiento como sociedad: el relacional, el sanitario, el economico, etc y, por supuesto, el educativo Este estudio se centra en el impacto en dichos ambitos y el papel jugado por aspectos como la resiliencia, el capital social online y la satisfaccion vital Para ello se llevo a cabo un estudio cuantitativo de caracter exploratorio sobre 343 estudiantes universitarios La conclusion mas destacada es constatar el fuerte impacto que el confinamiento ha tenido sobre la situacion vital del estudiantado en el ambito psicologico y academico, principalmente, y el importante papel de la relacion con la satisfaccion vital y la resiliencia, fundamentalmente Se concluye con la necesidad de trabajar la cuestion de la resiliencia desde la universidad y se dan una serie de claves a tal fin

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Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

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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Formación inicial del profesorado para la inclusión de la diversidad cultural

El siguiente articulo presenta una investigacion teorica con respecto a la formacion que recibe el profesorado en relacion a la atencion del alumnado de origen extranjero con discapacidad. Alumnado que se encuentra escolarizado en aulas de educacion especial en los centros publicos de Andalucia, en concreto en la provincia de Almeria. El objetivo principal de esta investigacion es estudiar y analizar la formacion que recibe el profesorado de Educacion Especial en relacion al trabajo en contextos de diversidad cultural. Asi pues, para dar respuesta a este objetivo principal planteamos un diseno metodologico cualitativo de corte descriptivo-interpretativo, empleando el analisis documental y de contenido como tecnica de investigacion . La muestra del estudio se compone de los documentos que regulan la formacion inicial ofertada por la Universidad de Almeria al profesorado de Educacion Infantil, Educacion Primaria y Educacion Especial en el curso academico 2017-2018. Los resultados obtenidos nos muestran que a pesar de las fortalezas presentes en las titulaciones analizadas en materia de atencion a la diversidad cultural y la discapacidad, existen tambien ciertas limitaciones como por ejemplo el caracter generalista de las competencias, los contenidos y los resultados de aprendizaje; o la falta de coordinacion en la planificacion de los aprendizajes.

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Interculturalidad y Discapacidad: Un desafío pendiente en la formación del profesorado

espanolLa Agenda 2030 establece una serie de metas en torno a la sostenibilidad, sumando un total de 17 Objetivos de Desarrollo Sostenible. En el objetivo 4 se hace especial incidencia en el papel que debe de jugar la educacion para formar a las futuras generaciones en sostenibilidad. Esta investigacion tuvo como objetivo conocer la incidencia en el estudiantado de educacion de una experiencia de aprendizaje-servicio con contenidos sobre sostenibilidad. A tal fin se siguio una metodologia cuantitativa con un diseno de investigacion ex post facto. Los resultados muestran un buen nivel de aprendizaje, a nivel cognitivo y afectivo, de la sostenibilidad y de la metodologia de aprendizaje-servicio. Sin embargo, se detecta una clara resistencia a asumir las medidas que deberian llevarse a cabo para lograr dicha sostenibilidad. Las mujeres mostraron de modo significativo una mayor sensibilidad con los valores y conductas relacionadas con la sostenibilidad. EnglishAgenda 2030 establishes a series of goals around sustainability adding up to a total of 17 Sustainable Development Goals. In Goal 4, special emphasis is placed on the role that education should play in training future generations in sustainability. The aim of this research was to determine the impact on education students of a service-learning experience with content on sustainability. To this end, an expostfacto methodology and a quantitative analysis were followed. Results show a good level of learning, on a cognitive and affective level, of sustainability and of service-learning methodology. However, there is a clear reluctance to assume the measures that should be carried out to achieve such sustainability. Women showed significantly greater sensitivity to values and behaviours related to sustainability.

Los objetivos de desarrollo sostenible en la formación de los futuros maestros : uso de metodologías activas

El fenomeno de los Menores Extranjeros No Acompanados es una realidad que viene identificandose en el territorio andaluz, en los ultimos 20 anos Resulta necesario realizar una reflexion sobre el propio proceso de intervencion llevado a cabo con esta tipologia de menores tutelados, en los Centros de Proteccion En funcion de su edad y de los objetivos que motivaron su migracion, el trabajo con estos menores en los recursos residenciales se organiza en torno a tres ambitos de intervencion: el aprendizaje del idioma, la formacion y el acceso al mundo laboral El presente documento trata de mostrar a traves de 11 entrevistas en profundidad mantenidas con agentes de proteccion, en contexto residencial, como y en que condiciones se lleva a cabo la intervencion en los tres ambitos citados Pretende dibujar un mapa sobre la realidad escolar y los recursos formativos con los que cuentan los propios centros para facilitar/procurar el acceso al mundo laboral Los resultados arrojan una vision compartida sobre las dificultades de la realidad del sistema educativo obligatorio; la limitacion e inadecuacion de los recursos formativos y las dificultades de acceso al mundo laboral

Estrategias y límites en la inserción socio-laboral con menores extranjeros no acompañados en el marco de los centros de protección: el caso de la provincia de almería

Victoria Figueredo Canosa

Papers

Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

Formación inicial del profesorado para la inclusión de la diversidad cultural

Interculturalidad y Discapacidad: Un desafío pendiente en la formación del profesorado

Los objetivos de desarrollo sostenible en la formación de los futuros maestros : uso de metodologías activas

Estrategias y límites en la inserción socio-laboral con menores extranjeros no acompañados en el marco de los centros de protección: el caso de la provincia de almería