Examinando por Autor "Arruti, Arantza"

Mostrando 1 - 12 de 12
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    Análisis de contenido de la competencia digital en distintos marcos legislativos
    (Universitat Ramon Llull, acultat de Psicologia i Ciències de l'Educació i de l'Esport Blanquerna, 2020-11-26) Arruti, Arantza; Paños Castro, Jessica ; Korres, Oihane
    La competencia digital es una de las ocho competencias clave para el aprendizaje permanente y el éxito en la sociedad del conocimiento que hace referencia al uso crítico, creativo y seguro de las tecnologías de la sociedad de la información en el trabajo, el ocio y la comunicación. Este estudio tiene como objetivo principal analizar en qué medida la competencia digital se contempla en el currículo de Educación Primaria de la Comuni-dad Autónoma del País Vasco, partiendo de los principales marcos de referencia educativos de la competencia digital a escala europea, nacional y autonómica. Para ello, se realiza un análisis de contenido a través de un juicio de expertos. Los resultados del estudio permiten concluir que las áreas competenciales y las competencias de los marcos de referencia DigComp 2.1 e INTEF son prácticamente idénticas, que las áreas de conocimiento de Educación Primaria contribuyen al desarrollo de la competencia digital, que no todas las competencias de las cinco áreas competenciales del modelo del INTEF se contemplan en el decreto 236/2015 de Educación Básica de la CAPV y que los criterios de evaluación y los indicadores de logro de cada una de las áreas de conocimiento del currículo de Educación Primaria quedan recogidas en el decreto 236/2015.
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    Analysis of pre-service teachers’ knowledge about the entrepreneurial competence: a case study of a Spanish university
    (Frontiers Media SA, 2023-12-05) Arruti, Arantza; Benitez, Estibaliz; Paños Castro, Jessica
    Introduction: This research is based on the role played by the entrepreneurial competence (EC), entrepreneurial education (EE) and teachers in the social, economic and cultural development of a society. The general objective of the study is to analyze the level of knowledge pre-service, those who are studying, or have recently studied, the Bachelor’s Degree in Primary Education at the University of Deusto (Spain) (DPEUD) have about the EC. Methods: A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students. Results: The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE. Discussion: These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions.
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    Aprendiendo a ser teacherpreneur a través de un programa europeo para fomentar la educación emprendedora
    (Universidad de Salamanca, Ediciones Universidad de Salamanca, 2021) Arruti, Arantza ; Paños Castro, Jessica
    La falta de programas en educación superior orientados a la formación inicial del futuro maestro/a de educación primaria, llevó a la Universidad de Deusto a participar en un programa europeo entre 2017 y 2020 junto a otras 5 instituciones internacionales. El objetivo es aumentar el número de instituciones de educación superior que desarrollen la educación emprendedora y mejoren la calidad de los programas de educación emprendedora en la formación inicial de los futuros maestros/as de primaria. Los casi 200 estudiantes participantes en el programa, además de compartir muchas horas debatiendo sobre la educación emprendedora, han desarrollado competencias clave como la creatividad, innovación, iniciativa, trabajo en equipo, comunicación, autoeficacia y perseverancia en contextos reales con el uso de metodologías activas
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    Assessing non-university teachers’ self-perception of entrepreneurial competence: a study of the teachers of the Sagrada Familia Foundation in Spain
    (MDPI, 2023-05-11) Arruti, Arantza ; Paños Castro, Jessica
    Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training.
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    COVID and ICT in primary education: challenges faced by teachers in the Basque Country
    (MDPI, 2022-08-22) Paños Castro, Jessica; Arruti, Arantza ; Korres, Oihane
    This article focuses on the digital competency of primary school teachers in the Basque Country Autonomous Region (Spain) during the COVID-19 pandemic. The temporary closure of schools forced teachers to adapt face-to-face teaching-learning processes in order to operate remotely, making use of technology infrastructure and digital resources. While several educational policies have been developed with the aim of incorporating Information and Communication Technologies into schools, including the “Escuela 2.0” programme, research has shown that there is a lack of Information and Communication Technology training for teachers. The main objective of this study is to further understand the challenges faced by primary school teachers in adapting to remote teaching due to the COVID-19 during stay-at-home lockdown restrictions. An ad hoc quantitative questionnaire was used, which was validated in a trial by eight experts. A total of 1069 primary school teachers participated in the survey. The main results show the participants’ emphasis on their effort to reorganise and redesign subjects and their willingness to make use of information and communication technology infrastructure and resources. However, a high percentage of teachers reported that either they lacked information and communication technology training or considered themselves self-taught in these skills, and expressed interest in lifelong learning programmes in Google Classroom, Google Sites and Google Meet applications, among others.
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    The definition of a self-reflection tool named Aurora for the assessment of university professors´digital competence
    (Universidad de Barcelona, Digital Education Observatory (OED), 2023-12-29) Bilbao Aiastui, Eider ; Arruti, Arantza ; Carballedo Morillo, Roberto
    We are currently facing a historical moment in which educational practices are being transformed using technology. In this scenario, higher education institutions have a great responsibility towards the Digital Competence of University Professor (DCUP). The main objective of the study is to contribute to the improvement of the self-reflection of the DCUP. Therefore, a self-assessment tool called Aurora, based on the European Framework for the Digital Competence of Educators (DigCompEdu) model, is defined. Subsequently, the tool is applied, and the results are analysed. The methodology used is quantitative by means of an online survey. The sample consisted of 154 university professors from the University of Deusto (UD). On the one hand, through descriptive analysis it is highlighted that the Aurora questionnaire is an objective tool to measure the self-reflection of the DCUP. On the other hand, through the inferential analysis it is underlined that significant differences are found in the demographic data of professional category and age. It is also stressed that there are significant differences in the correlations. These results show that it is necessary to create a questionnaire that measures all the competences of the DigCompEdu model to be considering the DigCompEdu model.
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    Developing the entrepreneurial university: factors of influence
    (MDPI, 2020-01-23) Bezanilla, María José; García Olalla, Ana María; Paños Castro, Jessica; Arruti, Arantza
    Universities are increasingly paying more attention to developing academic entrepreneurship. This paper analyses the existing relationships between the relevant factors that contribute to the development of the entrepreneurial university. A previously validated questionnaire was administered to a sample of 84 deans of a number of faculties in Spain. The aim was to assess the universities' development in terms of 13 influencing factors in encouraging entrepreneurship. The findings show that universities' contextual factors had only minor influence on internal factors. Internal resources were found to be moderately or highly correlated with the processes put in place by universities to promote entrepreneurship. In particular, reference to entrepreneurship in a university's mission, strategy, policies and procedures had a correlation with all the entrepreneurship factors analysed. Support from the management team and organisational design were not among the most important factors; however, they were positively associated with training and research processes, which, in turn, seemed to be strongly related to all factors in the development of the entrepreneurial university, especially with university mission and strategy. The findings show the relationships between the factors involved in the development of the entrepreneurial university. This will help universities to adopt measures that are better suited to promoting entrepreneurship.
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    La educación del ocio en los parques naturales protegidos
    (Universidad de Deusto, 2010-03-26) Arruti, Arantza; Cuenca Cabeza, Manuel; Facultad de Filosofía y Ciencias de la Educación; Ocio y Potencial Humano
    Este trabajo parte de las nuevas relaciones que se establecen en el momento actual, entre la persona, el entorno natural y el ocio: la multiplicación del número de viajes programados a entornos naturales, la cada vez mayor oferta y demanda existente sobre la posibilidad de realizar actividades de ocio en espacios naturales, etc. Apostar por una gestión y planificación educativa-recreativa coherente y compatible con la ordenación y regulación del espacio natural, es un primer paso ineludible para diseñar actuaciones educativas sostenibles con el entorno en el que éstas vayan a realizarse. Para ello, partir de un modelo educativo, reconocido y aprobado por los agentes implicados en los procesos de planificación educativa de los parques naturales protegidos, es decisivo para un desarrollo sostenible. Intervenir desde una perspectiva educativa para lograr que la persona tenga vivencias de ocio en espacios naturales no es tarea fácil, sobre todo, si partimos del hecho de que la vivencia de ocio en sí misma no es generalizable. Tampoco lo es si tenemos en cuenta que no existe, por el momento, un modelo educativo y una metodología específica y coherente con dicho modelo que nos sirva de marco de referencia para el diseño y desarrollo (planificación) de intervenciones de carácter educativo relacionadas con la experiencia de ocio sostenible. Esta tesis se fija como objetivo general elaborar una propuesta de modelo de educación, que sirva como punto de referencia para la planificación de actuaciones educativas sostenibles en parques naturales protegidos, y diseñar una herramienta que permita evaluar el papel que cumplen la educación del ocio sostenible y su planificación en los parques naturales protegidos de la CAPV. La tesis se estructura en siete capítulos. Los capítulos 1 y 2 se centran en el análisis de los parques naturales protegidos como contexto de intervención de esta tesis y en el estudio del concepto de ocio humanista sostenible en el que ésta se enmarca. Los capítulos 3 y 4 se articulan en torno al estudio de los instrumentos de regulación, ordenación, gestión y educación de los parques naturales protegidos, así como en las actuaciones educativas y recreativas contempladas en los mismos. En él capítulo 5 se analizan la educación del ocio y la educación ambiental como los dos enfoques educativos en base a los cuales se planifican (o se podrían planificar) las actuaciones educativas y recreativas en los parques naturales protegidos. El capítulo 6 da a conocer lo que desde este estudio se considera que puede definir un modelo de educación del ocio sostenible en parques naturales protegidos (modelo EOS). Este modelo representa un enfoque educativo renovador, en el que convergen los fundamentos de la educación ambiental y la educación de ocio. Por último, el capítulo 7 presenta la herramienta de evaluación que se ensambla con el resto de componentes que conforman el modelo EOS. Se trata de un elemento complementario, integrador y aglutinador, diseñado para evaluar el verdadero papel que juegan la educación y su planificación en los parques naturales protegidos, siempre desde la perspectiva del modelo EOS y de los principales supuestos que fundamentan las actuaciones que se han puesto de manifiesto a lo largo de esta tesis. El trabajo se cierra con las conclusiones de la investigación. En los tres apartados en los que se estructuran, se recogen las principales aportaciones realizadas a lo largo del trabajo. El primero refleja las conclusiones generales que se desprenden de las revisiones bibliográficas y los análisis realizados en los cinco primeros capítulos. El segundo apartado se centra en las dos principales aportaciones de la tesis, el modelo de educación del ocio sostenible y la herramienta para evaluar el papel que cumplen la educación del ocio sostenible y su planificación en la gestión de los parques naturales protegidos de la CAPV. Finalmente, en el tercer apartado se presentan algunas futuras líneas de investigación que se podrían desprender de este trabajo.
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    Entrepreneurship competence in pre-service teachers training degrees at spanish jesuit universities: a content analysis based on entrecomp and entrecompedu
    (MDPI AG, 2021-08-02) Arruti, Arantza ; Morales, Cristina; Benitez, Estibaliz
    Entrepreneurship competence is one of the eight key competences for promoting lifelong learning, employability, and ensuring success in the knowledge society. The main objective of this study is to analyse to what extent entrepreneurship competence, as contemplated in the main European reference frameworks (EntreComp and EntreCompEdu), is incorporated into the competences that make up pre-service teachers training degrees offered by Spanish Jesuit universities. A content analysis of 631 competences was carried out by means of an expert judgement. The results of the study allow us to conclude, among others, that: with the exception of Assessment (EntreCompEdu), the remaining areas of both frameworks are covered by 30% of the competences proposed by the universities; none of the universities incorporate the competences Motivation and perseverance, Financial and economic literacy and Coping with uncertainty, ambiguity and risk of EntreComp, nor Checking and reporting on progress, Share feedback and Recognising progress and achievement of EntreCompEdu; the EntreComp competences Mobilising others, Planning and managing, and Working with others, and the EntreCompEdu Creating an empowering entrepreneurial learning environment are recognised the most; it is in the specific and general competences of the University of Deusto and Ramon LLull University that the above-mentioned competences are most frequently recognised. In conclusion, although there is still much to be done, entrepreneurship competence is included in initial teacher training at Jesuit universities in Spain.
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    Psychological impact of COVID-19 on primary education teachers in the Basque Country
    (Frontiers Media S.A., 2022-07-08) Arruti, Arantza; Korres, Oihane ; Paños Castro, Jessica
    COVID-19 has greatly challenged many areas, including those affecting educational systems. Teachers have had to cope with tremendous pressure, stress, and anxiety. The objective of this study is to analyze how primary education teachers in the Autonomous Region of the Basque Country (Spain) perceive the impact that moods and the ensuing consequences of COVID-19 have on their personal and professional spheres. This study used a quantitative methodology based on a dedicated questionnaire. A total of 849 teachers answered the questionnaire and reported that they had felt nervous ( (Formula presented.) : 8.77) and tense ( (Formula presented.) : 8.57), and that they had been shocked by the excessive length of the lockdown ( (Formula presented.) : 7.70) and the restrictions in sports and leisure activities ( (Formula presented.) : 7.59). Significant differences were found according to gender, type of school, socioeconomic environment, age, and years of experience. The study highlights the need to educate both teachers and students so that they can manage and regulate their emotions in unexpected situations. An additional need was identified to enhance teachers’ digital skills to better enable them to face the challenges of the Information and Knowledge Society.
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    Retos educativos del siglo XXI para una sociedad en transformación: una revisión bibliográfica
    (Hipatia Editorial, 2025-06-27) Arruti, Arantza; Paños Castro, Jessica
    La sociedad está en constante cambio y evolución, y se enfrenta a retos como son los de garantizar una educación de calidad, y el progreso económico y social. El objetivo de este estudio es analizar los retos educativos de la sociedad del siglo XXI y hacer una reflexión científicamente fundamentada. Se parte de una revisión sistemática de la literatura siguiendo la estrategia PICO y declaración PRISMA, cuyos resultados permiten agrupar los estudios en cinco áreas: Tecnología en la Educación; Competencias del siglo XXI; Nuevos enfoques de enseñanza-aprendizaje; Trabajo en red, cooperación, colaboración y convivencia; e Inclusión, igualdad y diversidad. Las principales conclusiones apuntan a: la necesidad de revitalizar el sistema educativo en base a la tecnología; virtualizar los procesos de aprendizaje; incidir en la formación de la competencia digital del profesorado y alumnado; y la necesidad de promover una educación de calidad, orientada hacia un aprendizaje integrado, profundo, fiable, sobre la base de experiencias desafiantes, auténticas, y constructivistas, para lo que será preciso adaptare innovar los elementos curriculares a las competencias del siglo XXI, que, deberían estar encaminadas a lograr un aprendizaje coherente con los niveles de empleabilidad en el mercado y acorde a las exigencias del mundo global.
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    A systematic literature review about the level of digital competences defined by DigCompEdu in higher education
    (Instituto de Ciencias de la Educación, 2021-12) Bilbao Aiastui, Eider; Arruti, Arantza; Carballedo Morillo, Roberto
    Nowadays, we are facing a historical moment in which education practices are being transformed—mainly due to the increase of technologies and their massive use at all levels of society; thus, it is necessary to integrate them in educational settings. In this context, the aim of this paper is to analyse the level of technological competences of university professors. To this end, a systematic literature review based on the PRISMA methodology is carried out. he search was focused on WoS and SCOPUS databases. Initially, 815 documents were retrieved, and after applying the exclusion criteria 30 papers were selected. The selected papers have been analysed in detail and the final conclusions have been structured according to the DigCompEdu digital competence framework. The results show that the level of Digital Competences of University Professors (DCUP) is moderate, and highlight aspects to improve: Reflective Practice is not cited in any article, and Learner ́s Empowerment and Facilitating Students’ Digital Competence are the least referred. These aspects should be considered for future research and, for this reason, it is recommended to carry out continuous training for university professors supported by the DigCompEdu framework.