Call for papers for issue 49 (2026) PLEASE NOTE: DUE TO SYSTEM MAINTENANCE AND UPDATES, THE JOURNAL’S OPERATIONS WILL BE SUSPENDED FROM 18 TO 20 MAY. PLEASE DO NOT SUBMIT ARTICLES DURING THIS PERIOD. WE APOLOGISE FOR ANY INCONVENIENCE. Pulso. Revista de Educación is edited yearly by the Centro Universitario Cardenal Cisneros, (Avenida de los Jesuitas, nº34, 28806, Alcalá de Henares, Madrid, España). This journal was originally established in 1977 but changed its format in 2001 (number 24) in order to become a scientific and research journal in the field of education. Throughout these more than twenty years, the journal has established itself as a reference for the dissemination of educational research, especially in Spain and Latin America. It is addressed to education specialists, researchers, and professionals in the field of education at all levels. Its main aim is to disseminate and promote studies and experiences related to education, prioritizing those contributions which focus on the most innovative research in the field. In the section Research and Studies, the journal publishes original empirical and theoretical research articles, studies, reviews, and educational experiences. Contributions must show methodological rigor and scientific quality. Work obtained from funded research projects will especially be taken into consideration. Contributions for this section will be evaluated using the double-blind peer review method. The Reviews section accepts original and critical reviews of books about education published in the last two years. For both sections, contributions can be written in Spanish or English. Occasionally, written contributions in Portuguese might be accepted. Pulso. Revista de educación meets editorial quality criteria required by the scientific community (committees, periodicity, reviews, indexing...). In recent years, significant work is being carried out to update and strengthen editorial policies and quality criteria, always in line with the most current trends as it pertains open access publications. As an example of this, we have recently completed the 38 LATINDEX quality criteria The journal publishes one issue per year through a continuous flow process until the completion of each issue. Thus, once the final versions of the contributions are received, they are added to the table of contents of the "current" issue. The journal is also published on paper once the current issue has been closed. Pulso. Revista de educación facilitates unrestricted access to all its content.
This journal offers immediate open access to its content based on the idea that offering readers free access to research favours a global exchange of knowledge. Papers are published in the electronic version of the journal under a Creative Commons License: Attribution-NonCommercial-No derivatives 4.0 International Authors are allowed and encouraged to promote the post-print version (reviewed and accepted for publication version) of their work online before publishing them. This favours their earlier circulation and dissemination and thus a possible increase in their citation and reach among the academic community.
BOOK REVIEW: Thoilliez, B. (2025). Preserving Education. Encuentro.
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Hypothetical Thinking in Primary Education Teachers: A Finding in Practice
This study presents the results of research conducted with Primary Education teachers in Venezuela. The objective was to identify the hypotheses that teachers formulate during the teaching and learning process in their daily practice. A qualitative study with an ethnographic approach was carried out. The investigation focused on two dimensions of school practice likely to contain hypothetical statements: the implicit conjectures that emerge in pedagogical action and the teaching objectives that teachers design or state in their daily planning to guide classroom work. The results show the existence of a hypothetical environment that consistently surrounds teaching practice. This is manifested in statements within teachers’ discourse and in the content of instructional activity objectives, revealing anticipations, assumptions of achievement, and expectations regarding student development. It is concluded that pedagogical practice is configured as an activity of a hypothetical nature, in which teachers continuously construct interpretations and predictions that guide their decision-making in the classroom
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Conflict mediation and peer support in nursery and primary schools
BOOK REVIEW: Monge-López, C. (ed.) (2025). Mediación de conflictos y ayuda entre iguales en Centros de Educación Infantil y Primaria. UNED-Morata
Child sexual abuse and teacher’s training in Spain
Child sexual abuse has generated increasing interest in recent decades, but research continues to face challenges such as the lack of consensus on its definition and the diversity of explanatory theories. In addition, teacher training remains insufficient, both in initial education and in ongoing professional development, limiting teachers’ ability to prevent, detect, and intervene. This study presents a theoretical review of the literature, carried out using databases such as Dialnet and ProQuest, with defined search categories and inclusion/exclusion criteria. The results are structured around five dimensions—definition, prevalence, explanatory models, shortcomings in training, and training axes—in which significant shortcomings in teacher preparation are identified. The findings confirm the lack of consensus in the academic field, as well as persistent deficits in teacher training in Spain.
This article examines the objectives and principles of UK university foundation programmes, with a particular focus on Durham University’s Foundation Programme. Through an in-depth interview with Steve Leech, Head of Academic Transitions at Durham, the article explores how foundation years provide a route into higher education for students from under-represented groups and disadvantaged backgrounds. It highlights the multiple roles of foundation programmes in promoting social justice while also meeting institutional and governmental goals for widening participation in higher education. Leech outlines four pillars – epistemological maturity, metacognition, self-regulation, and self-efficacy – which underpin the programme’s approach to preparing students to succeed at university. The article also discusses the challenges facing foundation programmes in a market-driven educational landscape, while reaffirming their transformative potential for students. Durham’s programme is presented as a case study of how foundation programmes can empower learners by explicitly teaching the “rules of the game” in higher education.
Heritage Education and Arts-Based Research, the Miguel Hernández Cemetery Project
This research presents a project that integrates heritage education with the aim of improving teacher training. It is an art-based research project carried out at the University of Jaén, with student participation, through actions and photography. The project proposes an artistic approach to the San Eufrasio Cemetery, a heritage site at risk of disappearing. The inquiry allows for reflection on topics that are rarely addressed in the curriculum, such as death, suicide, or graveyards. It focuses on the collective imagination, thus developing an artistic intervention that includes an exhibition. The exhibit includes a collection of paintings dedicated to the poet Miguel Hernández, based on verses in which he speaks about death. The methodology used is case study combined with Arts-Based Research. The participatory approach motivates students to create images and contribute their own reflections. Producing photographs becomes an artistic experience, emphasizing social and cultural aspects. The research is carried out through artistic practice, providing future teachers with tools to incorporate the arts into their professional practice as educators.
Animated films in the classroom: Studio Ghibli as an educational tool
This study introduces Film‑Based Learning (FBL), an emerging methodology that harnesses the pedagogical potential of animated films to enrich primary education. Building on Project‑Based Learning (PBL), FBL integrates curricular content with Studio Ghibli movies— renowned for their artistic quality and for promoting universal values such as gender equality and social responsibility. Implemented across all primary grades in a Madrid school, the convergent mixed‑methods design combined interviews with nine teachers and analysis of students’ reflections and work. A five‑dimension rubric guided film selection according to educational relevance and appropriateness. Results show that FBL effectively fostered critical thinking, creativity and transversal competencies such as media literacy and cultural awareness. Teachers positively rated the increased student engagement and the meaningful discussions that connected abstract concepts with real‑world contexts. This study provides a practical framework, aligned with Spain’s Royal Decree 157/2022, and suggests avenues for evaluating its applicability in other settings.
Trainee teachers' perceptions of outdoor education
Outdoor Education has been extensively researched in the early stages of education, with emphasis on its characteristics, methodologies and effects on children. However, its study diminishes at higher levels, especially in Higher Education, where it would be key to train future teachers in these practices. This study analyses the perceptions of the students of the bachelor’s degrees in education at the University of Valladolid on this methodology and its impact on the connection with the environment. Using a quasi-experimental approach and pre-test-post-test surveys, 91 participants took part in the study. The results show that students value positively the outings outside the classroom for their educational relevance, participatory methodologies and contribution to the creation of social and environmental links. Furthermore, they consider that these activities encourage their active involvement in training and the development of teaching skills. The perception of field trips as tools to enrich practical learning, strengthen educational autonomy and promote greater integration with the environment stands out.
Possibilities of theater in early childhood education. A systematic review 2018-2024
This study analyzes the approach to theater in early childhood education through an exploratory systematic review of scientific literature published between 2018-2024. The methodology employed was qualitative with documentary design, using databases such as Dialnet, EBSCO, Scopus, Taylor & Francis, and Science Direct. From 237 initial articles, 23 met the PRISMA criteria. Results show a predominance of qualitative studies (78.3%), mainly in Spanish (43.5%), with greater production in the United States (21.7%), Brazil, and Ecuador (17.4% each). Significant benefits of theater in child development were identified, including improvements in self-esteem, socioemotional competencies, and active learning. The temporal distribution shows a peak in 2022 (30.4%) and a fluctuating trend in the years studied. Conclusions highlight theater’s potential as a comprehensive educational tool, although there is a need to establish a more robust epistemological framework for its implementation in educational contexts.
Exploratory study on the implementation of the classroom as a methodology for teacher training in arts education
This text presents the results of an exploratory research whose objective has been to evaluate the implementation of the inverted classroom methodology in the subject of Artistic Creation and Research Workshop of the 2nd year of the degree in Primary Education and the 2nd year of the double degree in Primary and Early Childhood Education at the University of Murcia. For this purpose, a mixed methodology was used, using a quantitative questionnaire and a qualitative analysis of opinions. The results, from a sample of 100 students, allow us to clarify which aspects have been effective in the application of this methodology, such as the suitability of extending the practical work time in the classroom in a subject in the area of didactics of plastic expression, and those that need to be reviewed, such as the necessary awareness of the autonomous role of the student in this method. Based on the data obtained and the contrast with other studies taken into account, future lines of optimization are proposed with the aim of improving this methodology in future courses.
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The creation of puppets with objects as a tool for reflecting on the gender perspective. A case study applied in Primary Education
Theater in education promotes the development of students’ creativity, as well as their bodily, spatial, and emotional awareness, through strategies such as dramatic play, dramatization, and stage language like animated forms of theater. This educational proposal aimed to evaluate how 3rd grade primary school children in a school in Spain are able to reflect on gender perspectives through a process of creating puppets using objects. This classroom experience is based on the case study methodology, with collaborative work being the foundation of the formative process. The results show the effectiveness of the strategies used, the participants’ satisfaction, the development of critical thinking regarding identity and gender equality, and improved interpersonal relationships. It is concluded that creating puppets with objects is an effective strategy for developing communicative, creative, social, and emotional competence, with reflection on gender issues serving as the motivational axis of the entire proposal.
An Approach to the study of the socioeducational and psychological consequences of divorce in childhood (2014-2024)
Divorce is no longer considered a failure in family dynamics; instead, it is seen as a legitimate option when the couple’s relationship is not functional. However, this process can have various short, medium, and long-term consequences for children. Therefore, this paper aims to delve into these consequences at socio-educational and psychological levels through a theoretical review that analyzes research conducted on this topic between 2014 and 2024. The results, after consulting Web of Science, Scopus, and Dialnet, present a total of 21 studies that contribute to describing the main related themes and consequences, taking into account associated factors such as sociodemographic variables (especially sex and age) and the family environment. Among the main conclusions, it stands out that most consequences tend to diminish over a medium period of time. Furthermore, this study makes it possible to channel the resources that would be necessary to improve the well-being of children during the post-divorce period.
Diagnosis of Visual Artistic Education in Teaching Practices I of the Primary Education Degree. When subjects become academic research laboratories
This text presents a proposal whose goal is to improve the didactic methodology of the university degree in Primary Education implemented in the Student Teaching I subject of the University of Seville. Specifically, the methodological approach carried out from the area of Didactics of Plastic Expression during the preliminary phase to the incorporation of students into the practices, called “Previous Training”, is presented. The objective of this research is to review the planning of the sessions carried out in this training period, in which, during the final phase, an online questionnaire had to be used as an instrument of inquiry aimed at offering a collaborative diagnosis of the current situation of artistic education in the field of formal education derived from the stay in schools during the student teaching period. The results obtained will show that, despite the progress achieved in the subject as an area of knowledge, the curricular spectrum of artistic education seems to remain in an eternal impasse within the school space. The outlined scenario will invite reflection on an ongoing debate, in addition to delving into the difficulties and challenges that still arise from the discipline itself as an educational research environment.
Installations for Play and Community Art: an artistic and intercultural mediation experience with families from the Chinese community of Madrid
The study is based on the shared story and visual-textual reflection on an experience carried out at the Condeduque Center for Contemporary Culture in Madrid with family groups belonging to the Chinese community of this city. Its celebration was possible at the invitation of Xirou Xiao, cultural mediator and director of Tian Ma Xing Kong, a project designed to weave networks with neighbourhood organisations in the immediate environment and to carry out a contextualised artistic mediation in a socio-cultural institution that favours community actions in its programme. The objective is to narrate and signify an experience of artistic and intercultural mediation from the participation of mixed families (Chinese Spanish) and the collaboration of university students of Social Education. It was conceived as a community art action framed in the original proposal of the Installations for play, a playful context and intersubjective space of relationship configured with specific objects offered in a transformable space inspired by the aesthetics of contemporary art. The account of the event and the following research proposal are presented through documentation constructed through image-word narratives that recognize and give meaning to the symbolic and relational actions that took place in the encounter as a manifestation that generates metaphors of life with others.
Innovative curricular and pedagogical designs in bilingual teacher education: Bridging the distance with school contexts
Review of the book: Innovative curricular and pedagogical designs in bilingual teacher education: Bridging the distance with school contexts
Talk in Multilingual Classrooms: Teachers' awareness of language knowledge in secondary education
Review of the book: Talk in Multilingual Classrooms: Teachers' awareness of language knowledge in secondary education
EMOTONGUE, a smartphone application designed to promote awareness and consequent emotional self-regulation measure emotions in natural contexts
EMOTONGUE is an Android application designed to help people become more aware of their own emotions, facilitating emotional self-regulation processes in their daily lives. The app was evaluated in a study with 16 participants. They used the app five times a day for two weeks. The aim was to improve emotional management, emotional granularity and perception of emotional intensity. A mixed methods design was used, combining qualitative and quantitative approaches. Results indicated progressive improvements in self-awareness and emotional management, as well as in emotional granularity, by achieving app-based labelling of emotions in a more specific way. Differences in emotional expression were observed between native and second languages, as well as in the frequency of use of emotions related to arousal and/or pleasure due to cultural and/or gender nuances. Although the results suggest the efficacy of the app, a larger sample size is required to confirm them. This study highlights the importance of accessible tools in psychology and education to benefit more people.
The STEM-CLIL binomial: A Pilot study on methodological transversality in initial teacher training for bilingual education
STEM/STEAM education (Science, Technology, Engineering and Mathematics and Science, Technology, Engineering, Arts and Mathematics, respectively) and the CLIL (Content and Language Integrated Learning) approach share methodological principles for the development of transversal competences in the 21st century. This Educational Innovation Project proposes a model of teaching and learning in higher education from a perspective of cooperation between disciplines and teachers. The general objective is for students to improve their skills to design CLIL lessons through transversal learning of the methodological principles involved in STEM/STEAM teaching/learning in the Primary Education stage. To this end, a pretest-posttest pilot study is proposed that analyzes the impact of three training models on the competence to design CLIL lessons in a sample of 64 students of the Bachelor’s Degree in Education. Likewise, the impact of these three models on that competence is compared in the sample (one-way ANOVA). From the results, it is concluded that transversal training in STEM methodological principles has a positive impact on the competence to plan CLIL lessons.
Installation art in the context of Métodos Artísticos Educadores (MAES). An analysis based on experiences with students from Teacher Education Degrees
In Artistic Teaching Methodologies (MAE) or Artistic Educational Methods (MAES), we find an ideal context for involving teacher training students in methods that articulate the contemporary nature of art and education, such as installations. These methodologies, rooted in the artistic field, promote teaching and learning through the creation and development of different artistic-educational projects. The present study is part of a Teaching Innovation Project implemented in the Infant and Primary Teaching Degrees. Its purpose is to explore the impact of Artistic Educational Methods on student teachers through the creation of installations. A detailed analysis is carried out, covering the type of installations, the experiences generated, the learning acquired, and the difficulties encountered. The results allow us to conclude that students understand the value and possibilities of working with art installations in their future teaching. At the same time, they are aware of the obstacles that can be encountered both in the conception and implementation of this type of proposal.
Training, Knowledge And Practice Of Inclusive Methodological Strategies in Primary and Secondary Education
Teachers must be continuously trained and updated in order to acquire competencies in different teaching methods and achieve inclusive and quality education. This work focuses on three objectives: 1) To investigate the training that primary and secondary education teachers state they have on inclusive methodological strategies; 2) To find out the degree of understanding regarding these strategies and 3) To analyze whether primary and secondary education teachers use them or put them into practice in their classrooms. The methodological design of this study is descriptive and exploratory in nature, using the survey method and questionnaires as the instrument. A total of 265 active teachers took part in the study, 125 primary school teachers and 140 secondary school teachers. Even though primary and secondary school teachers claim to be trained in different methodological strategies, lecturing is still the most used strategy in the classroom. In conclusion, this study provides relevant information for teachers’ ongoing professional development plans and can help contribute to the new training paradigm.
The relationship between bullying and cyberbullying in the university context
Most research on the relationship between bullying and cyberbullying has focused on educational stages prior to university, especially on secondary education. This study aims to investigate the relationship between bullying and cyberbullying in university students analyzing the connection among roles in the involvement in both phenomena. The sample is made up of 776 university students. They completed the Spanish version of European Bullying Intervention Project Questionnaire (EBIPQ) and European Cyberbullying Intervention Project Questionnaire (ECIPQ) (Ortega-Ruiz et al., 2016), adapted to an online format, which identifies the roles of victim, victimized aggressor and non-involved. Quantitative methodology was used. Results indicates that those students who were classified as being victim or aggressor of bullying were classified in the same way in cyberbullying scale. It is concluded that there is a relationship between being victim of bullying and cyberbullying, on one hand, and being aggressor of bullying and cyberbullying, on the other. The impact for prevention at university is discussed.
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Teaching Holocaust memory in a translation classroom: two didactic and research-teaching integration proposals in higher education0.
Insofar as it is a common negative reference point and the source of departure for European identity (Judt, 2006, p.1146), the historical event of the Holocaust has become a central part for the field of education, in general, and for higher education institutions, in particular. This paper highlights the importance of Holocaust memory as a tool for innovation in teaching in a translation classroom. To that intent and purpose, we present two didactic proposals implemented in the Grado en Lenguas Modernas y Traducción at the Universidad de Alcalá. These educational actions are aimed at enhancing translation competence, which is the main objective of the courses within which the proposals were developed, while evoking at the same time commitment and solidarity with the Other and fortifying society against hate speech; they develop thereby social and civic competences. In addition, these experiences are a good example of effective integration of research and teaching. Creating a link between research and teaching is fundamental, as these are the two core functions of universities, and one of the arenas where knowledge is created.
Tangencies between art and science in teacher training: interdisciplinary experiences in the primary school degree course
The interdisciplinary project carried out by the areas of visual art and physics and chemistry pedagogy has managed to position itself as an exemplary model of teaching innovation at the University of Zaragoza. This article materialises one of the project’s areas of research, in which contemporary works of art are used as the starting point for the development of proposals related to mechanical machines. The aim of this study is to define, implement and analyse learning from an interdisciplinary point of view under the STEAM approach for the training of future primary school teachers. Some of the most notable results are presented, all of them centred on the three-dimensional products through which the integration of artistic and scientific knowledge was studied. Finally, conclusions are reached in which we note that interdisciplinarity is one of the present and future ways to meet the educational needs that arise in the complexity of current times.
Unstructured play material in the educative practice within the first cycle of pre-school education: its applications from different methodological perspectives and its contribution to the development of children's abilities. Case study in the region de Madrid
In the current educational context oriented towards learning situations, the use of unstructured play material stands out as a pedagogical tool of great relevance. This research focuses on analysing its application in a public nursery school for children from 0 to 3 years old. Through a methodological approach based on case studies and the use of observation, questionnaires, interviews and documentary review in an innovative nursery school, it is shown that it is feasible to develop skills through a learner-centred approach based on free play from an early age. The results highlight how unstructured play material contributes to children’s holistic growth in an environment that encourages autonomy and experimentation. The findings highlight its versatility in education, its ability to address challenges, its influence on children’s individual development and its systemic impact on the educational process. In summary, this research underscores the educational value of unstructured play material, showing its adaptability and its potential to enrich children’s learning through discovery and exploration.
Dramatization: Learning by competences through interartistic dialogue
Early childhood education teacher training should foster reading competence and the capacity to connect literary reading with other artistic manifestations. We believe that dramatization is one of the most effective strategies to achieve this, which is a transversal instrument based on interartistic dialogue. This research intends to describe the design, implementation and results of a didactic experience linked to dramatizations, which has been carried out with students from two faculties of educational sciences. The methodology used in this classroom experience was participatory action research and collaborative work was used as a support for the training process. The results show the satisfaction of the participating students, the effectiveness of the strategies used in the teaching practice, the construction of meaningful learning, the improvement of the reading-literary mediation capacity and the promotion of reading habits. It is concluded that dramatization is an effective strategy in the development of multiple competences associated with, among others, expression, constructive collaboration and creative thinking, with comprehensive reading being the motivator of the whole experience.
A Liberal Education: In Praise of Great Books
Review of the book: Torralba, J.M. (2022). Una educación liberal: Elogio de los grandes libros. Encuentro.
Educational innovation and teacher training. Latest contributions in research
Review of the book: Hernán, I. y Anguita, J.E. (coords.) (2023). Innovación educativa y formación docente. Últimas aportaciones en la investigación. Dykinson.
Participatory Art Encounters in Order to Build Inclusive Relationships in University Settings
Involving people with diverse functionality in society is essential for its global transformation. Access to arts and culture is a right for all citizens from their creative and communitarian essence. However, citizen participation in cultural institutions and policies is somewhat uneven. When facing this chasm, it is indispensable to reveal new realities where the encounter with diversity happens in a realm of possibility. Thereby, we expound on a series of experiences based on participatory art practices, developed for the Degrees of Fine Arts and Primary Education of the University of Murcia. These practices were aimed at shaping creative settings where people with diverse abilities could see themselves as active members of society and its culture. The participants were university pupils together with the art collective for people with Down’s syndrome and other intellectual disabilities. For their design, we applied techniques of A/r/tography. The conclusion was that mixed encounters with participatory artistic actions can be effective methods for educational innovation in order to achieve an actual inclusive engagement within schools and, correspondingly, in society at large.
Currently, Attention Deficit Hyperactivity Disorder (ADHD) is one of the most diagnosed mental conditions in childhood, at the same time it is one of the disorders that arouses the most attention and concern with in society. Given the high number of cases, a starting question arises: Is it possible that some of the individuals identified as having ADHD are misdiagnosed? Faced with this question, we are going to focus on a specific case, in which a series of indicators contradicted the initial diagnosis of hyperactivity. For this, the cognitive, social and creative skills of the subject have been re-evaluated through an explanatory, analytical, mixed research methodology (quantitative -BAS II, RIAS, BRIEF-2, CREA- and qualitative -observation, interviews and Torrance Test-), participatory, preordered and comparative. The final conclusion confirms the original hypothesis: the child has been misdiagnosted with ADHD. So this change in diagnosis implies a substantial change in the manner of treatment and intervention with the subject, both from an educational, social and family point of view.
How to make bibliographic references for research papers
This article presents guidelines for creating bibliographies and citing sources, with a focus on electronic sources. It begins by explaining some fundamental concepts related to standardisation.
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