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Despite the growing interest in perceived social support as a means of achieving sustainable psychological development and well-being in the various contexts of the adolescent, its definition and composition remain unclear. The aim of this study is to test both the hierarchical order and the types and sources of a theoretical model of the social support perceived by adolescents. The model is based on the theories of Tardy and Lin, as well as on the findings of recent studies on the construct. Three theoretical models are compared using the structural equations method. The participants were 1081 randomly selected secondary school students (aged 12–18 years) from the north of Spain, who completed the APIK Perceived Social Support Questionnaire. The model positing that perceived social support comprises a hierarchical first level formed by sources of support (family, friends and teachers) and a lower second level derived from the first one, formed by types of support (emotional, material and informational), proved to be the first-choice solution. The results establish a solid theoretical base for both future studies on perceived social support during adolescence and possible educational interventions designed to improve social support for teenagers.

Despite the growing interest in perceived social support as a means of achieving sustainable psychological development and well-being in the various contexts of the adolescent, its definition and composition remain unclear. The aim of this study is to test both the hierarchical order and the types and sources of a theoretical model of the social support perceived by adolescents. The model is based on the theories of Tardy and Lin, as well as on the findings of recent studies on the construct. Three theoretical models are compared using the structural equations method. The participants were 1081 randomly selected secondary school students (aged 12–18 years) from the north of Spain, who completed the APIK Perceived Social Support Questionnaire. The model positing that perceived social support comprises a hierarchical first level formed by sources of support (family, friends and teachers) and a lower second level derived from the first one, formed by types of support (emotional, material and informational), proved to be the first-choice solution. The results establish a solid theoretical base for both future studies on perceived social support during adolescence and possible educational interventions designed to improve social support for teenagers.

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.

Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling of computers into a Curriculum and a case study. The proposal is based in the Service-Learning methodology, by which students develop technical and professional skills while undertaking a project that has a direct and real impact on society. Students work on old or broken computers provided by donors, thereby acquiring technical skills. These now flawlessly functioning computers are donated to NGOs and other non-profit organizations, thus endowing the equipment with a much longer life as well as reducing e-waste, one of the fastest-growing waste streams in the world. As a case study, this paper presents the UPC Computer Reuse Program, carried out at Universitat Politècnica de Catalunya UPC-BarcelonaTech. Since the program started in 2004, some 2500 computers have been donated to 359 different organizations in 29 countries, and more than 5200 students have participated. The paper analyzes the impact of the program on society, on the reduction of e-waste, on the environment and on student awareness regarding social justice and sustainability.

Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling of computers into a Curriculum and a case study. The proposal is based in the Service-Learning methodology, by which students develop technical and professional skills while undertaking a project that has a direct and real impact on society. Students work on old or broken computers provided by donors, thereby acquiring technical skills. These now flawlessly functioning computers are donated to NGOs and other non-profit organizations, thus endowing the equipment with a much longer life as well as reducing e-waste, one of the fastest-growing waste streams in the world. As a case study, this paper presents the UPC Computer Reuse Program, carried out at Universitat Politècnica de Catalunya UPC-BarcelonaTech. Since the program started in 2004, some 2500 computers have been donated to 359 different organizations in 29 countries, and more than 5200 students have participated. The paper analyzes the impact of the program on society, on the reduction of e-waste, on the environment and on student awareness regarding social justice and sustainability.