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Publicación The state of art, opportunities and challenges of blockchain in the insurance industry: a systematic literature review(Springer Link, 2023-02-21) Dominguez Anguiano, Teresa; Parte Esteban, LauraBlockchain technologies are quickly changing the competitive business landscape. However, key stakeholders are still sceptical about how, when, and what blockchain might bring to their businesses. This study aims to analyse how blockchain might reshape the insurance industry from an economic and business perspective, as well as to identify which are the challenges and enablers that specifically affect blockchain adoption within this industry, through a Systematic Literature Review (SRL). We also classify existing challenges into five strategic areas: Social, Technological, Environmental, Economic, and Political. Additionally, we provide several recommendations to the manager on identifying the existing hurdles and smoothing transformation.Publicación Environmental commitment, sustainable development, and regional efficiency in waste collection activities(Wiley, 2023-09-25) Alberca Oliver, María Pilar; Parte Esteban, LauraWaste management industry is key to achieve environmental commitment, clean production, and Circular business models; as well as to promote sustainable development. The aim of this study is to contribute to the Circular Economy measuring business performance and firm efficiency of waste collection activities and their determinants, with emphasis on sustainable development and environmental challenges. The main research goals of this study are as follows: first, to examine firm efficiency scores in waste collection activity (dangerous and non-dangerous waste); second, to analyze the main fluctuation patterns of business efficiency; third, to evaluate the differences in the average efficiency according to region; finally, to examine the relationship between efficiency score and environmental challenges (investment in environmental protection and COVID-19 pandemic impact). The efficiency of firms is estimated using non-parametric production frontiers in a sample of 5441 observations for the period 2010–2020. We used several non-parametric tests, such as the Mann–Whitney U test and the Kruskal–Wallis test; as well as several regression models (Tobit and bootstrapping regressions) to test the relationship between efficiency scores and environmental variables. The main findings of this study provide new empirical evidence and go a step further, not only at the firm level, but also at the regional level.Publicación Physical, Perceptual, Socio-Relational, and Affective Skills of Five-Year-Old Children Born Preterm and Full-Term According to Their Body Mass Index(MDPI, 2021) Gil Madrona, Pedro; Romero Martínez, Sonia Janeth; Roz Faraco, Carmen C.; https://orcid.org/0000-0002-1503-6394The main purpose of this study was to compare the psychomotor development of five-yearold children born preterm and full term. The comparison included physical-motor, perceptual-motor, and socio-relational and affective skills. As low weight is one of the variables that most influences the psychomotor development of premature infants, a secondary aim was to analyze these skills according to their current body mass index (BMI). A prospective simple ex-post facto study was conducted. The sample consisted of 672 five-year-old children enrolled in the third year of early childhood education in the province of Albacete, Spain; 35 of them was born prematurely. Children were evaluated by their teachers using the Checklist of Psychomotor Activities (CPA). The results show that children born preterm had a lower development of their physical-motor skills. In the perceptual-motor field, premature children showed lower scores in the variables related to their body image and body schema, motor dissociation, and visual-motor coordination, as well as in socio-relational and affective aspects. However, the development in laterality, dynamic coordination, motor execution, tonic-postural control, and balance were not affected. These differences were not affected by the current weight, given that the analysis of the BMI indicated no differences in preterm children. This study demonstrated the need to establish protocols oriented to the prevention of the difficulties detected in children with psychomotor high-risk and the needs to reinforce the educational programs in this area to improve the integral development of children born preterm.Publicación Early prediction of undergraduate Student's academic performance in completely online learning: A five-year study(ELSEVIER, 2021) Bravo-Agapito, Javier; Romero Martínez, Sonia Janeth; Pamplona, Sonia; https://orcid.org/0000-0002-3516-7367 View this author’s ORCID profileThis decade, e-learning systems provide more interactivity to instructors and students than traditional systemsand make possible a completely online (CO) education. However, instructors could not warn if a CO student is engaged or not in the course, and they could not predict his or her academic performance in courses. This work provides a collection of models (exploratory factor analysis, multiple linear regressions, cluster analysis, and correlation) to early predict the academic performance of students. These models are constructed using Moodle interaction data, characteristics, and grades of 802 undergraduate students from a CO university. The models result indicated that the major contribution to the prediction of the academic student performance is made by four factors: Access, Questionnaire, Task, and Age. Access factor is composed by variables related to accesses of students in Moodle, including visits to forums and glossaries. Questionnaire factor summarizes variables related to visits and attempts in questionnaires. Task factor is composed of variables related to consulted and submitted tasks. The Age factor contains the student age. Also, it is remarkable that Age was identified as a negative predictor of the performance of students, indicating that the student performance is inversely proportional to age. In addition, cluster analysis found five groups and sustained that number of interactions with Moodle are closely related to performance of students.Publicación Attitudes towards technology among distance education students: Validation of an explanatory model(Universidad Complutense, Madrid, 2020) Romero Martínez, Sonia Janeth; Ordoñez Camacho, Xavier Giovanni; Guillén Gámez, Francisco David; Bravo-Agapito, Javier; https://orcid.org/0000-0002-8153-5706; https://orcid.org/0000-0001-6470-526X; https://orcid.org/0000-0002-3516-7367Attitudes toward technology are preconceived notions that affect the teaching-learning process and the academic-professional performance of students, in particular those who use technology. This investigation has two objectives: to test the measuring properties (reliability, factorial structure) of an instrument that measures attitudes and to propose and validate a model that hypothesizes digital competence and frequency of use of technologies have a positive impact on attitudes. The sample included 1,251 students of the Madrid Open University in a nonexperimental, explanatory study using structural equation methodology. The results indicated adequate psychometric properties for the test and good adjustment of the proposed model (χ² = 163.91, df = 37, p < .001) allowing for further exploration of the relationship between use, skill, and attitudes in the distance education context and improving the properties of measuring instruments proposed in Spanish.Publicación Diagnosis of the attitudes towards ICT of education students according to gender and educational modality(Universidad de Guadalajara, México, 2020) Guillén Gámez, Francisco David; Romero Martínez, Sonia Janeth; Ordóñez Camacho, Xavier Giovanni; https://orcid.org/0000-0001-6470-526X; https://orcid.org/0000-0002-8153-5706Attitudes towards technology are ideas, conceptions and thoughts that guide actions and, in the case of students, can influence the learning process and academic performance. The aim of this research is to know if there are significant differences between face-to-face and completely distance learning students in relation to their attitude towards technology and according to gender. To meet this objective a non-experimental mixed research was carried out with a sample of 180 Early Childhood and Elementary Education students. Attitudes were measured and scores were compared using both parametric and non-parametric statistics. Following this methodology, the study found statistically significant differences in the average attitude towards technology depending on the educational modality and gender; specifically, men and distance learning students show more favorable attitudes in the affective dimension while face-to-face students exhibit more favorable scores in cognitive and behavioral attitudes. The conclusions derived from this study may help to develop educational interventions focused in the improvement of unfavorable attitudes.Publicación Análise das propriedades psicométricas do questionário epistemológico-inventário de crenças epistemológicas (CEICE) em universitários espanhóis(Universidade Estadual Paulista Júlio de Mesquita Filho, 2020) Romero Martínez, Sonia Janeth; Ordóñez Camacho, Xavier Giovanni; https://orcid.org/0000-0002-8153-5706Crenças Epistemológicas (CE) são considerações sobre conhecimento e aprendizagem que influenciam o desempenho e a motivação dos alunos. O objetivo deste estudo é analisar as propriedades psicométricas do teste do questionário epistemológico-inventário de crenças epistemológicas (CEICE em espanhol) em estudantes universitários espanhóis, incluindo uma análise confirmatória de sua estrutura fatorial, confiabilidade e invariância fatorial de acordo com gênero, ano e área de estudo e descrição dos escores da escala. Para realizar os objetivos, o teste CEICE foi aplicado a uma amostra de 1.231 estudantes espanhóis e foi analisado por análise fatorial confirmatória, multigrupos e estatística descritiva. Los resultados confirman la estructura de cuatro factores (simpleza del conocimiento, certeza del conocimiento, velocidad del aprendizaje y habilidad innata). Los coeficientes Alpha de Cronbach muestran valores similares a los obtenidos en estudios previos y los Alpha Ordinal presentan fiabilidades más altas. A invariância fatorial entre os grupos analisados nos níveis configural e métrico é confirmada. O CEICE possui propriedades psicométricas adequadas e pode ser usado por psicólogos e educadores para medir EC e estabelecer comparações entre grupos.Publicación Actitudes hacia la Estadística en Alumnos de Educación: Análisis de Perfiles(Ministerio de Educación, Formación Profesional y Deportes español, 2019-04-12) Ordóñez Camacho; Romero Martínez, Sonia Janeth; Ruiz de Miguel, Covadonga; https://orcid.org/0000-0002-8153-5706; https://orcid.org/0000-0002-6941-5402Las actitudes hacia la estadística son un cúmulo de conductas, cogniciones y emociones respecto a la estadística. Las actitudes son aprendidas, mediadas por factores culturales e influyen en el aprendizaje y rendimiento de los alumnos, por ello, el objetivo del presente trabajo es realizar una descripción de dichas actitudes en una muestra de 855 alumnos universitarios de la Facultad de Educación de la Universidad Complutense de Madrid por medio de la identificación de perfiles que incluyen también variables de identificación, formación previa, autoconcepto académico y valoraciones sobre la estadística en su carrera y futuro profesional. La metodología que se ha utilizado combina métodos factoriales y análisis cluster. El procedimiento incluye la aplicación de dos cuestionarios (uno para medir las actitudes y otro para las demás variables), la identificación del número de componentes factoriales y de grupos y la validación y descripción de los perfiles. Se han identificado cuatro grupos: los dos primeros (61.64% de la muestra) están compuestos principalmente por mujeres del grado Educación Infantil/Primaria que presentan actitudes desfavorables, alta ansiedad, bajo autoconcepto y consideran la estadística poco útil profesionalmente. Los otros dos grupos están compuestos por alumnos que presentan actitudes favorables, alto auto-concepto y consideran que la estadística es bastante útil. El presente estudio constituye un primer paso en la identificación y caracterización de perfiles de actitud hacia la estadística en alumnos de Educación y permite crear programas educativos para despertar el interés hacia la materia en los grupos que más lo necesitan.Publicación Psychomotor Limitations of Overweight and Obese Five-Year-Old Children: Influence of Body Mass Indices on Motor, Perceptual, and Social-Emotional Skills(MDPI, 2019-02-01) Gil Madrona, Pedro; Romero Martínez, Sonia J.; Sáez Gallego, Nieves María; Ordóñez Camacho, Xavier G.; https://orcid.org/0000-0002-1503-6394; https://orcid.org/0000-0001-8330-6694; https://orcid.org/0000-0001-5052-5567; https://orcid.org/0000-0002-8153-5706The present research aimed to study the psycho-motor performance of five-year-old children with different body mass indices (BMI). A total of 694 pre-school children in the province of Albacete-Spain participated. Their performance in motor, perceptual, and social-emotional skills was analyzed using a standardized observation sheet (Checklist of Psychomotor Activities—CPA) and then compared according to their BMI using non-parametric statistical methods (Mann-Whitney test). Separate comparisons were made for girls and boys. Results indicated significant differences in performance amongst the groups of girls in all the motor and perceptual activities, and in the social relationships component of the social-emotional factor. These differences seemed to penalize motor activities, perceptual skills, and social relationships in overweight and obese girls compared to normal weight girls. In the case of boys, there were significant differences in laterality and visual-motor coordination (favoring overweight boys). Differences in respiratory control were also found, but in this case, penalizing obese boys compared to normal weight boys. Knowledge of possible psychomotor limitations in obese children could allow psychologists and healthcare professionals to design more focused interventions.Publicación Cost-effective fully 3D-printed on-drop electrochemical sensor based on carbon black/polylactic acid: a comparative study with screen-printed sensors in food analysis(Springer, 2024) Monago Maraña, Olga; Aouladtayib-Boulakjar, Nadia; Zapardiel Palenzuela, Antonio; García Domínguez, Amabel; Ayllón Pérez, Jorge; Rodríguez Prieto, Álvaro; Claver Gil, Juan; Camacho López, Ana María; González Crevillén, Agustín3D-printing technology allows scientist to fabricate easily electrochemical sensors. Until now, these sensors were designed employing a large amount of material, which increases the cost and decreases manufacturing throughput. In this work, a low-cost 3D-printed on-drop electrochemical sensor (3D-PES) was fully manufactured by fused filament fabrication, minimizing the number of printing layers. Carbon black/polylactic acid filament was employed, and the design and several printing parameters were optimized to yield the maximum electroanalytical performance using the minimal amount of material. Print speed and extrusion width showed a critical influence on the electroanalytical performance of 3D-PES. Under optimized conditions, the fabrication procedure offered excellent reproducibility (RSD 1.3% in working electrode diameter), speed (< 3 min/unit), and costs (< 0.01 $ in material cost). The 3D-PES was successfully applied to the determination of phloridzin in apple juice. The analytical performance of 3D-PES was compared with an equivalent commercial on-drop screen-printed electrode, yielding similar precision and accuracy but lower sensitivity. However, 3D-PES provides interesting features such as recyclability, biodegradability, low-cost, and the possibility of being manufactured near the point of need, some of which meets several demands of Green Chemistry. This cost-effective printing approach is a green and promising alternative for manufacturing disposable and portable electroanalytical devices, opening new possibilities not only in on-site food analysis but also in point-of-care testing.Publicación Algunos problemas en la implementación de los planes de igualdad de las empresas. La falta de interlocución sindical y el trámite registral(La Ley, 2024) Nieto Rojas, PatriciaPublicación Raman spectroscopy as a tool for characterisation of quality parameters in Norwegian grown apples during ripening(ELSEVIER, 2024) Monago Maraña, Olga; Wold, Jens Petter; Remberg, Siv Fagertun; Sanden, Karen Wahlstrøm; Afseth, Nils KristianThis study shows for the first time the feasibility of Raman spectroscopy as a non-destructive method to follow the ripening process of apple fruits. Two different varieties of apples were studied: ‘Aroma’ and ‘Elstar’. By visual inspection, Raman spectra showed that the starch content was higher in ‘Elstar’ apples compared to ‘Aroma’. The degradation of starch over time could be detected in the Raman spectra, indicating that the method can be used to monitor the ripening process. The ripeness markers starch index, soluble solids content (SSC), and the sugars glucose, fructose and sucrose were determined with traditional destructive methods. Cross validated calibration models based on Raman spectroscopy were obtained for all quality parameters, and test set validation offered good results, with R2 in the range 0.4–0.86 for ‘Aroma’ and 0.4–0.95 for ‘Elstar’, respectively. The regression coefficients showed that the calibrations relied on Raman bands associated with starch and different sugars. The results suggest that Raman spectroscopy in the future could be used to determine the optimal time of harvesting and to sort apples into different degrees of ripeness.Publicación Disorientation as an Emotional Experience: An Introduction from an Interactionist Perspective(Springer, 2024-07-24) Cabanas Díaz, EdgarDisorientation is a versatile, multidisciplinary concept. Whether associated with its spatial meaning or its non-spatial, more metaphorical sense, various disciplines have used disorientation to describe a broad range of philosophical, cultural, and social phenomena in the last decades. However, the focus on the concept from an emotional perspective remains scarce. To expand the current investigation on the topic, the present paper attempts a first approach to conceptualize disorientation as an emotional experience from an interactionist perspective. The paper reviews the previous literature, provides theoretical background and a working definition for the concept, and examines prototypical situations that are potentially disorienting for individuals, emphasizing the social and situated nature of the disorienting experience. The paper also comments on the relationships between disorientation and culture and points out some implications of the concept in mental health and psychological distress. Altogether, the paper argues about the value of disorientation as a powerful construct to gain insight into what, why, and how traumatic and everyday situations as well as current cultural and social challenges impact people emotionally.Publicación Impact of Depression and Cardiovascular Risk Factors on Cognitive Impairment in patients with Atrial Fibrillation: A Systematic Review and Meta-Analysis(ELSEVIER, 2024) Del Pino Castillo, Maria; Rivero, Pablo; Taylor, Amy; Gabriel, Rafael S.; https://orcid.org/0009-0002-3990-6849; https://orcid.org/0000-0002-3631-8374BACKGROUND: Atrial fibrillation (AF) is a common cardiac arrhythmia associated with significant cardiovascular morbidity and mortality, as well as cognitive impairment (CI). The interplay between AF and CI is complex, involving various pathophysiological changes and numerous risk factors. Among them, depression has emerged as a significant contributor to both AF and CI, further complicating the relationship between these conditions. OBJECTIVES: This systematic review and meta-analysis aimed to investigate the influence of depression on the development of cognitive impairment in AF patients and assess the predictive value of the CHA2DS2-VASc score for CI risk. METHOS: We searched PubMed, Scopus, and Web of Science for relevant studies without language or date restrictions. Ten studies, comprising 1,605,577 participants, were included. A random-effects model was used for meta-analysis, and heterogeneity was assessed using I2 statistics. Funnel plots and Egger’s test evaluated publication bias. RESULTS: Depression significantly increased the risk of CI in AF patients (OR: 2.23, 95% CI: 1.54-3.21, p<0.01; I2=99%). This association persisted in studies excluding baseline CI (OR: 1.95, 95% CI: 1.33-2.85, p<0.01; I2=88%). Subgroup analysis confirmed these results for both prospective (OR: 1.78, 95% CI: 0.92-3.44, p=0.02; I2=65%) and retrospective studies (OR: 2.63, 95% CI: 1.75-3.93, p<0.01; I2=100%). Analysis of CHA2DS2-VASc risk factors showed associations with CI, particularly cerebrovascular disease (OR: 1.86, 95% CI: 1.61-2.16). CONCLUSIONS: Our findings support the association between depression and cognitive impairment in AF patients, demonstrating the importance of addressing mental health in cardiovascular care. Future research is necessary for a comprehensive understanding of this association.Publicación Competencias para el éxito académico de estudiantes universitarios en modalidad virtual(178, 2024-07) Lagunes Domínguez, Agustín; Sáez López, José Manuel; Torres Gastelú, Carlos A.; Lagunes Domínguez, Patricia; Gómez Acosta, Erandy I.e analizan las diferencias entre ser un estudiante en modalidad presencial y ser un estudiante en modalidad virtual. Para la búsqueda de las fuentes se utilizó el método PRISMA el cual garantiza la rigurosidad en la revisión sistemática de la literatura. Se indican las once principales competencias que debe poseer un estudiante universitario para tener éxito en la modalidad virtual, las cuales son autodisciplina, gestión del tiempo, competencias digitales, comunicación escrita efectiva, colaboración a distancia, autoevaluación, adaptabilidad, iniciativa, habilidad para la autorregulación emocional, pensamiento crítico y autonomía académica. Como conclusión, existen grandes diferencias entre ser un estudiante en modalidad presencial y en modalidad virtual, los segundos enfrentan desafíos que no son tan complejos para un estudiante en modalidad presencial. Los estudiantes que opten por la modalidad virtual deben poseer al menos las once principales competencias para tener mayores posibilidades de éxito académico.Publicación Project-based Learning: A Case Studying the Catholic Monarchs in Elementary Education(Indonesian Institute of Sciences (LIPI), 2023-10) Sáez López, José ManuelThis study aimed to assess the use of Project-Based Learning (PBL) in classroom practice with 121 primary school students in five different schools in Spain, analyzing the advantages and effectiveness of practicing PBL in social sciences, in the topic of the history of the Catholic Monarchs. In this pedagogical design, students interact and create their history-related content. The first dimension, PBL in the Catholic Kings unit comprises a quasi-experimental approach through a student t-test, which showed significant improvement regarding curriculum concepts and academic results. The second dimension, Assessment of elements and implementation of PBL, details data from 46 teachers and professors who evaluate the implementation and characteristics of PBL in the proposal and practice. From the results, the methodological approach using PBL improves academic results and encourages students to have a bigger role in the learning process, with active participation where students seek information, interact with classmates in groups, try to solve problems and create final products for subsequent presentations.Publicación Motivation and learning strategies in the use of ICTs among university students(ELSEVIER, 2013) Valentín, Alberto; Mateos, Pedro M.; González-Tablas, María Mar; Pérez Sánchez, Lourdes; López, Estrella; García, Inmaculada; https://orcid.org/0000-0001-6414-3893Within the European Higher Education Area (EHEA) considerable efforts are being made to promote the incorporation of Information and Communication Technology (ICTs) in Higher Education (HE), together with placing emphasis on the cognitive and motivational components underlying learning. The objectives of this research were to analyze: (a) the relationship between different uses of ICTs and the learning outcomes and (b) the relationship between learning strategies and motivation and the use of ICTs. Four factors explain 57.4% of the total variance of the types of use of ICTs. It is possible to discern four patterns of use of ICTs (Social, Technical, Academic and Educational Platforms). Our results show significant associations of the different uses of ICT with expectations of improved performance and satisfaction. In addition, the Educational Platform Use (EPU) is linked to performance. In turn, the EPU is predicted by learning strategies and motivation variables which point to primarily motivational components. The results are discussed in relation to the difficulties inherent in the process of implementing the EHEA.Publicación Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education(Springer, 2023-06-02) Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar; Vázquez Cano, EstebanGamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.Publicación Introducción. Formación en competencia digital: una respuesta para el fortalecimiento de las instituciones públicas en países de América Latina y el Caribe(Prociências, Universidad Federal de Pelotas, Brasil, 2021) Martín Cuadrado, Ana María; Pérez Sánchez, Lourdes; Alvarez, MabelLa temática surgió tras la puesta en marcha del PROGRAMA DE CAPACITACIÓN VIRTUAL DE FORMADORES EN COMPETENCIAS DIGITALES destinado a países de América Latina y el Caribe (ALC) (2021-2022), en el marco del Plan de Transferencia, Intercambio y Gestión de Conocimiento para el Desarrollo de la Cooperación Española en América Latina y el Caribe – INTERCOONECTA (AECID). La cooperación española colabora con ALC a través de diversos programas y organismos, entre ellos AECID, que van contribuyendo y alcanzando tangibles resultados en la región. En todos los ámbitos de la vida “Lo digital” está cada vez más presente alcanzando a los ámbitos educativo, laboral, social, económico, salud, investigación, gestión, etc. Por este motivo, es cada vez más necesario que las personas adquieran un cierto dominio en competencias digitales, siendo una preocupación a nivel internacional, la necesidad de formar a las personas como ciudadanos y ciudadanas del siglo XXI. En ALC, cada país implementa planes individuales de inclusión y/o alfabetización digital. La situación es desigual en cuanto a dominio en competencias digitales, tanto entre países como entre ciudadanos de un mismo país. Las administraciones públicas en sus servicios al ciudadano tienen también notorias diferencias y se evidencian carencias, que se reducirían en la medida que se avance hacia la gestión y prestación de servicios digitales. En este contexto de actuación, se propuso el Programa de capacitación virtual de formadores en competencias digitales que incluye cinco cursos virtuales correspondientes a las cinco competencias digitales y las respectivas subcompetencias, de acuerdo con el Marco Europeo de Competencias Digitales (DIGCOMP). Para su desarrollo, se estableció un consorcio entre la Universidad Nacional de Educación a Distancia (UNED), España, la Organización de Estados Iberoamericanos (OEI) - sede Panamá y el Convenio Andrés Bello (CAB). Y, se creó la Red o Comunidad Virtual de Colaboración y Gestión de Conocimiento en Competencias Digitales-COMPEDIGI[1] El objetivo inicial que definió el Programa, desde una perspectiva amplia en cuanto a responsabilidad social, fue el de contribuir al empoderamiento del gobierno y la sociedad a través de la capacitación en competencias digitales de funcionarios públicos que tuvieran la posibilidad de aplicarlas en sus territorios y contextos; adicionalmente se buscó el fortalecimiento de las instituciones públicas en las que se desempeñan. Se decidió que la consiguiente transferencia en el territorio fuera a través de proyectos de intervención. De los cinco cursos del Programa Intercoonecta (AECID), han finalizado dos de los tres previstos para 2021, correspondiendo el primero a la Competencia Digital de Información y Alfabetización Informacional (16 de marzo - 09 de mayo) y el segundo a la Competencia Digital de Comunicación y Colaboración (20 de mayo - 10 de agosto). Se diseñaron 63 proyectos de intervención en los dos primeros cursos, de los cuales siete fueron seleccionados para la Edición temática, siendo sus autores de: Argentina, Cuba, El Salvador, Perú, Uruguay y Venezuela. La variedad de respuestas encontradas por los autores ante situaciones diversas acontecidas en los ámbitos de actuación de las Instituciones de la administración pública donde laboran tiene un nexo común: las competencias digitales al servicio de los ciudadanos y de las ciudadanas, como una respuesta a las necesidades detectadas en sus funciones laborales y territorios concretos; agravadas por la COVID-19.Publicación Scratch and unity design in elementary education: A study in initial teacher training(Wiley, 2023-04-23) Sáez López, José Manuel; González Calero, José Antonio; Cozar Gutierrez, Ramón; del Olmo Muñoz, JavierBackground: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block-based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block-based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi-experimental design with a Student's t-test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block-based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution.