Multidisciplinary Journal for Education, Social and Technological Sciences Vol. 12, Núm. 2 (2025)
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- Experiences and Attitudes of In-service STEM Teachers Towards the English Language Course in Ukraine
- Quality Management and Innovation Performance in Higher Education Institutions: A literature review focused on Ecuador
- Gen-AI Tools in Academia: A Cluster Analysis of University Faculty Adoption
- Exploring the Role of Information and Communication Technology (ICT) in Science Education: Perceived Utility, Benefits, and Adoption During Class Suspensions and Its Implications for Climate Change Resilience
- The Digital Educator's Toolkit: Leveraging AI for Effective Learning Analytics
- Social media addiction in high school students: examining its relationship with school burnout, fear of negative evaluation and cognitive avoidance
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Item type: Artículo , Access status: Abierto , Experiences and Attitudes of In-service STEM Teachers Towards the English Language Course in Ukraine(Universitat Politècnica de València, 2025-10-20) Chugai, Oksana; Tatton-Harris, Heather[EN] This study explores the experiences and attitudes of in-service STEM (science, technology, engineering, and mathematics) teachers in Ukraine (N=42) who participated in an English language course designed to enhance their proficiency and incorporation of English into their teaching practice. Given Ukraine s ongoing efforts toward European integration, the study highlights the role of English language skills in their professional development and access to global knowledge in the STEM fields. Using a mixed-methods research design, we collected quantitative and qualitative data through Google Forms and interviews conducted online with in-service, secondary school STEM teachers from different regions of Ukraine. The findings illustrate the positive impact of an English language course on increased confidence in English communication and STEM teaching. STEM teachers demonstrated a high level of satisfaction at the end of the English language course, mentioning the expertise of the instructors, supportive peers, and tangible improvements in mastering English. Participants attributed their improvements to the course s learning resources, online delivery, interactive learning approach, and formative assessments. Despite the challenge of wartime disruptions and frequent power outages, participants demonstrated resilience and a deep commitment to learning. Most respondents expressed readiness for continued self-study and a desire to continue learning English. The research offers practical implications for policymaking, curriculum design, and professional development for educators.Item type: Artículo , Access status: Abierto , Gen-AI Tools in Academia: A Cluster Analysis of University Faculty Adoption(Universitat Politècnica de València, 2025-10-20) Chamorro-Mera, Antonio; Miranda-González, Francisco Javier[ES] Generative artificial intelligence (Gen-AI) has arrived to revolutionize many human activities, including teaching and learning processes. Teachers in higher education can and should ethically, legally, and accurately incorporate this new technology into their teaching, especially since the younger generation of students has integrated it into their daily lives practically since the launch of ChatGPT and uses it as a new learning medium. In this context, this research aims to analyse the short-term penetration potential of Gen-AI in the teaching activities of Spanish university teachers, identifying segments of teachers with different beliefs and attitudes towards this technology. Specifically, three segments have been identified. The largest segment consists of teachers who are still undecided about the application of Gen-AI in their teaching activities, as they are not yet clear about its practical utility and do not have confidence in its accuracy and quality. At one end of these undecided teachers is another group classified as sceptics, who do not use these tools due to a very low perceived utility, although they have a high perception of ease of use and do not perceive high risks from their use. On the opposite end are the explorer teachers who are pioneers in its use, trusting both the utility and the current accuracy and quality of the results generated by these tools. If university administrators want to promote the use of artificial intelligence among their academics, they will need to design different strategies and actions for each segment.Item type: Artículo , Access status: Abierto , The Digital Educator's Toolkit: Leveraging AI for Effective Learning Analytics(Universitat Politècnica de València, 2025-10-20) Ruiz Rodriguez, Alvaro; Chiappe, Andrés; Ortega González, Eric[EN] Amid the fourth industrial revolution, education faces complex challenges, particularly related to harnessing the vast amount of data and digital information generated by students as part of their interactions in digital environments. In the context of 21st-century education, the importance of both Learning Analytics and Artificial Intelligence is emphasized as key technologies to address these challenges and foster educational innovation. To identify the role of AI in enhancing the strengths and addressing the limitations of learning analytics, a literature review of 173 research articles published in peer-reviewed journals indexed in Scopus was conducted. The results highlight strengths in terms of personalization, prediction, and fostering peer-based working, as well as limitations in acquiring relevant qualitative data and engaging the entire educational community in these processes. A critical reflection on the relationship between AI, learning analytics, and 21st-century education is presented in the conclusion.Item type: Artículo , Access status: Abierto , Social media addiction in high school students: examining its relationship with school burnout, fear of negative evaluation and cognitive avoidance(Universitat Politècnica de València, 2025-10-20) Karaoğlan Yılmaz, Gizem; Yılmaz, Ramazan; Gençel, Nurgün[EN] Today, adolescents use of social media increasingly common, even including during school hours and class sessions. To address this issue and design effective interventions, it is essential to understand the psychological factors contributing to the overuse of social media. The current study examined connections among three important psychological constructs (school burnout, fear of receiving a poor grade, and cognitive avoidance) and high school students addiction to social media.. Research was conducted with 251 students of high school in the Turkish city center of the Western Black Sea Region. Among the participants, 57% (n = 143) were male and 43% (n = 108) were female, between the ages of 14 and 18.The Social Media Addiction Scale, the School Burnout Inventory, the Fear of Negative Evaluation Scale, and the Cognitive Avoidance Questionnaire were among the self-report tools used to gather the data. The data was analyzed using path analysis. The findings indicated substantial positive correlations between school burnout, and social media addiction, fear of negative evaluation, and cognitive avoidance. Specifically, higher levels of school burnout, fear of negative evaluation, and cognitive avoidance were associated with increased levels of social media addiction. These findings imply that when students experience social anxiety, academic stress, or trouble regulating their emotions, they may resort to social media as a maladaptive coping strategy. Several suggestions are made for researchers, educators, parents, and legislators in light of these findings.Item type: Artículo , Access status: Abierto , Quality Management and Innovation Performance in Higher Education Institutions: A literature review focused on Ecuador(Universitat Politècnica de València, 2025-10-20) Mena-Vásquez, Alexandra; Devece Carañana, Carlos Alberto; Llopis-Albert, Carlos; Departamento de Organización de Empresas; Facultad de Administración y Dirección de Empresas; Escuela Técnica Superior de Ingeniería Aeroespacial y Diseño Industrial; Departamento de Ingeniería Mecánica y de Materiales; Instituto Universitario de Investigación Concertado de Ingeniería Mecánica y Biomecánica[EN] The objective of this article is to analyze the state of the art in quality management and innovation performance in Higher Education Institutions. To achieve this, a systematic literature review methodology is employed, defining the scope, relevance, and volume of information to be analyzed. The scientific articles reviewed were selected from well-recognized databases in the fields of management and education (Scopus, Science Direct, Springer, and Taylor & Francis). Based on the collected data, potential correlations between quality management and innovation variables are categorized. The main findings suggest that innovation is a variable dependent on the quality management practices implemented by an institution. The analysis primarily focuses on the relationship between the organization as a generator of innovation, process innovation, and organizational innovation.Item type: Artículo , Access status: Abierto , Exploring the Role of Information and Communication Technology (ICT) in Science Education: Perceived Utility, Benefits, and Adoption During Class Suspensions and Its Implications for Climate Change Resilience(Universitat Politècnica de València, 2025-10-20) Ventura, Ana María; Mara, Joy Marie; Ventura, Aries[EN] Class cancellations caused by typhoons have underscored the importance of integrating ICT into educational systems to ensure that teaching and learning continue without interruption. This study explores the role of digital technology in Science education during online learning amid typhoon-induced class suspensions. Using a quantitative approach, data were collected and analyzed using both descriptive and inferential methods. The findings reveal that students strongly agree with the various uses and benefits of ICT in their science subjects. They frequently use technological tools to research homework, participate in online communities, and download e-books for their studies. Additionally, students perceived benefits of ICT are significantly related to their year level, the availability of gadgets for online learning, and their family s monthly income. However, factors such as internet connectivity and the availability of gadgets for online learning do not appear to impact students perceived use or extent of ICT use in their studies. These results emphasize the potential of ICT to bridge learning gaps during disruptions, but also highlight the need for policies that support the accessibility of digital resources and online tools, particularly for students from lower-income households, to ensure continuous and effective learning during emergencies like typhoons.