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For several decades, it has been assumed that human influence causes an imbalance between economic development, social welfare and environmental protection that cannot be easily neutralised. The various appeals from the international scientific community, NGOs and the UN itself have had less impact than expected, although we can recently find these issues integrated into the educational curriculum in several countries. It therefore seems urgent and necessary to involve the educational field at all levels to take the necessary actions to address the situation. In particular, since the 2030 Agenda was proposed, several universities and research institutions highlight the need to develop sustainable education. Various efforts and proposals related to quality education, poverty, development, human rights and care for the environment are part of the strategic plans of institutions and are ongoing goals that are promoted at all levels of education. In addition, in order to achieve the Sustainable Development Goals (SDGs), institutions promote various activities such as the proposal of several conferences focused on the SDGs, the funding of research and innovation grants, the promotion of associations and social groups, regional, national and European projects and grants, and specific actions for each goal. It seems logical to think that the seed should be planted in education. As students first, and then as citizens, Education for Sustainable Development will provide the acquisition of skills, competences and attitudes, as well as the knowledge and values needed to provide a sustainable future for all. Although there are already important initiatives that are proving capable of raising students' interest in these issues, many of them are limited in scope. Further dissemination in an appropriate context could enable them to be applied on a wider scale and have a greater impact. The aim of this Special Issue is to bring together the most relevant current contributions in this field to serve as a model and example for others, convinced that only with the involvement of educators will it be possible to create true education for sustainable development. Therefore, we are honoured to serve as the guest editors of this Special Issue, which will contain articles related to the field of Education for Sustainable Development. We cordially invite researchers to submit their contributions, both original research articles and review articles, for this Special Issue.

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Education for Sustainable Development and Science Teaching

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Mixed Study on the use of Flipped Classroom Methodology in the Subject of Community Mental Health Care 

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Mixed Study on the use of Flipped Classroom Methodology in the Subject of Community Mental Health Care 

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https://doi.org/10.1007/978-3-031-41226-4_3

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Abstract

The incorporation of new technologies in the classroom is a key element taking into account the growing technological progress of today's society. The flipped classroom is a methodology through which the student assumes the leading role during the teaching-learning process. This methodology represents a valuable and novel learning proposal, in the face of the growing use of digital and virtual media. For the development of the research, the research question was formulated: What are the strengths and difficulties in the implementation of a subject in the area of health sciences through the flipped classroom strategy? and the general research objective: To analyse the strengths and difficulties in the use of the flipped classroom strategy in the subject of community mental health care. Thirty-one students selected by intentional sampling participated, with a mixed research design (dItrIaC) where different phases are applied, both quantitative and qualitative, developing both methods in parallel. In this way, data collection and data analysis are carried out simultaneously. The results show a student preference for the flipped classroom methodology, with the use of electronic resources and media, rather than traditional learning with the teacher's lectures in the classroom. In addition, the results show that the flipped model enriches learning and reinforces content acquisition, while generating interest, stimulating, motivational and useful in the area of mental health.

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Acknowledgements

This work was co-funded by the European Union under Erasmus+ program, GIRLS project (ref. 2022-1-ES01-KA220-HED-000089166) and supported by the Americampus+ program of the European Union.

Author information

Authors and Affiliations

1. Universidad de Salamanca, Paseo de Canalejas, 169, 37008, Salamanca, Spain

Irene del Brío-Alonso, Juan Luis Cabanillas-García & Mari Cruz Sánchez-Gómez

2. Universidad de Salamanca, Avda. de La Merced S/N, 37005, Salamanca, Spain

Manuel Franco-Martín

Corresponding authors

Correspondence to Irene del Brío-Alonso , Juan Luis Cabanillas-García or Mari Cruz Sánchez-Gómez .

Editor information

Editors and Affiliations

1. Linnaeus University, Växjö, Sweden

Marcelo Milrad

2. University of Greenwich, London, UK

Nuno Otero

3. Didactics,Organization & Research Method, University of Salamanca, Salamanca, Salamanca, Spain

María Cruz Sánchez‑Gómez

4. Facultad de Educación, Universidad de Salamanca, Salamanca, Spain

Juan José Mena

5. University of Minho, Braga, Portugal

Dalila Durães

6. Mercatorum University, Rome, Italy

Filippo Sciarrone

7. Fac Ingenieria y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile

Claudio Alvarez-Gómez

8. University of Minho, Braga, Portugal

Manuel Rodrigues

9. Dept Life, Health & Envtl Sci, University of L'Aquila, L'AQUILA, L'Aquila, Italy

Pierpaolo Vittorini

10. Faculty of Computer Science, Free University of Bozen-Bolzano, Bolzano, Italy

Rosella Gennari

11. Department of Information Engineering, Computer Science and Mathematics, University of L'Aquila, L'AQUILA, L'Aquila, Italy

Tania Di Mascio

12. Dipartimento di Ingegneria Informatica, Sapienza Universita' di Roma, Rome, Italy

Marco Temperini

13. Departamento Informatica Automatica, Universidad de Salamanca, Salamanca, Salamanca, Spain

Fernando De la Prieta

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del Brío-Alonso, I., Cabanillas-García, J.L., Sánchez-Gómez, M.C., Franco-Martín, M. (2023). Mixed Study on the use of Flipped Classroom Methodology in the Subject of Community Mental Health Care. In: Milrad, M., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023. Lecture Notes in Networks and Systems, vol 764. Springer, Cham. https://doi.org/10.1007/978-3-031-41226-4_3

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# data[].attributes.attachment_link.title
Mixed Study on the use of Flipped Classroom Methodology in the Subject of Community Mental Health Care

# data[].attributes.attachment_link.description
The incorporation of new technologies in the classroom is a key element taking into account the growing technological progress of today's society. The flipped classroom is a methodology through which the student assumes the leading role during the...

# data[].attributes.headline
Participation in the 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning 

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Participation in the 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning 

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Participation in the 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning held in Guimaraes (Portugal) presenting two communications on active methodologies, on the one hand a flipped classroom experience and a study on the digital competence of students at the National University Francisco de Morazan of Honduras

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8th national congress of Patients with Chronic Myeloid Leukaemia

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8th national congress of Patients with Chronic Myeloid Leukaemia

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At the 8th national congress of the Spanish Association of Patients with Chronic Myeloid Leukaemia (AELEMIC), the Spanish Network of Entities against Leukaemia and Blood Diseases (AELCLÉS) presented, among other things, its participation in the GIRLS project.

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Presenting Isabel Rodriguez's Master's thesis "What's behind a plug? An SL experience with young people in Aviva

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Analysis of the Digital Competence of the Students of Mathematics Sciences of the Francisco de Morazán National Pedagogical University

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Analysis of the Digital Competence of the Students of Mathematics Sciences of the Francisco de Morazán National Pedagogical University

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https://doi.org/10.1007/978-3-031-41226-4_5

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Abstract

The use of information and communication technologies has increased progressively in Honduras with the emergence of the pandemic, educational centres have had to adapt their educational offerings to a virtual methodology. This research has been contextualised in students of mathematical sciences at the Francisco Morazán National Pedagogical University. The research question was: What levels of Digital competence do NPUFM Mathematics Science students have and what is the relationship between its dimensions and their age and frequency of use of technological resources? The general objective was: To analyse the Digital Competence of NPUFM Mathematics Science students and its relationship with age and the use of ICT. By means of convenience sampling, 255 students were selected to participate in the research. A questionnaire was used for Digital Competence analysis consisting of six dimensions. A qualitative descriptive and correlational methodology was used for data analysis. Positive and significant correlations were obtained between all the DC dimensions. They were also positively related to age, but not to time spent using ICT on a daily and weekly basis. In addition, a negative correlation was found between age and time spent using ICT resources on a daily and weekly basis.

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References

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10. Cabanillas-García, J.L., Luengo, R., Carvalho, J.L.: La búsqueda de información, la selección y creación de contenidos y la comunicación docente. RIED. Revista Iberoamericana de Educación a Distancia 23(1), 241-267 (2020). http://dx.doi.org/ https://doi.org/10.5944/ried.23.1.24128

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Author information

Authors and Affiliations

1. Universidad de Salamanca, Paseo de Canalejas, 169 37008, Salamanca, Spain

Juan Luis Cabanillas-García, Mari Cruz Sánchez-Gómez & Irene del Brío-Alonso

2. Universidad Pedagógica Nacional Francisco de Morazán, CA-6, Tegucigalpa, Honduras

Yenny Eguigure

Corresponding author

Correspondence to Juan Luis Cabanillas-García .

Editor information

Editors and Affiliations

1. Linnaeus University, Växjö, Sweden

Marcelo Milrad

2. University of Greenwich, London, UK

Nuno Otero

3. Didactics,Organization & Research Method, University of Salamanca, Salamanca, Salamanca, Spain

María Cruz Sánchez‑Gómez

4. Facultad de Educación, Universidad de Salamanca, Salamanca, Spain

Juan José Mena

5. University of Minho, Braga, Portugal

Dalila Durães

6. Mercatorum University, Rome, Italy

Filippo Sciarrone

7. Fac Ingenieria y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile

Claudio Alvarez-Gómez

8. University of Minho, Braga, Portugal

Manuel Rodrigues

9. Dept Life, Health & Envtl Sci, University of L'Aquila, L'AQUILA, L'Aquila, Italy

Pierpaolo Vittorini

10. Faculty of Computer Science, Free University of Bozen-Bolzano, Bolzano, Italy

Rosella Gennari

11. Department of Information Engineering, Computer Science and Mathematics, University of L'Aquila, L'AQUILA, L'Aquila, Italy

Tania Di Mascio

12. Dipartimento di Ingegneria Informatica, Sapienza Universita' di Roma, Rome, Italy

Marco Temperini

13. Departamento Informatica Automatica, Universidad de Salamanca, Salamanca, Salamanca, Spain

Fernando De la Prieta

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Cite this paper

Cabanillas-García, J., Sánchez-Gómez, M.C., del Brío-Alonso, I., Eguigure, Y. (2023). Analysis of the Digital Competence of the Students of Mathematics Sciences of the Francisco de Morazán National Pedagogical University. In: Milrad, M., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023. Lecture Notes in Networks and Systems, vol 764. Springer, Cham. https://doi.org/10.1007/978-3-031-41226-4_5

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Analysis of the Digital Competence of the Students of Mathematics Sciences of the Francisco de Morazán National Pedagogical University

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The use of information and communication technologies has increased progressively in Honduras with the emergence of the pandemic, educational centres have had to adapt their educational offerings to a virtual methodology. This research has been contextualised in...

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Progress meeting 26/09/2023 Salamanca
Sharing ideas and distribution of tasks.
As always, photos are taken when possible and not all participants are present.

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July 2023 - An SL activity with young disabled people from Aviva in Salamanca (Spain)

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Kick-off meeting 17/01/2023 Salamanca

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La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres año.

➡️ https://t.co/7dSNdSLwnP

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La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres año.

➡️ https://t.co/7dSNdSLwnP https://t.co/YAj3ii2zBH

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La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres año.

➡️ https://t.co/7dSNdSLwnP pic.twitter.com/YAj3ii2zBH
— Universidad de Salamanca (@usal) January 16, 2023

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La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres año.

➡️ https://t.co/7dSNdSLwnP https://t.co/YAj3ii2zBH

# data[].attributes.attachment_link.metadata.attachment_props.original_text
La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres año.

➡️ https://t.co/7dSNdSLwnP https://t.co/YAj3ii2zBH

# data[].attributes.attachment_link.metadata.attachment_props.text
La Universidad de Salamanca lidera un proyecto europeo que promueve los Objetivos de Desarrollo Sostenible.

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➡️ https://t.co/7dSNdSLwnP

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La USAL lidera un proyecto europeo para promover los Objetivos de Desarrollo Sostenible

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GIRLS cuenta con una financiación de 400.000 euros y se desarrollará durante los próximos tres años

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Salamanca24horas - Recepción Ayuntamiento Salamanca - Enero 2023

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Salamanca24horas - Recepción Ayuntamiento Salamanca - Enero 2023

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Carbayo recibe a los colaboradores del proyecto Erasmus+ GIRLS destacando el papel de la "mujer directiva" y la "infraestructura verde" de la ciudad

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La iniciativa se ha aplicado entre los alumnos de Secundaria, Bachillerato y Formación Profesional.

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9-10 marzo 2023