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Vocational Education students’ beliefs about the use of generative artificial intelligence in teaching and learning
No full textArtificial Intelligence is profoundly transforming employment, directly affecting students in Vocational Education and Training (VET). At the same time, the use of Generative Artificial Intelligence (GenAI) in educational contexts is becoming increasingly common. However, its impact largely depends on how it is integrated into teaching and learning practices.
This study explores VET students’ beliefs regarding the incorporation of GenAI into education. To this end, a previously validated questionnaire (Cabellos et al., 2024) was administered to 566 students enrolled in intermediate and advanced vocational training programs.
The results show that students generally hold a positive attitude toward the use of GenAI, especially when it is employed by teachers for lesson planning and assessment. In addition, students with constructivist pedagogical beliefs and prior experience with GenAI tools expressed more favorable views toward its educational integration.
These findings highlight the importance of incorporating GenAI into education from a constructivist perspective, one that fosters student-centered teaching. Only in this way can key competencies such as critical thinking and decision-making be developed skills that are essential not only for adapting to the future of work, but also for playing an active role in shaping it.L’intelligence artificielle transforme profondément le monde de l’emploi, ce qui affecte directement les élèves de la Formation Professionnelle (FP). Parallèlement, l’usage de l’intelligence artificielle générative (IAg) dans les contextes éducatifs devient de plus en plus fréquent. Toutefois, son impact dépend de la manière dont elle est intégrée dans les pratiques d’enseignement et d’apprentissage.Cette étude analyse les croyances des élèves de FP concernant l’intégration de l’IAg en éducation. Pour ce faire, un questionnaire déjà utilisé auparavant (Cabellos et al., 2024) a été administré à 566 étudiants de cycles de formation de niveau moyen et supérieur.Les résultats montrent une attitude majoritairement positive envers l’usage de l’IAg, en particulier lorsqu’elle est employée par les enseignants comme outil pour la conception des cours et l’évaluation. De plus, les étudiants ayant des croyances pédagogiques de nature constructiviste et un usage préalable plus élevé de ces technologies expriment des attitudes plus favorables à son intégration éducative.Ces résultats soulignent la nécessité d’intégrer l’IAg dans une perspective constructiviste qui favorise un enseignement centré sur l’étudiant. Ce n’est qu’ainsi qu’il sera possible de développer des compétences clés telles que la pensée critique ou la prise de décision, essentielles tant pour s’adapter au futur du travail que pour contribuer activement à sa transformation.La Inteligencia Artificial está transformando profundamente el empleo, lo que afecta directamente al alumnado de Formación Profesional (FP). En paralelo, el uso de la Inteligencia Artificial Generativa (IAg) en contextos educativos es cada vez más habitual. No obstante, su impacto depende de cómo se integre en las prácticas de enseñanza y aprendizaje.
Este estudio analiza las creencias del alumnado de FP sobre la incorporación de la IAg en la educación. Para ello, se aplicó un cuestionario previamente utilizado (Cabellos et al., 2024), que fue completado por 566 estudiantes de ciclos formativos de grado medio y superior.
Los resultados muestran una actitud mayoritariamente positiva hacia el uso de la IAg, especialmente cuando es utilizada por el profesorado como herramienta para el diseño de clases y la evaluación. Además, los estudiantes con creencias pedagógicas de carácter constructivista y mayor uso previo de estas tecnologías manifestaron actitudes más favorables hacia su integración educativa.
Estos hallazgos subrayan la necesidad de incorporar la IAg desde un enfoque constructivista que fomente una enseñanza centrada en el estudiante. Solo así será posible desarrollar competencias clave como el pensamiento crítico o la toma de decisiones, esenciales tanto para adaptarse al futuro del trabajo como para contribuir activamente a su transformación
The No True Scotsman Fallacy and Ends Justifying the Means: Javier Milei in Spanish Neoliberal Press.
No full textEste artículo examina las fracturas internas del liberalismo contemporáneo mediante el análisis crítico del discurso de cómo dos medios españoles ideológicamente afines construyen representaciones divergentes del presidente argentino Javier Milei. A través del análisis de diez artículos (2024-2025) de El Español y El Economista, desentrañamos estrategias discursivas que revelan una batalla hegemónica sobre la naturaleza del liberalismo actual. El Español despliega una falacia del “No True Scotsman”, construyendo a Milei como amenaza inauténtica mediante, entre otras cosas, léxico descalificador ("farsante", "autoritario") y analogías con Chávez y Mussolini, preservando así un liberalismo ilustrado y democrático. Inversamente, El Economista abraza una lógica pragmática del "fin que justifica los medios", legitimando a Milei mediante narrativas tecnocráticas que priorizan indicadores cuantificables sobre consideraciones normativas. Esta divergencia expone la tensión constitutiva entre un liberalismo como tradición política con fundamentos morales versus un liberalismo instrumental validado exclusivamente por resultados. Milei funciona como operador simbólico transnacional que obliga a los medios europeos a rearticular marcos ideológicos, revelando contradicciones latentes en el proyecto neoliberal.Abstract: This article examines the internal fractures of contemporary liberalism through critical discourse analysis of how two ideologically aligned Spanish media outlets construct divergent representations of Argentine President Javier Milei. Through the analysis of ten articles (2024-2025) from El Español and El Economista, we unravel discursive strategies that reveal a hegemonic battle over the nature of contemporary liberalism. El Español deploys a No True Scotsman fallacy, constructing Milei as an inauthentic threat through, among other things, disqualifying lexicon ("impostor," "authoritarian") and analogies with Chávez and Mussolini, thereby preserving an enlightened and democratic liberalism. Conversely, El Economista embraces a pragmatic logic of "ends justify the means," legitimizing Milei through technocratic narratives that prioritize quantifiable indicators over normative considerations. This divergence exposes the constitutive tension between liberalism as a political tradition with moral foundations versus instrumental liberalism validated exclusively by results. Milei functions as a transnational symbolic operator that compels European media to rearticulate ideological frameworks, revealing latent contradictions in the neoliberal project
Investigating aggression control in combat training among college physical education students
No full textThis study aimed to examine the effect of combat sports training on aggression control among
second-year college students registered in a physical education course. It used a mixed-methods
longitudinal design that combined quantitative and qualitative techniques. A total of 132 (68 men and
64 women) second-year college students enrolled in a physical education program participated. Every
participant had a course in combat sports included in their course of study. Aggression levels were
measured using a mixed-methods approach combining semi-structured interviews to probe
participants' emotional experiences with the Buss-Perry Aggression Questionnaire (BPAQ).
Repeated measures ANOVA particularly in hostility (-12.5%, κ2=0. 201\eta^2 = 0. 201η2=0. 201,
and physical aggression (-9.8%, κ2=0. 149\eta^2 = 0. 149η2=0. 149), indicated significant decreases
in overall aggression (-8.2%, κ2=0.178\eta^2 = 0.178η2=0. 149). Although with a smaller size,
verbal hostility and anger also dropped. Qualitative and quantitative findings suggest that combat
sports training can reduce aggression and improve emotional control, stress management, and self
discipline. Some students, however, reported increased frustration and competitiveness, indicating
individual differences. These results support including structured combat sports in physical education
to enhance students’ emotional regulation
Faculty knowledge of Generative Artificial Intelligence. TPACK-based predictive model for the ethical integration of Generative Artificial Intelligence in Higher Education
No full textGenerative Artificial Intelligence (GAI) has been rapidly incorporated into education, providing personalisation, automated tutoring and more efficient assessments, but also generating ethical challenges such as bias, privacy and academic integrity, which require informed teacher training. This study sought to validate a predictive model that explains the relationship between the dimensions of the TPACK model adapted to GAI and Technological Ethical Assessment (TEAK). Using a quantitative approach, a 25-item questionnaire was administered to 240 teachers at the National Open and Distance University of Colombia. The analysis with Structural Equation Modelling (PLS-SEM) showed high reliability and validity (Cronbach's Alpha: 0.935–0.976). Teachers presented attitudes ranging from ‘neutral’ to ‘agree’, highlighting Technological Knowledge as the strongest dimension. The results indicate that knowledge of the tool does not guarantee appropriate pedagogical use, making it essential to integrate ethical and didactic aspects into teacher training. The validated model is proposed as a useful guide for promoting ethical and reflective use of IAGen in university education.La Inteligencia Artificial Generativa (IAGen) se ha incorporado rápidamente en la educación, aportando personalización, tutoría automatizada y evaluaciones más eficientes, pero también generando retos éticos como el sesgo, la privacidad y la integridad académica, que requieren una formación docente informada. Este estudio buscó validar un modelo predictivo que explica la relación entre las dimensiones del modelo TPACK adaptadas a la IAGen y la Evaluación Ética Tecnológica (TEAK). Mediante un enfoque cuantitativo, se aplicó un cuestionario de 25 ítems a 240 docentes de la Universidad Nacional Abierta y a Distancia de Colombia. El análisis con Modelado de Ecuaciones Estructurales (PLS-SEM) mostró alta fiabilidad y validez (Alfa de Cronbach: 0,935–0,976). Los docentes presentaron actitudes entre “neutral” y “de acuerdo”, destacando el Conocimiento Tecnológico como la dimensión más fuerte. Los resultados indican que conocer la herramienta no garantiza un uso pedagógico adecuado, por lo que es esencial integrar aspectos éticos y didácticos en la formación docente. El modelo validado se propone como una guía útil para promover un uso ético y reflexivo de la IAGen en la educación universitaria
Physiological adaptations and endurance unveiled: The impact of structured fitness training on elite youth soccer players
No full textFitness training enhances endurance in soccer players. The study aimed to determine the effect of a
Motophysic Fitness (MPFIT) training program on the physical and technical skills of twenty youth
soccer players with an average age 20±1 years, height 1.71 ± 0.5 m, and weight 64.3 ± 5.7 kg. It
consisted of a 12-week intervention period during the off-season. The MPFIT training was designed
to improve physical fitness in terms of endurance, taking into account the players' positional
differences. Yo-Yo Intermittent Recovery Test Level-1 (Yo-YoIRT1) was implemented to measure
endurance before and after training. The outcome of Yo-YoIRT1 was assessed in terms of total
distance covered in meters, the level achieved and estimated VO2max. Maximum heart rate was also
measured to analyse the impact of MPFIT training. The MPFIT regime offered an average of 2%
increase in fitness level of the players in all positions. Z-test revealed that significance p-values for
the level achieved and VO2max were determined to be p=0.004 and p=0.02, respectively. The study
provided substantial evidence supporting the viability of MPFIT regime as an innovative form of
high-intensity training and implemented by individual players for self-assessment and by trainers for
enhancing the soccer player fitness
Ethics, Personal Image, and Disinformation in the Era of Deepfakes
No full textVersión en castellano: http://hdl.handle.net/10201/222221The growing significance of digital visual culture raises significant questions regarding image curation, respect for image rights, and the protection of privacy. In this context, the development of deepfake technology exacerbates these issues by enabling unprecedented audiovisual manipulation. This article analyses the ethical, legal, and social implications of the creation and dissemination of deepfakes, emphasizing the challenges posed by identity falsification. It also examines the control and regulatory measures implemented by digital platforms to detect and limit the distribution of such content, highlighting the need for clear ethical guidelines. Furthermore, it addresses the capacity of deepfakes to reinforce biases and discriminatory narratives, undermining trust in visual information and perpetuating harmful stereotypes in the collective imaginatio
JUNO-Coated Beads as a Functional Assay to Capture and Characterize Fertilization-Competent Human Sperm
No full textAutonomy support as apredictor ofstudent engagement in higher education
No full textTeacher autonomy support is defined as teacher's instructional effort to identify and strengthen students' internal motivational resources and autonomy. Furthermore, the study made use of concept of student engagement, which is a multidimensional construct that represents the interaction between the individual and the context. Students tend to show higher levels of engagement when they perceive that teachers support their autonomy. In consequence,the primary objective of this paper is to ascertain the role of perceived autonomy support as a predictor of university students' academic engagement.A probabilistic sample of 601 students from a public university in Ecuador participated in correlational-explanatory research, which entailed the completion of two questionnaires. The data analysis included hierarchical multiple linear regression analysis. The principal result shows that the greater the teachers’ support for autonomy, the higher the levels of student engagement. Therefore, is possible to conclude that autonomy support is a significant predictor of student engagement. This suggests that learning climates and strategies which foster student autonomy should be prioritised over more controlling climates and strategies.El apoyo a la autonomía del profesor se refiere al esfuerzo instruccional del profesorado para identificar y fortalecer los recursos de motivación internay autonomía delalumnado. Mientras que el compromiso estudiantil es un constructo multidimensional que representa la interacción entre el individuo y su contexto. Cuando los estudiantes perciben que el profesorado apoya su autonomía, tienden a mostrar un mayor nivel de compromiso. En consecuencia, el objetivo principal del presente trabajo se concentra endeterminar el apoyo a la autonomía percibida como un factor predictor del compromiso académico del alumnado universitario. Una muestra probabilística de 601 estudiantesde una universidad pública de Ecuador participó en la investigación correlacional-explicativa, que supuso la cumplimentación de dos cuestionarios. El análisis de datos incluyó un análisis de regresión lineal múltiple jerárquica. El resultado principal muestra que, cuanto mayor es el apoyo de los profesores a la autonomía, mayores son los niveles de compromiso de los estudiantes. Por tanto, se puede concluir que el apoyo a la autonomía es un predictor significativo del compromiso estudiantil. Esto sugiere que los climas y las estrategias de aprendizaje que fomentan la autonomía de los alumnosdeberían priorizarse sobre los climas y las estrategias más controladores
Laboratorio conectado: experimentación y despliegue de arquitecturas Cloud-IoT
No full textSesión 1: Introducción a IoT, Arduino y montaje de circuito en protoboard con sensor y actuadorSesión 2: configuración de servidor web en Arduino para visualizar datos del sensor y manejar el actuadorSesión 3: conexión de Arduino y montaje con la plataforma en la nubeEste curso presenta una introducción al Internet de las Cosas y entornos cloud. Se presenta un montaje hardware con Arduino que permite presentar datos e interactuar con ellos tanto en local, como en una plataforma cloud
AHSA1 promotes the progression of lung cancer by enhancing the expression of HSP90α
No full textBackground. Lung cancer (LC) is a leading cause of malignancy-related morbidity and mortality worldwide. The activator of 90 kDa heat shock protein ATPase homolog 1 (AHSA1), one of the chaperones of heat shock protein 90 kDa (heat shock protein 90, HSP90), is involved in the maturation, stabilization, degradation, and function of oncogenic proteins. The aim of this study was to investigate the specific mechanism and role of AHSA1 in LC development.
Methods. Expression of AHSA1 in LC was analyzed using The Cancer Genome Atlas (TCGA) database. AHSA1 expression in LC cells and tissues was assessed by qRT-PCR and western blotting. In addition, Kaplan-Meier plotter analysis and univariate and multivariate Cox analyses were used to evaluate the relationship between AHSA1 and clinicopathological variables and prognosis. The effects of AHSA1 on LC cell proliferation and migration were observed using cell counting kit-8, flow cytometry, wound healing, and Transwell assays. Target genes were predicted by bioinformatics and subsequently validated using a qRT-PCR assay.
Results. AHSA1 exhibited significant upregulation in LC tissues and cell lines, with its elevated expression correlating with adverse prognostic outcomes in LC patients. Functional assays revealed that downregulation of AHSA1 markedly impedes the proliferation, migration, and invasion of LC cells. Conversely, overexpression of AHSA1 enhanced these malignant behaviors. Furthermore, bioinformatics analysis suggested a potential interaction between AHSA1 and HSP90α, which was also found to be highly expressed in LC cells, exhibiting a notable increase in expression levels following AHSA1 upregulation.
Conclusions. AHSA1 is implicated in promoting the progression of LC by enhancing the malignant phenotype of cancer cells through the upregulation of HSP90α expression, which may underlie the association of AHSA1 expression with adverse clinicopathologic features in LC patients. These findings indicate that AHSA1 serves as a potential prognostic biomarker and represents a viable therapeutic target for L