The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.

Nowadays, the world has made education rethink its goals and propose new horizons for students in the 21st century. The violence observed in homes and streets, society, social problems, and inequalities have forced education to reconsider its moral function. It has also had to take a good look at affective education, the development of virtues and skills that contribute to a harmonious coexistence that aims for the common good and the construction of a peaceful world. Therefore, the acquisition of civic competence becomes a central topic to consider in current educational systems. The objective of this article is to identify the contribution made by the CAS (Creativity, Activity and Service) program to the development of civic competence. The evidence comes from a case study carried out in three Spanish educational centres that offer the International Baccalaureate Diploma Program. The sample indicated that the program has fostered the development of civic competence in students through a commitment to and participation in their communities and through interesting experiences and projects.

The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.

This study is part of a research project into coexistence and school mediation. Its aim is to develop a tool (short version) to measure moral, emotional, and partner-cognitive training and the partner-staff impact of mediation on mediating pupils and teachers and mediated pupils. The theoretical starting model on which the development of this tool is based is the Educational Model for Development of Competences through. Mediation (EMODESM). Methodology: the design is based on combining three previously-published questionnaires to create a single tool for evaluating mediation. The construct validity of this tool was studied in two phases. First, a sample of school students (n = 102) from Navarra (Spain) was evaluated, which gave rise to the revision of the tool. Second, the construct validity (confirmatory and exploratory factor analysis) and reliability (Cronbach's alpha [alpha]) of the revised tool were assessed with a new sample of school students (n = 140) from the Autonomous Community of Valencia. Results: we present a mediation assessment tool (MEQ) with 23 items and four dimensions: social impact, the interpersonal emotional area, the staff emotional area, and the moral cognition area. The reliability of the questionnaire showed appropriate values (alpha(Total) = 0.9497; alpha(Perception-SocialImpact) = 0.7896 ; alpha(EmotionalInterpersoal) = 0.7690; alpha(EmouonalPersonal) =0.8672; alpha(CognitiveMoral) = 0.9402). Discussion: the structure of factors shown by the MEQ

This research incorporates knowledge from neuropsychology on the maturational process of adolescents in order to provide new guidelines for dealing with emotional aspects in educational contexts. Based on the aforementioned theoretical framework , a study is carried out on impulsivity and beliefs (fixed or incremental) during learning in a sample of 60 students in the first year of Education secondary school (11-12 years old). On the other hand, the students' teachers evaluated the students on: motivation, calmness and serenity in class, self-control, acceptance of corrections, constancy in carrying out their work and the reports of discipline school. The results indicate a significant and favourable relationship for learning between leave impulsivity and the incremental mentality of student body with most of the behaviours observed by their teachers. The existence of a pro-learning profile (leave impulsivity and incremental thinking) is also studied. It concludes with the need to address learning difficulties jointly and interactively in order to provide a more global treatment adjusted to the reality of student body.

Introduction. Studies stress the importance of emotions in conflict, describing how they influence any mediation process. Resolving conflicts requires emotional abilities and it usually implies emotional learning. One of the main objectives of this paper is to better understand the role of emotions in mediation processes: how they impact this process and what emotional aspects are developed through them. A review of the theoretical framework of mediation related to this specific issue and the results of an empirical study based on the emotional experience of mediation processes are presented. Method. An ad hoc questionnaire was created in order to assess perceived emotional learning gains after a mediation process. For this purpose, a total of 46 teachers mediators, 33 peer mediators and 23 mediated students participated in the study (n=102). Results. The questionnaire allowed to study the level of perceived learning gain in two differentiated dimensions: emotional awareness and emotional regulation. All groups (teacher mediators, peer mediators and mediated students) perceived a high level of emotional learning, indicanting the effectiveness of the mediation process. No differences in perceived emotional learning gains were found among groups (p=.56). However, although learning improvements were perceived in both dimensions, the level of perceived learning gain in emotional regulation was significantly higher than that perceived in of emotional awareness (p=.002). On the other hand, a shift from negative to positive emotions during the process of mediation was found in pupils mediated. Discussion and Conclusion. Mediation is a strategy that promotes emotional learning to all of those who take part in it. This study highlights the importance of mediation processes in developing emotional learning. Two main aspects of emotional learning, which were promoted by mediation, were identified in this study: emotional awareness and emotional regulation. It is considered that learning how to manage emotions should be present in any mediator's training course, since a stable resolution of conflicts depends on an adequated management of emotions.

In this book we approach the problems of coexistence in schools from a positive perspective. This means firstly recognising the existence of difficulties that affect coexistence and secondly generating school spaces that are committed to quality interpersonal relationships, civic values, socio-affective growth and personal maturity. Positive coexistence makes operational these issues that easily go unnoticed in day-to-day life and materialises educational principles that socialise and socialise. With this purpose the reader will be able to study in the first part of the book those coexistence problems that most concern the academic staff - interpersonal conflicts, academic demotivation or disinterest, disruption, social rejection among peers and bullying - and will be able to discover the aspects involved in their analysis and intervention from a positive framework . In order to understand and solve these problems, active and experiential strategies are explained to achieve the autonomy of student in the face of difficulties, developing their social and civic skill but also - and at the same time - improving the school climate in which they live.

If anything characterises the global society in which we live, it is the technological invasion and the need for permanent connectivity, especially among young people; features that, among others, make up the era of hyperconnectivity (Reig and Vílchez, 2013). Citizens prefer the internet to conventional media speech, they handle information immediately (Oblinger, 2003, Flores, 2016) and social networks constitute the basis of the new social structure (Castells, 2005). These changes in social habits and behaviours have revived the discussion on the decline of social capital and civic engagement in contemporary societies (Maya, 2004). From a educational point of view, the media Education and the promotion of digital skill is currently a priority for education systems and major international organisations (Kubey, 2003; Martens 2010). In this work we ask ourselves about the consequences that changes in social habits and behaviour can have on community ties. And we consider how to contribute from Education higher education to increase social capital and civic engagement in students. We propose the internship of integrated learning and a specific methodological strategy that develops it, service-learning.

summary The socio-economic changes that have taken place in our society have prompted the university teaching to consider processes of methodological innovation. Along these lines, the University Strategy 2015 urged Spanish universities to modernise through the incorporation of new teaching and learning practices, capable of combining students' preparation for professional internship with the exercise of social responsibility (Ministry of Education, 20 15). These requirements entail the meeting of universities, companies and society, through projects and programmes. And in this sense, the Service-Learning methodology is considered a pedagogical instrument that can contribute to the university's transversal undertaking mission statement to train future professionals in a comprehensive manner. This methodology can be an innovative procedure , which can bring about a better relationship between the academic and social dimensions of learning. This is the case of the University of Navarra, which through project Horizon 2020 contemplates the promotion of innovative teaching and seeks to implement models of integrated learning and service-learning. The goal of this work is to assess the opinion of student body involved in Service-Learning experiences implemented at the University. To this end, a selection was made of those activities carried out during the 2016-2017 academic year that could be considered real Service-Learning. A questionnaire was elaborated, consisting of 39 items, structured in five blocks. The response formats consist of closed-ended questions subject Likerc with five options. The results support that participation in these activities allows students to integrate and understand content covered in the subjects, to recognise their future professional reality and to develop participation skills and work in a team. They also consider that, as citizens, they have a social responsibility and that the university should facilitate channels of participation in society.