Entering the world of work is costly and one of the first obstacles is the competence deficit that university students sometimes present. To remedy the excess of a decontextualised theory, the EHEA (European Higher Education Area Education ) has sponsored a methodological change that promotes a teaching more internship, since the most effective learning is active and connected to experience. Thus, the university teaching focuses, among other aspects, on the achievement of learning outcomes in the form of competences associated with the labour market. In this context, more practical and applied methodologies are being tested in [Spanish] universities, including Service-Learning. The goal of this work is to find out whether, for the employers participating in our study, university students who take part in Service-Learning activities develop the profile competences they are looking for, making them more attractive candidates in selection processes, thus improving their employability. To this end, a generic qualitative research was developed. Three focus groups were conducted with a purposive sample of thirteen employers of graduates from different Schools of the university, belonging to different sectors. The thematic guide included questions on the competences most in demand by employers, Service-Learning and its influence on the professional profile .

Service-learning began within the framework of the New School in which constructivist experiential methodologies were particularly important following various studies, such as those by John Dewey and his "Learning by Doing" approach. From then on, this pedagogical practice has spread all over the world at varying rates. In Europe it was slower to spread than in the Americas. In this regard it is especially interesting to look at the current state of the matter. The object of this study was to analyze the academic publication in Europe since the year 2000 with a detailed bibliographic review of publications with roots in Europe. We examined the main databases and used an analysis matrix with various content levels. We found that service-learning has different names in Europe, and that there have been uneven epistemological advances depending on the countries examined. We also noted that, in general, it was about higher education that most literature had been published. One of our significant conclusions was the exponential growth of contributions over the last 20 years, particularly in Spain, which produced the most academic literature on this topic. We believe that service-learning faces the challenge of effective consolidation based on educational quality criteria, and which includes combining elements of virtuality, reality, and academic rigor.

The digital world is witnessing an explosion of learning ecologies shaped around cybermedia. Cases such as podcasting, an emerging medium whose contents bring together virtual communities that interact horizontally, exchanging and co-constructing knowledge. Consequently, this work approaches podcast-related learning communities through a reflexive process focused on reducing the confusion generated by the virtual nature of the object of study: fragmented spaces of participation and spatio-temporal coordinates different from those of the real world. To this end, netnography is used to conceptualise the virtual learning community and analyse its transmedia structure, distributed in multiple scenarios of social participation. The proposal can be extrapolated to other virtual communities and seeks to attract the educational community to digital environments in the field of non-formal Education .

It is clear that schools can have a great influence on the promotion of a fairer society and a greater moral, civic and political commitment on the part of citizens. This is the contribution of Education civics, which has been implemented for years in the curricula of most Western countries ¿under various names¿ with the goal aim of helping citizens to assume their rights and responsibilities. It is seen as one of the ways of transmitting the knowledge, skills and attitudes that enable young people to become active citizens, capable of designing the future of our democratic societies. The educational reforms promoted in different countries insist on the need for Education for citizenship, trying to arbitrate its incorporation into the curriculum. The purpose of this article is to show the attention that Education has received in Spain since the General Law of Education of 1970. To do so, we will analyse the successive educational reforms implemented since then. We ask ourselves whether these curricular reforms manage to contribute to improving the civic skill of our schoolchildren. We agree that speech in favour of democracy, social responsibility, interculturalism and civic participation will only be effective with the involvement of academic staff, families and society as a whole.

Promoting citizenship in present-day societies means reinforcing those aspects of people¿s characters which will allow them to behave responsibly and actively and be involved in achieving the common good. We believe that the main difficulty to be found in civic education nowadays is a lack of ethics. Learning to be a good citizen is a lifelong task and practical wisdom which not only demands intelligence to recognize which traits improve our life in society but also the will to practice them. Character education is a way of understanding and identifying moral education. It aims to reaffirm the inescapable ethical dimension of education. This proposal has its origins in classical Greece, but it was not until the 1980s and 90s that the ethics of virtue received a great boost and became the basis for a good deal of contemporary character education. It is not by chance that character education has grown so much in importance over the last few years, especially in the English-speaking world, in parallel with an increase in Service-Learning methodology

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor's degree students and only one of them Master's degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open new prospects of educational innovation and social responsibility through Service-Learning possibilities in Higher Education.

Introduction: There is little research available on the educational use of the audio podcast. The published literature (2014-2019) was reviewed, classifying uses, contexts, and categories of the audio podcast for educational purposes, and identifying authors and reference journals in the field. Methodology: The Systematic Mapping of Literature method was applied to a sample of open access articles indexed in the Web of Science and Scopus databases. The filtering of the sample wascarried out according to inclusion and exclusion criteria. Results and conclusions: 81 articles were found that highlight the main educational uses of the podcast and coincide in its usefulness to support learning in formal, non-formal, and informal educational institutions and settings. This work provides researchers, educators, and institutions with an updated baseline to further explore the educational strengths of the podcast.

In the current global context there are educational proposals which have arisen due to transnational phenomena. This is the case of character education, which received a clear boost in the US in the 1990s and soon transcended the US borders. In this paper we propose the need to assess the social, economic and cultural conditions of the specific local framework in order to determine the content of an adequate character education program. We consider this in the case of Paraguay, where the educational indicators, the lifestyle of young people or the great cultural diversity determine any proposal of intervention.

Developed societies, having achieved the extension of schooling to practically the entire population, are faced with the challenge challenge of improving the quality of Education (Fuentes and Albertos, 2017). This is a complex task since Education is complex in itself, but we could say that a quality Education is one whose content adequately responds to what the individual needs to develop as a physical, intellectual, affective, moral and spiritual person, and to function adequately in the various spheres of society: the political, economic and social spheres.

average education has become a necessity in the world of information and communication. and communication. Part of this discussion that is being considered by the teaching community focuses on two main issues: Why should we educate on the use of information and communication technologies? How should this be done and by whom? (Potter, 2010). In this paper, we will study these issues in depth, whilst focusing on various European educational policies in addition to recommendations made by several international organizations (European Parliament Report 2008/2129 (INI). Our aim is to contribute to this discussion, as far as possible, with an appropriate average pedagogy plan that promotes social and civic competencies, which will ultimately lead to acquiring the knowledge and skills needed for good citizenship. Key words: average literacy education, average and digital competence, social and civic competence, digital citizenship, citizen knowledge.

Series: Astrolabio Education Quality indexes: SPI ICEE 4.260. Position 53 of 272 SPI (2018) Position 21 of 153, in Spanish publishers. Humanities and Social Sciences. Education. ICEE 14. selection process of originals. Original review system declared by the publishing house. Scientific books. In the report of specialists external to the publishing house (from the collection).

This booklet aims to be useful for anyone who is concerned with, or who works on, educating our future citizens. It is intended for teachers who are implementing civics-related contents or subjects in both primary and secondary classrooms. The texts in this volume are the result of work carried out by researchers from the University of Navarra Civic Parliament group thanks to the agreement signed with the Navarre Parliament. Promoting more active citizenship is one of the goals to which this group has devoted a lot of thought and discussion, so as to teach younger generations better in this field. As a result of this concern, a variety of activities and initiatives have been run since 2010 and a new project began to take shape in 2013 to develop audiovisual materials refl ecting the most important social attitudes when teaching civic identity. Elements of audiovisual language were always taken into account when making these videos: keeping it short and concise, the importance of visual aspects, the need to understand the audiovisual narrative, etc. However, we think that the texts behind the videos might be extremely useful for anyone wishing to put the material into context, or fi nd out more and go into greater depth on some matters. That led to the idea for this book, combining audiovisual references with the theoretical discussions emerging from them.

Orrialde hauek etorkizuneko hiritarrak hezteko erantzukizuna eta zeregina dutenei lagungarri izateko helburua dute. Lehen zein zein bigarren hezkuntzako ikasgeletan hiritar hezkuntzarekin lotutako eduki edota ikasgaiak irakasten dituzten irakasleei zuzenduta dago. Liburu honek jasotzen dituen testuak Nafarroako Unibertsitateko Hiritar Parlamentuko ikerketa taldearen fruitu dira Nafarroako Parlamentuarekin izenpetutako hitzarmenari esker. Hiritartasun aktiboago bat sustatzea da talde honen helburuetako bat, pentsamendu askoren ondoren, alor honetan gazteenen formakuntza nola hobetu proposatzen duena. Ardura honen ondorio bezala, 2010 etik aurrera hainbat jarduera eta ekimen eraman dira aurrera eta 2013an hiritar identitate baten eraketa prozesuko gizarte jarrerarik garrantzitsuenak islatzen diuen ikus-entzunezko edukiak garatzeko proiektu batek eitea hartu zuen. Bideo hauek egiterako orduan, ikus-entzunezko hizkuntzaren elementuak kontutan hartu dira beti: laburtasuna, alderdi bisualen garrantzia, ikus entzunezko narratiba ulertzearen beharra, etab. Dena den, bideoak eratzeko oinarritzat erabilitako gidoiak sortzeko testuak materiala testuinguruan jarri, gehiago jakin, edota gairen batean gehiago sakondu nahi dahi dutenentzat erabilgarriak izan daitezkeela uste dugu. Eta honela sortu zen liburu honen ideia, ikusentzunezko erreferentziak hauen sorburu diren hausnarketa teorikoekin uztartzen dituena.

Index of the chapter:: 1. Introduction; 2. The school: educational community, space of coexistence; 3.

The internet era has brought about a revolution in all areas, definitively uniting the developed world in the sort of global village described by Marshall McLuhan in the 1960s. While the Canadian author was referring to the rise of the traditional media industry speech , today the big technology companies have managed to globalise their information infrastructure with extreme capillarity, making network not only a consulting room, but an unprecedented platform for social participation and exchange of information.However, in recent years, phenomena have emerged that highlight some of the negative consequences of being subjected to a constant volume of information stimuli, raising the following question:sample society is disordered in how it consumes and processes digital information? It raises questions about the citizen's relationship to information, which flows in an intricate ecosystem of digital media, websites, videos, blogs and podcasts. A pessimistic anthropological conception of these issues foreshadowed a dystopian future, in which society would be a kind of directed mass, incapable of distinguishing between truthful, erroneous or manipulative information. Oblivious to the controversy, large internet companies host and exploit information as a business model in this mature phase of the internet, which Kuklinski (2010) referred to as post-digital.

summary In the current social context, the need is emerging for a new university model more committed to the community and its improvement (Rhoads, 1997). Although the University is essentially linked to the generation of knowledge and to the general development , it is unquestionable that it has a social function, as it is one of the guarantor institutions of universal values and cultural heritage (Delors, 1996; Tobarra, 2004). This so-called third mission statement of the university, referring to its social commitment, takes the form of preparing university students both for their incorporation into the world of work and for exercising active citizenship, ready to improve and transform social reality (Martínez and Esteban, 2005; Kronman, 2007; Rochford, 2008; Naval et al., 2011). The centrality of the social dimension of universities is becoming one of their main signs of identity and from this stems the need to produce qualified professionals and committed, reflective and critical citizens. For Martínez (2010), the main task of the university focuses on the training of professionals and citizens, becoming a privileged place for learning to be and to live together in plural and diverse societies. One way of facing these challenges is to revitalise its own aims: teaching, research and the transfer of knowledge. Undoubtedly, transferring knowledge contributes to the improvement of society and the common good. All the more so if the transferred knowledge contributes to shaping a democratic and participatory citizen identity. This is the goal of the experience we present here, the result of the partnership between the Parliament of Navarre and the University of Navarre. Since 2010, various activities and initiatives have been carried out with the aim of presenting active citizenship to society as something desirable and possible. We set out to put the research and resources worked on to generate an improvement in citizenship at the service of the parliamentary institution. In a scenario in which trust in traditional political Structures is falling, the partnership between institutions to make citizens aware of their undeniable contribution to society is timely and desirable (Naval, Arbués and Sádaba, 2016).

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.