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This paper investigates the behavior of children from low socioeconomic status families and examines the effects of a socioemotional education program on aggression in children. The results of the program are compared according to the children’s gender and age, the family structure, the parents’ educational attainment, and social status. The results show that applying socioemotional education programs reduces children’s aggression and encourages positive development during adolescence. This positive development fosters open, expressive behavior.

The integration of young immigrants in the societies that host them highlights the need for the intervention of social workers to facilitate their adaptation and inclusion from an individualized diagnosis of their needs. The development of social skills in the immigrants is one of the main ways to make that integration happen, and therefore its diagnosis is fundamental. However, at present, there are no valid and reliable instruments that take into account the sociocultural factors that surround young immigrants for the evaluation of their social skills. It is for this reason that the purpose of this study was to adapt and validate a current and useful instrument for the diagnosis of such social skills to young immigrants welcomed in Spain. To do this, it was started on the choice and adaptation of The Social Skills Scale (Escala de Habilidades Sociales). Subsequently, the questionnaire was submitted to concurrent, predictive, and nomological validation processes. The construct validity was carried out by factor analysis first and second order to confirm the hierarchical structure of the scale. After validation with Exploratory Factor Analysis (n = 330), the structure was checked, and the model was later adjusted with Confirmatory Factor Analysis (n = 568) by means of structural equations. The reliability and internal consistency of the instrument was also tested with values in all dimensions above 0.8. It is concluded that this new instrument has 29 items and 6 dimensions, has acceptable validity and reliability, and can be used for the diagnosis of Social Skills in Young Immigrants.

Since mid-March 2020, due to the COVID-19 pandemic, higher education has been facing a very uncertain situation, despite the hasty implementation of information and communication technologies for distance and online learning. Hybrid learning, i.e., the mixing of distance and face-to-face learning, seems to be the rule in most universities today. In order to build a post-COVID-19 university education, i.e., one that is increasingly digital and sustainable, it is essential to learn from these years of health crisis. In this context, this paper aims to identify and quantify the main factors affecting mechanical engineering student performance in order to build a generalized linear autoregressive (GLAR) model. This model, which is distinguished by its simplicity and ease of implementation, is responsible for predicting student grades in online learning situations in hybrid environments. The thirty or so variables identified by a previously tested model in 2020–2021, in which distance learning was the exclusive mode of learning, were evaluated in blended learning spaces. Given the low predictive power of the original model, about ten new factors, specific to blended learning, were then identified and tested. The refined version of the GLAR model predicts student grades to within ±1 with a success rate of 63.70%, making it 28.08% more accurate than the model originally created in 2020–2021. Special attention was also given to students whose grade predictions were underestimated and who failed. The methodology presented is applicable to all aspects of the academic process, including students, instructors, and decisionmakers.

In the framework that interdisciplinary projects could be a potential tool to improve learning processes in higher education, a teaching innovation experience was carried out. This study presents the didactic experience carried out between two first-year subjects of the Degree in Physical Activity and Sport Sciences. The experience consisted of designing and implementing a practice activity from an interdisciplinary approach and with the support of technological tools, such as the use of platforms, recordings and sports technique analysis software. The main aim of the present study was to assess such an experience according to students’ perception. The instrument used to assess such an interdisciplinary experience was a questionnaire of 17 items. The sample comprised 79 students who attended both subjects simultaneously. The reliability of the instrument is ensured according to Cronbach’s alpha (a = 0.903). The results of this study, as interdisciplinarity and organizational aspects, were highly assessed. The analysis of the survey also indicates that this interdisciplinary practice activity helped subjects to achieve a more meaningful level of both integrated and specific knowledge.

Construction contract management is an important research field in engineering. However, in construction contract management courses, student learning interest is decreasing because of unreasonable course design and management. Consequently, the use of project-based teaching (PBT) has increased in recent years. Nevertheless, there has been little research conducted to provide evidence that highlights the role of PBT among the factors of learning interest. This study aimed to investigate the factors that promote learning interest in PBT courses. First, we identified research gaps with a literature review and developed a potential research model. Second, a PBT course was carried out where 71 Tsinghua University students who attended the course were surveyed via 5-point Likert-scale questionnaires. Third, data were analyzed using the Wilcoxon signed-rank test and the ordinal logistic regression model. Finally, the results were interpreted and discussed. Our findings show that there is a significant improvement in students’ learning interest towards the related course after the PBT method was adopted and that pedagogical factors, specifically (1) curriculum scope and sequence, (2) collaboration and communication, and (3) workload are the most salient factors that can influence student learning interest. None of the dispositional factors were found to significantly affect student interest. These results underpin the theoretical validity of PBT and can be used to improve PBT in engineering education management.

This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study establishes a comprehensive understanding of creativity from a sociocultural perspective and examines the relationship between creativity and educational approaches based on sustainable education. The results highlight that creativity is incorporated into teaching in a cross-cutting manner in the ideation, design, and implementation of pedagogical strategies that include diverse techniques, resources, and methodologies. Creativity contributes to learning by being multifaceted and transforming the student experience through the identification, understanding, appropriation, and applicability of concepts. Various strategies and methodologies are identified that promote creativity by involving students in collaborative and reflective processes. Creativity stimulates imagination, interdisciplinary and intercultural integration, and experimentation. The fundamental role of the teacher and the learning environment is emphasized. Finally, the need to integrate creativity into educational plans from these approaches is highlighted, fostering the adaptability to uncertainty and the generation of creative and sustainable responses. This review provides a synthesized and updated resource for teachers and individuals interested in the relationship between creativity, learning, and sustainability.

Purpose Agenda 2030 for Sustainable Development defines 17 goals with 169 targets in economic, social and environmental fields to guarantee human rights. Universities and companies are two driving forces for achieving these Sustainable Development Goals (SDGs). In this context, university research and, specifically, business and management studies should include this new economic-social panorama. Focusing on business and management education, this study aims to analyze who can help to implement the SDGs and how. Design/methodology/approach A descriptive examination of the evolution of documents and journals on business and management education was performed. Next, a co-authorship analysis, studying the collaboration among researchers, was performed. Finally, a co-word analysis that identifies the main topics and relationships between them was developed. Findings This study’s results suggest the necessity of expanding collaboration networks between countries and institutions. The analysis also reveals two emergent topics: entrepreneurship and sustainability. Then, three lines for teaching business and management according to the SDGs are proposed: two regarding university-firm relationships – job creation and entrepreneurship – and the third regarding universities effects on society – including sustainability principles and actions in higher education. Originality/value The main contribution is to show the important role that universities, in general, and business and management education, in particular, play in achieving the SDGs. Universities must mobilize their managers, professors and students because implementing the SDGs is possible through coordinated and integrated participation.