Artículos científicos

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12466/19

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The Architecture of AI-Mediated Learning: A Three-Layer Framework
(2026) Javadinejad, Arash; Davari, Maedeh
Artificial intelligence (or AI) is rapidly transforming digital learning environments, reshaping how educational processes are organized, how knowledge is produced, and how learning is evaluated. Despite a growing body of research on AI in education, existing studies often examine technological, pedagogical, and ethical dimensions in isolation, leaving a lack of integrative frameworks capable of explaining how AI restructures learning environments as a whole. This study addresses this gap by proposing a three-layer conceptual framework that models AI-mediated learning environments through the interaction of efficiency, pedagogy, and ideology. The framework conceptualizes AI integration as a system of interdependent processes: the efficiency layer captures the optimization of educational activities through automation and data-driven personalization; the pedagogical layer explains how AI reshapes learning processes, feedback cycles, and learner strategies; and the ideological layer examines the normative assumptions embedded within AI systems, including issues of epistemic authority, linguistic norms, and algorithmic bias. Drawing on a structured synthesis of recent empirical research across domains such as generative AI tools, automated feedback systems, intelligent tutoring systems, and AI-supported assessment, the study demonstrates how these dimensions interact to structure contemporary digital learning environments and generate both affordances and tensions. The main theoretical contribution lies in advancing a system-level analytical framework that moves beyond tool-specific approaches and enables a more integrated understanding of AI in education. In practical terms, the framework provides educators and policymakers with a lens to critically evaluate AI integration, supporting more informed decisions on assessment design, sustainable learning practices, and inclusive digital education.
The impact of dissonance on simulation experience: a teacher training case study
(2026-04-27) Angelini Doffo, María Laura; Javadinejad, Arash; Diamanti, Roberta
This study examines how student teachers experience controversial stakeholder profiles in a simulation-based teacher education programme and how these experiences contribute to professional development. The study pursues two objectives: to examine the capacity of simulation to reveal student teachers’ perceptions of contested profiles (head of school, ESL teacher, parent and pedagogue) in a complex school scenario; and to analyse how these perceptions and related emotions, including discomfort, frustration and disappointment, support the development of communication, metacognitive and professional skills. Using a qualitative approach, the study draws on participants’ reflective reports and expert observations collected during the simulation. Findings show that the parent profile emerged as the most controversial and dissonant role, generating emotional tension, disagreement and personal conflict that challenged participants’ assumptions about teaching. These results highlight the pedagogical value of incorporating dissonant roles into simulation-based teacher education and underscore the importance of addressing parent-teacher communication within comprehensive training programmes.
Understanding Speaking Demotivation in Iranian EFL Contexts: A Self- Determination Theory Analysis of Learner and Teacher Perspectives
(2026-08-30) Davari, Maedeh; Javadinejad, Arash
This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and relational factors, including lack of social support, negative classroom climate, and limited agency, whereas teachers foregrounded structural constraints such as proficiency gaps, exam-oriented practices, and limited opportunities for authentic language use. Notable divergences between teacher and learner perspectives suggest misalignment in how demotivating experiences are recognised and addressed in classroom practice. The study contributes to the literature by providing a theoretically grounded account of speaking demotivation that connects psychological needs with classroom conditions. It also highlights the importance of designing need-supportive speaking environments and increasing teacher awareness of the affective and agentic dimensions of learner engagement.
From tools to pedagogical ecologies: a systematic review of artificial intelligence in EFL/ESL education
(2026-08-25) Javadinejad, Arash; Davari, Maedeh
Introduction: Artificial intelligence (AI) is increasingly embedded in English as a Foreign/Second Language (EFL/ESL) education, yet existing research remains fragmented across tools, skills, and short-term outcomes. This review examines how AI is integrated into EFL/ESL education across language skills, instructional domains, and educational contexts. Methods: This PRISMA-guided systematic review synthesised 221 unique peerreviewed publications. Moving beyond a tool-centred inventory, the review analysed AI through four interrelated dimensions: pedagogical roles, mediating processes, reported outcomes, and contextual constraints. Results: AI systems increasingly operated as multifunctional pedagogical actors rather than isolated instructional aids. The most frequently coded roles were teacher orchestration/support, content and materials generation, assessment or diagnosis, coaching or practice companionship, tutoring or scaffolding, and conversational partnership. AI-mediated learning was especially concentrated in writing and speaking/communication, where text-based, voice-based, multimodal, immersive, and adaptive systems supported feedback, revision, rehearsal, and learner–system interaction. Reported benefits included expanded practice opportunities, accelerated feedback cycles, redistributed instructional labour, skill development, learner autonomy, affective support, assessment and monitoring, collaboration, and multilingual engagement. Recurring challenges included technical reliability and feedback quality, teacher readiness, privacy and data security, learner over-reliance, infrastructural inequality, bias and cultural mismatch, authorship and academic-integrity concerns, and methodological weaknesses. Discussion: Interpreted through a three-layer framework of efficiency, pedagogy, and ideology, the synthesis conceptualises AI in EFL/ESL education as a pedagogical ecology in which tools, learners, teachers, feedback regimes, assessment practices, institutional infrastructures, and governance arrangements interact. The review provides a theory-informed framework for analysing, designing, and governing AI-mediated language education beyond simple claims of technological effectiveness.
News values and discursive construction of economy in the Brexit referendum
(Cardiff University Press, 2026) Javadinejad, Arash; Maruenda-Bataller, Sergio
Economic issues played a central role in the Brexit debate, yet previous studies on Brexitrelated news discourse have paid relatively little attention to them. This paper examines the discursive construction of the economy as a newsworthy topic in campaign coverage in the UK’s quality newspapers. To this end, we analysed a corpus of four major British broadsheets, categorizing them based on ideological orientation (left-right) and Brexit stance (Leave-Remain). Employing a mixed method approach within Corpus Assisted Discourse Studies (CADS), we applied Discursive News Values Analysis (DNVA) alongside Corpus Linguistic tools and techniques. The findings indicate that the primary factor shaping similarities and differences in discursive practices surrounding the economy during the campaign coverage was the Leave-Remain divide, rather than traditional left-right political affiliations.
Benefits of a light-intensity bout of exercise on attentional networks functioning
(2024-10-28) Sanchis-Navarro, Enrique; Gabriel Luna, Fernando; Lupiáñez, Juan; Huertas Olmedo, Florentino
The effects of physical exercise on attentional performance have received considerable interest in recent years. Most of previous studies that assessed the effect of an acute bout of exercise on attentional performance have generally been approached by analysing single attentional functions in isolation, thus ignoring the functioning of other attentional functions, which characterizes the real perception-action environmental conditions. Here, we investigated the effect of two different intensities (light vs. vigorous) of acute exercise on attentional performance by using the ANTI-Vea, a behavioral task that simultaneously measures three attentional functions (phasic alertness, orienting, and cognitive control) and the executive and arousal components of vigilance. 30 young (age = 20.93; SD = 1.51 years) physically active participants (21 men and 9 women) completed three experimental sessions: the first one to assess their physical fitness and baseline performance in the ANTI-Vea, and the other two sessions (in counterbalanced order) to assess changes in attentional and vigilance performance after an acute bout of light- intensity vs. vigorous- intensity physical exercise. Beneficial effects on some accuracy scores (i.e., overall higher accuracy in the attentional sub-task and fewer false alarms in the executive vigilance sub-task) were observed in the light- intensity exercise condition compared to baseline and vigorous- intensity. Additionally, the RT score of phasic alertness was increased after the light- intensity exercise in comparison with baseline. The present findings suggest that a bout of acute exercise at light- intensity might induce some short-term beneficial effects on some aspects of attention and vigilance.
Unveiling pathways: exploring chronological and maturational biases in a Spanish professional soccer academy
(2025-02-20) Peñín-Grandes, Saúl; Mesonero-García, Silvia; Huertas Olmedo, Florentino; Ginés Cabeza, Honorato Jose; Ballester Lengua; Ballester Lengua, Rafael
This brief research report aimed to analyze the prevalence of asymmetries in players’ date of birth, the influence of relative age affects (RAEs) and maturation on players’ participation, and the potential maturity biases in performance indicators in a Spanish professional male soccer academy. Maturity status was determined as the percentage of predicted adult height (% PAH). RAEs are strongly represented in the sample as 77% of players were born in the first semester of the year. Relatively older players do not appear to receive significantly more playing minutes, while more mature players showed a higher percentage of playing time in U13 and U14, with no differences in U15 and U16. In other performance indicators, more mature players do not have an advantage when it comes to being considered “promising players”, training and competing with higher chronological age groups and being selected by state teams. Finally, individual maturity level within the team does not appear to be relevant to the club’s proposal to continue in the academy. Our results show a strong overrepresentation of players born in the first semester of the year, indicating the presence of RAEs. However, this bias does not translate into significant differences in competitive performance, such as playing time. Conversely, individual maturity status demonstrates a transient effect on playing time in younger age groups (U13 and U14). These findings underscore the importance of understanding the interplay between RAEs and maturity biases in talent identification and development in the highly competitive framework of a professional soccer academy.
Vertical Stiffness, Pelvic Tilt Range and Jump Height during Vertical Jumping in Youth Soccer: Influence of Age, Sex and the Playing Position
(2026-07) Martínez, Rafael; Sanz Bayo, Alejandro; Huertas Olmedo, Florentino; Byrne, Paul J.; Martínez‐Gramage, Javier
This study aimed to examine the influence of sex, age, and the playing position on vertical stiffness, pelvic tilt range, and jump height during vertical jumping in young soccer players. A total of 542 players (129 females, 413 males) aged 12 to 19 years from elite soccer academies participated. Players were divided into U14, U16, and U19 categories, and jump height, vertical stiffness, and pelvic tilt range were evaluated using the countermovement jump (CMJ) with an inertial sensor. Results revealed that vertical stiffness and jump height were significantly higher in males than females (p < 0.001) and significantly increased with age in males only from U14 to U16, U16 to U19 and U14 to U19 (p < 0.01 to p = 0.015). Pelvic tilt range was significantly greater in females only (p < 0.001), with forwards showing larger pelvic tilt range than midfielders (p = 0.023), though no differences were found by age. The analysis of the playing position showed no significant differences in vertical stiffness or jump height, suggesting that these variables were more influenced by biological and sex‐related factors rather than positional roles during developmental stages. These findings provide normative data that can aid in the design of individualized training programs aimed at optimizing performance and reducing injury risk in youth soccer players.
Brown Macroalgal Polyphenols and Oxidative Stress: A Systematic Review and Meta-Analysis of In Vivo Evidence in Vertebrate Models.
(2026-07-31) Cejalvo Lapeña, Dolores; Sánchez-Bonet, Desiré; Garcia Oms, Samanta; Belda Antolí, Mariola; Lloris-Cejalvo, José Miguel; Padrón Sanz, Carolina
Brown macroalgal polyphenols, particularly phlorotannins, have demonstrated antioxidant and anti-inflammatory bioactivity, but in vivo evidence remains heterogeneous across organisms, stress models, and preparations. This systematic review and meta-analysis synthesized in vivo evidence on the effects of brown macroalgal polyphenols on oxidative stress-related biomarkers. PubMed, Cochrane, Scopus, and Web of Science were searched. Of 415 records identified, 22 in vivo studies involving zebrafish embryos, mice, and rats met the inclusion criteria. Interventions included extracts, fractions, and purified compounds. Random-effects meta-analyses were performed for prespecified outcomes, with subgroup analyses by compound, macroalgal species, and stressor/model. In zebrafish, brown macroalgal polyphenols reduced ROS generation, lipid peroxidation, and nitric oxide production. In rodents, they increased catalase activity and serum superoxide dismutase, and reduced hepatic malondialdehyde and TBARS, whereas glutathione peroxidase showed no consistent pooled effect. Risk-of-bias assessment using SYRCLE indicated predominantly unclear reporting for randomization, allocation concealment, and blinding, while attrition and reporting domains were mostly low-risk. Overall, brown macroalgal polyphenols show promising antioxidant effects in vivo, but substantial heterogeneity and incomplete methodological reporting limit certainty and preclude direct extrapolation to humans.
Assessing differences in emotional intelligence among lifestyle and AI usage profiles generated via Self-Organizing Maps in first-year university students
(2026-08-26) Alonso Larza, Lucia; Fernández Piqueras, Rocio; Moliner Albero, Adoración Reyes; Marco Ahulló, Adrià
Background: The transition to higher education exposes first-year students to significant lifestyle changes and the challenges of a hyperconnected ecosystem, including the rapid integration of Artificial Intelligence (AI). While physical activity and digital flourishing are recognized as protective factors, their interaction with students’ emotional competencies remains underexplored through non-linear, multidimensional approaches. Objective: This study aimed to identify topological profiles among incoming university students based on lifestyle, digital flourishing, and AI usage, and to analyze dierences in intrapersonal emotional intelligence across these distinct profiles. Methods: A cross-sectional study was conducted with 385 first-year students. Data on physical activity, digital flourishing, AI perceptions and usage, and emotional intelligence were collected using validated self-reported instruments. A person-centered topological approach using Self-Organizing Maps (SOM) and k-means clustering was employed to identify student profiles, followed by oneway ANOVA to evaluate dierences in emotional attention, clarity, and repair. Results: The SOM analysis successfully identified six distinct behavioral and psychosocial profiles. A clear divergence emerged between an adaptive profile (Cluster 6, characterized by active lifestyles, high digital flourishing, and instrumental AI use) and a vulnerable profile (Cluster 1, marked by relative physical inactivity and lower scores across digital dimensions). Crucially, the inferential analysis revealed that the profiles exhibited significant dierences in their emotional competencies, with the adaptive profile showing significantly higher levels of emotional clarity and repair compared to the vulnerable group. Conclusion: Successful adaptation to the university and technological environment transcends the mere acquisition of isolated skills. Intrapersonal emotional intelligence acts as a key psychological factor dierentiating adaptive from vulnerable student profiles, underscoring the potential benefit of holistic institutional interventions that simultaneously integrate the promotion of physical activity, digital wellbeing, and emotional competence
Loneliness in emerging adulthood: A cluster analysis of psychological risk and protective factors.
(2026-09) Sanchis Sanchis, Alejandro; Ruiz Ordóñez, Yolanda; Aragonés Barberá, Inmaculada; Grau Sevilla, María Dolores
Loneliness is a complex phenomenon associated with significant effects on the quality of life and mental health of emerging adults. The objectives were to assess the behavioral profiles of emerging adults based on anxiety, depression, purpose in life, emotional regulation, and perceived social support, and to compare differences in loneliness according to the resulting behavioral profiles. A sample of 376 individuals aged 19 to 29 was evaluated. The study identified three loneliness profiles among emerging adults. The first group, characterized by high social support and purpose in life, exhibited lower levels of anxiety, depression, and loneliness. In contrast, the second and third groups, with low social support and greater use of emotional suppression, showed higher levels of anxiety, depression, and loneliness. The inverse relationship between purpose in life and loneliness highlighted the potential protective function of a strong sense of purpose. Findings emphasized the need for tailored interventions to improve mental health and strengthen social support networks.
Nuevas estrategias metodológicas para incentivar el estudio y el trabajo cooperativo en el contexto universitario
(Universitat Politècnica de València, 2020) Sempere Ferre, Francisca
Muchos estudiantes que ingresan actualmente en la universidad, carecen de hábitos de estudio. Con el objetivo de incentivar estos, aumentar la motivación y mejorar el aprendizaje de la asignatura se planteó una nueva estrategia metodológica. La investigación se realizó en un grupo de 40 alumnos Se establecieron grupos de cuatro personas de forma aleatoria. Consecutivamente cada grupo eligió una pregunta al azar entre 70 cuestiones formuladas de distinta tipología. Por cada respuesta acertada, el equipo recibió una pieza de un puzle para configurar una figura. Al equipo ganador se le asignó un 0,1 de la nota final de la asignatura. El experimento se realizó tres veces durante el cuatrimestre con diferentes cuestiones. El 95 % de los estudiantes valoraron positivamente la actividad, mostrando un alto grado de motivación y satisfacción en el trabajo en equipo
The Norton Scale at Admission Improves APACHE II-Based Mortality Prediction in the Intensive Care Unit: A Retrospective Cohort Study of 5775 Patients
(2026-07-09) Tejeda Adell, Manuel; de León-Belmar, José Javier; Pérez Bermejo, Marcelino; Pérez Murillo, Javier; Gomar Vidal, Sonia; Linares Aguayo, Sara; Tortosa Valencia, Antonio Alberto; Ventura González, Ignacio; Romero-Gómez, Belén; Martínez Peris, Miriam; Palau Ferré, Alma María; Murillo Llorente, María Teresa
Background and Objectives: Malnutrition and frailty affect 30–55% of intensive care unit (ICU) patients, yet formal nutritional screening remains inconsistently implemented in routine ICU admission workflows. The APACHE II score, the standard measure of acute physiological severity, does not capture pre-existing nutritional status or functional reserve. The Norton scale, routinely recorded by nursing staff for pressure-ulcer screening, could serve as a pragmatic proxy for the nutritional-functional axis. We assessed its independent prognostic value at admission for in-hospital and post-ICU mortality. Materials and Methods: Retrospective cohort study of 5775 consecutive adult patients admitted to a Spanish tertiary polyvalent ICU between 2012 and 2019, with APACHE II and Norton scores recorded at admission. The Norton was analysed as continuous and categorised (minimal >14, medium 13–14, high 10–12, very high 5–9). Discrimination was assessed by AUC and DeLong’s test, predictive improvement by IDI and NRI, and internal validity by bootstrap resampling (B = 200). Results: Hospital mortality was 12.8% (n = 738), rising from 7.7% in patients with minimal-risk Norton to 34.5% in very high risk. After adjustment for APACHE II, each additional Norton point reduced the odds of death by 7.7% (adjusted OR = 0.923; 95% CI 0.903–0.943). Adding the Norton to APACHE II improved discrimination (AUC 0.865 → 0.872; DeLong p = 0.003; IDI = 0.011; continuous NRI = 0.30). In the highest APACHE II quartile, the absolute mortality difference between minimal and very high Norton categories reached 23.2 percentage points. The Norton’s prognostic effect was approximately twice as large for post-ICU mortality (ΔAUC +0.011) as for overall in-hospital mortality (ΔAUC +0.006). Conclusions: The Norton scale at admission improves the prognostic capacity of APACHE II in critically ill patients, particularly for post-ICU mortality. Its widespread availability without additional patient-level data collection positions it as a pragmatic candidate for routine prognostic assessment and for guiding targeted nutritional screening.
The Science of Organisational Resilience: Decoding Its Intellectual Structure to Understand Foundations and Future
(2025-10-21) Toro-Gallego, Cristobal; Sapena Bolufer, Juan; Plaza-Navas, Miquel-Angel; Torres-Pruñonosa, José
This study aims to decode the intellectual structure of organisational resilience (OR) and provide a comprehensive overview of its conceptual development, key intellectual shifts and emerging research directions. We apply bibliometric co-citation analysis using CiteSpace on the scientific production on OR indexed in the Web of Science-Social Sciences Citation Index. The analysis identifies clusters, turning points and citation bursts, enabling the mapping of the field's main themes and intellectual foundations. The findings reveal eight major clusters of OR research, with distinctive yet interconnected areas: crisis management, disaster management, conceptualisation, supply chain management, influencing factors, strategy and planning, evaluation and community resilience. Key turning points and burst papers highlight the evolution of the field from conceptual foundations to strategic approaches shaped by global crises. The study advances theory by demonstrating how OR research is structured across clusters and by identifying conceptual gaps that require integration, which are addressed through a proposed research agenda. For scholars, it provides a roadmap to navigate the most influential works and theories, while for practitioners and policymakers, it highlights actionable directions to strengthen resilience in organisations facing volatile and uncertain environments.
Validación convergente de la batería Condición Física Secundaria como alternativa a Eurofit en ESO Autores/as Julio Martín-Ruiz
(2026-05-30) Martín Ruiz, Julio; Ros Ros, Concepción; Gallego Cerveró, Clara; Tamarit Grancha, Ignacio; Ruiz Sanchis, Laura
Introducción: La evaluación de la condición física en la asignatura de Educación Física requiere pruebas válidas, aplicables y útiles para orientar la intervención docente. Objetivo: Este estudio comparó la batería Eurofit con una propuesta alternativa a la que se denominó Condición Física Secundaria (CFS), diseñada para valorar la flexibilidad, la fuerza del tronco, el salto, el lanzamiento, la velocidad y la resistencia en alumnado de ESO. Metodología: Participaron 148 adolescentes; 82 chicos y 66 chicas, de 1º a 4º curso. Se analizaron asociaciones entre pruebas homólogas, diferencias entre notas y esfuerzo percibido, relación con sexo, edad, práctica física semanal y variables antropométricas, así como la validez convergente de la calificación final CFS respecto a Eurofit. Resultados: La batería CFS mostró una asociación significativa con Eurofit en la nota final (rho = .54; p < .001; r = .55; p < .001), aunque el acuerdo absoluto fue moderado-bajo (ICC = .41), indicando que ambas baterías no son intercambiables en todos los aspectos. La CFS redujo el esfuerzo percibido global en un 32.4% (p < .001) y mantuvo asociaciones relevantes en velocidad, lanzamiento y resistencia. Discusión: El test Thomas, Biering-Sørensen, la combinación SJ-CMJ-índice elástico, el lanzamiento rotacional, los 30 m y la prueba de Rockport, aportaron información más específica y aplicable al contexto escolar. Conclusiones: Los resultados apoyaron la validación convergente de CFS como alternativa viable, funcional e inclusiva para evaluar la condición física en Educación Física, y futuras investigaciones deberán confirmar su fiabilidad, sensibilidad al cambio y validez externa.
Design and Usability Validation of a Web Application for Injury Prevention Education in Physical Education: A Pilot Implementation in Secondary Schools
(2026) Martín Ruiz, Julio; Ros Ros, Concepción; Alarcón Jimenez, Jorge; de Bernardo Tejedor, María Nieves; Ruiz Sanchis, Laura
Aim/Purpose To assess the usability of a web application for PE injuries for teachers. Background Physical Education (PE) is a fundamental subject in compulsory education that bears witness to the evolutionary process of students. The changes that occur at different stages are accompanied by multiple physiological alterations, dur-ing which injury episodes may temporarily occur. Methodology Physical Education (PE) is a fundamental subject in compulsory education that bears witness to the evolutionary process of students. The changes that occur at different stages are accompanied by multiple physiological alterations, during which injury episodes may occur temporarily. Contribution This study introduces a validated, systematically tested web innovation for an underexplored domain (injury prevention in PE education) and demonstrates excellent usability as a foundation for broader implementation. Findings The results indicated that the degree of usability of the web application was excellent (Cronbach’s alpha = 0.964). No statistically significant differences were found between the categories or responses based on sex, age, or teaching experience (p > 0.05). Recommendations for Practitioners The main conclusions from this work are as follows: the web application has proven to be a highly usable tool, both structurally and intuitively. Recommendation for Researchers This study addresses the lack of knowledge, as the scientific literature has focused on injuries at the elite level, with no prior record in the educational field, specifically in Physical Education. Impact on Society The positive evaluation of teachers not only in the technical aspect of usability but above all in the quality of the specific content on PE injuries is the most relevant factor to consider, as it implicitly validates the information and deems it appropriate within the current legislative context and curriculum requirements. Future Research Since this is an exploratory study, the results cannot be generalized, although the proposed design appears suitable for implementation with a larger sample.
Infancia, adolescencia y vulnerabilidad en la narrativa breve de Concha Espina
(2026-06-30) de Ancos Morales, Beatriz
Concha Espina engrosa la lista de los escritores de la Edad de Plata poco conocidos en relación con otros autores del canon de la Generación del 98 y la del 14. Este trabajo presenta a la escritora cántabra en su contexto literario y sociocultural, sus constantes relaciones con la prensa periódica donde publicó numerosos artículos, cuentos y novelas cortas, como otros escritores coetáneos, amoldándose a las nuevas exigencias del género que se edita en periódicos y revistas. Se analizan los temas y personajes infantiles y adolescentes refl ejados en su narrativa breve, con particular atención a la cuestión social: pobreza, orfandad y maltrato infantil.
Viure amb por al clima: l'impacte de catàstrofes naturals
(2026-02-12) Cloquell Lozano, Alexis; Moret Tatay, María del Carmen; Arteaga Moreno, Francisco Javier; Lacomba Vazquez, Joan
El artículo analiza el impacto psicológico de la Dana que afectó a la Comunidad Valenciana el 29 de octubre de 2024, subrayando cómo los fenómenos climáticos extremos pueden aumentar la ecoansiedad, entendida como el miedo crónico a las consecuencias del cambio climático. A partir del proyecto “Ecoansietat percebuda després dels efectes de la Dana”, se estudió el efecto social y emocional de este desastre en la población española.
¿Es la inmigración un fenómeno invasor o enriquecedor para la sociedad?
(2025-07-16) Cloquell Lozano, Alexis
El texto analiza cómo el debate político sobre la inmigración se vincula con discursos que presentan la identidad nacional, cultural o lingüística como amenazada por la llegada de extranjeros. Frente a esta visión, plantea que los principales riesgos para las identidades culturales provienen más de la globalización y de la homogeneización cultural que de la inmigración. También cuestiona la idea de que la integración deba ser un proceso de adaptación unilateral de los inmigrantes a la sociedad de acogida. El autor reflexiona sobre la relación entre ciudadanía, derechos e integración social, señalando que muchas personas extranjeras participan plenamente en la sociedad sin disponer de todos los derechos ciudadanos. Además, defiende que mantener las raíces culturales propias es compatible con la convivencia democrática. Finalmente, propone avanzar hacia un modelo de ciudadanía inclusiva y cosmopolita, donde la pertenencia no dependa exclusivamente de la nacionalidad.
Trabajan pero no cuentan: ¿por qué la inmigración es clave para el estado del bienestar en España?
(2026-03-10) Cloquell Lozano, Alexis
El Gobierno de España ha anunciado su intención de avanzar en un nuevo proceso de regularización administrativa, apoyándose en las vías ya existentes de arraigo y en el despliegue del nuevo Reglamento de Extranjería, que entró en vigor el 20 de mayo de 2025. El objetivo declarado no es solo dar respuesta a una realidad social consolidada, sino incorporar plenamente a la economía formal a cientos de miles de personas que ya viven y trabajan en el país, reforzando así la cohesión social y la sostenibilidad del sistema de protección social.

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