The article “La educación en valores en revistas académicas hispanoamericanas (2001-2020)”, written by Maria Rosa Buxarrais and Levy Farías Navarro, has been recently published in Márgenes, Revista de Educación de la Universidad de Málaga.

Abstract
“The exponential increase of publications requires new approaches for reviewing academic literatures. With reflexive criteria and digital tools this study reviewed 200 articles about values education, published in Spanish, online and with open access in the last 20 years, obtained through the “Red Iberoamericana de Innovación y Conocimiento Científico”, REDIB©. Method: The main analysis was performed with the “topic modelling LDA” application, available in the open code software Orange© (3.32). Results: Close reading showed a substantial increase of empiric studies from the first to the second decade, but distant reading, by way of topic modelling, did not show other clear chronological trends. However, once the corpora were reorganized according to geographical criteria (Spain, Cuba and Other Spanish-speaking countries), more easily interpretable differences were noted. As complementary procedure, the five resultant corpora were automatically scored according to the presence of some disciplinary denominations, and a few selected authors, mainly from the evolutive-cognitive tradition of moral psychology. Cuban texts, on average, differed from the rest due to their political rather than academic perspectives, and their more frequent references to medical sciences. Discussion: Overall, the study shows several reasons for concern, about the unequal participation in values education studies across the region, insufficient levels of theoretical substantiation, and scarce international dialogue. Finally, some reflections are made about the distant reading procedures employed, and also about the need of counteracting the current marginalisation of values education and other intrinsically humanistic related fields “.

The article “Hybrid Education in Catalan Secondary Schools: Digital Competence as a Key Factor”, written by Núria Castells Gómez, Juan Llanes Ordóñez, Marc Fuertes-Alpiste, Marta Gràcia Garcia, Carles Lindín and Maria Rosa Buxarrais, has been recently published in Revista de Investigación Educativa.

Abstract
“The COVID-19 pandemic had an impact on compulsory formal education and various responses were given to the lack of face-to-face attendance: from the most improvised (emergency remote teaching model) to more informed practices of digital education, such as the hybrid educational model. This non-experimental, descriptive-inferential study aims to investigate whether the self-perceived digital teaching skills (SDTS) by teachers (n=346) and the self- perceived digital skills (SDS) by students (n=1322) and families (n=531) from 15 secondary education schools in Catalonia are related to variables of virtual/online education in the model of hybrid education: teaching and learning activities; assessment proposals; aid provided and received to promote learning. A specific online questionnaire was prepared for each group of participants. The results indicate that a high level of SDTC by teachers is related to more inno- vative methodological and assessment proposals, and, in the case of students, their SDS are related with a better predisposition to learn online, while in families we found no relationship between the SDS and the help received and provided to their children. The conclusions point to the need to promote a higher level of digital teaching skills in teachers to guarantee more suitable hybrid education practices and to foster digital competences in students”.

The article is available, free of charge, in the Articles Section.