Publicaciones y novedades

Transforming society to create a sustainable world requires structural changes in each person’s perceptions and actions. This research aimed to identify the sustainable development competencies possessed or evidenced by future primary education teachers, and the skills they must use and reuse to design resources and open educational practices for learning or educating about sustainable development. The study employed a mixed research method with a sample of 28 students with bachelor’s degree in Primary Education who participated in a learning experience focused on developing educational and social entrepreneurship projects with a vision of sustainable development. The students responded to a Likert scale questionnaire to self-evaluate their knowledge, skills, and attitudes regarding sustainable development and open education. The projects developed by the students were analyzed, and a focus group was held to learn their opinions regarding the experience and learning. The results show a significant change in the students regarding (a) knowledge about sustainable development, (b) skills and actions for open education, (c) awareness about sustainable development, and (d) values and actions focused on sustainable development. https://doi.org/10.1007/978-981-96-5658-5_124

Introduction: The current global context highlights the development of skills that enable individuals to work together to address common challenges in our society. The interaction of people to try to solve together the situations that concern us all as a society. Knowing how to communicate in English, widely recognized as a lingua franca, is a skill that facilitates effective interaction across diverse contexts. This article presents the results of a study aimed at identifying the relationship between cognitive-affective processes and the achievement of oral communication proficiency in English as a foreign language.
Results: The results indicate that certain cognitive-affective variables are associated with oral communication skills in English: (a) in affective processes, risk-taking and motivation are variables that are highly correlated with oral communication; (b) within cognitive processes, the learning variable shows a strong positive correlation with oral communication; (c) some affective and cognitive variables are positively interrelated, suggesting the importance of studying these factors in conjunction; (d) the qualitative findings both complement and reinforce the quantitative results. https://doi.org/10.3389/feduc.2025.1571099